The thesis provides a complete scientific analysis of a problem of quality assurance of teacher training in both the Republic of Poland and Ukraine. The comparative analysis of basic concepts of research in Polish and Ukrainian scientific area has been carried out. The systematic approach has enabled the comprehensive study and research of the system of quality assurance of teacher training in both the Republic of Poland and Ukraine; the outline of two subsystems, external and internal in view of quality assurance; the discovery of their elements which are connected with relevant functional relations, have their own peculiarities and directly influence the quality of the result, i.e. quality of teacher training. The concept of comparative research of the systems of quality assurance of teacher training has been presented; the criteria of comparison (normative legal, content and procedural, organizational and specific) have been defined and explained.
Both Polish scholars and Ukrainian researchers in the field of education view quality of education in the context of many aspects, quality of professional training, teachers in particular, being key of them. In the research quality of teacher training is seen as the compliance of the level of professional training with the normative requirements of the state standard, demands and needs of the school and the society, which are put forward to the graduate of the higher education/pedagogical institution as to a specialist who is competitive in the educational services market, ready to perform their professional functions and widen their spectrum on the grounds of lifelong learning.
The system of quality assurance of teacher training in the Republic of Poland has been studied. Normative legal base of the external system of quality assurance of teacher training and the activity of the Polish Accreditation Committee have been characterized. Important elements of the internal systems of quality assurance are content forms and methods of preparation. A significant factor of quality assurance of professional training is the educational programme which is designed by a higher education institution and outlines in details the whole procedure of teacher training. Three main landmarks of qualitative teacher training such as professional and pedagogical knowledge, the principle of acceptance of the other (the ability to interact effectively and work with different groups) and social work have been defined. Teacher training in the Republic of Poland is developed with the consideration of general European principles, the choice of best content of educational programmes and is based on modern methods and forms of training arrangement, as well as is aimed at training “a European teacher”.
The analysis of normative legal base of the external system of quality assurance of teacher training in Ukraine have been conducted. The National Agency for Quality Assurance in Higher Education is a main permanent collegial body, which is responsible for the external evaluation of quality of the national higher education. The content of teacher training is a significant indicator of its quality. Important elements of the internal systems of quality assurance of teacher training are teaching forms and methods that are being transformed and modernized according to new educational demands and competence paradigm in education. The educational programme where all the training aspects are thoroughly shown plays a key role in quality assurance of teacher training. Peculiarities of teacher training on the grounds of competency-based, activity-based, personality-oriented and axiological approaches have been outlined.
In accordance with the normative legal criterion, the comparative analysis of the external system of quality assurance of teacher training in the Republic of Poland and Ukraine in the context of normative legal base and agencies responsible for quality of education has been carried out. The comparative analysis of the internal systems of quality assurance of teacher training according to content and procedural, organizational and specific criteria in the context of content, organization, models, forms and methods of professional training has been conducted. On the grounds of the comparative analysis, common and different features for the external and internal systems of quality assurance of teacher training in the Republic of Poland and in Ukraine have been distinguished. Promising directions of applying Polish practices of quality assurance of teacher training in Ukraine have been defined.
