Khomych O. Trends in primary school teacher training in Canada (second half of the XX – beginning of the XXI century)

The dissertation for the first time highlights the results of a holistic study of a scientific problem that was not the subject of a special study – the evolution of trends in primary school teacher training in Canada in historical and pedagogical progress (1950–2010). According to the logic of the research, the content of the dissertation manuscript is structured and covered component by component in accordance with the purpose and interdependent tasks. Based on the analysis of the interdisciplinary source base, the systematization and grouping of sources according to chronological and problem-thematic criteria is carried out. Theoretical studies show that despite numerous studies by Ukrainian and foreign scholars, due to the urgency of the scientific problem in the context of building social strategies for teacher training in an era of social and global change, Canada’s experience in trends in primary school teacher training in chronological terms 1950–2010 years, was not the subject of holistic and systematic research. The dissertation covers a wide range of legislative, regulatory and legal sources that regulate the progress of changes in the training of primary school teachers in accordance with federal requirements and those that meet the needs of diverse cultural environments of the provinces and territories. Joint (at the federal level) and diverse (at the provincial level) influences on the development of tendencies of primary school teacher training in the period of historical time (1950–2010) are revealed