ДОСВІД ПІДГОТОВКИ ВИКЛАДАЧІВ ВИЩОЇ ШКОЛИ В УМОВАХ МАГІСТРАТУРИ У КРАЇНАХ ЄВРОПИ

There reviewed European experience of pedagogical teachers training teaching for higher educational establishments; there analyzed state educational standards in Germany, France and Great Britain which state the mentioned training. There emphasized different models of training of teachers of higher education in the conditions of a magistracy in European countries: consequent, synchronous and integrative; There researched the problem of filling and structuring studying plans teachers in European countries. The article analyzes the functioning of higher education teacher training systems in European countries (Germany, France, Great Britain). It is concluded that these systems are integral, have internal connections of structural and genetic nature. The genetic interdependence of the system elements of higher education teacher training systems is due to: the formation and development of systems in a given national context, orientation on educational traditions, the adequacy of the goal of the individual logic of the system’s development. The process of self-organization of this system is based on the continuous updating of elements through the implementation of programs for the modernization of educational institutions. It guarantees the system the necessary flexibility to adapt to constantly changing external conditions. The presence of a guiding mechanism (existing educational standards) ensures that the system’s effectiveness meets its goals. An analysis of the integration of higher education teacher training systems in European magistracy conditions makes it possible to state that the main properties of these systems continue to be determined by their internal structure. In the framework of the Bologna process, the formation of coordination links is being formed, which in the future will provide an opportunity to strengthen the integrity of the integrating systems. Systems of training high school teachers of European countries involved in integration, including Ukraine, still retain the ability to exist independently. Traditional forms of organization of training for teachers of higher education are stronger than universal ones, which testifies to the domination of national educational strategies.