TRAINING OF PEDAGOGIC STAFF IN THE SYSTEM OF DISTANCE EDUCATION OF GREAT BRITAIN

This article is devoted to the topical scientific problem – the development of distance learning all over the world, beginning from 1840 to our days. Special attention is paid to the issue of training teachers by distance education in British universities. The work enlightens the problems of training students for Masters of Education in British universities and other distance learning institutions. It has been underlined that the most popular degree for the pedagogical professions in the field of distance learning is Master of Education Short history of the development of pedagogical education in Great Britain is proposed. Modern tendencies of training of pedagogic specialists in Great Britain are singled out, especially the peculiarities of British postgraduate level. It shows the peculiarities of development of British educational system in the context of formation and reformation of European educational environment and a widespread tendency of lifelong learning. The essence of basic terms of distance education and the understanding of their meanings by different scientists are discussed in the article as well as peculiarities of using distance learning in the process of training pedagogic specialists. The work clears up the features of the system of distance learning in Britain, gives analysis of models of distance education in British higher educational establishments and analysis of national British strategies of distance education and their implementation within definite universities. Based on the analysis of scientific literature, official documents and programs of training Master of Education by distance in British universities (including Open University) the content and peculiarities of training specialists mentioned above are pointed out. Such peculiarities include: modular structure of the curriculum with core and optional elements; flexibility of any program due to its modular structure, possibility to combine modules of different programs; different pathways on postgraduate level within one program (from postgraduate certificate to Master level); close connection of its theoretical and practical aspects. The alternative ways of gaining education by distance are singled out. The peculiarities of functioning of Ukrainian system of distance learning and Ukrainian educational sphere are mentioned. The reasons of slow introduction of distance learning in Ukrainian universities were pointed out. The importance of use of Great Britain experience is underlined.