SOCIAL-AND-ECONOMIC DETERMINATION OF DEVELOPMENT OF HIGHER PEDAGOGICAL EDUCATION IN THE USA

Purpose. The article analyzes the scientific literature to study the problems of preparation of pedagogical workers, including primary school, and their impact on the US economy during the socio-economic development. It was determined that the socio-cultural, political and economic factors influenced the change in the development of training and professional development of teachers, especially primary school in the United States. Results. Trends of scientific and technological progress and the development of a market economy caused a system of education that is most extensively developed in the recovery period (1950–1970). Originality. In 70-80 years there is a trend of transition from elite education to mass. There is a need for teachers who will teach children equal democratic society. In this period is going the expansion of university and non-university education. In the 70-90 years of leading the direction of government policy in education is an economic imperative. In the twentieth century the state directs the education system, which is the key to information and knowledge that dominate the economy, to solve the socio-economic development. US spares no allocations for the restructuring of education system, the research work in the field of pedagogy, methodology for improving the education system, including its proactive nature. Conclusion. Preparation and improvement of pedagogical skills of teachers, especially primary school in the US is considered as a factor of socio-economic and cultural and educational development. In particular, the training and retraining of teachers is determined by the level of economic development.