USE OF CRITICAL THINKING DEVELOPMENT TECHNOLOGY IN THE PROFESSIONAL TRAINING OF EDUCATORS: THE EXPERIENCE OF DENMARK AND NORWAY

Introduction. The article is devoted to the problem of using the critical thinking development technology in the process of professional training of teachers. Purpose. To reveal the peculiarities of using the critical thinking development technology in the preparation of future teachers of Denmark and Norway. Methods. Theoretical analysis and generalization of psychological-pedagogical and scientific-methodical literature of Ukrainian and foreign scientists on the problem of research, pedagogical observation. Results. The experience of foreign countries, in particular Denmark and Norway, has been analyzed. The author reveals the peculiarities of the critical thinking development technology of future teachers and describes ways of introduction this technology in the process of professional training of students. The main aspects of the problem of the critical thinking development have been analyzed. It has been found that training focused on the critical thinking development is an urgent problem of modern education. Attention is drawn to the fact that the critical thinking development technology gives the opportunity to get positive results in the formation of active mental activity of students. It allows to build an educational process based on scientifically valid patterns of interaction between personality and information, and is aimed at developing skills in working with information, the ability to analyze and apply it. The article describes the peculiarity of using the critical thinking development technology of future teachers in Denmark and Norway in the process of professional training. The problem of introducing the positive experiences of Denmark and Norway in the field of professional training of teachers in the Ukrainian education system requires further investigation. Originality. The author's vision of the peculiarities of using the critical thinking development technology of future teachers in Denmark and Norway in the process of professional training has been presented. It has been found that the «Integrated Practical Model» dominates in the countries of Denmark and Norway, the use of which was established and stabilized as a result of creative discussions of Scandinavian scientists about the functioning of the previous two – «specialized practice» and «integrated research». The comparative analysis of these models gave scientists a reason to conclude that it is the rational to combine them (based on the positive features of each) into a single «integrated practical educational model». The critical thinking development technology plays an important role in the implementation of the integrated model of teacher training. Conclusion. The critical thinking development of future teachers is one of the components of their training for professional life, where the ability and skills to make responsible decisions in crisis situations become necessary attributes of the successful functioning of society. In light of current changes in the system of pedagogical education in Ukraine, it is advisable to study the experience of Denmark and Norway in the training of teachers and developing their critical thinking.