POSTGRADUATE TEACHER EDUCATION: GLOBALIZATION COMPARATIVISM CHALLENGES

Abstract

The comparativism globalization challenges towards postgraduate teacher education (PTE) are defined within the knowledge triangle functioning as continuous system-defined interaction of education, research, and innovation. The lack of pre-service professional teacher training in Ukraine is aggravated by instructional bias of their postgraduate education and complemented by neglect of masters’ research qualifications due to the duplication of PhD and doctor of sciences ascending double degrees. It continues the Soviet tradition of «scientific» superiority as well as pushes aside public and professional organizations from teachers’ professionality and professionalism enhancement. The budget financing of PTE (about 3 % of the overall tertiary teacher education or about 1 % of all education expenditure) illustrates its fiscal minuteness though regional budgets contribute about athird to postgraduate education and the consolidated budget expenditure is somewhat increasing: from 865 524 100 UAH in 2011 to 994 557 500 UAH in 2013. It reduces the importance of postgraduates as knowledge workers in the advancement of the country’s competitiveness from the 76th position (among 143 states) upwards though the formation of specialized human capital remains an option. The post-baccalaureate specifics is substantiated as an internationally recognized dominance of research over instruction for masters and PhDs. PTE is considered to be a tertiary subsystem after «appointment to a position» as K. D. Ushinsky put it. It differs from being a part of higher education as a pre-service degree post-baccalaureate with the sub-degree training at bachelor-magisterial, magisterial-doctoral, and postdoctoral stages. The research, taught and combined programmes of PTE are promotedto start the reforms oriented at European integration.