PROFESSIONAL AND PEDAGOGICAL TRAINING OF THE TEACHERS IN THE CONTEXT OF INTERNATIONALIZATION OF EDUCATIONAL SPACE IN GREAT BRITAIN

Using the comparative and content analysis of European and British normative documents and regulatory laws the main approaches to improving the professional training of the British teacher ready to work in the context of internationalization have been defined: namely, competence, modernization of the content of vocational training, practical-oriented. The implementation of the competence approach involves the development of new standards for the professional teacher training of the British teacher based on European professional competences, including the following components: European identity, European knowledge, multiculturalism, European professionalism, European citizenship and European academic mobility of teachers. The modernization of the content of vocational and pedagogical training of the British teacher is carried out through the introduction the international dimension into the basic professional disciplines and disciplines of the social and humanitarian cycle, the introduction of special courses of international orientation («European space», «Pedagogy and European space in education»). The implementation of the practice-oriented approach to improving vocational and pedagogical training provides the performance of internships for teachers in higher educational institutions in Europe, organization of pedagogical practice of the students in one of the higher educational institutions of Europe or the world.

Burrowes, Leslie (1908–1985)

Dancer, choreographer, and teacher Leslie Burrowes was the first British recipient of the full certification of Mary Wigman’s Dresden School, which licenced her to teach Wigman’s modern dance technique to amateurs and professionals. Before beginning her training with Wigman in 1930, Burrowes had studied and performed with Margaret Morris, whose "free dance" method belonged to the Hellenic and Duncanesque nonballetic dance techniques of early twentieth-century Britain. Burrowes rejected her original dance training in favor of Wigman’s expressionism, returning to London in 1931 to proselytize on its behalf and to serve as Wigman’s official British representative. Burrowes’ attempts to establish Wigman’s dance in Britain were largely unsuccessful, caught in the squeeze between the better-established ballet and Hellenic dance. However, she is an important figure in the development of modern dance in Britain, providing a thorough aesthetic education to some of the teachers and lecturers who, from the 1940s, were instrumental in establishing Laban-based modern dance in British teacher training colleges and schools.