Polish experience in developing one-year teacher certification programmes

Abstract

The article is devoted to analyzing the Polish experience in implementing one-year teacher certification programmes. The authors examine the organizational features of such programmes, their structure, content, and innovative approaches utilized in the learning process. At the core of the analysis is the programme of the School of Education of the Polish-American Freedom Foundation and the University of Warsaw, which combines theoretical training with intensive practice in partner schools.
Significant attention is paid to student selection methods, the structuring of the educational process and curriculum, content-technological support, and the specifics of teaching practice. The article elaborates on the principles underpinning the programmes, including the competency-based approach, the integration of practical experience, the application of active teaching methods, formative assessment, backward design concepts, and universal design in education. It also outlines the main courses that shape competencies of future teachers.
The innovative nature of the approach lies in combining full-time study with intensive teaching practice implemented in collaboration with over 30 schools in Warsaw and its suburbs. During their practice, students are involved in all aspects of a teacher’s work, including participation in pedagogical councils, conducting lessons, and consulting with mentors. The programme also fosters leadership and creative competencies, and its adaptability prepares teachers to address contemporary challenges.
The article proposes prospects for adapting the Polish experience to the conditions of Ukraine, which requires effective solutions in the field of teacher training in the context of the «New Ukrainian School» reform and post-war reconstruction.