STRATEGY FOR PROFESSIONAL DEVELOPMENT OF PRESCHOOL SPECIALISTS IN NORWAY

The article highlights the specifics of professional development of teachers in Norway, provided in the national strategy for continuous pedagogical education.In particular, four main goals of the strategy are outlined (academically challenging and rewarding study programmes; academically strong and well-organized teacher education providers; knowledge-based and involved partners in the kindergarten and school sectors; stable and mutually beneficial cooperation between teacher education institutions, the kindergarten sector and the school sector), which allow understanding how Norway offers effective approaches to building professional development of teachers (preschool teachers as well).The strategy is realized through seven blocks of a set of measures.The blocks that offer strategic scenarios for the possible professional development of a teacher are of particular interest.In the country under study, attention is focused on programs to support teachers, especially at the early stage of their professional development; the formation of mentoring programs as a form of professional development of teachers; strengthening network interaction and communication at all levels of the pedagogical education system as a guarantee of continuous professional development of the entire pedagogical community.The internship in the course of study at higher educational institutions plays an important role.It is emphasized that pedagogical practice plays an important role in professional development during studies in higher education institutions.Pedagogical internship aims to practice and improve professional skills, as well as develop a unique pedagogical style of future teachers.It is stated that the professional development strategy in Norway is based on a combination of formal education, continuous professional development, institutional support and national policy.