PRESCHOOL TEACHER TRAINING IN MALI: HISTORY AND ISSUES

The beginning of the formation of professional training of teachers of preschool education in the Republic of Mali, which is associated with the creation in 1972 of the School for the Training of Teachers for Nurseries and Kindergartens, is substantiated. Solving the problems of training teachers is very important for the development of the entire education system of the Republic of Mali. For more than 90 % of children, pre-school education is not available due to the lack of necessary conditions. Pre-school education in Mali and the training of educators are currently undergoing a period of their formation, acquiring new modern meanings and characteristics. The professional training of teachers of pre-school education in Mali, which includes initial pedagogical training and continuous professional education of educators in the workplace, is considered. Based on the results of an empirical study in Bamako, two groups of main problems of professional development of preschool teachers in Mali are identified and substantiated: 1) undeveloped infrastructure, lack of modern equipment, lack of economic and financial opportunities; 2) shortage of qualified teaching staff, lack of self-training and continuous professional education of teachers. Particularly acute is the issue of the shortage of teaching staff and continuous professional education of teachers working in kindergartens, who often do not have pedagogical education and proper qualifications. Recommendations for the successful training of teachers of preschool education are named.

teacher training, continuing professional teacher education, preschooler, educator, Republic of Mali, preschool education, competence of preschool teachers, on-the-job training, preschool teacher training school

Belova E. N., Diallo M. Preschool teacher training in Mali: history and issues. Business. Education. Law, 2022, no. 4, pp. 309—315. DOI: 10.25683/VOLBI.2022.61.402.