scholarly journals CRITERIA AND INDICATORS OF FORMATION OF HUMANISTIC AND VALUE ATTITUDE OF PRIMARY SCHOOLCHILDREN TOWARDS THEMSELVES

2020 ◽  
Vol 3 ◽  
pp. 198
Author(s):  
Oksana Holiuk ◽  
Natalia Pakhalchuk ◽  
Nataliia Rodiuk ◽  
Olena Demchenko ◽  
Galina Kit
Keyword(s):  
Primary School ◽  
Research Problem ◽  
Educational Process ◽  
Diagnostic Tools ◽  
Behavioral Strategies ◽  
Primary School Teachers ◽  
Self Evaluation ◽  
Early School ◽  
Primary Schoolchildren ◽  
High Level

Scientific works show that it is necessary to solve the humans problem of the formation of values and value attitude. Early school age is a period of active development of ideological orientations, interests, behavioral strategies, assessments and self-evaluation. The purpose of the study lay in developing and testing the diagnostic tools of the formation of a humanistic and value attitude of the schoolchildren towards themselves and in determining on this basis the appropriate pedagogical conditions for improving the investigated quality. The primary schoolchildren (n = 317, age 8-9) took part in the study. The results of the preliminary stage of the pedagogical experiment revealed the need to raise the level of humanistic and value attitude of children (low level – 61,5%, average level – 30,9%, high level – 7,6%). Primary school teachers are important organizers of the educational process with students, but they do not use enough methods that are effective in solving this research problem. In order to humanize the environment in primary school, authors suggest using game exercises, conversations, elements of training, including children in various types of socially significant activities, creating axiological educational situations, etc.  

scholarly journals Training future primary school teachers for the formation of students' skills to cooperate in a team

2021 ◽  
Vol 104 ◽  
pp. 03004
Author(s):  
Oleksandra Yankovych ◽  
Iryna Kuzma ◽  
Vitaliia Prymakova ◽  
Zinovii Onyshkiv ◽  
Hanna Chaikovska
Keyword(s):  
Primary School ◽  
Group Work ◽  
Diagnostic Tools ◽  
School Teachers ◽  
Ability To Work ◽  
School Students ◽  
Primary School Teachers ◽  
Primary Schoolchildren ◽  
High Level ◽  
Teachers Training

The model of training future primary school teachers for the formation of students' skills to cooperate in a team is developed and experimentally tested in the article. There are the following components of this model: goals, methodological approaches, content (the structure of the ability to work in a team is considered), the main stages, forms, methods, means, diagnostic tools and the result of the studied training. The skills to cooperate in a team are explored in the article as a complex formation and as one of the soft skills. At higher education institutions, the future teachers training for the formation at primary school students' skills to collaborate in a team takes place mainly during the implementation of interactive, game and project methods. However, this training needs to be improved. The developed experimental model implies systematic work on the basis of Pedagogy of the Heart and Pedagogy of Success, as a methodological basis of the researched process; equivalence of tendencies of using group work to improve learning outcomes and group work as a means of formation of students' ability to interact. Experimental verification proved the effectiveness of the designed model: the number of representatives at a high level of readiness to develop primary schoolchildren' ability to work in a team significantly increased and there were no low-level representatives.

scholarly journals FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

2021 ◽  
pp. 201-214
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaljuk ◽  
Serhii Stetsyk
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Innovative Activity ◽  
Creative Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
High Level

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

scholarly journals ORGANIZATION OF LESSONS IN PRIMARY SCHOOL USING THE METHOD OF CASE STUDY

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Vozniak ◽  
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
School Teacher ◽  
Approaches To Learning ◽  
Educational Process ◽  
Primary School Teacher ◽  
Primary School Teachers ◽  
High Level

Case study is one of the active approaches to learning, which is considered a more effective way to develop professional skills and achieve learning outcomes than traditional teaching methods. However interactive teaching methods require more responsibility, innovation of the primary school teacher and involvement of students in the educational process. The article examines the problem of introducing into the practice of primary school teachers the method of studying situations (case study) as a promising method of forming an educated, creative personality. The expediency of using case-based technologies for the formation of vital competence junior student, improving the quality of education in primary schools. Case study is considered by specialists as a method of interactive learning that provides a combination of theory with practice and knowledge with competencies. This method allows to implement the learning process in primary school on fundamentally different methodological approaches. Features, types, forms and other methodical characteristics of cases are considered, the structure of lessons in elementary school with use of a case method is described. The problems of introduction of the method in the educational process of primary school are also described. It is characterized by the means of the teacher's work in the context of the use of case-methods in more educated students. It was found solutions such research tasks as – understanding of the case as a multi-functional technologies; – characterization of educational opportunities Case technology; Studying of its content, the main types of structure in terms of achieving the objectives of formation of vital competence of the younger schoolboy. Тhe basic components of this technology are analyzed. It is noted that the work with cases in the classroom allows applying the theoretical knowledge to solve practical problems, helps to develop students' independent thinking, linking theory with practice. The work with cases is creative and is a determiner of the high level of teaching.

scholarly journals POSSIBILITIES OF INTERNET TECHNOLOGIES IN THE PROCESS OF FORMATION OF PROFESSIONAL SKILLS OF FUTURE PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 65 (1) ◽  
pp. 174-179
Author(s):  
R. Dusembinova ◽  
◽  
D. Yesmagambetova ◽  
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Educational Technologies ◽  
School Teachers ◽  
Professional Skills ◽  
Primary School Teachers ◽  
Internet Technologies ◽  
High Level ◽  
The University ◽  
Use Of Internet

The article deals with the problem of training teachers with a high level of professional culture, fluent in modern educational technologies. The authors substantiate the thesis that the implementation of educational disciplines through Internet technologies and resources should contribute to improving the efficiency of training of future primary school teachers. The development of Internet technologies in the classroom at the University will further apply them in their teaching activities. The authors carried out a theoretical analysis of the concepts of "competence", "technology", "internet technologies", "information literacy". The authors reveal the possibilities of using Internet technologies and resources in the process of formation of professional skills of future primary school teachers. The article presents the results of a survey of students on the effectiveness of the use of Internet technologies, on the basis of which the authors draw conclusions about the pedagogical conditions of the use of Internet technologies in the educational process of higher education.

scholarly journals The Essence of the Phenomenon of Facilitation in the Context of the Implementation of the Ideas of Partnership Pedagogy in Primary School

2021 ◽  
Vol 2 (1 (339)) ◽  
pp. 130-139
Author(s):  
Maryna Yepikhina ◽  
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Research Problem ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Literature

The article proves the urgency of the problem of forming the readiness of future primary school teachers for facilitation interaction of teachers with all participants in the educational process, reveals the essence of the development of the research problem in the psychological and pedagogical literature. The essence of the concepts «pedagogical facilitation», «teacher-facilitator» is defined, the purpose of facilitation is revealed, the facilitation role of the primary school teacher in the context of realization of ideas of partnership pedagogy is substantiated. The basic instructions of the teacher-facilitator, as well as general methods that can be used in various modifications are analyzed. It is proved that pedagogical facilitation creates the best conditions for the implementation of the ideas of partnership pedagogy in the modern educational process, and is also a more effective tool for partnership pedagogy.

scholarly journals FORMATION OF READINESS OF FUTURE PRIMARY SCHOOL TEACHERS FOR ENVIRONMENTAL ACTIVITIES: CREATIVE ASPECT

2021 ◽  
Vol 1 ◽  
pp. 642-655
Author(s):  
Inna Stakhova ◽  
Olexandra Shikirinska ◽  
Olena Demchenko ◽  
Olga Groshovenko ◽  
Viktoriia Imber
Keyword(s):  
Primary School ◽  
Historical Review ◽  
Educational Process ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
State Pedagogical ◽  
Definition Of ◽  
High Level ◽  
Environmental Activities

The article actualizes the issue of forming the readiness of students pedagogical university to environmental activities. Based on the world and domestic environmental documents, new creative educational directions of ecological content in higher pedagogical institutions are determined. We conducted a definitive analysis of main concepts of the study: «creativity», «environmental activities», «readiness» and proposed its own definition of the term «readiness for environmental activities» (protecting, preserving and restoring the natural potential of nature). We have carried out a historical review of the main creative waysof formation teachers readiness for environmental activities. The aim of the article is to prove the effectiveness of the formation of the readiness of students for environmental activities through creative methodological exercises. We have proposed a system of creative exercises and tasks that must be used in the complex «classroom work – extracurricular work – independent training». Creative exercises allow to expand the panorama of ecological thinking of students, to acquire the necessary knowledge through analysis and personal appropriation, to enrich one own methodical stock with original, non-standard tasks of natural and ecological subjects. We have revealed the specifics of the introduction of a system creative exercises of environmental content for future teachers of rimary school. During the study we identified the criteria, indicators and levels (low, average, high) of readiness for environmental protection of future teachers, conducted a study on the basis of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, (Ukraine), and Kamianets-Podilskyi National Ivan Ohiienko University (Ukraine). We conducted an experimental study and found that the average level of readiness to environmental activities of future primary school teachers are vails in both universities, but Vinnytsia institute of high pedagogical education is the leader of high level, because students used a system of creative exercises in the educational process.

Naturalists’ Hike As a New Form of Environmental Education for Children

2021 ◽  
pp. 10-14
Author(s):  
Ol'ga Golovina ◽  
I. Filatova
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Environmental Literacy ◽  
Age Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Schoolchildren ◽  
New Form ◽  
Additional Education ◽  
Natural Communities

The article highlights the experience of conducting a naturalist hike - a new form of organizing environmental education for preschoolers and primary schoolchildren. The purpose of the trip, carried out in the form of a travel game, meets the requirements for the formation of environmental literacy in children of this age group, which are stated in the standards of preschool and primary school education. Game “What can you see in a pine forest?” is intended to enrich the sensory experience of children in the process of observing plants and animals of the forest, to acquaint them with observation as a method of studying natural communities, to develop a cognitive interest in the flora and fauna of their native land, to foster a desire to protect the forest and its inhabitants by participating in nature conservation activities. The article is intended for preschool teachers, primary school teachers, and additional education specialists.

scholarly journals DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 1 ◽  
pp. 395-405
Author(s):  
Iryna Lapshyna ◽  
Lyudmila Lyubchak ◽  
Nataliia Franchuk ◽  
Alla Vasylyuk ◽  
Nadiia Komarivska
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Professional Training ◽  
Large Scale ◽  
Group Discussion ◽  
Age Groups ◽  
Educational Process ◽  
School Teachers ◽  
Developmental Potential ◽  
Primary School Teachers

The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion. 

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

scholarly journals Prospective preschool and primary school teachers’ knowledge and opinion about gamification

2021 ◽  
Vol 14 (1) ◽  
pp. 104-114
Author(s):  
Edina-Tímea OPRIȘ ◽  
Éva BÁLINT-SVELLA ◽  
Iuliana ZSOLDOS-MARCHIȘ
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Time Allocation ◽  
Negative Attitude ◽  
Point Of View ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Open Questions ◽  
High Level

Abstract. Gamification is a rather new method in education and unfortunately is not a widely known method among Hungarian primary school teachers in Romania. This paper presents the knowledge and opinion of pre-service preschool and primary school teachers about gamification and its use in education. In this study 81 Primary and Preschool Pedagogy students from BabeșBolyai University were participated, 80 of them were female and 1 male. 40 students are in first year and 41 in second year of their studies. The research was carried out during February-March 2020 at Babeș-Bolyai University, Romania. To get to know their point of view and knowledge about gamification, an online questionnaire was developed by the authors. The obtained data was quantitatively (closed questions) and qualitatively (open questions) analyzed. According to the results, half of the students think that there is no difference between gamification and game-based learning and for three quarter it is difficult to see the differences. This is surprising as students were taught about gamification before filling in the questionnaire. Students perceive a high level of utility of gamification in education. The most frequently mentioned benefits by the participants are that gamification motivates and actively involves students. Even if participants gave many advantages of integrating gamification in education, the biggest disadvantage is related with the time necessary for preparation of a gamified lesson and for the time-allocation during the lesson. As obstacles of using gamification, they mentioned the negative attitude or/and lack of methodological knowledge of some teachers and the constrains of the curriculum. Most of the preservice teachers prefer both paper-pencil based and technology-aid gamification. They consider solving exercises the most suitable for gamification.

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