scholarly journals PRIMARY SCHOOL TEACHER’S USE OF EDUCATIONAL AND METHODOLOGICAL MEDIA COMPLEXES: STATE OF PRACTICE

2020 ◽  
Vol 1 (191) ◽  
pp. 242-246
Author(s):  
Yuliia Mychka-Levchenko ◽  
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Media Use ◽  
School Teacher ◽  
The State ◽  
Educational Process ◽  
Integrative Approach ◽  
Practical Implementation ◽  
Primary School Teacher ◽  
State Of Practice

In the article, one has experimentally verified the state of practice regarding the use of educational and methodical media by a primary school teacher. One has analyzed the role of educational and methodical media complexes is analyzed, clarified the reasons for the subsisting disadvantages are clarified, revealed the possibilities of an integrative approach to the organization of education in primary school, and the needs of teachers and others. One has admitted that the aspects of the activity that correspond to the educational and methodological media complexes function mostly in an isolated manner. Concerning this approach, certain elements of management in general secondary education establishments cannot ensure a full and effective formation of a holistic system of modern visual aids of student learning. One has conducted a comparative analysis of curricula and programs in sundry disciplines, selective observation of teachers’ activities in the classroom. One has outlined the significance and pedagogical possibilities of educational and methodical media complexes. The scale of continuity levels with the use of conditional names of educational and methodical media complexes is developed: “General concepts and definitions”; “Peculiarities of media for primary school”; “Basic teacher training for media use”; “Special training of primary school teachers for media use” and “Creative use of media complexes”. One has proved that all educational and methodical media complexes should not only interact but obey the logic of continuity, where coordination occurs simultaneously as to a paramount number of diverse parameters (virtual, psychological, gnoseological, sociological, organizational, etc.), the importance of which must be taken into account. The results of the analysis have shown that in some cases one coordinates the aspects of the activity that ensure the functioning of the components that correspond to these educational and methodological media complexes only formally, on the basis of superficial, arbitrary connections. One has confirmed the research of potential opportunities for the implementation of the proposed media complexes in general secondary education establishments due to expert assessments of the perspective implementation in the educational process. One has applied the author’s methods on the example of the subject of Fine Arts for practical implementation and preliminary diagnosis. The carried out analysis of the state of practice has made it possible to conclude about the appropriateness of forming educational and methodological media complexes on the basis of integration, the necessity to model their activities based on scientifically sound approaches, and the development of ways to implement them in the educational process of primary school.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

scholarly journals The Peculiarities of Preparation of Masters for Teaching of the Pedagogical Disciplines in the Institutions of Higher Pedagogical Education

2020 ◽  
Vol 12 (4) ◽  
pp. 103-117
Author(s):  
Oktaviia Fizeshi ◽  
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
School Teacher ◽  
Educational Process ◽  
Active Listening ◽  
Primary School Teacher ◽  
History Of

The prerequisite for ensuring the professional training of masters in the specialty "The Primary Education" in Ukraine is the formation of their professional competence to teach in the higher education institutions. After all, in addition to qualifying as a primary school teacher, they are also qualified as the teacher of pedagogy. Accordingly, the preparation of the modern primary school teacher requires the organization of the educational process in higher education on a scientific humanistic basis which provides purposeful systematic provision of psychological and pedagogical training of scientific and pedagogical staff for the higher education institutions of different levels of accreditation for their interaction with students. This article summarizes the author's experience of studying the teaching methods of the disciplines "Fundamentals of Pedagogy", "Didactics", "Theory and Methods of Education", "Socio-pedagogical Fundamentals of Educational Management" and "History of Pedagogy". In particular, theoretical and aspects of students' methodical activity are revealed: active listening, participation in dialogue and discussion during lectures, observation of pedagogical classes from different sections (basics of pedagogy, didactics, theory of education, history of pedagogy), development of the text of lectures on separate topics, micro-teaching and analysis of pedagogical situations, their modeling, execution of creative tasks, production of visual material. Preparation of the masters for teaching of pedagogical disciplines in the institutions of higher pedagogical education facilitates their mastery of the basic concepts and categories of pedagogy, historical aspects of the formation of pedagogy as a science, current trends in education; the content of pedagogical disciplines in the institutions of higher pedagogical education; features of the education process, its regularities and principles, the methods and organizational forms, etc. Also, in the process of studying the methodology of teaching pedagogical disciplines, the masters have the ability to prepare curricula for disciplines; to plan and conduct various types of training (lectures, seminars and practical classes); to control and diagnose students' educational achievements; to organize various types of cognitive work with students, etc.

scholarly journals SMART KIDS ЯК ТЕХНОЛОГІЯ НАВЧАННЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

2019 ◽  
Vol 71 (3) ◽  
pp. 53
Author(s):  
Svitlana G. Lytvynova
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Educational Process ◽  
Educational Game ◽  
Primary School Teacher ◽  
School Teachers ◽  
Electronic Textbooks ◽  
Primary School Teachers ◽  
Electronic Textbook ◽  
Information And Communication

The article presents an analysis of national and foreign experience of electronic textbooks use in the system of education. It is justified the use of Smart Kids technology as a system of methods, forms, and electronic educational game resources, electronic textbooks for educational process in the system of primary school. Four forms of Smart Kids technology implementation (Smart Case, Smart Teacher, Smart Class, and Smart Kids) were described considering the facilities of every school as well as the level of information and communication technology qualification of the primary school teacher. The aim of introduction of the technology for each form of teaching, the necessary equipment, and means for its implementation in primary school environment were determined. Based on the procedural approach to work of the primary school teacher, six stages of introduction of the technology were justified. Specific aspects of introduction of blended teaching using the principles of Smart Kids technology were defined. The experience of introduction of electronic textbooks to the system of primary education of Ukraine was described, the choice of electronic textbooks by primary school teachers was justified, the comments and suggestions of teachers regarding the arrangement of electronic content in E-textbooks were summarized, the main approaches of teachers to the choice of an electronic textbook and development of their information and communication competence were specified. Proposals are given for training future primary school teachers on the use of Smart Kids technology and the inclusion in the curriculum of topics such as: the concept of EER, EEGR and electronic textbook, structure and development of EER, the use of Smart Kids technology for teaching students, the latest forms of work with students, work with network programs for organizing a survey of students. The fragments of use of electronic textbook in teaching 6-year-old pupils were provided. It was identified that the forms, methods, and techniques of use of electronic textbooks in teaching primary school pupils require further justification.

scholarly journals Theoretical Training of Modern School Teacher in Poland and Ukraine

2014 ◽  
Vol 1 (2-3) ◽  
pp. 276-282
Author(s):  
Oleksandr Kuchai
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Practical Interest ◽  
Educational Process ◽  
Primary School Teacher ◽  
Educational Training ◽  
Self Disclosure ◽  
Primary School Teachers ◽  
Modern School ◽  
The Republic

The article presents the humanization and democratization of the educational process ofvocational and educational training teachers Ukraine, implementation of new educationaltechnologies, finding the most optimal conceptual approaches to the development of nationalpedagogy cause growth of scientific and practical interest to study the experience of secondary andhigher education, including the Republic of Poland. European requirements for teacher training,the quality of their professional qualifications and competencies, professional development ofteachers - is the most pressing issue of training teachers in Europe. Polish scientists activelyworking on finding optimal ways of improving training of primary school teachers in highereducation. The most important industrial and educational and developmental functions performedby primary school teacher in the Ukraine, is a professional and personal self-help that improve theprofessional competence and pedagogical skills through personal and professional selfdevelopment, creating conditions for self-development and self-disclosure by the child selfdevelopment technologies and techniques.

scholarly journals Modern pedagogical technologies in teaching a foreign language in primary school

2021 ◽  
Vol 81 (1) ◽  
pp. 38-43
Author(s):  
Zh. Rapisheva ◽  
◽  
N. Kaliakparova ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Education System ◽  
Current System ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
Synthesis Methods ◽  
School Students

The article describes modern pedagogical technologies of teaching a foreign language in primary school and examines their impact on the development of various competencies of primary school students. The authors emphasize that information and communication pedagogical technologies help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of younger students, their level of education. And also modern pedagogical technologies as a systemic holistic means of restructuring activities make it possible to improve the quality of the educational process, to solve the problems of personality development. Purpose – analysis of modern educational technologies used in English lessons. The current system of training primary school teachers requires a revision of its structure, organization, relationship with school practice and innovative processes in the education system. Therefore, the article proves that an important part of the educational process should be the use of new pedagogical technologies in improving the quality of training of specialists at the university, providing the possibility of self-development of the teacher's personality, increasing his creative abilities and improving the educational process. The study used a descriptive method, analysis and synthesis methods. The authors of the article call the development of the student's personality (moral and cognitive) and the complex of abilities for successful interaction with the polycultural and multilingual world around him as the goal of foreign language education in primary grades. Therefore, it is important that the future primary school teacher, in accordance with the requirements of the state educational standard, has formed the knowledge, skills and abilities necessary for the application of modern pedagogical technologies. At the present time, when a new education system was created, focused on the world educational space, changes in the educational process changed the paradigm of education, updated the content of education, formed a new approach, new relationships.

scholarly journals БАЗОВІ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА СУЧАСНОСТІ

2020 ◽  
pp. 149-160
Author(s):  
Ліліана Хімчук ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Primary School ◽  
School Teacher ◽  
Education Institution ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Basic Competencies

The article provides a theoretical analysis of the category of basic competencies of future primary school teachers in modern scientific and pedagogical studies. The current state of elaboration of the problem in scientific and pedagogical sources is generalized; the essence of the concepts “competence”, “competence approach”, “basic competences of future primary school teachers”, “features of basic competences formation” are highlighted. The content of competencies is analyzed on the basis of the educational-professional program of the first (bachelor’s) level of higher education in the field of knowledge 01 Education/Pedagogy in specialty 013 “Primary education” at the pedagogical faculty of Precarpathian National University named after Vasyl Stefanyk. An analysis of these definitions shows that most scholars consider competence to be an integral phenomenon that brings together the knowledge, skills, abilities and experience of future teachers. Scientific sources highlight a variety of competencies that must be mastered by a future primary school teacher while studying at a higher education institution. However, a significant number of concepts defined as basic, distracts higher school teachers and complicates the process of forming the most important competencies for students. According to the author of the article, formation of basic competencies would be more effective if implemented on the basis of didactic principles, namely through: the Педагогічні науки: теорія, історія, інноваційні технології, 2020, № 5–6 (99–100) 160 principle of cordocentrism, characterized by the priority of spiritual and moral dimensions of the educational process over pragmatic and organizational and functional and encourages students to understand pedagogical reality. not only through thinking, but also through the “heart”; the principle of constructive pedagogical interaction, which involves creation of a positive cognitive field in which each subject of the educational process feels comfortable; principles of gamification and early diagnosis and development of professional interests, on the basis of which students develop the ability to create play learning environments in accordance with the personal interests of pupils; the principle of sustainable professional development, introduction of which contributes to the formation of students’ ability to design their own professional image, to outline ways to improve it. The novelty of the author’s approach to this problem is that, taking into account the above principles, the didactic system of basic competencies, combining scientific and emotional components, will be aimed at enhancing creative scientific and pedagogical activities, will have a predictive nature and ensure sustainable professional development of future primary school teachers.

scholarly journals ARTICULATION OF THE PROBLEM OF CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION IN THE MODERN PEDAGOGICAL DISKURS

10.23856/4603 ◽  
2021 ◽  
Vol 46 (3) ◽  
pp. 20-27
Author(s):  
Tamila Dzhaman
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
Professional Competence ◽  
School Teacher ◽  
Professional Activity ◽  
Practical Implementation ◽  
Primary School Teacher ◽  
Special Educational Needs ◽  
Continuous Training

In this article it was investigated the diskurson the one hand for understanding the modern state of problem`s articulation of continuous primary school teacher training made on the basis of a review of normative documents and literature and inclusive education on the other hand. It was analyzed the evolution of views on (1) education of children with special educational needs and (2) approaches to understanding the teacher training to work in inclusive classes with projection on continuous professional development and conception of continuous education. The analysis of normative international and domestic documents, literature of continuous training of teachers and professional activity in terms of inclusive education, practical implementation in Ukraine, new demands to professional competence of modern teacher allowed us to show a sequence of contradictions. In conclusion, the sphere of inclusive education is developing rapidly in Ukraine in the last 10 years which resulted in development of the law and development in science researches in the field of inclusion. Only teacher who is integrated to the system of continuous training and is interested in self-development can integrate principles of inclusive education.

scholarly journals FEATURES OF TEACHING STUDENTS IN A SMALL SCHOOL

2019 ◽  
Author(s):  
Tatiana Prokhorenko
Keyword(s):  
Primary School ◽  
Small Schools ◽  
School Teacher ◽  
Large Family ◽  
Educational Process ◽  
Primary School Teacher ◽  
Small School ◽  
Educational Activities ◽  
Advantages And Disadvantages

The article analyzes the activities of small schools. Their advantages and disadvantages are defined. For example, Postojnska UVK «rose-DOUZ» / - / / St. characteristics of the educational process in small rural school. In such small schools Pustotyne NPK «o-DOU» / - / / article, where studies 57 students, I work as a primary school teacher. I would like to help my colleagues, revealing the features of the organization of training in a small school based on my experience. The principles on which small schools are oriented in their educational activities are analyzed. Advantages of training in small schools, use of various educational means of pedagogical technologies in educational process are defined. A small school is a small multi-age group, where improved opportunities for the education of the younger by the older are created. These schools resemble a large family. One of the main tasks of a modern small school is to create a developing pedagogical environment, on the basis of which it is possible to implement the idea of interaction between students of different ages. The author considers that in the conditions of small school it is easier for the teacher to carry out: individual approach to students taking into account the type of their temperament and nervous system, peculiarities of development, inclinations and interests, level of knowledge and skills; personality-oriented approach to learning, in which personal communication acts as the purpose and means of training and education, as an understanding of the inner position of the student. Student and teacher "hear" each other; practical orientation of educational activities of students (excursions to agricultural facilities, participation in research, etc). Through the use of educational resources of reference schools (resource centers), the quality of students' knowledge in small schools is improved, creative ties between school teachers are strengthened and the process of experience exchange, primarily successful experience in small schools, is expanded. The effectiveness of the lesson in a small school depends on its preparation. Preparing for the lesson, the teacher should think over the logic of the educational process so well that he can foresee where difficulties will arise, and he needs to get involved in the work, i.e. to allocate the so-called "zones of special pedagogical attention in advance. The author comes to the conclusion that the quality of education in a small primary school is influenced by the correct acquisition of combined classes, skillful scheduling, lesson planning, the nature of educational equipment, its rational use.

scholarly journals ГНУЧКІ УМІННЯ (SOFT SKILLS) У КУРСІ ВИВЧЕННЯ МЕТОДИКИ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ: ЗМІСТ, ФОРМУВАННЯ, ДЕТЕРМІНАЦІЯ

2021 ◽  
Vol 1 (2) ◽  
pp. 218-226
Author(s):  
N. HRONA ◽  
Keyword(s):  
Primary School ◽  
Time Management ◽  
Soft Skills ◽  
School Teacher ◽  
Leadership Skills ◽  
Educational Process ◽  
Primary School Teacher ◽  
Analytical Skills ◽  
Job Functions ◽  
Analysis And Synthesis

The article substantiates the importance of soft skills. Through the analysis and synthesis of scientific and methodological sources, it has been found that soft skills are flexible, sometimes unprofessional, acmecompetences (acme - peak, peak, higher degree of something, prosperity) for the successful performance of professional duties. It is proved that the new communicative environment enables productive organization of participants of educational process, encourages creativity by means of developing potential of methodical and technical receptions, operations in the form of various documents (working materials) directed on reception of information, with a powerful didactic resource for studying professional disciplines. Analysis of the professional standard «Primary school teacher of general secondary education», which is based on the job functions of the teacher, and provides a revision of attitudes to professional qualities and changing stereotypes of his professional development allowed to identify a number of flexible skills to be formed in accordance with the job functions . It was found that these include leadership skills and ability to work in a team, the ability to teach and negotiate, the ability to set and solve tasks, time management, focus, effective communication skills, presentation, stress, creativity, creative approach to solving problems and analytical skills, etc. Emphasis is placed on the communicative aspect of flexible skills. An employee with strong interpersonal skills is able to clearly articulate their needs, expectations of the team and the environment, listen carefully to how they are formulated by others. He should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was made professionally, leaving no residue of indifference and hostility. Exercises and tasks for the formation of soft skills during the study of methods of teaching the Ukrainian language are offered. The contents of the thematic portfolio as a means to present the level of mastery of such skills is highlighted. Key words: soft skills, Methodology of teaching Ukrainian language, primary school teacher, communication, portfolio.

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.

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