THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals A CONCEPT FOR INCLUSIVE PHYSICAL EDUCATION TRAINING PROGRAM FOR FUTURE PRE-SCHOOL AND PRIMARY-SCHOOL TEACHERS

2019 ◽  
Vol 17 (2) ◽  
pp. 97-100 ◽  
Author(s):  
G. Terzieva
Keyword(s):  
Physical Education ◽  
Motor Activity ◽  
General Education ◽  
Primary School ◽  
Training Program ◽  
Primary Schools ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Positive Effects

The adoption of new normative documents in the field of education in Bulgaria determines the inclusion of children with special educational needs in general education schools. The significant and integral role which physical education plays in the educational process poses the question of the inclusion of children with impairments in motor activity training as well. Teachers implementing it contribute greatly to its positive effects. The main features of physical education include active motor activity and the related physical workload. In order for them to be adapted successfully to the specific needs of children with different disabilities, more specialized training is required. The analysis of the curricula of the faculties of education in Bulgaria shows that future pre-school and primary school teachers who will be responsible for the physical education of children in kindergartens and primary schools respectively do not receive appropriate training in adaptive physical education. The aim of this article is to present a concept for introducing a training program on "Motor Activity Training and Inclusive Physical Education", intended for students of the specialty Preschool and Primary School Education at the Faculty of Education, Thrakia University, Bulgaria

scholarly journals Model for the formation of educational actions of self-control in elementary school students

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 313-317
Author(s):  
Bella Sergeeva ◽  
Kristina Kalachina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Educational Process ◽  
Self Control ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
The World

The relevance of the article is determined by the need for primary school teachers to develop a model for the formation of educational actions of self-control in younger students in the lessons of the world and its justification. The purpose of the work is to develop and test the model we have created for the formation of educational self-control actions in the lessons of the surrounding world in elementary school and in highlighting its components. Sources of study were academic work in the field of philosophy and methodology of psychological and pedagogical research, theses of modern pedagogy and psychology affecting the social conditioning of personality formation in activities; works of domestic and foreign scientific researchers on the structure, development and conditions for the development of abilities and creativity. This article talks about the formation of educational actions of self-control in elementary school students in the framework of the subject "The World Outside" on the basis of a methodology that includes the following structural components: methodological, goal-oriented, substantive, organizational-active, and productive-evaluative. The developed model for the formation of educational actions of self-control can be included in the educational process of primary schools in order to increase the effectiveness of primary school teachers.

scholarly journals Professional Training of Primary School Teacher to Organize Dialogic Learning for Students: Theoretical Context

2021 ◽  
Vol 8 (1) ◽  
pp. 80-89
Author(s):  
Kateryna Fomin
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Learning Technologies ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Dialogic Learning ◽  
Primary School Teachers ◽  
Educational Dialogue

The urgency of the problem of future primary school teacher training for dialogic learning of students taking into account modern challenges of globalization and digitalization of education is substantiated. The contradictions taking place in the practice of professional training in pedagogical universities are emphasized. The theoretical aspect of the outlined problem is highlighted. The characteristics of the content of the following concepts are given: dialogic learning, educational dialogue, dialogic communication, pedagogical communication, the teacher’s communication culture, communication etiquette, etc. The components of teachers’ pedagogical skills as personal and professional factors of successful organization of dialogic learning in school are presented. It is proved that the organization of dialogic learning at school requires the formation of a teacher's system of skills, namely: to organize and manage the dialogic process in learning; create a positive communicative atmosphere for the exchange of thoughts and ideas; pedagogically expedient to stimulate communication between students; apply advanced dialogic learning technologies; motivate students to create or solve educational tasks using productive dialogue; effectively use means of verbal and nonverbal communication; make emotional contact and listen to the interlocutor, etc. The strategy of communicative approach in the educational process of the pedagogical university is widespread, first of all as for humanities. The author notes that the readiness of future primary school teachers to organize a productive educational dialogue is determined not only by the level of development of communicative abilities and skills, but also other personal traits: intellectual qualities, motivation for teaching, love for children, emotional balance, empathy, tolerance, professional responsibility, high level of moral culture, readiness for innovative activity, desire for self-improvement and self-education, etc. The author's material from the dissertation “Training of primary school teachers to organize dialogic learning” for the degree of Doctor of Philosophy (2020) is partially used in the article.

scholarly journals Engaging young learners of English with multilingual digital storytelling (MDST) during covid-19 school closure

2021 ◽  
Vol 6 (1) ◽  
pp. 133-138
Author(s):  
Ermawati Zulikhatin Nuroh ◽  
Pratiwi Retnaningdyah ◽  
Ahmad Munir
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Digital Storytelling ◽  
Real Life ◽  
School Closure ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Stories

The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning. HIGHLIGHTS: The multilingual digital story (MDST) -making learning provided students with a new way to tell their ownstory in a multilingual way, and to share and explore their life experiences through the production of digitalstories2. Engaging students with multilingual digital stories, they have more creatively developed their stories basedon images taken by themselves.3. English primary school teachers will experiment with MDST to engage students in language learning as aneffective method of innovative learning.

scholarly journals PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS

2021 ◽  
Vol 79 (1) ◽  
pp. 133-161
Author(s):  
Vesna Svalina ◽  
Blaženka Bačlija Sušić ◽  
Goran Lapat
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Schools ◽  
Gifted Students ◽  
Theory And Practice ◽  
Gifted Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teacher Mentor ◽  
Further Development

Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia

scholarly journals PROFESSIONAL AND AESTHETIC READYNESS OF FUTURE PRIMARY SCHOOL TEACHERS FOR PEDAGOGICAL ACTIVITY

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Nadia Novoselska ◽  
◽  
Oksana Pavlyuchyk ◽  
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Theory And Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
National Education ◽  
National Education System ◽  
Creative Self

In the context of modernization of the national education system there is a need to rethink the experience of theory and practice of training primary school teachers. In the Concept of artistic and aesthetic education of students in secondary schools of Ukraine the purpose of artistic education of the younger generation acquires a new humanistic sound. It is ensured through the perception of works of domestic and foreign art, through the practice of artistic activity and is aimed at forming students' personal and artistic attitude to art, their artistic and figurative thinking, enhancing the need and ability for artistic and creative self-realization and spiritual self-improvement. Students of pedagogical faculties of higher education institutions must have formed moral and aesthetic orientations and clear criteria for evaluating the beautiful in art and the world around them. Future specialists must lay the foundations of pedagogical skills; they must become carriers of aesthetic culture. Therefore, the concept of professional and aesthetic readiness of future primary school teachers today requires a precise understanding of its essence, structure and possibilities of formation in the educational process of higher education. The article considers the problem of professional and aesthetic readiness of future primary school teachers for pedagogical activity. The essence and structure of professional and aesthetic readiness of future specialists are characterized. Theoretical and methodological bases of enhancing professional and aesthetic readiness of the students of pedagogical faculties at higher education institutions are revealed. The structural components of professional and aesthetic readiness of future primary school teachers to carry out pedagogical activities are determined. It is proved that the process of formation of professional and aesthetic readiness of future specialists should be carried out taking into account national features, ethnic traditions, which will be directly included in the process of aesthetic and cultural activities of students. The main requirements for professional and pedagogical training of future primary school teachers are summarized.

Problems and Prospects of Training Primary School Teachers to use Distance Learning Technologies in the Regions

2020 ◽  
Author(s):  
О.А. Горбатова
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Learning Technologies ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modern Education ◽  
Distance Learning Technologies

в статье рассматриваются проблемы современного образования и перспективы подготовки учителя начальной школы организовать дистанционное обучение в регионе. the article discusses the challenges of modern education and the ability of primary school teachers to organize distance learning in the region.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

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