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Psychological Barriers and Resources of the Future Primary School Teachers’ Professional Success: The Cognitive Aspect

100%
Handzilevska H., Plyska Y., Shershnova O., Shturkhetskyy S., Shyriaieva T.
Journal of Education Culture and Society
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2023
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vol. 14
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issue 1
288-298
EN
Aim. The article represents the results of research into the success of the students who are preparing themselves for teaching activity in the nearest future while obtaining their professional education. The aim of this research is to examine the notion of professional success, with the focus on the cognitive component of this process through the prism of purpose in life. Methods. In accordance with a developed theoretical model of the professional success achieved by a person, empirical research was carried out on a sample of the future primary school teachers with the focus on the cognitive component. To realise the purpose and objectives of the paper, a set of tests (the Test of the Life-Sense Orientations; the Purpose-in-Life Test (PIL); and a questionnaire of early childhood decisions, etc. were used as diagnostic tools to find out the correlation between components of professional success. Statistical correlation was analysed with the use of Pearson’s correlation coefficient. Results. The results of the correlation analysis between the indicators of personal readiness for change and the scenarios show a reversed two-way correlation between the indicators of the Confidence scale and the attributes “Don’t be, don’t be alive”, “Don’t be yourself”, “Be excellent”; between the metrics of the “Passion” scale and the “Don’t grow up”, “Don’t be yourself”. Conclusion. It was found that meaningful orientations of the future primary school teachers and scenario settings like “Do Not Get Close, Don’t Love, Don’t Feel, Be Perfect, Try, function as psychological barriers to achieving professional success.
2
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Future Primary School Teachers’ Achievement Motivation in Remote Learning Process

86%
Stramkale L.
Journal of Education Culture and Society
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2022
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vol. 13
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issue 1
225-237
EN
Thesis. The aim of the study was to determine the level of achievement motivation of future primary school teachers during remote learning, as well as to describe each of the study dimensions characterising the achievement motivation. Methods. The study involved 162 (N=162) first-course students from Latvia, two of them were male. The study raised three research questions. RQ1: At what level do students assess each of the study dimensions that characterise the achievement motivation? RQ2: What factors hinder students from taking the initiative in the study process? RQ3: How do students monitor the quality of task performance? This paper defined five study dimensions to be assessed by students: initiative, persistence, quality of task performance, self-efficacy, seizing and exploiting opportunities. Results. The study found that four of the previously mentioned dimensions were highly assessed by the students. The dimension that characterises the persistence was assessed at a medium level. The students believe that lack of time, family conditions, and full-time work accompanying their study are the most common factors that hinder learning initiatives. To monitor the quality of task performance, most students bear in mind the assessment criteria provided by the lecturer, which are used as indicators to achieve an excellent result. Conclusion. The study concluded that the students also have a high motivation for achievement when studying remotely. In further studies, it is necessary to determine if any significant changes happen in the long run related to students’ achievement motivation when remote learning continues.
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ЗАСТОСУВАННЯ ТЕСТОВОГО КОНТРОЛЮ ПІД ЧАС ВИВЧЕННЯ КУРСУ «МАТЕМАТИКА» СТУДЕНТАМИ – МАЙБУТНІМИ ВЧИТЕЛЯМИ ПОЧАТКОВОЇ ШКОЛИ

86%
Коваленко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 7(41)
102-112
EN
One way of ensuring the effectiveness of learning of any discipline is the logical organization of the content of this discipline and the use of modern methods, forms and means of education. The study of mathematics by the students direction «Primary education» allows to raise the level of mathematical preparation of future specialists. It is known that the learning process and the control of knowledge, skills and abilities of learners are inextricably linked. Control of knowledge in mathematics in the preparation of future primary school teachers can and should combine both traditional and innovative ways of organizing it. To the latter we include testing both with separate themes of the course «Mathematics» or combine multiple topics and complete the course in general. The widespread use of computers in testing will strengthen the existing advantages of this form of control and provide additional benefits, but will also improve the efficiency of educational assessment. Through a combination of traditional and innovative forms of control the teachers systematically obtain information about the status of teacher learning and cognitive activity of students in mathematics and timely elimination of the causes that impede their effective learning. In the process of training the future teachers to testing, as well as other forms of control, has a dual purpose: on the one hand, a possibility of evaluation of educational achievements of the students, and on the other, is teaching the students the organization of control of students’ knowledge in the future professional activity. In teaching mathematics for future primary school teachers, we try to combine the multivariate techniques to organize the work of various levels of difficulty, various ways to assert the value and dignity of each member of the educational process. The article discusses the role and place of the test control in the study of mathematics for the future primary school teachers. The data of long-term foreign and domestic practices of tests in the learning process are analyzed and the positive aspects of the implementation of test technologies in the study of the organization of the future primary school teachers of the course «Mathematics» are highlighted. Sample tests are provided.
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