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1

ФОРМУВАННЯ СИСТЕМИ ПЕДАГОГІЧНОЇ ОСВІТИ В ІРЛАНДІЇ ДО 1922 РОКУ

100%
Лисенко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 6(60)
246-257
EN
The aim of the article is to cover the socio-economic factors, that influenced the formation of teacher education system in Ireland till its independence,to determine the peculiarities of teachers’ training system and to analyze the main teacher training models in Ireland until 1922. Studying Ukrainian and foreign sources, the author uses the following research methods: analytical, historical retrospective and theoretical generalization. The article opens with the detailed analysis of the emergence of the teachers’ training system in pre-Independent Ireland. The main factors, that influenced its formation, were the provision of schooling by government, the activity of Catholic and Protestant religious bodies and the government policy of the United Kingdom. The national system of education was founded in Ireland in 1831. In this period of time the Commissioners of National Education worked out a plan for a two-year pre-service teacher training programme. The Central teaching establishment in Marlborough Street in Dublin and provincial model schools together with the new programme were to be the integral parts of the new system of teacher education. According to the different sources of information there were about 27 schools in the country by 1867. The article also casts light on the apprenticeship way of teacher training in the model schools. The best pupils, aged 14–16, were examined by the district inspector and on successful passing became monitors, who were leaning teaching profession, being involved into it. Model schools and the Central teacher training college operated under full control of the Board of the Commissioners of National Education, all teacher training establishments were either mixed-denominational or even non-denominational. All these factors put together appeared to be controversial to both churches: Catholic and Protestant, and as a result, Catholic Church banned the attendance of model schools and teacher training college. In 1870 The Powis Commission came to the conclusion, that teacher training in Ireland was unsatisfactory and recommended to establish state-supported denominational teacher training colleges. So, by 1922 colleges provided training of the future primary school teachers in single-sex study groups on two-year courses, moreover, these institutions belonged to a particular religion, and the special emphasis was given to thesocialization taskof young teachers. The common teacher training model for secondary school appeared a bit later and took the form of aconsecutive model of teacher education, according to which, it was possible to get appropriate secondary school teacher training, graduating from part-time courses. On successful completion of such courses the future secondary school teachers were awarded the Higher Diploma in Education. In our future research works we are going to determine and highlight the periods of teacher education of the Republic of Ireland.
2
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A Qualitative Analysis of Primary School Teachers’ Burnout Patterns

100%
Depolli Steiner K.
The New Educational Review
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2017
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vol. 48
179-189
EN
The aim of this study was to propose a classification of teachers’ burnout patterns. For this purpose, a qualitative analysis of different burnout patterns shown in a sample of Slovenian primary school teachers was performed. Respondents’ burnout scores were obtained via the MBI-ES. Eight distinct burnout profiles emerged from the analysis, indicating that the territory between the positive and negative endpoints of teacher burnout is complex. The findings of the study could be used as a framework for future research regarding teacher burnout and for designing interventions for its amelioration.
3
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Teachers’ Pedagogical Beliefs as Predictors of Teacher Burnout

100%
Depolli Steiner K.
The New Educational Review
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2014
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vol. 37
177-187
EN
The presented study examined the relationship between teachers’ pedagogical beliefs and their experience of burnout. Its participants were 230 schoolteachers from fourteen Slovenian primary schools. The Questionnaire of Teacher Pedagogical Beliefs and Maslach Burnout Inventory-Educators Survey were applied. The findings suggest pedagogical beliefs as predictors of teacher burnout dimensions. Teachers’ negative pedagogical beliefs about students’ behavior and discipline maintenance are related to a greater experience of emotional exhaustion whilst negative beliefs about teachers’ trust in students and the role and responsibility of the teacher are related to a greater experience of depersonalization and decreases in personal accomplishment.
4
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Preparation of Future Primary School Teachers to Implement Ideas of Sustainable Development in Maths Classes

88%
Gadzaova S., Mutauyova H., Urban M.
Studia Periegetica
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2017
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vol. 17(1)
75-87
EN
Sustainable development in education is the basis of sustainable development of society. To ensure sustainable development in education, its principles need to be implemented in all training courses. Higher pedagogical education should provide training in designing and teaching such courses. At our universities, future primary school teachers are trained to keep their maths lessons in line with the principles of sustainable development in three key areas. The first area relates to the development of pupils’ social involvement through their acquisition of intellectual and practical skills of using maths. The second area concerns pupils’ relationship with their natural and cultural environment. Future teachers are trained to design tasks that stimulate pupils’ emotional engagement and caring attitude. The third area that future teachers are trained to target is pupils’ economic and financial competence. Teaching skills in all these areas can be developed effectively through the case method.
5

Primary school teachers' views on a holistic approach to facilitating the acquisition of musical cultural values

75%
Badjanova J.
Journal of Teacher Education for Sustainability
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2013
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vol. 15
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issue 2
78-90
EN
Recent tendencies in education highlight the need to align the system of general education in Latvia with the tenets of sustainability. In keeping with this broad target orientation, this paper re-examines international and Latvian experiences and perspectives on the application of a holistic approach to the content of primary education. This review of good practice is set against the backdrop of different theories and approaches concerned with the essence and principles of holism. More specifically, the paper addresses the issue of ensuring successful acquisition of musical cultural values in primary school via a holistic approach. In this regard, the latter is construed as movement towards the new that facilitates positive attitudes towards musical cultural values among learners and is both physically and spiritually nurturing. The paper proposes a theoretically and empirically grounded model for the usage of a holistic approach with a view to enabling acquisition of musical cultural values in primary school. The gradual development of the model is traced in the course of theoretical and empirical inquiry, the latter involving a survey and an interview with five experts
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АНАЛІЗ ГОТОВНОСТІ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ФОРМУВАННЯ ЕКОЛОГІЧНО ДОЦІЛЬНОЇ ПОВЕДІНКИ ШКОЛЯРІВ

75%
Колишкіна А.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
287-294
EN
In the article the methods and results of research readiness of the primary school teachers to form ecologically expedient behavior pupils are revealed. Environmentally appropriate behavior of the primary school pupils is seen as steps and actions during the direct and indirect interaction with nature, interconnected by the aim of saving nature due to the peculiar for primary school pupils non-pragmatic subject-subject attitude to the objects of nature or externally normalized adults (teachers, parents). The study of the problem made it possible to distinguish: peculiarities of work of the class teachers with parents and pupils on forming an ecologically expedient behavior; study of the state of the interaction of school and family in the context of forming an ecologically expedient behavior of the primary school pupils. Diagnosis was conducted using the following methods: survey (involved ascertaining whether the class teachers understand the nature of environmental education and ecologically expedient behavior of the primary school pupils, including awareness of the importance of forming ecologically expedient pupils’ behavior, favoring this or that forms and methods of environmental education of pupils) and conversation (obtaining enhanced, compared to the survey, information on teachers that clarifies the position of interaction with parents during the formation of ecologically expedient behavior of a primary school teacher education among the parents on environmental education). Analysis of the research methods made it possible to come to such conclusions: in the minds of the vast majority of teachers scientific knowledge of nature and its health problems are associated with the education of the senses, very little attention is paid to teachers’ coverage of value of inanimate world and problems related to its protection; pedagogical education of parents on the subject is not widely reflected in the work of teachers. There are revealed the contradictions between: the desire of teachers to ecological education of primary school pupils in accordance with European guidelines and dominated time limited forms of work; understanding the important role of teachers in the environmental education of parents of pupils at the school and monotonous, not consistent work with parents.
7

ОБҐРУНТУВАННЯ ПЕДАГОГІЧНИХ УМОВ РОЗВИТКУ ДОСЛІДНИЦЬКИХ УМІНЬ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

75%
Раєвська І.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 10(54)
163-173
EN
The aim of this article is to ground the necessary and sufficient pedagogical conditions that guarantee development of research skills of primary school teachers in the system of postgraduate education. The author determines such pedagogical conditions as: a conscious motivation of primary school teachers to develop research skills as a prerequisite for the creative professional and research activities with the corresponding reflexive position concerning their improvement; orientation of teaching process on the development of research skills of teachers by creating individual programs with their further correction in the process of self-development, creating scientific and research environment on the bases of personal and individual approach with the aim of compensation insufficient development of research skills; operative diagnosis and correction of development of research skills of primary school teachers in the system of postgraduate education. It is shown that the development of research skills of primary school teachers is a motivated, useful and purposeful process of quality changes in professional knowledge, skills and habits of the individual in order to obtain new competences and to increase professionalism. It is recommended creating individual perspective programs of professional self-development of a teacher in inter-course period; varied programs of development of research skills of the teachers for each category; working out of special courses that are aimed to form and develop research skills of primary school teachers; implementation of teachers’ diagnosis in order to identify the problems of their development and means to solve these problems in the course period; creation and application of new forms and means to involve teachers in the process of acquiring knowledge and developing their skills. It is emphasized that the effective development of research skills of pedagogues in establishments of system of postgraduate pedagogical education was possible only in conditions of changing priorities from acquiring knowledge till independent cognitive activity of each participant considering his (her) peculiarities and abilities, relevant motivation, sufficient teaching and methodological, organizational and pedagogical guaranteeing. During the research it was found out the most essential reasons that hampered the process of development of research skills of primary school teachers in the system of postgraduate education. Most of them could be removed with the help of working out and creation of appropriate pedagogical conditions.
8
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Rola nauczyciela edukacji wczesnoszkolnej w rozwijaniu inteligencji emocjonalnej uczniów

75%
Domarecka E., Tomaszek P.
Prima Educatione
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2018
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vol. 2
EN
The aim of the study was to illustrate the theoretical aspects of developing students’ emotional intelligence by primary school teachers. D. Goleman defines emotional intelligence mainly as an ability to recognise and cope properly with our own emotions. Nowadays, the development of ability to control somebody’s emotions is one of the main challenges of modern teachers which is the main purpose of undertaking the topic.
PL
Rozważania zamieszczone w artykule dotyczą roli nauczyciela edukacji wczesnoszkolnej w rozwijaniu inteligencji emocjonalnej uczniów. Według D. Golemana inteligencja emocjonalna to m.in. zdolność do rozpoznawania własnych uczuć oraz umiejętność kierowania nimi. Obecnie praca nad kierowaniem własnymi emocjami stanowi jedno z największych wyzwań dla nauczyciela, co uzasadnia podjęcie tego tematu.
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