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Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective12

100%
Czapla M., Rataszewska A.
Kultura-Społeczeństwo-Edukacja
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2019
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vol. 16
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issue 2
PL
Czapla Małgorzata, Rataszewska Agata, Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 95–114, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.7. The article presents the manner of work of science teachers on the basis of students’ opinions. The research included 870 6th grade primary school students, whose teachers had different work experience and level of education. The authors used the diagnostic survey as the research method. Flander’s analysis category system was used for the analysis of classroom interactions. In order to establish the relationship between the pairs of quality variables, the chi-square test of independence was used. It has been found that the teaching style is consistent with an adopted teaching model. There are two main types of teaching models: a model based on cognitive psychology and behavioural psychology. The model is reflected in the teacher’s teaching style, which might be reactive or directive. In the students’ opinion science teachers, particularly those with the shortest work experience, most often transmit their knowledge to students during classes (directive style). Those with more seniority and experience encourage students to perform certain tasks more frequently (reactive style). Science teacher’s education does not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.
EN
Czapla Małgorzata, Rataszewska Agata, Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 95–114, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.7.The article presents the manner of work of science teachers on the basis of students’ opinions. The research included 870 6th grade primary school students, whose teachers had different work experience and level of education. The authors used the diagnostic survey as the research method. Flander’s analysis category system was used for the analysis of classroom interactions. In order to establish the relationship between the pairs of quality variables, the chi-square test of independence was used. It has been found that the teaching style is consistent with an adopted teaching model. There are two main types of teaching models: a model based on cognitive psychology and behavioural psychology. The model is reflected in the teacher’s teaching style, which might be reactive or directive. In the students’ opinion science teachers, particularly those with the shortest work experience, most often transmit their knowledge to students during classes (directive style). Those with more seniority and experience encourage students to perform certain tasks more frequently (reactive style). Science teacher’s education does not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.
2

СУТНІСТЬ ТА КРИТЕРІЇ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ОЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ В УМОВАХ ІНКЛЮЗИВНОЇ ОСВІТИ

75%
Катерина В.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 3(67)
158-168
EN
Modern trends in education policy around the world define inclusive education as a priority of education system development of younger generation. Urgent problem of successful implementation of inclusive education is the issue of training teachers who have to master necessary knowledge and skills. Multidimensional researches of the scientists in the context of the above mentioned problem do not solve the existing practice of contradictions: between the established practice of evaluation of only students’ subject competencies (results of mastering academic subjects) and the need for evaluation of the key competencies (ability to learn, social-labor, general cultural, information and communication, health-saving and social); between modern requirements for students’ assessment in conditions of inclusive education and reluctance of teachers to such activities;between the traditional system of the future primary school teachers’ training and feasibility of implementing innovative methods of formation of students’ readiness to the assessment activity in conditions of inclusive education. Onthebasisofanalysis, synthesis, generalizationandsystematizationofeducational, psychological, socialandeducationalliteratureandperiodicalsthe essenceof thefutureprimaryschoolteachers’ readinesstoassessmentactivityinconditions ofinclusiveeducation, whichisseenastheresultofvocationalandeducationaltraining, integralmulti-level dynamicformation, thestructureof whichconsistsofvalue-motivational, content, operational-activity andreflectivecomponents, is revealed. The criteria, parameters and conditions for the formation of the future primary school teachers’ readiness to the assessment activity in the inclusive educational environment are highlighted. The directions for further research of the discussed problem can be an experimental verification of defined conditions of formation of the future primary school teachers’ readiness to assessment activity in an inclusive educational environment.
3

МОНІТОРИНГ ВИКОРИСТАННЯ АРТ-ТЕРАПЕВТИЧНИХ ТЕХНОЛОГІЙ УЧИТЕЛЯМИ ПОЧАТКОВОЇ ШКОЛИ

75%
Сорока О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
151-161
EN
In the article the core of the term monitoring that is a system of collecting, treating, keeping, sharing the information about any system or its separate elements is discovered. The system that is directed toward information support of managing this system gives an opportunity to pass a judgment upon its condition and gives an opportunity to foresee its development. The results of monitoring investigation of art-therapeutical technologies by primary school teachers are presented. A diagnostic investigation was conducted in order to study the state of applying of art-therapy and art-therapeutical technologies by the teacher-practitioners. 181 primary school teachers from Ternopil, Izmail, and Poltava were the object of the investigation. Teachers were divided into three categories according to their pedagogical service, namely to 3 years, to 10 years, more than 10 years. The investigation expected primary school teacher-practitioners to study the judgments about practical readiness for applying art-therapeutical technologies, range of measures that boost professional training of the primary school teacher for applying above mentioned technologies. The conducted monitoring investigation gave some grounds to come to such conclusions. First of all, primary school has got a traditional teaching system of younger pupils. We can discuss only rare cases of teachers’ interest to non-traditional forms, methods and technologies at school, as a rule, teachers with a little length of service. Second, particularly as regards primary school teacher’s work, he or she stays with his or her pupils for a long time. The teacher observes them during different lessons, consequently, knows his pupils better and has more opportunities for teaching, educational and developmental influence. Third, a primary school teacher can put into practice diagnostics and correction work with younger pupils, attracting necessary specialists. Fourth, art-therapy and art-therapeutical technologies have tremendous opportunities from diagnostics to correction therapeutical effect; consequently, they can be successfully applied for optimization of educational process in the primary school. Further research requires the analysis of foreign experience of the use of art-therapeutical technologies by the primary school teachers in their professional activities.
4

ОСНОВНІ ОРІЄНТИРИ ЕСТЕТИЧНОЇ КОМПЕТЕНТНОСТІ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ОСВІТИ

63%
Людмила Ф.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 2(66)
163-174
EN
In this article, we pay attention to the professional training of the future primary school teacher, based on an actual competence model, associated with determination of the decisive, system meaning of the personality’s motivation vector in the strong relation to the process of the motivation skills formation, which was developed by J. Raven, by forming an aesthetic competence of the modern teacher. One of the most effective ways of the future teacher’s professional training for work in primary school is realization of the aesthetic landmarks, connected with formation of an aesthetic teacher’s competence. Particular aesthetic aspects of the teacher’s work in the primary school will make some sense when we are talking about intellectual values, psychological culture, beauty of the nature, an aesthetic of the processes of the teacher’s professional activity. We try to solve these assignments with the help of integrated (nature study, career education, Ukrainian, literature, reading, music and art) and individual art work lessons, decorative arts and crafts and development, which is realized in the modern school. In connection with this, the professional teacher must be an aesthetically oriented and an aesthetically competent. Transformation of the knowledge, skills and abilities in the competence promotes personal and professional development of the future teachers, who are able to react fast on social and educational changes. The most important competence of the teacher is his/her own professional competence, which involves experience, knowledge, skills and psychological availability. Also, we reveal “competence” definition and the question of the professional training for primary school teacher, such as: realizing of aesthetics by the person, understanding of the aesthetic society, where the person lives, discovery of the possibilities of the aesthetics person’s activity, human beauty, beauty of the world, beauty of the nature, beauty of the process. We must admit that the competence approach is the main in a definition of the main landmarks of an aesthetic competence in professional training of the future primary school teacher. The author proposes beautiful, comprehensible and understandable technique, which is called “quilling”.
5

ПЕДАГОГІЧНИЙ СУПРОВІД ПРОЦЕСУ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ МОЛОДШИХ ШКОЛЯРІВ

63%
Криволап О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 5(49)
272-279
XX
The article attempts to reveal the essence of the concept of pedagogical support of the process of future teachers training; lit philosophical, pedagogical, psychological perspectives on the process of pedagogical support and development of creative abilities, development of creative potential; proved the importance and necessity of creating and implementing a process of pedagogical support of future primary school teachers to developing creative potential of junior pupils in the process of professional training. The need to ensure conditions (in particular the creation of pedagogically comfortable learning environment as close as possible to professional) to prepare future teachers to develop the creative potential of young learners is proved. It is stressed that pedagogical support of students during their professional development in the educational process helps to realize the needs of society and to adjust the professional activities of the individual. The peculiarity of pedagogical support is the need to solve problems related to personal development and education of the student in the difficult conditions of modernization of the education system, changes in its structure and content. Future primary school teacher needs to be ready for quick changes, active and creative activities, to adapt quickly to new professional environments. On a future teacher of primary school will depend the quality of knowledge of pupils and their compliance with the state order. Responsibility of pedagogical support includes the task of creating in educational institution the successful process of education, socialization of the student, his self-realization, because the full development of the personality is the guarantee of social welfare. Pedagogical support is needed for training the students, as the social adaptation of people should pass on their own, and in the case of outside help this process becomes more successful. Quick entering students in academic life, creating optimal conditions for this is a basic requirement for the learning process. Successful adaptation in the study group serves as a prerequisite for productive social activity, professional self-determination and development of the personality.
6

Е-ЛІНГВОМЕТОДИЧНИЙ КОНТЕНТ У СИСТЕМІ ПІДГОТОВКИ ВЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ЗАСТОСУВАННЯ ЗАСОБІВ ЕЛЕКТРОННОЇ ЛІНГВОМЕТОДИКИ В ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

63%
Інна Х.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
323-335
EN
The important role of primary school teachers’ systemic training to use the electronic linguomethodological tools in their professional activities is substantiated in the article. In this regard, the author considers it necessary to implement their own learning content of the electronic linguomethodological training. Firstly, author’s e-linguomethodological content includes educational and methodological manuals “Tools of the electronic linguomethodology for primary school” for bachelor’s level students. Its second component is the textbook “Electronic linguomethodology in universities” for master’s level students. Next – electronic educational-methodological complex of discipline “Methodology of teaching Ukrainian language” and three distance learning courses: “Methodoogy of teaching Ukrainian in primary school” for bachelor’s level students and “Methodology of teaching language in elementary school” and “Electronic linguomethodology in universities” for master’s level students. In the article the methodology of implementation of each component of author’s e-linguomethodological content in the future primary school teacher training in the university is revealed. The author argues that only systematic its application can ensure forming of a future primary school teachers’ readiness to use the electronic linguomethodological tools in their professional activity and this quality is urgently needed for a modern primary school teacher. In this article the author used complex of theoretical and empirical scientific research methods. Theoretical methods include: systematic analysis of philosophical, psychological, pedagogical and linguomethodological scientific literature about the future primary school teacher training; study, instructional and regulatory documentation for the pedagogues of the linguomethodological disciplines in the pedagogical universities; retrospective and evolutionary analysis of electronic linguomethodology, etc. Empirical methods are: monitoring of the educational process at the primary school and primary school teacher training faculties with the implementation of the components of the author’s e-linguomethodological content; interviews with students, primary school teachers and others.
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