This article is devoted to the study of self-organisational academic activity of future teachers of primary schools. The purpose of this study is to provide a theoretical basis and methodological support for the self-organisation of the educational activities of a future teacher of primary education based on the time management technology. The study describes theoretical and practical principles of self-organisation academic activity of bachelor students, examines the different approaches of scientists to the concept of ‘self-organisational academic activity’, given the characteristics of this phenomenon from the point of view of pedagogical science, including functions, components of this phenomenon; considered the pedagogical possibilities of technology ‘Time management’ in self-organisation of educational activity of future teachers. The ‘Time management’ technology is presented as the organisation of bachelor student’s life aimed for the most rational planning of the learning process and professional development. The theoretical studies are confirmed by experimental research related to the diagnostic and improvement skills of future elementary school teachers’ self-organisation. On the basis of theoretical, empirical research methods, as well as methods of statistical processing of research results, the results of a search study of students’ self-organisation are presented. The presented experimental results show the feasibility of using a variety of time-management technology tools in training sessions in the process of preparing specialists.
Modern primary school teachers must implement training, development, and education based on knowledge of the individual characteristics of the younger pupil, be able to manage the process of the schoolchild’s constant change and ensure his ascent to a higher level of development, carry out the scientific-pedagogical search, solving the problems of the child's personality formation on a scientific basis. The relevance of this research is determined by the fact that it considers the problem of mastering communication skills as an integral part of speech communication skills, which is a necessary condition for successful social adaptation of the trainee. This article discusses the issue of determining the theoretical knowledge level of future primary school teachers for the formation of communication skills of younger learners. For this research, a research experiment (2017-2018), a search experiment (2018-2019), education experiment (2019-2020) was designed. The survey of students was conducted to determine their own opinion about the formation of their knowledge, skills, and abilities. For this purpose, a survey was conducted with 152 students. The developed method is more likely to create information about the formation of communication skills of primary school students than the traditional method of future teachers. Keywords: communication, skill, ability, skill set, competence, difficulty, contact information, future teachers
An analysis of the literature and the practice of forming a teacher’s own skills to organize and accompany research (project) activities indicates significant difficulties that he encounters in his daily activities. The insufficient level of scientific and theoretical knowledge, methodological and methodological training does not allow the teacher to successfully set and independently solve the problems of accompanying students in the educational process. Many teachers experience significant difficulties in organizing and supporting research activities: initiating and defining a research topic, formulating a scientific apparatus, preparing tools for collecting information and conducting an experiment. The article substantiates the conditions for the development of teacher’s skills to organize and carry out pedagogical support of research and project activities of primary school students. These conditions contribute to the formation of these skills of a primary school teacher, especially since the system of continuous teacher education provides significant opportunities for this. The described work carried out based on the ideas of cooperation pedagogy, stimulating productive interaction of community members, which contributes to the development of the qualities necessary for pedagogical support of students’ activities.
"This article is a continuation of the theoretical research presented in the previously published works of the authors, which provides the rationale for the conditions that provide initiation and support for the understanding of the value-semantic foundations of pedagogical support of students, the formation, development and maintenance of the subject-subject nature of the activities of teachers and students. This study presents the results of approbation of research work on the development of the skills of primary school teachers to pedagogically accompany the research (project) activities of students. Based on the theoretical model and the concept of development of primary school teachers, providing the formation of skills to pedagogically accompany the research (project) activities of students «presented in a previously published work, the authors have developed and tested a program of advanced training courses for teachers» Pedagogical support of extracurricular research (project) activities of primary students classes «. The experience of organizing courses for the professional development of teachers on the formation of skills to carry out pedagogical support of research (project) activities of students is analyzed. The implementation of the practical part of the advanced training courses for teachers was of a complex design and research nature and was carried out in the form of on-line meetings using distance educational technologies. The approbation was implemented in stages and consisted of the following five stages: 1) preparation and training of tutors for courses of professional and personal development of teachers; 2) conducting the first session of courses on professional and personal development of teachers; 3) the practice of initiating project and research activities of students by course participants; 4) holding the second session of courses on professional and personal development of teachers; 5) organization of the International Summer School «Design and Research for the Future»."
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