The main point of the article is that among the factors that contribute to the social success of students, the developed social competence (SC) and ability of primary school teachers to reflect are extremely important. The process of development of the reflexive component of social competence of elementary school teacher in the postgraduate process is defined as the object. According to the hypothesis of the work, its development can become a multifaceted process, an integral part of effective professional training, with appropriate willingness of teachers, their involvement in practice-oriented activities to solve vital social problems and the implementation of socially significant projects; pedagogical support of teachers on diagnostic basis. Theoretical studies of definitions of social competence have made it possible to distinguish among its various approaches its reflective component. In view of the lack of a single universally recognized toolkit, the content, criteria, indicators and levels of the phenomenon under consideration are determined on the basis of the theory and methodology of different fields of general pedagogy, vocational education. To analyze and evaluate the reflexive component, the methods of introspection and self-assessment were selected and the author's method "Self-assessment of teachers' readiness to increase their social competence" was created. In accordance to the hypothesis and developed concepts of the model of activity, a system of integrated sustainable development of social competence for primary school teachers was created. Comparisons of initial and final results showed their greatest positive dynamics in the experimental group, whereas in the control group there was only a tendency to improve it (the results were tested for reliability by means of mean, paired comparisons, correlation analysis (student t-test)). The developed system has provided continuous, detailed, multi-level methodological and social support for teachers during the course and intercourse periods for five years. It helped them to carry out a socially oriented professional activity on the students' social competence formation, their values, motivation and behavior.
Present school educational process can be characterized by the dominance of old approaches and stereotyped classical forms of learning. Physical culture is seen as a subject that forms physical and mental qualities and skills, stimulates the development of such an attitude towards health that contributes to active life and the development of social competence. Therefore, there is a need to change the teachers' views on their own social mission, and to update the methodology of physical culture in the primary school. It requires modernization of the content and forms of teachers' training in the context of the Concept of the New Ukrainian School. The purpose of the study is to determine the effectiveness of social and educational experimental training "New Physical Culture for the New Ukrainian School" in the system of postgraduate pedagogical education. The research was conducted on the basis of the Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education (June-November 2018). Questionnaires at the beginning and after training, introspection and analysis of lessons three months after the training, experimental methodology for determining the efficiency coefficient of the lesson have been used. Vectors of pedagogical attention are singled out, important for the teacher socially-oriented tasks of the lesson are described. The results of the study point to positive social and educational effects of the experimental training. The training has been implemented in the postgraduate educational process.
The system of graduate teacher education is intended to respond promptly to the most pressing problems of society, whose relevance increases due to teachers' "ageing" and professional burnout, as well as the reluctance of most university graduates to practice their profession. The research aims to justify and experimentally verify the theoretical and methodological principles of developing social competency in teachers in the system of graduate teacher education. The control group included 116 teachers and the experimental group − 65 teachers. The following research methods were used: pedagogical observation, pedagogical experiment, questionnaires, tests, self-analysis and selfassessment. The formative stage of the pedagogical experiment has enabled a complex prolonged (five-year) development of social competency in primary school teachers in formal, non-formal and informal education. A comparative analysis of data at the ascertaining and control stages shows a significant positive dynamics in the levels of social competency in primary school teachers in the experimental group (a high level − 26.9% at the beginning of the experiment and 64.5% at the end of the experiment; a sufficient level − 39.9% and 25.3%, respectively; an average level − 21.2% and 8.9%, respectively; a low level − 12% and 1.3%, respectively). The developed scientific and technological system of complex prolonged development of social competency in primary school teachers in graduate teacher education is effective and can be promoted.
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