The concept of the New Ukrainian School is aimed at organizing effective inclusive education for students, in particular younger students with special educational needs, and their cooperation with healthy peers. The paper aims to theoretically justify and experimentally verify psycho-pedagogical conditions for teaching future primary school teachers how to interact with students' parents in inclusive practice. The experimental group (EG) involved 203 respondents and the control group (CG) 215 respondents, as well as 12 university teachers, 36 primary school teachers and 115 students' parents of students with/without special educational needs. The psycho-pedagogical conditions are determined as follows: developing future primary school teachers' motivational, values-based and responsible attitude to acquiring knowledge, abilities and skills needed for the interaction with students' parents in inclusive practice; using the opportunities of an educational environment in higher education institutions to develop future primary school teachers' certain competencies by improving and integrating the content of professional and specialized academic courses, applying innovative and traditional technologies of teaching and learning; focusing academic training and teaching placement towards improving the experience of future primary school teachers in interacting with students' parents in inclusive practice). The paper employs some author's methodologies (adapted to Raven's (1991) socio-pedagogical methodologies): surveys, interviews, student questionnaires, tests, assignments. The ratio between the levels of future primary school teachers' readiness to interact with students' parents in inclusive learning is the following: the experimental group-a high level 45.32%, an average level 41.87%, a low level 12.81%; the control group a high level 16.74%, an average level 36.75%, a low level 41.51%. The obtained results indicate some dynamic positive changes in the levels of EG respondents' readiness under the influence of the proposed psychopedagogical conditions.
The national education system of Canada is a complex integrated structure, the formation and functioning of which is characterized by decentralization, compliance with the requirements of a multicultural society, harmonization of the coexistence of various cultures and satisfaction of the needs of various nations. The retrospective analysis of the development of primary education in Canada was carried out that helped the author to evaluate all the achievements in the field of pedagogical education and the system of professional training of teachers, which Canada made during the long period of its formation. It has been found out that positive changes in the Canadian system of teacher training took place at the beginning of the 20th century, when the stage of development of Canadian pedagogical education and the teaching profession began. It was identified that nowadays Canada has a public education system that is provided, funded and administered by federal, provincial and local governments. Based on a retrospective analysis, it can be concluded that the development of primary education in Canada was based on long-standing multinational and historical traditions and depended both on the state policy in the field of education and on the specifics of the educational process in an individual province and institution of higher education. Keywords: primary education; primary school; teacher education; teacher training; Canada; development; Canadian experience.
The academic year 2020/2021 in higher education institutions in Ukraine began under the conditions of deteriorating epidemiological situation caused by the spread of Covid-19 pandemic. Students’ training was recommended to be carried out in the form of distance learning or blended learning. This research aims to analyse Master students’ perceptions of blended learning in the process of studying English in higher education institutions. The study presents the integrated course “Foreign Language for Specific Purposes (English)” developed for Master students of Pavlo Tychyna Uman State Pedagogical University. The experiment involves 84 respondents. The empirical basis of the study is the results obtained during three-months’ work with master students. Theoretical, empirical and statistical methods are used to conduct the study. The study investigates benefits and challenges of blended learning in studying English by Master students. The results of the questionnaire indicate the quality of teaching the course “Foreign Language for Specific Purposes (English)” as moderately positive and point out blended learning as an essential streamlined approach for creating effective learning experiences. The obtained results confirm the favourable Master students’ perceptions of blended learning in studying English during Covid-19 pandemic. Based on the findings of the study, which indicate benefits and challenges of blended learning in studying English, the authors give recommendations to improve the course “Foreign Language for Specific Purposes (English)”.
This article explores the specific characteristics of the development of higher pedagogical education in the United States with a focus on preparing future educators who work with preschool children. The article outlines the historical development of the American education system and describes the changes that have taken place in the process of preparing future teachers to work with preschool children.The concept of “professional training”, “early childhood educator”, “collaborative learning” in the context of the professional training of future preschool teachers is revealed. The features of the development of higher predagogical education in the context of professional training of future educators to work with preschool children in the USA are detailed described in the article. The author also focuses on key features of the professional training of future preschool teachers. The qualifications including Associateʼs, Bachelor’s, and Master’s degrees, and certificates that can be obtained are specified in the article.The annotation suggests that the paper examines the various approaches, methods, and strategies used to train educators in the United States, particularly in the context of working with young children. Furthermore, the author emphasizes on the various approaches, methods, and strategies used to train educators in the United States, particularly when it comes to working with preschoolers. It also examines the key competencies and skills that future educators need to develop to work effectively with preschoolers and the challenges that they may encounter in the process.The authors note that the professional training of future teachers should be focused on the requirements of the modern world, combining the cooperation of high-quality theoretical knowledge and practical skills necessary for the effective work of teachers with preschool children. Therefore, the article reveals the current state of the higher education system in the United States, focusing on the professional training program for future educators. Overall, the topic seeks to shed light on the current state of higher pedagogical education in the United States and its relevance to the needs of the early childhood education sector. Keywords: professional training; educator; future educators; early childhood education; higher pedagogical education; preschool children; preschool; STEM education; educational program; collaborative learning.
Анотація. У статті проаналізовано використання методики змішаного навчання на заняттях з англійської мови у закладах вищої освіти (на прикладі Уманського державного
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