Developing Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach

Abstract

Future primary school teachers can feel their subjectivity and dive into the culture of learning activity as a basis for developing the main features of learning and professional subjectivity starting from the first classes in higher pedagogical educational institutions. The paper aims to scientifically and theoretically justify and experimentally verify some pedagogical conditions and methodologies for developing professional subjectivity in future primary school teachers, taking into account a neuropedagogical approach. Also, it substantiates the main pedagogical condition, that is, professional training should imply mastering the psychological structure of pedagogical activity in primary school and cultivating creative personality as the subject of this activity. It requires full compliance with certain pedagogical conditions. The latter should comply with neurophysiological characteristics of the participants in the educational process. The paper proves the effectiveness of these pedagogical conditions based on the questionnaire aimed at determining the effectiveness criteria for professional self-determination in higher education institutions, the diagnostic-related professional readiness methodology, the motivation towards higher education study methodology, the diagnostic of the structure of work motives methodology. The paper experimentally proves that their educational subjectivity is a manifestation of one's capacity for subjective self-transformation in the learning activity, and pedagogical subjectivity represents the final stage of professional training and completion of pedagogical education, which acts as both synthesis and transformation of many invariant and variant subjective personality traits of students in the professionally important quality of the teacher, among which professional subjectivity is an integral one. EG respondents have shown better results in terms of levels of subjective qualities than CG respondents.

The Efficiency of Using New Information and Communication Technologies in Primary School Lessons: the E-Learning Experience

“…For more effective use of multimedia presentations, it is necessary to purchase professionally executed and preprepared lesson sets of visual materials, methodically related to the options of thematic planning. But the teacher must be able to create a presentation in accordance with the specific tasks of the creative task created by him for students, a specific project or its defense (Zhurat, et al, 2020).…”

“…In the works of domestic and foreign scholars there are studies that study the effectiveness of the introduction of information and communication technologies in the classroom in modern educational institutions (Zhurat, et al, 2020;Berbets, et al, 2021;. In the scientific works of V. Bykov, O. Spirin, & O. Pinchuk (2014) the essence of the concept of "information technology learning" is revealed and the problems of the modern process of informatization in comparison with other European countries are outlined.…”

“…To create e-learning, you need to follow 5 steps (Zhurat, et al, 2020) 2. Create multimedia elements to make learning interesting and diverse.…”

The Phenomenon of Security Within the Socio-Psychological Knowledge in the Era of Postmodernism

“…In general, the essence of security in the era of postmodernism is the protection of society, the individual, the state from dangers and threats, as well as the functional aspect of security is best manifested in the absence of dangers. In any case, security is, first of all, an effective function of society, man, state to identify, prevent and eliminate dangers and threats that can destroy them or deprive them of fundamental material and spiritual values or prevent their sustainable development (Gurevych, 2020;Honcharuk, 2021;Nerubasska & Maksymchuk, 2020;Nerubasska et al, 2020;Povidaichyk et al, 2021;Shahina, 2017;Zhurat, 2020).…”

Analysis of the Essence of the Concepts of “Competence” and “Competency” in the System of Psychological and Pedagogical Categories

“…The world community is deeply involved in the processes of globalization and modernization presented reports by Chapman (2008), Gibbons (2002), Shahina (2017), Ovcharuk (2021), Gerasymova et al (2019), Maksymchuk (2020a;2020b) which listed some groups of competences needed by a contemporary individual in the interpersonal, intercultural and political communications. The starting point for their development should be: independence, self-actualization, self-education, responsibility, ability to dialogue and critical appraisal (Zhurat et al, 2020). In the research of S. Garvis (2012), competence is an area of issues in which someone is perfectly knowledgeable; the range of someone's authority, rights.…”