Development of Primary School Teacher’s Competences in the Process of Solving Professional Tasks

Sanina, S P

doi:10.17759/psyedu.2016080405

Cited by 5 publications

(1 citation statement)

References 1 publication

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“…We said above that one of the central conditions for children to develop is that they have the position of agency, while, at the same time, the main condition for agency is the collaborative relationship that is initially created by adults. Adults have a leading role in creating collaborative relationships, since children are not accustomed to them, and not every interaction with other people, including peers, can be considered collaboration (Sanina, 2016). Adults with experience of subject-subject relationships can create collaborative relationships with children.…”

Section: The Provisions Of Cultural-historical Psychology and The Activity Approach On Collaborationmentioning

confidence: 99%

Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

Zaretsky

Karyagina

et al. 2021

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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To overcome the crisis of the modern school institution, it is necessary to qualitatively rethink its foundations and to design fundamentally new approaches to implementing the educational program. The theoretical and methodological bases of the concept of a new type of school as a development practice, based on the provisions of Russian cultural-historical psychology and the activity approach are presented. The purpose of the work is to consider in the modern context the key theoretical provisions of Russian psychology and to formulate the methodological principles arising from them, which set the conditions for organizing the educational process, thus ensuring the transition from theory to practice. The key concepts of the school model are development, agency and collaboration: infinite development is formulated as the supreme goal and value of the school, the development of the position of agency is considered as the main productive process, and collaboration is the main professional principle. Eight basic principles are formulated as follows: intent - implementation - reflection as a methodological scheme for organizing school processes, the principle of multidimensional development, the principle of equal importance of school activities, the principle of congruence, the principle of organizing the educational space as a space for growing up, the principle of fellowship of practices and the development-oriented approach to evaluation. Thus, the article presents the authors view of the school as a scientifically grounded anthropological practice. The implementation of the concept, which has already begun in Russia, is an experiment that will make it possible to verify these theoretical and methodological provisions.

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Section: The Provisions Of Cultural-historical Psychology and The Activity Approach On Collaborationmentioning

confidence: 99%

Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

Zaretsky

Karyagina

et al. 2021

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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Diagnostic competence of teachers as a condition for overcoming academic failure of students

Guruzhapov

Sanina

Voronkova

et al. 2019

Современная Зарубежная Психология

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The article provides research data on the impact of skills and abilities of teachers in training successful learners. For example, it regards the teacher’s diagnostic competence and its role in overcoming academic failure of students. The article presents the results of scientific research from the United States, Germany, Norway, Russia, etc. We introduce an overview of approaches to definition of diagnostic competence of the teacher. Special attention is paid to the diagnosis of learners’ understanding of educational material. For example, the math illustrates how you can analyze children's reasoning, what you can see and understand from the students ' erroneous decisions. The discussed data show how to build math diagnostic tests that can be used by the teacher of primary school to create his/her own tests. We also introduce the different view on the diagnostics, which is described as aimed at studying and correcting students’ behavior. The case is presented as a tool for development of diagnostic competence of teachers. The described model can be used as a practical guide for building diagnostic action of the teacher in the classroom. An efficient way of teaching students and training teachers with the help of multimedia is described. All the studies analyzed in the article are of great importance for the practice of education, are aimed at the development of diagnostic competence of teachers as a means of overcoming academic failure of students

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Interconnection between Subject and Meta-Subject Results in the "Profile of Learning Outcomes" of First-Graders

Voronkova

Уляшев

2018

Psychological-Educational Studies

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The article considers the problem evaluation of meta-subject educational results in the light of the introduction of new educational standards for primary general education. One of the adequate tools for assessing meta-subject results, which are trained, is subject diagnostics. The subject of such a diagnosis can be both the level of various universal actions, and the nature of mastering the subject methods of action. The article contains examples of tasks used in the international tournament first-formers, conducted by the FSBEI HE in the "NCSPU". The peculiarities of the tasks of the proposed subject diagnostics are: a) the optimal ratio of diagnosed meta-subject and subject results; b) designing tasks in such a way that terms and sign-model means are understood in the same way in different learning systems. The analysis of the fulfillment of tasks by first-graders made it possible to construct a profile of the results of first-graders and conclude that the achievement of the objective result is a condition for achieving the meta-subject.

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Development of Primary School Teacher’s Competences in the Process of Solving Professional Tasks

Cited by 5 publications

References 1 publication

Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

Diagnostic competence of teachers as a condition for overcoming academic failure of students

Interconnection between Subject and Meta-Subject Results in the "Profile of Learning Outcomes" of First-Graders

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