Formation of Correctional Competence of Teachers on the Basis of Neuropedagogy

Abstract

Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.

Neurodidactic factors in the prediction of academic dropout in Andalusian university students

“…With its modest advances, neurodidactics is providing the basis for innovative teaching projects (HNOIEVSKA et al, 2021) whose results can be transferred between classrooms, training and university institutions, to achieve effective learning models that reduce academic failure and its most dreaded effect: dropping out of university studies.…”

Сучасні Методики Підготовки Майбутніх Педагогів В Умовах Інклюзивної Освіти

“…, Л. Міщик, Л. Завацька, О. Гноєвська, І. Бабій, І. Калиновська, А. Чередник, А. Нікітенко, А. Міненок[3], А. Колупаєва, О. Гуренко[4], З. Шевців[5], Т. Золотарьова, М. Чайковський, А. Шевцов та ін. Так, О. Волошина досліджує порядок та методологію формування етичної культури майбутнього працівника закладу освіти як невід'ємної якості, необхідної для роботи в умовах соціальної різноманітності.…”