The Development of Integrative Qualities of Primary School Teachers in the Context of Distance Learning

Abstract

The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning. The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes. The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability. The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes. To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling. The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan. Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.

Exploring higher education students’ attitudes toward e-learning after COVID-19

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