The role of self-learning in the practical training among preschool teachers

Abstract

<span lang="EN-US">The article examines conditions for effective implementation of self-learning program in the training preschool teachers. The following research methods were used: pedagogical experiment, testing, observation, activity analysis, Kolmogorov-Smirnov test, Student’s t-test. An independent variable of the experiment was the self-learning program of preschool teachers developed through quality feedback and self-analysis. The professional competence of preschool teachers is studied through a system of components: motivational, cognitive, activity and reflective. Motivational and reflective components are less developed than cognitive and activity ones. It was found that the self-learning program is more effective for the development of cognitive, activity and reflective components, while the motivational component was less developed. It is established that the basic conditions for the effectiveness of professional self-learning is feedback from the program developer and ensuring quality pedagogical reflection of one’s actions. The following blocks of material were the most problematic for the assimilation of in the developed course: the physiological characteristics of children, speech and thinking of preschoolers, various aspects of the organization of learning and play in preschool education. The data can be used in the self-learning practice of preschool teachers and students to stimulate professional development. Further prospects for the study of the problem include improving the self-learning program for implementation in higher educational institutions. It is important to optimize the ways of development of preschool teachers’ pedagogical reflection. The development of standardized forms of assessment of acquired competencies is worth noting.</span>

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Implementation of Innovative Educational Technologies in the Training of Specialists in Pedagogy and Psychology (European Experience)

“…This refers to the acquisition of complex integral qualities, which are realized as a combination of the acquisition of the necessary skills and knowledge and the independent development of university graduates. According to European experience, the constituent elements of such integral training include the psychological component, which is based on the primary understanding of the importance of mastering professional skills and work skills, the practical component necessary and sufficient for the formation of practical qualities and skills, understanding the need for self-improvement and development throughout life (particularly, after obtaining a relevant diploma) (Zdanevych et al, 2022). For this reason, the purpose of the modern educational process in the field of psychology and pedagogy at European universities is aimed at actualising the need for independent work on integral readiness, accumulation of mandatory experience, and development of self-stimulation.…”