Open AccessTraining Primary School Teachers to Organize Collective Forms of Work in Small Rural Schools
Author(s) -
Larysa Prysiazhniuk,
Liudmyla Gusak,
Вікторія Прокопчук,
Любов Прокопів,
Natalia Vyshnivska,
Lіudmyla Romanenko
Publication year - 2021
Publication title -
revista românească pentru educaţie multidimensională
Language(s) - English
Resource type - Journals
eISSN - 2067-9270
pISSN - 2066-7329
DOI - 10.18662/rrem/13.2/415
Subject(s) - work (physics) , statistic , mathematics education , professional development , control (management) , school teachers , psychology , rural area , pedagogy , medical education , computer science , engineering , political science , medicine , mathematics , mechanical engineering , statistics , artificial intelligence , law
There appears to be an urgent need to improve the system of training qualifiedspecialists for small schools who can respond to modern changes in education, meetsocio-economic needs of the village, follow the major trends in the development ofschool theory and practice and creatively implement the acquired professional knowledgeand skills under the conditions of small different age groups. The paper aims todetermine pedagogical conditions, develop and theoretically justify a methodology fortraining future primary school teachers to organize collective forms of work in smallrural schools and experimentally verify its effectiveness. The methodology for trainingfuture primary school teachers to organize collective forms of work in small ruralschools involves acquiring the content of professional training in a specially modelledpedagogical environment by students during the whole period of university study. Thefollowing empirical methods were used: observations, surveys, expert assessment, ananalysis of products of students’ creative activity, pedagogical experiment, methods ofmathematical statistics (a chi-square (c2)) statistic). An analysis of the resultsobtained from the control experiment shows some positive dynamics in the readiness offuture primary school teachers for this activity (the percentage of students with acreative-and-interpretive level has increased by 16%, whereas the number of studentswith a fragmentary-and-formal level has decreased by 17.1%), which proves theeffectiveness of the developed methodology. The experimental work has significantlyenriched the axiological potential of future teachers from small rural schools anddeveloped their system of psycho-pedagogical knowledge about the organization ofcollective activities of pupils from different age groups, as well as their skillsneeded to plan, design and organize inter-age interaction in its various forms andconduct a reflective analysis of their pedagogical activity.