Abstract
The article deals with the problem of improving of the future primary school teachers training by means of a complex subject portfolio in a particular course of study in the context of education system reforming in Ukraine. The aim of this study is to track and prove the value of the subject portfolio in the “Methods of Teaching Subjects of Language and Literary Education” course. The article substantiates and validates the hypothesis that a complex portfolio with the proposed structure and developed assignments is an effective tool for the future primary school teachers training. Analyzing the results of the questionnaires, observing the process of students' fulfilling of problem-solving and creative assignments (mind maps, reflective essays, pedagogical diaries, their own media products and audio books for schoolchildren, lesson plans and visual aids design) confirmed that a complex portfolio is an relevant means for development of critical thinking, intrinsic motivation, ensures the autonomy and self-sufficiency of each student, forms confidence in their abilities and readiness to work in New Ukrainian School. The study involved 180 students of the first (bachelor’s) degree in specialty 013 Primary Education on the Faculty of Primary Education and Philology in Khmelnytskyi Humanitarian- Pedagogical Academy (2017–2019 academic years). The quality dynamics of the students’ knowledge and skills before and after the implementation of the complex portfolio in “Methods of Teaching Subjects of Language and Literary Education” course allows to acknowledge the expediency of its implementing.
Highlights
The reform of the training of educational recipients is caused by changes in the international space, social-political processes in Ukraine, the challenges of today regarding the conformity of education with the requirements of the 21st century, the complexity and versatility of this unique unity of different structural elements of the system of education, upbringing and personal development
The results of our work suggest that the complex portfolio of students is the presentation of educational, scientific, methodological, creative achievements as future teachers, their business card when applying for a job and in the subsequent application for certification
In the course of scientific study, the complex subject portfolio as a means of effective future primary school teachers training for the New Ukrainian School
Summary
The reform of the training of educational recipients is caused by changes in the international space, social-political processes in Ukraine, the challenges of today regarding the conformity of education with the requirements of the 21st century, the complexity and versatility of this unique unity of different structural elements of the system of education, upbringing and personal development. Berezhna and Andriushhenko (2015), Oliinyk (2004), Romanenko (2012) paid attention to the problem of using the portfolio as a means of improving the learning process, as an innovative method of forming the professional competence of the future teacher. The role of the teaching portfolio in higher education is examined in detail by Dublin University scholars Scully, O’Leary & Brown (2018); the importance of the portfolio in teacher preparation is highlighted by Shulman (1992); the development of reflective thinking of the elementary preservice teacher through portfolios is researched by Pennington (2011); Cojocariu & Mareş (2019) studied pedagogical diary as a formative assessment tool in initial primary teacher training. Many publications confirm that the student’s portfolio is a means of improving the learning process as a whole, but in the national scientific school a complex portfolio of the MTSLLE course as a means of training the future teachers to work in the NUSc has not been studied yet
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