Abstract
The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity.
Highlights
In today's context of integration into the global educational space, there is a need to introduce innovative approaches to the education of students in general secondary education, especially in elementary school
In order to study the readiness of future primary school teachers to organize pupils' dialogic teaching, we recommend you to focus on the following assessment criteria and indicators for identifying them:
We determined the level of readiness of future primary school teachers to perform in a particular context - high, medium and low
Summary
In today's context of integration into the global educational space, there is a need to introduce innovative approaches to the education of students in general secondary education, especially in elementary school. The problem of organizing dialogic teaching in elementary school requires careful study of innovative methods, including foreign experience.Issues of future teachers’ training for pedagogical activity were investigated by: O. The organizational framework for training teachers for the organization of dialogic teaching in elementary school using innovative tools in today's educational challenges (in particular, regarding the implementation of the New Ukrainian School reform) has not been adequately covered in previous research. The aim of the articles to substantiate the criteria, indicators and levels of formation of future primary school teachers 'readiness for organizing students' dialogic education; present the results of an empirical study of the need-motivational component of this readiness
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