RESEARCH OF ACTIVATING METHODS APPLICATION IN PEDAGOGICAL DISCIPLINES FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

Abstract

Activating teaching methods should take a more important position in the didactic interpretation of the curriculum at all levels of schools, as they enable the synthesis of knowledge from different subjects and their use in different tasks and situations in a unique way. The paper focuses on the usage and application of activating teaching methods in teaching from two perspectives - teachers and students. It points out the research of some authors, which confirms that activating methods have an irreplaceable standing in the field of educational process.In this paper, we present the results of research, the main goal of which was to find out whether activating teaching methods in teaching are used and applied in selected secondary schools. The aim of the research was to find out the attitude of secondary school teachers towards activating teaching methods by means of a questionnaire, to find out which activating method is most used by teachers, how often teachers use activating teaching methods, what type of lesson they apply activating teaching methods and where they get inspiration for preparation of activating teaching methods.The research was carried out using online questionnaires, participated by 3 secondary pedagogical schools. We conducted the research on a sample of 139 respondents - 8 teachers and 131 students at secondary pedagogical schools in Slovakia. The Chi-square test was used to statistically verify the established hypotheses. The research itself was preceded by analyses of research and trends in the field of activating methods in Slovakia and abroad. Our main findings of the research show that the interpretation of the teacher - the discussion between the teacher and the students - most often predominate. Students confirmed, that they enjoy discussing and collaborating in a group the most. At the same time, the students confirmed to us, that their teachers are trying to engage and actively involve them in teaching. Students agreed that through activating methods they have a better opportunity to remember the curriculum better and easier, but it also gives them more room for initiative, activity and creativity and therefore better understand the curriculum. According to students, teachers most often use activating methods when explaining a new curriculum, but also when repeating and strengthening the curriculum. However, students' comments lead to a higher interest in the use of activating methods in a class. From the testimonies of teachers, it was confirmed to us, that they most often use interpretation, then discussion, and further observation and group work. Activating methods are used by teachers in repeating and consolidating new curricula. The reason why teachers are discouraged by the use of activating teaching methods is time intense, non-compliance with generally binding curricula and objectives, and lack of material on the issue. The results of the research show that the reason why teachers have started to use activating methods is to diversify teaching, to increase students' interest in teaching and better understanding the subject of pedagogy itself. The main findings of the research show that what discourages teachers from using them is time consumption, non-compliance with generally binding curricula and objectives, and lack of material on the issue. At the end of the article we present suggestions for more effective use of activating methods in secondary pedagogical schools.