Abstract
The transition to an individually-oriented educational paradigm and the freedom to choose individual learning trajectories leads to the underestimation of students’ teamwork and group dynamics. The study addresses current issues in the implementation of team-building methods and technologies that have not been adequately addressed in the scientific didactic literature. Since at the present stage of its development society faces the need for specialists who able to positively and effectively adapt and interact in a work team, propose constructive ideas, and work in teams, more broad and diverse use of group forms of learning in the higher education system is needed. The article discloses the specifics of the group approach to education. Teamwork contributes to the development of personal and social and group growth and self-realization and strengthens value orientations in the formation of a humanistic worldview which, in turn, is aimed at the sustainable development of society. Such competencies include team competencies that involve the ability to solve interdisciplinary problems. The formation and development of such competencies take place in the context of teamwork. In the context of group dynamics, a student is responsible for reaching their own goals and shares the responsibility for achieving the goals of the team. A student team, in turn, is an environment where each of its members grows professionally and develops personally according to their individual trajectory of success. Theoretical analysis of group development and experimental education prove the effectiveness of group work. Group dynamics provide students with the opportunity not only to be creative but also to create a positive atmosphere and team spirit in the group.
Highlights
The issue of the development of group dynamics in student groups gains special relevance since learning activities, being essentially individual, have little effect on the process of team building in the student academic group
The introduction of rating systems and the choice of individual learning trajectories entail the fact that the traditionally used educational technologies are not focused on the organization of joint activities, collective and group forms of learning
The utilization of group dynamics as a technology of teamwork allows achieving a synergistic effect of combining collective efforts supported by group motivation, the unity of the group in terms of values and goals, and the solution of educational and professional problems
Summary
The issue of the development of group dynamics in student groups gains special relevance since learning activities, being essentially individual, have little effect on the process of team building in the student academic group. The introduction of rating systems and the choice of individual learning trajectories entail the fact that the traditionally used educational technologies are not focused on the organization of joint activities, collective and group forms of learning. The utilization of group dynamics as a technology of teamwork allows achieving a synergistic effect of combining collective efforts supported by group motivation, the unity of the group in terms of values and goals, and the solution of educational and professional problems
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