Наукові видання каф-ри дошкільної та початкової освіти
Постійне посилання зібранняhttps://dspace.cusu.edu.ua/handle/123456789/112
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Документ Increasing Motivation of Primary School Pupils’ Studying(2020) Демченко, Юлія Миколаївна; Demchenko, Yuliya; Prokopchuk, Viktoriia; Revenko, Iryna; Blaga, Olga; Tarasova, Vitaliia(en) The scientific investigation reveals the topic of increasing the motivation of primary school pupils’ studying, which is relevant today and requires careful study. Data from the Institute of Educational Analytics, the German Internet Portal of statistics Statista, the World Bank and the international organization World Population Review have been used in the context of solving the problem of increasing motivation of primary school pupils’ studying in Ukraine and Germany. The processing of statistics requires the use of methods of theoretical substantiation, analysis and comparison in the study. According to the World Bank’s education quality rating, Germany was ranked as one of the best countries with a high level of education quality in 2015-2017, and Ukraine ranked the 54th and the 56th places respectively. The results of the series of studies have shown the presence in the practice of the activities of educators, psychologists and scientists, specializing in the study of this issue, a significant number of available and potential ways for increasing motivation. The reasons for the learning motivation decrease and the factors influencing it have been investigated. The ARCS model is relevant nowadays, because it focuses on the motivational aspects of the educational environment and includes four components of motivation. It has been proved, that it is necessary to provide the innovative teaching methods in Ukrainian school during evaluation process. IT programs that can improve the learning process and increase motivation in primary education have been presented.Документ Formation of Professional Competence of Future Primary School Teachers Against the Background of Large-Scale Military Aggression (a response to the challenges of the times)(2023) Демченко, Юлія Миколаївна; Андросова, Наталя Миколаївна; Цуканова, Наталія; Прибора, Тетяна Олександрівна; Ткаченко, Ольга Михайлівна; Demchenko, Yulia; Androsova, Natalia; Tsukanova, Nataliia; Prybora, Tetiana; Tkachenko, Olga(en) In contemporary European literature, the problem of shaping future educators against the backdrop of crisis (military) transformations has not been explored. Ukrainian teachers demonstrate valuable experience in the teaching under warfare conditions, which should be the subject of a separate study. In addition, the problem of the professional formation of future teachers is also relevant, given the numerous terminological debates between scientists. The article aims to analyze the formation of professional competence of future elementary school teachers against the background of large-scale military aggression. The work is formed on the use of theoretical pedagogical research methods. Noticeable attention is paid to the methods of generalization, abstraction, analysis, synthesis. Among the empirical methods, the methods of experiment and SWOT-analysis were used. With the help of the latter, the strengths and weaknesses of the formation of professional competence in the system of distance learning of future elementary school teachers against the background of military aggression are reflected. The results considered terminological discussions regarding the concept of “professional competence”, highlighted the main features of professionalism of modern teachers, analyzed the use of game techniques and their impact on the formation of important skills for future teachers, developed a training model to ensure maximum exposure to professional competence in future teachers. Inthe conclusion, it was noted that the appeal to game techniques allows to deepen the assimilation of professional competence, moreover, conducting games during the war has an additional psychological effect. The best training model for future teachers is to conduct distance learning sessions according to the established program, which provides an increase in the amount of practice and actualization of the experience of independent work.