Факультет педагогіки, психології та мистецтв
Постійне посилання на фондhttps://dspace.cusu.edu.ua/handle/123456789/48
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Документ Digital Opportunities for the Development of Inclusive Education in Primary School in Ukraine: A Teacher's Experience(2023) Андросова, Наталя Миколаївна; Androsova, N.(en) This research aims to explore digital opportunities for the development of inclusive education in primary schools of Ukraine through the prism of the analysis of teachers' experiences. The implementation of this goal involves the use of a mixed approach combining qualitative and quantitative methods. A survey was conducted among primary school teachers (23) from different regions of Ukraine in order to obtain quantitative data on their experience of using digital tools during their professional activities in inclusive education. The method of random stratified sampling was used. The questionnaire consisted of 10 questions; some of them were based on a 1-5 point Likert scale. The results of the study showed that digital tools significantly increased the quality of inclusive education, provided a personalized approach to each student on the part of teachers, and facilitated communication between students and teachers. The results also highlighted that digital platforms and resources made it possible to adapt existing teaching strategies used by teachers to the inductive needs of students. Indeed, such problems, as limited access to technologies, insufficient funding, lack of professional reorientation are significant obstacles to the further effective implementation of digitization. The conclusions emphasize that the possibilities of using digital tools for the transformation of inclusive education in primary schools of Ukraine have not been exhausted. Further addressing existing challenges and providing adequate resources, training and support to teachers will help overcome the challenges of digital inclusion.Документ Formation of Professional Competence of Future Primary School Teachers Against the Background of Large-Scale Military Aggression(2023) Андросова, Наталя Миколаївна; Цуканова, Наталія Миколаївна; Демченко, Юлія Миколаївна; Прибора, Тетяна Олександрівна; Androsova, N.; Tsukanova, N.; Demchenko, Y.; Prybora, Т.; Tkachenko, O.(ua) 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. In the 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.