DOI: https://doi.org/10.15587/2519-4984.2020.201410

Theoretical principles of introducing the play-based methods to teachers’ training in the system of postgraduate education

Oksana Roma

Abstract


The article analyzes the theoretical principles of teacher training in the system of postgraduate education for the introduction of play-based methods. It generalizes the scientific approaches of understanding the essence of the individual's readiness for the professional activity in general and pedagogical activity in particular. It is stated, that the readiness of a teacher for the professional activity is an integrative professional and personal phenomenon, the content of which is the integration of value-orientation, cognitive, constructive and reflexive components, and which is the result of long professional training and self-training of a specialist, new stage of his/her development. The peculiarities of the professional activity of elementary school teachers in modern conditions require the possession of play-based teaching methods, which are active in nature. Based on the analysis of the principles of the activity-based approach in education, it is stated, that they put forward their requirements for primary school teachers, including systematic formation of subjectivity as a teacher's ability to be an agent of childhood. The article analyzes the provisions of the integrative “learning through play” approach and the requirements for primary school teachers, which ensure the formation of students' learning experience with the help of the play resource. The work presents an author's understanding of the essence of the primary teacher's readiness to introduce the methods as an integrative personal-professional education, the system characteristics of a specialist, which determines his/hers ability to effectively use play-based teaching methods in the educational process and consists of value, cognitive and constructive components. Preparing a teacher for the introduction of play-based teaching methods is a complex and lengthy process that, in today's context, should take place in the space of postgraduate education


Keywords


professional readiness; play-based methods; New Ukrainian school; learning through play

References


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GOST Style Citations


Pro osvitu: Zakon Ukrainy No. 2145-VIII. 05.09.2017. URL: https://zakon.rada.gov.ua/laws/show/2145-19

Pro povnu zahalnu seredniu osvitu: Zakon Ukrainy No. 463-IX. 16.01.2020. URL: https://zakon.rada.gov.ua/laws/show/463-20

Pro zatverdzhennia Derzhavnoho standartu pochatkovoi osvity: Postanova KabMinu Ukrainy No. 87. 21.02.2018. URL: https://zakon.rada.gov.ua/laws/show/87-2018-%D0%BF

Nova ukrainska shkola: poradnyk dlia vchytelia. Kyiv: Litera LTD, 2018. 160 p.

Lerner I. Ya. Bolevye tochki processa obucheniya. URL: http://www.rcde.ru/method/944.html

Martlew J., Stephen C., Ellis J. Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy // Early Years. 2011. Vol. 31, Issue 1. P. 71–83. doi: http://doi.org/10.1080/09575146.2010.529425 

Hyvonen P. T. Play in the School Context? The Perspectives of Finnish Teachers // Australian Journal of Teacher Education. 2011. Vol. 36, Issue 8. doi: http://doi.org/10.14221/ajte.2011v36n8.5 

Pramling Samuelsson I., Johansson E. Play and learning – inseparable dimensions in preschool practice // Early Child Development and Care. 2006. Vol. 176, Issue 1. P. 47–65. doi: http://doi.org/10.1080/0300443042000302654 

Pyle A., Danniels E. A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play // Early Education and Development. 2016. Vol. 28, Issue 3. P. 274–289. doi: http://doi.org/10.1080/10409289.2016.1220771 

Razvitie subekta obrazovaniya: problemy, podhody, metody issledovaniya / ed. by Bozhovich E. D. Moscow: PERSE, 2005. 400 p.

Leontev A. A. Chto takoe deyatelnostnyj podhod v obrazovanii? // Nachalnaya shkola: plyus-minus. 2001. Issue 1. P. 3–12.

Bodrov V. A. Psihologiya professional'noj prigodnosti. Moscow: PER SE, 2006. 511 p.

Derkach A. A. Psihologo-akmeologicheskie osnovaniya i sredstva optimizacii lichnostno-professional'nogo razvitiya konkurentosposobnogo specialista // Akmeologiya. 2012. URL: https://cyberleninka.ru/article/n/psihologo-akmeologicheskie-osnovaniya-i-sredstva-optimizatsii-lichnostno-professionalnogo-razvitiya-konkurentosposobnogo

Bershadskii M. E., Guzeev V. V. Didakticheskie i psihologicheskie osnovaniya obrazovatelnoi tekhnologii. Moscow: Centr «Pedagogicheskii poisk», 2003. 256 p.

Isaev I. F. Professionalno-pedagogicheskaya kultura prepodavatelya: texbook. Moscow: Akademiya, 2004. 206 p.

Kruchinina G. A. Formirovanie psihologo-pedagogicheskoi kompetentnosti specialistov v usloviyah informatizacii vysshei professionalnoi shkoly: monograph. Nizhny Novgorod: NF URAO, 2009. 256 p.

Pedagogika: textbook / Slastenin V. A., Isaev I. F., Mishchenko A. I., Shiyan E. N. Moscow: Shkola-Press, 2013. 576 p.

Pro zatverdzhennia profesiinoho standartu "Vchytel pochatkovykh klasiv zakladu zahalnoi serednoi osvity": Nakaz Ministerstva sotsialnoi polityky No. 1143. 10.08.2018. URL: https://zakon.rada.gov.ua/rada/show/v1143732-18

Vygotsky L. S. Mind in society: The development of higher psychological processes / ed. by Cole M., John-Steiner V., Scribner S., Souberman E. Harvard University Press, 1978. URL: http://ouleft.org/wp-content/uploads/Vygotsky-Mind-in-Society.pdf

Volobuieva S. V. Innovatsiini tekhnolohii navchannia: textbook. Kyiv: NTU, 2017. 172 p.

Parker R., Thomsen B. S. Learning through play at school. A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom. White paper. The LEGO Foundation, 2019. 75 p.

Learning through play: A review of the evidence. White paper / Zosh J. M., Hopkins E. J., Jensen H., Liu C., Neale D., Hirsh-Pasek K. et. al. The LEGO Foundation, 2017.







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