Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students
The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulat...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Kateryna Fomin [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
dialogic teaching of primary school students criteria and indicators of teacher's professional readiness for dialogic teaching |
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| Übergeordnetes Werk: |
In: Journal of Vasyl Stefanyk Precarpathian National University - Vasyl Stefanyk Precarpathian National University, 2015, 7(2020), 1, Seite 112-121 |
|---|---|
| Übergeordnetes Werk: |
volume:7 ; year:2020 ; number:1 ; pages:112-121 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.15330/jpnu.7.1.112-121 |
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DOAJ033639833 |
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10.15330/jpnu.7.1.112-121 doi (DE-627)DOAJ033639833 (DE-599)DOAJ1323b88da1104f2aa5830d841e91cdec DE-627 ger DE-627 rakwb eng Kateryna Fomin verfasserin aut Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity. dialogic teaching of primary school students future teachers levels of dialogic readiness criteria and indicators of teacher's professional readiness for dialogic teaching General Works A In Journal of Vasyl Stefanyk Precarpathian National University Vasyl Stefanyk Precarpathian National University, 2015 7(2020), 1, Seite 112-121 (DE-627)1760637785 24132349 nnns volume:7 year:2020 number:1 pages:112-121 https://doi.org/10.15330/jpnu.7.1.112-121 kostenfrei https://doaj.org/article/1323b88da1104f2aa5830d841e91cdec kostenfrei http://journals.pnu.edu.ua/index.php/jpnu/article/view/3624 kostenfrei https://doaj.org/toc/2311-0155 Journal toc kostenfrei https://doaj.org/toc/2413-2349 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2020 1 112-121 |
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10.15330/jpnu.7.1.112-121 doi (DE-627)DOAJ033639833 (DE-599)DOAJ1323b88da1104f2aa5830d841e91cdec DE-627 ger DE-627 rakwb eng Kateryna Fomin verfasserin aut Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity. dialogic teaching of primary school students future teachers levels of dialogic readiness criteria and indicators of teacher's professional readiness for dialogic teaching General Works A In Journal of Vasyl Stefanyk Precarpathian National University Vasyl Stefanyk Precarpathian National University, 2015 7(2020), 1, Seite 112-121 (DE-627)1760637785 24132349 nnns volume:7 year:2020 number:1 pages:112-121 https://doi.org/10.15330/jpnu.7.1.112-121 kostenfrei https://doaj.org/article/1323b88da1104f2aa5830d841e91cdec kostenfrei http://journals.pnu.edu.ua/index.php/jpnu/article/view/3624 kostenfrei https://doaj.org/toc/2311-0155 Journal toc kostenfrei https://doaj.org/toc/2413-2349 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2020 1 112-121 |
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10.15330/jpnu.7.1.112-121 doi (DE-627)DOAJ033639833 (DE-599)DOAJ1323b88da1104f2aa5830d841e91cdec DE-627 ger DE-627 rakwb eng Kateryna Fomin verfasserin aut Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity. dialogic teaching of primary school students future teachers levels of dialogic readiness criteria and indicators of teacher's professional readiness for dialogic teaching General Works A In Journal of Vasyl Stefanyk Precarpathian National University Vasyl Stefanyk Precarpathian National University, 2015 7(2020), 1, Seite 112-121 (DE-627)1760637785 24132349 nnns volume:7 year:2020 number:1 pages:112-121 https://doi.org/10.15330/jpnu.7.1.112-121 kostenfrei https://doaj.org/article/1323b88da1104f2aa5830d841e91cdec kostenfrei http://journals.pnu.edu.ua/index.php/jpnu/article/view/3624 kostenfrei https://doaj.org/toc/2311-0155 Journal toc kostenfrei https://doaj.org/toc/2413-2349 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2020 1 112-121 |
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10.15330/jpnu.7.1.112-121 doi (DE-627)DOAJ033639833 (DE-599)DOAJ1323b88da1104f2aa5830d841e91cdec DE-627 ger DE-627 rakwb eng Kateryna Fomin verfasserin aut Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity. dialogic teaching of primary school students future teachers levels of dialogic readiness criteria and indicators of teacher's professional readiness for dialogic teaching General Works A In Journal of Vasyl Stefanyk Precarpathian National University Vasyl Stefanyk Precarpathian National University, 2015 7(2020), 1, Seite 112-121 (DE-627)1760637785 24132349 nnns volume:7 year:2020 number:1 pages:112-121 https://doi.org/10.15330/jpnu.7.1.112-121 kostenfrei https://doaj.org/article/1323b88da1104f2aa5830d841e91cdec kostenfrei http://journals.pnu.edu.ua/index.php/jpnu/article/view/3624 kostenfrei https://doaj.org/toc/2311-0155 Journal toc kostenfrei https://doaj.org/toc/2413-2349 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2020 1 112-121 |
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Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students |
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The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity. |
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The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity. |
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The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity. |
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