Influence of Individualised Teaching Methods on Improving the Professional Flexibility of Future Primary School Teachers

Nataliya Lupak; Liubov Kramarenko; Oksana Shkvyr; Nataliia Kazakova; Inna Yashchuk

doi:10.25053/redufor.v9.e12851

Autores

Nataliya Lupak Ternopil Volodymyr Hnatiuk National Pedagogical University https://orcid.org/0000-0001-7868-8771
Liubov Kramarenko Nikopol Professional Pedagogical College of Dnipro Region Council https://orcid.org/0009-0000-4195-4968
Oksana Shkvyr Khmelnytskyi Humanitarian-Pedagogical Academy https://orcid.org/0000-0003-0683-6557
Nataliia Kazakova Khmelnytskyi Humanitarian-Pedagogical Academy https://orcid.org/0000-0003-1499-3448
Inna Yashchuk Khmelnytskyi Humanitarian-Pedagogical Academy Khmelnytskyi https://orcid.org/0000-0003-4028-3327

DOI:

https://doi.org/10.25053/redufor.v9.e12851

Palavras-chave:

Nível educacional, Competência linguística, Competência interdisciplinar, Aplicações inovadoras, Pensamento criativo, Estabilidade emocional

Resumo

O estudo tem como objetivo determinar a eficácia de métodos de ensino individualizados para o desenvolvimento da flexibilidade profissional de futuros professores do ensino primário. Os autores desenvolveram mecanismos de aprendizagem individualizados que proporcionam o desenvolvimento da competência linguística, bem como da competência matemática, interdisciplinar e inovadora. Determinou-se que o impacto mais significativo no desenvolvimento da flexibilidade profissional, na opinião de professores e alunos, foi feito pela competência linguística e interdisciplinar, o que contribuiu para a clareza de seus pensamentos. Os resultados do estudo mostraram o alcance de um alto nível de assimilação de informações por futuros professores após a formação (0,74). Verificou-se que os mecanismos de aprendizagem individualizados contribuíram para a formação da individualização do desenvolvimento (23%) e do pensamento criativo (22%) em primeiro lugar. O significado prático do trabalho é encontrar mecanismos eficazes para formar flexibilidade profissional para futuros professores do ensino fundamental.

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Biografia do Autor

Nataliya Lupak, Ternopil Volodymyr Hnatiuk National Pedagogical University

Doutor em Ciências Pedagógicas, PhD em Filologia, Professor do Departamento de Pedagogia e Métodos de Educação Primária e Pré-escolar, Faculdade de Pedagogia e Psicologia da Universidade Pedagógica Nacional Ternopil Volodymyr Hnatiuk, Ternopil, Ucrânia.

Liubov Kramarenko, Nikopol Professional Pedagogical College of Dnipro Region Council

Doutor em Filosofia, Candidato em Ciências Pedagógicas, Diretor do estabelecimento municipal da Faculdade Pedagógica Profissional Nikopol’ do Conselho da Região de Dnipro, Nikopol, Ucrânia.

Oksana Shkvyr, Khmelnytskyi Humanitarian-Pedagogical Academy

Doutor em Ciências Pedagógicas, professor do Departamento de Pedagogia, Faculdade de Educação Primária e Filologia da Academia Pedagógica Humanitária de Khmelnytskyi, Khmelnytskyi, Ucrânia.

Nataliia Kazakova, Khmelnytskyi Humanitarian-Pedagogical Academy

Candidato em Ciências Pedagógicas, Professor Associado do Departamento de Pedagogia, Faculdade de Educação Primária e Filologia da Academia Pedagógica Humanitária de Khmelnytskyi, Khmelnytskyi, Ucrânia.

Inna Yashchuk, Khmelnytskyi Humanitarian-Pedagogical Academy Khmelnytskyi

Doutor em Ciências Pedagógicas, Professor do Departamento de Pedagogia, Faculdade de Educação Primária e Filologia da Academia Pedagógica Humanitária de Khmelnytskyi Khmelnytskyi, Ucrânia.

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