Formation of Readiness of Future Teachers for Interactive Interaction in Educational Activities

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Abstract

This article presents the experience of educational activities with future teachers in the format of interactive learning. However, it is perceived by most as an educational activity with the use of appropriate digital gadgets. Meanwhile, the interactive approach is based on the provisions of symbolic interactionism, which emphasizes not only unidirectional contact, but also feedback. This aspect was leveled during the period of distance learning. But for a teacher, the ability to “see” the audience, hold the attention of students, flexibly respond to emerging situations, etc. is especially important. This is the three–dimensional vision of the educational process that forms the basis of interactive learning. The academic semester was devoted to mastering this approach, during which students learned variations of communication interaction in a quasi-professional situation. The positive results of this approach in the training of future teachers were confirmed by the data of a survey conducted among future teachers, which clarified the terminological grounds, risk zones, prospects, etc. of interactive learning for modern educational practice.

General Information

Keywords: interactive learning, communication in educational activities, interactive methods, “growth zones” and “risk zones” of interactive learning, training of future teachers

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2023200104

Received: 14.02.2023

Accepted:

For citation: Korotaeva E.V., Andryunina A.S. Formation of Readiness of Future Teachers for Interactive Interaction in Educational Activities [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2023. Vol. 20, no. 1, pp. 38–45. DOI: 10.17759/bppe.2023200104. (In Russ., аbstr. in Engl.)

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Information About the Authors

Evgenia V. Korotaeva, Doctor of Education, Professor, Head, Department of Pedagogy and Psychology of Сhildhood, Institute of Pedagogy and Psychology of Сhildhood, Ural State Pedagogical University, Ekaterinburg, Russia, ORCID: https://orcid.org/0000-0002-2959-3132, e-mail: e.v.korotaeva@yandex.ru

Anna S. Andryunina, PhD in Education, Associate Professor, Department of Pedagogy and Psychology of Сhildhood, Institute of Pedagogy and Psychol-ogy of Сhildhood, Ural State Pedagogical University, Ekaterinburg, Russia, ORCID: https://orcid.org/0000-0003-1012-5336, e-mail: ahahhac@yandex.ru

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