Formation of Professional Readiness of Students to Organize Joint Educational Activities of Junior Schoolchildren

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Abstract

The article presents research data on the problem of developing the professionally important competence of primary school teachers to build interaction with students and students among themselves as a joint educational activity. The results of research by scientists from Russia, Kazakhstan, Poland, USA, etc. are analyzed. An overview of approaches to solving the problem of training teachers to organize joint educational activities, to the formation of students’ skills of educational cooperation is given. Special attention is paid to how students master the method of designing lessons. The example of one module shows how this process is organized. Attention is drawn to the importance of organizing the discussion of lessons, two types of reflection are distinguished. As effective methods of working with students, it is proposed to use mini-trainings, practical tasks or exercises. A three-level task is presented as a tool for diagnosing students’ readiness to organize joint educational activities of younger schoolchildren. It is noted that the special work of students on designing lessons using technological maps contributes to the formation of students’ readiness to organize joint activities of younger schoolchildren.

General Information

Keywords: primary school teacher training, junior schoolchildren, joint activity, educational cooperation, professional readiness, joint activity of students with a teacher, joint activity of students among themselves

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

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2023200103

Received: 16.02.2023

Accepted:

For citation: Sanina S.P. Formation of Professional Readiness of Students to Organize Joint Educational Activities of Junior Schoolchildren [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2023. Vol. 20, no. 1, pp. 27–37. DOI: 10.17759/bppe.2023200103. (In Russ., аbstr. in Engl.)

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Information About the Authors

Svetlana P. Sanina, PhD in Education, Associate Professor, Chair of Pedagogical Psychology named after Professor V. A. Guruzhapov, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4033-3913, e-mail: saninasp@mgppu.ru

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