Developing Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach

Скорочена інформація про документ
dc.contributor.authorZhurat, Yuliya
dc.contributor.authorLipshyts, Larysa
dc.contributor.authorSoter, Mariia
dc.contributor.authorChumak, Larisa
dc.contributor.authorTarasenko, Halyna
dc.contributor.authorValchuk-Orkusha, Oksana
dc.contributor.authorMelnyk, Iryna
dc.date.accessioned2022-10-23T17:20:30Z
dc.date.available2022-10-23T17:20:30Z
dc.date.issued2020
dc.descriptionDeveloping Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach / Yu. Zhurat, L. Lipshyts, M. Soter, L. Chumak, H. Tarasenko, O. Valchuk-Orkusha, I. Melnyk // BRAIN. Broad Research in Artificial Intelligence and Neuroscience. – Vol. 11, Iss. 2, Sup. 1. – 2020. – P. 64–81.uk_UA
dc.description.abstract1Future primary school teachers can feel their subjectivity and dive into the culture of learning activity as a basis for developing the main features of learning and professional subjectivity starting from the first classes in higher pedagogical educational institutions. The paper aims to scientifically and theoretically justify and experimentally verify some pedagogical conditions and methodologies for developing professional subjectivity in future primary school teachers, taking into account a neuropedagogical approach. Also, it substantiates the main pedagogical condition, that is, professional training should imply mastering the psychological structure of pedagogical activity in primary school and cultivating creative personality as the subject of this activity. It requires full compliance with certain pedagogical conditions. The latter should comply with neurophysiological characteristics of the participants in the educational process. The paper proves the effectiveness of these pedagogical conditions based on the questionnaire aimed at determining the effectiveness criteria for professional self-determination in higher education institutions, the diagnostic-related professional readiness methodology, the motivation towards higher education study methodology, the diagnostic of the structure of work motives methodology. The paper experimentally proves that their educational subjectivity is a manifestation of one’s capacity for subjective self-transformation in the learning activity, and pedagogical subjectivity represents the final stage of professional training and completion of pedagogical education, which acts as both synthesis and transformation of many invariant and variant subjective personality traits of students in the professionally important quality of the teacher, among which professional subjectivity is an integral one. EG respondents have shown better results in terms of levels of subjective qualities than CG respondents.uk_UA
dc.identifier.govdochttps://doi.org/10.18662/brain/11.2Sup1/95
dc.identifier.issn2068-0473 (Print)
dc.identifier.issn2067-3957 (Online)
dc.identifier.urihttps://eir.nuos.edu.ua/handle/123456789/6325
dc.language.isoenuk_UA
dc.subjectpedagogical conditionsuk_UA
dc.subjecthigher pedagogical education institutionuk_UA
dc.subjectmethodologyuk_UA
dc.subjectsubjective self-transformationuk_UA
dc.subjectpersonality traits of studentsuk_UA
dc.subjectneuropedagogyuk_UA
dc.subjectneuropsychologyuk_UA
dc.titleDeveloping Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approachuk_UA
dc.title22020
dc.typeArticleuk_UA

Файли

Контейнер файлів
Зараз показуємо 1 - 1 з 1
Ескіз
Назва:
Zhurat.pdf
Розмір:
303.75 KB
Формат:
Adobe Portable Document Format
Опис:
Article
Завантажити
Ліцензійна угода
Зараз показуємо 1 - 1 з 1
Ескіз недоступний
Назва:
license.txt
Розмір:
7.05 KB
Формат:
Item-specific license agreed upon to submission
Опис:
Завантажити

Зібрання

Статті (СДГ)