Моделі та технології групової взаємодії у професійній підготовці майбутніх вчителів початкових класів
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Дата
2025
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
У статті розкрито актуальність та педагогічний потенціал моделей групової взаємодії у професійній підготовці майбутніх учителів початкових класів. Здійснено аналіз кооперативних і колаборативних підходів до організації навчання, обґрунтовано гібридну модель структурованої інтерактивної лекції в умовах дистанційного навчання. Визначено її переваги для формування фахових і соціально-комунікативних компетентностей студентів. Виокремлено низку факторів, що впливають на ефективність групової взаємодії, та окреслено напрями вдосконалення освітньої моделі. Матеріал буде корисним викладачам педагогічних закладів вищої освіти, науковцям, розробникам освітніх програм.
In the article, modern models and technologies of group interaction applied in the professional preparation of future primary school teachers, particularly under distance learning conditions, are analysed. The purpose of the study is to systematize and analyse contemporary models of group interaction in the professional training of future primary school teachers; to substantiate a hybrid model of a structured interactive lecture for distance learning; and to identify its advantages and limitations in the context of developing students’ professional and socio-communicative competencies. To achieve this purpose, a comprehensive approach was employed, combining theoretical methods (analysis and synthesis of psychological and pedagogical literature, modeling), empirical methods (observation, analysis of activity outcomes, feedback), as well as normative-analytical and instrumental methods, notably incorporating digital tools and artificial intelligence technologies. The outcome of the study is the development of a hybrid model for a structured lecture with elements of group interaction, based on the principles of positive interdependence, individual accountability, mutual support, the development of social skills, and group reflection. It was determined that such a model stimulates cognitive activity, promotes reflection, and facilitates the development of teamwork skills, while also providing conditions for the formation of students’ professional and sociocommunicative competencies. The practical significance of the study lies in the applicability of the developed model in the training of future primary school teachers in a distance learning format, using CSCL tools (e.g., Padlet, Google Docs, Canva). At the same time, the model’s limitations are outlined: technical difficulties, cognitive overload, and challenges in evaluating the contribution of each participant. The conclusions emphasize the expediency of further enhancing group interaction through the implementation of adaptive group formation algorithms, the advancement of students’ digital literacy, and the integration of analytical tools to monitor interaction effectiveness. Future research prospects include examining the impact of group work forms on the development of pedagogical reflection and the preparedness of future teachers to facilitate the educational process.
In the article, modern models and technologies of group interaction applied in the professional preparation of future primary school teachers, particularly under distance learning conditions, are analysed. The purpose of the study is to systematize and analyse contemporary models of group interaction in the professional training of future primary school teachers; to substantiate a hybrid model of a structured interactive lecture for distance learning; and to identify its advantages and limitations in the context of developing students’ professional and socio-communicative competencies. To achieve this purpose, a comprehensive approach was employed, combining theoretical methods (analysis and synthesis of psychological and pedagogical literature, modeling), empirical methods (observation, analysis of activity outcomes, feedback), as well as normative-analytical and instrumental methods, notably incorporating digital tools and artificial intelligence technologies. The outcome of the study is the development of a hybrid model for a structured lecture with elements of group interaction, based on the principles of positive interdependence, individual accountability, mutual support, the development of social skills, and group reflection. It was determined that such a model stimulates cognitive activity, promotes reflection, and facilitates the development of teamwork skills, while also providing conditions for the formation of students’ professional and sociocommunicative competencies. The practical significance of the study lies in the applicability of the developed model in the training of future primary school teachers in a distance learning format, using CSCL tools (e.g., Padlet, Google Docs, Canva). At the same time, the model’s limitations are outlined: technical difficulties, cognitive overload, and challenges in evaluating the contribution of each participant. The conclusions emphasize the expediency of further enhancing group interaction through the implementation of adaptive group formation algorithms, the advancement of students’ digital literacy, and the integration of analytical tools to monitor interaction effectiveness. Future research prospects include examining the impact of group work forms on the development of pedagogical reflection and the preparedness of future teachers to facilitate the educational process.
Опис
Ключові слова
групова взаємодія, професійна підготовка вчителів, кооперативне навчання, колаборативне навчання, майбутні вчителі початкових класів, дистанційне навчання, лекція, інтерактивні методи навчання, group interaction, teacher training, cooperative learning, collaborative learning, future primary school teachers, distance learning, lecture, interactive teaching methods
Бібліографічний опис
Васько О. Моделі та технології групової взаємодії у професійній підготовці майбутніх вчителів початкових класів [Текст] / О. Васько, О. Білєр // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2025. – № 3 (143). – С. 22–38. – DOI: 10.24139/2312-5993/2025.03/022-038