Effectiveness of Pedagogical Conditions for Training Professional Junior Bachelors for Teaching Integrated Courses in Primary School

Abstract

The concept of the “New Ukrainian School” provides for the construction of an educational process using an integration approach. One of the directions of its implementation is the introduction of integrated courses. The pedagogical conditions for the preparation of junior professional bachelors for teaching integrated courses are identified. An experimental test of the effectiveness of the proposed conditions is carried out.

The readiness of future junior professional bachelors for teaching integrated courses in primary school is proposed to be assessed using three criteria - motivational, cognitive and activity.

For diagnostics by the motivational criterion, testing was used according to the method “Study of the motives of students' educational activity” (authors A. Rean, V. Yakunin), which involves a qualitative analysis of the leading motives of primary activity. Testing of the level of the cognitive criterion was carried out using a developed questionnaire, which allowed to identify theoretical knowledge of integration. The level of indicators of the activity criterion was measured mainly in the process of passing the practice.

Comparing the initial state of students' readiness to teach integrated courses, at the ascertaining stage it was established that: more than half of the students have a low motivation to implement integration into the educational process; the average level of awareness of educational integration in primary school prevails; there is an average and low level of ability to practically implement integration into the educational process.

After implementing the proposed pedagogical conditions within the framework of the constructed structural and functional model of training of professional junior bachelors in the specialty "Primary Education" for teaching integrated courses, at the control stage of the pedagogical experiment, significant positive changes were recorded in the experimental group compared to the control group of respondents: students from the experimental group demonstrated a high level of training according to all criteria twice as often; the average level in both groups was manifested with almost the same frequency; The low level in the experimental group was manifested less often compared to the representatives of the control group by 15.38% according to the motivational criterion, by 11.94% - according to cognitive indicators, by 10.33% - in the practical implementation of the integrative approach in the educational process. Using the Pearson criterion, it was confirmed that these differences are statistically significant.Utilize syntactic constructions typical of scientific documents, steering clear of complex grammatical structures. Employ terminology standard in foreign specialized texts, particularly in sociology, economics, etc. Maintain consistency in terminology between the abstract and the main text of the article.