Methodological losses as a component of educational losses

Abstract

The article describes the problem of educational losses, which appeared and deepened in connection with the disruption of the educational process due to the COVID-19 pandemic and the full-scale Russian invasion of Ukraine. Separate studies on the above-mentioned problem were analyzed, in particular, attention was paid to the types of losses, understanding their content and methods of compensation. Methodological losses are singled out, which, according to the authors of the study, are key, since it is the teacher who is at the center of educational losses today, because it is he who diagnoses these losses, chooses ways to make up for them, and determines the results of students after the work done to overcome these or those losses. It was noted that losses in the educational process, in particular methodical, related to the change in the form of obtaining education, the transfer of institutions from face-to-face to distance and mixed learning, unstable conditions of the organization of the educational process (airborne alarms, power outages, interruptions in the work of the Internet), negatively affected the results of the professional activity of teachers. It is proposed to divide the losses into the following types (1. Losses related to the teacher’s personality, in particular, his professional burnout, reduced motivation, lost psychological and emotional balance. 2. Losses related to the professional level of the teacher and the quality of his professional activity) and groups (1. Professional competencies that were formed in teachers, but due to certain reasons (COVID-19, martial law) their level decreased or almost disappeared. 2. Professional competencies that teachers should have mastered at a certain stage of their professional activity, but due to the aforementioned reasons, they were not formed). It is emphasized that methodological losses are the loss of the level of professional competences of the teacher (in accordance with the professional standard), necessary for the effective implementation of pedagogical activities and the achievement of the expected results of the educational activities of the students of education. It is noted that making up for methodical losses is aimed at improving the teacher’s professional competences, in particular the development of his practical abilities and skills regarding 1) self-education, self-organization, self-activation, self-motivation, 2) prevention of professional burnout through the search for a balance between work and rest, 3) organization of work on a partnership basis, 4) integration of knowledge from various educational fields, 5) adaptation of educational strategies to the individual needs of students, etc.