Context-based learning in the process of training modern teachers (Preschool education)
Keywords:
context, contextual approach, teachers of preschool educational institutions, context-based learning, innovative learning, studying practical work experience.
Abstract
The purpose of the academic paper lies in analysing the features and justifying the feasibility of implementing a context approach in the process of training modern teachers, in particular, specialists in preschool educational institutions. In the course of the research, data from international investigations, scientific publications and the results of a survey of students - future teachers of preschool education institutions in Ukraine have been used. In the course of the research, the viewpoints of scientists on the application of a context-based approach in training future teachers of preschool educational institutions have been clarified. Along with this, the basic advantages of context-based learning and the prospects for using the specified approach to the organization of educational process of this category of workers have been revealed by means of questionnaires.
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References
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87%D1%83%D0%BA%20%D0%9D.%D0%9C._%D0%9A%D0%BE%D0%BD%D1%82%
D0%B5%D0%BA%D1%81%D1%82%D0%BD%D0%B5%20%D0%BD%D0%B0%D0%B2%
D1%87%D0%B0%D0%BD%D0%BD%D1%8F%20%D1%83%20%D0%B7%D0%B0%D1%
80%D1%83%D0%B1%20%D0%BB%D1%96%D1%82%D0%B5%D1%80%D0%B0%D1%
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Rashid, R. & Akkari, A. (2020) A Review of Early Childhood Education (ECE) in Bangladesh: Status and Impact. International Journal of Education, 12, 59-74. https://doi.org/10.5296/ije.v12i1.16150
Schweisfurth, M. & Elliott, J. (2019) When ‘best practice’ meets the pedagogical nexus: Recontextualization, reframing and resilience. Comparative Education, 55(1), 1-8. doi: https://doi.org/10.1080/03050068.2018.1544801
Singal, N., Pedderb, D. & Malathyc, D., et al. (2018) Insights from within activity based learning (ABL) classrooms in Tamil Nadu, India: Teacher’s perspectives and practices. International Journal of Educational Development 60: 165–171 Retrieved from: https://www.repository.cam.ac.uk/handle/1810/267721
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Vujicic, L. & Tambolas, A.C (2017) Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education. Early Child Development and Care, 187. 1583-1595. https://doi.org/10.1080/03004430.2017.1317763
Walk, L., Evers, W. Quante, S. & Hille, K. (2018) Evaluation of a Teacher Training Program to Enhance Executive Functions in Preschool Children. PLoS ONE, 13, e0197454. https://doi.org/10.1371/journal.pone.0197454
AltinyelkenHülya, K. & Hoeksma, M. (2021) Improving educational quality through active learning: Perspectives from secondary school teachers in Malawi. Research in Comparative and International Education, 2. Retrieved from: https://doi.org/10.1177/1745499921992904
Barenthien, J., Oppermann, E., Anders, Y. & Steffensky, M. (2020) Preschool Teachers’ Learning Opportunities in Their Initial Teacher Education and In-Service Professional Development—Do They Have an Influence on Preschool Teachers’ Science-Specific Professional Knowledge and Motivation. International Journal of Science Education, 42, 744-763. https://doi.org/10.1080/09500693.2020.1727586
Brock, M. & Beaman-Diglia, L.E. (2018) Efficacy of Coaching Preschool Teachers to Manage Challenging Behavior. Education and Treatment of Children, Research in Comparative and International Education, 41, 31-48. https://doi.org/10.1353/etc.2018.000
Bryant, J. (2018) A Phenomenological Study of Preschool Teachers’ Experiences and Perspectives on Inclusion Practices. Cogent Education, 5, Article ID: 1549005. https://doi.org/10.1080/2331186X.2018.1549005
Cherv’iakova, N. (2019). Practically oriented technologies of professional training of future teachers: experience of theoretical and experimental research [Praktyko zoriientovani tekhnolohii profesiinoi pidhotovky maibutnikh pedahohiv: dosvid teoretyko-eksperymentalnoho doslidzhennia]. Educational and pedagogical science [Osvita ta pedahohichna nauka]. 1(166), 35–43. http://eps.luguniv.edu.ua/index.php/eps/article/view/12 [in Ukrainian]
Di Biase, R. (2018) Moving beyond the teacher-centered/learner-centered dichotomy: Implementing a structured model of active learning in the Maldives. Compare: A Journal of Comparative and International Education, 49(4), 565-583. doi: 10.1080/03057925.2018.1435261
Guo, H. & Pilz, M. (2020) A comparative study of teaching and learning in German and Chinese vocational education and training schools: A classroom observation study. Research in Comparative and International Education, 15(4), 391–413. Retrieved from: https://journals.sagepub.com/doi/10.1177/1745499920959150
Halian, I., Halian, O., Gusak, L., Bokshan, H., & Popovych, I. (2020). Communicative Competence in Training Future Language and Literature Teachers. Amazonia Investiga, 9(29), 530-541. https://doi.org/10.34069/AI/2020.29.05.58
Ilnytska, L., Opachko, M. & Rusnyk, S. (2018) To the problem of formation of methodological competence of masters of the specialty "Management in the system of preschool education" [Do problemy formuvannia metodolohichnoi kompetentnosti mahistriv spetsialnosti «Menedzhment u systemi doshkilnoi osvity»]. Pedagogical innovations in professional education [Pedahohichni innovatsii u fakhovii osviti], 1(9), S. 27-28 Retrieved from: https://www.uzhnu.edu.ua/en/infocentre/get/18327 [in Ukrainian]
Khandaker, R. (2021) Professional Training: Crucial Need to Enhance the Efficacy of Preschool Teachers in the Context of Bangladesh. Open Access Library Journal, 8, 1-23. doi: https://doi.org/10.4236/oalib.1107880.
Kim, S., Raza, M. & Seidman. E. (2019) Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1). https://doi.org/10.1177/1745499919829214
Krasovska, О., Miskova, N. & Veremchuk, A. (2020). Professional Training of Future Preschool Teachers in the Field of Artistic and Aesthetic Education by Means of Contextual Learning Technologies. Behavioral Sciences, 10(2), 50. DOI: 10.3390/bs10020050 Retrieved from: https://www.mdpi.com/2076-328X/10/2/50
Kupila, P., Mikkola, U.T. & Rantala, K. (2017) Interpretations of Mentoring During Early Childhood Education Mentor Training. Australian Journal of Teacher Education, 42, 36-49. https://doi.org/10.14221/ajte.2017v42n10.3
Li, G., Tan, B. & Yi, W. (2020) The Characteristics of Japan’s Preschool Education and Its Enlightenment to China’s Preschool Education. Learning & Education, 9, 73-75. https://doi.org/10.18282/l-e.v9i4.1676
Maikovska, V. (2017) The organization of practical training of future specialists on the basis of contextual approach [Orhanizatsiia praktychnoi pidhotovky maibutnikh fakhivtsiv na zasadakh kontekstnoho pidkhodu]. Human Studies Studios: A Collection of Scientific Works of Dronovitskoe State and Pedanonic University named after Ivan Franko. Drohobych [Liudynoznavchi studii: zbirnyk naukovykh prats Drohobytskoho derzhavnoho pedahohichnoho universytetu imeni Ivana Franka. Drogobich], 358 p. DOI: 10.24919/2313-2094.4/36.98593 Retrieved from: https://dspu.edu.ua/biblioteka/wp-content/uploads/2017/10/2017_4_36_.pdf [in Ukrainian]
Myronchuk, N. (2018) Contextual approach in preparing students for professional activity in foreign pedagogical theory [Kontekstnyi pidkhid u pidhotovtsi studentiv do profesiinoi diialnosti u zarubizhnii pedahohichnii teorii]. Creative pedagogy [Kreatyvna pedahohika], 13. – S. 95-101. Retrieved from: http://eprints.zu.edu.ua/28831/1/%D0%9C%D0%B8%D1%80%D0%BE%D0%BD%D1%
87%D1%83%D0%BA%20%D0%9D.%D0%9C._%D0%9A%D0%BE%D0%BD%D1%82%
D0%B5%D0%BA%D1%81%D1%82%D0%BD%D0%B5%20%D0%BD%D0%B0%D0%B2%
D1%87%D0%B0%D0%BD%D0%BD%D1%8F%20%D1%83%20%D0%B7%D0%B0%D1%
80%D1%83%D0%B1%20%D0%BB%D1%96%D1%82%D0%B5%D1%80%D0%B0%D1%
82%D1%83%D1%80%D1%96.pdf. [in Ukrainian]
Ozokcu, O. (2018) Investigating Preschool Teachers’ self-Efficacy in Inclusion Practices in Turkey. International Education Studies, 11, 79-89. https://doi.org/10.5539/ies.v11n9p79
Rashid, R. & Akkari, A. (2020) A Review of Early Childhood Education (ECE) in Bangladesh: Status and Impact. International Journal of Education, 12, 59-74. https://doi.org/10.5296/ije.v12i1.16150
Schweisfurth, M. & Elliott, J. (2019) When ‘best practice’ meets the pedagogical nexus: Recontextualization, reframing and resilience. Comparative Education, 55(1), 1-8. doi: https://doi.org/10.1080/03050068.2018.1544801
Singal, N., Pedderb, D. & Malathyc, D., et al. (2018) Insights from within activity based learning (ABL) classrooms in Tamil Nadu, India: Teacher’s perspectives and practices. International Journal of Educational Development 60: 165–171 Retrieved from: https://www.repository.cam.ac.uk/handle/1810/267721
Vaganova, O., Ilyashenko, L., Smirnova, Z., Bystrova, N., & Kaznacheeva, S. (2019). Students’ creative abilities development in higher educational institution. Amazonia Investiga, 8(22), 701-710. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/822
Vujicic, L. & Tambolas, A.C (2017) Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education. Early Child Development and Care, 187. 1583-1595. https://doi.org/10.1080/03004430.2017.1317763
Walk, L., Evers, W. Quante, S. & Hille, K. (2018) Evaluation of a Teacher Training Program to Enhance Executive Functions in Preschool Children. PLoS ONE, 13, e0197454. https://doi.org/10.1371/journal.pone.0197454
Published
2022-05-29
How to Cite
Naida, R., Korolova, N., Danylchenko, I., Chorna, H., & Sadova, H. (2022). Context-based learning in the process of training modern teachers (Preschool education). Amazonia Investiga, 11(52), 240-249. https://doi.org/10.34069/AI/2022.52.04.26
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