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    Wyświetlanie 1-3 z 3
    Tytuł:
    Psychological Barriers and Resources of the Future Primary School Teachers’ Professional Success: The Cognitive Aspect
    Autorzy:
    Handzilevska, Halyna
    Plyska, Yuriy
    Shershnova, Olena
    Shturkhetskyy, Serhiy
    Shyriaieva, Tetiana
    Powiązania:
    https://bibliotekanauki.pl/articles/18669469.pdf
    Data publikacji:
    2023-06-20
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    psychological barriers
    professional success
    psychological resources
    cognitive aspect
    future primary school teachers
    Opis:
    Aim. The article represents the results of research into the success of the students who are preparing themselves for teaching activity in the nearest future while obtaining their professional education. The aim of this research is to examine the notion of professional success, with the focus on the cognitive component of this process through the prism of purpose in life. Methods. In accordance with a developed theoretical model of the professional success achieved by a person, empirical research was carried out on a sample of the future primary school teachers with the focus on the cognitive component. To realise the purpose and objectives of the paper, a set of tests (the Test of the Life-Sense Orientations; the Purpose-in-Life Test (PIL); and a questionnaire of early childhood decisions, etc. were used as diagnostic tools to find out the correlation between components of professional success. Statistical correlation was analysed with the use of Pearson’s correlation coefficient. Results. The results of the correlation analysis between the indicators of personal readiness for change and the scenarios show a reversed two-way correlation between the indicators of the Confidence scale and the attributes “Don’t be, don’t be alive”, “Don’t be yourself”, “Be excellent”; between the metrics of the “Passion” scale and the “Don’t grow up”, “Don’t be yourself”. Conclusion. It was found that meaningful orientations of the future primary school teachers and scenario settings like “Do Not Get Close, Don’t Love, Don’t Feel, Be Perfect, Try, function as psychological barriers to achieving professional success.
    Źródło:
    Journal of Education Culture and Society; 2023, 14, 1; 288-298
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Future Primary School Teachers’ Achievement Motivation in Remote Learning Process
    Autorzy:
    Stramkale, Ligita
    Powiązania:
    https://bibliotekanauki.pl/articles/18055675.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    achievement motivation
    initiative
    persistence
    quality of task performance
    self-efficacy
    future primary school teachers
    remote learning
    Opis:
    Thesis. The aim of the study was to determine the level of achievement motivation of future primary school teachers during remote learning, as well as to describe each of the study dimensions characterising the achievement motivation. Methods. The study involved 162 (N=162) first-course students from Latvia, two of them were male. The study raised three research questions. RQ1: At what level do students assess each of the study dimensions that characterise the achievement motivation? RQ2: What factors hinder students from taking the initiative in the study process? RQ3: How do students monitor the quality of task performance? This paper defined five study dimensions to be assessed by students: initiative, persistence, quality of task performance, self-efficacy, seizing and exploiting opportunities. Results. The study found that four of the previously mentioned dimensions were highly assessed by the students. The dimension that characterises the persistence was assessed at a medium level. The students believe that lack of time, family conditions, and full-time work accompanying their study are the most common factors that hinder learning initiatives. To monitor the quality of task performance, most students bear in mind the assessment criteria provided by the lecturer, which are used as indicators to achieve an excellent result. Conclusion. The study concluded that the students also have a high motivation for achievement when studying remotely. In further studies, it is necessary to determine if any significant changes happen in the long run related to students’ achievement motivation when remote learning continues.
    Źródło:
    Journal of Education Culture and Society; 2022, 13, 1; 225-237
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    RESEARCH OF THE PROBLEM OF DIALOGUE EDUCATION IMPLEMENTATION IN THE FUTURE PRIMARY SCHOOL TEACHERS’ TRAINING PROCESS: PHILOSOPHICAL AND ANTHROPOLOGICAL APPROACH
    Autorzy:
    FOMIN, KATERYNA
    Powiązania:
    https://bibliotekanauki.pl/articles/460707.pdf
    Data publikacji:
    2018
    Wydawca:
    Państwowa Wyższa Szkoła Zawodowa w Chełmie
    Tematy:
    dialogue training
    philosophical and pedagogical anthropology
    future teachers
    primary school
    Opis:
    The article defines the basic theoretical principles of philosophical and pedagogical anthropology in the organizing process of dialogue training of primary school teachers. The author analyzes the methodology of the outlined problem in the historical retrospective – from the ideas of ancient Greek philosophers to scientific works of modern scholars and teachers. The importance of implementing an anthropological approach to the organization of the dialogue training and education of the child is emphasized, particularly in the elementary school educational process. It is substantiated that philosophical and pedagogical anthropology allows to thoroughly analyze the essence of a person, her spiritual world; to realize the uniqueness of the inner world of each individual; to consider the idea according to which humanity has no future without proper unity, dialogue of cultures, interaction and communication, etc. The author argues that the implementation of the principle of dialogue in the educational process is a real change in the direction of activity: from knowledge - to creative thinking and human culture.
    Źródło:
    Scientific Bulletin of Chełm - Section of Pedagogy; 2018, 1; 21-32
    2084-6770
    Pojawia się w:
    Scientific Bulletin of Chełm - Section of Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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