IMPLEMENTATION OF A PERSONALLY-ORIENTED APPROACH IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN REMOTE CONDITIONS

Abstract

The article deals with the problems of professional and pedagogical education, in particular the question of implementation of the personality-oriented approach in the context of distance education psychological and pedagogical preparation of future primary school teachers. The author describes the scientific approaches of using the virtual educational technologies, which emphasize the development of the personality of future primary school teachers. The relevance of the article is due to the need to understand the problems of implementation and effectiveness of distance learning, when it becomes almost the only, albeit temporary, option for quality of vocational education. The article presents the results of a pilot experiment on a detailed study of the problem of implementing the personality-oriented paradigm of professional education of future teachers in the context of virtual learning. For this purpose was developed a three-level online questionnaire (using Google Forms), which contained the main markers of successful implementation of this phenomenon: comfort of educational interaction during virtual learning, psychological climate in distance learning and interest in the chosen profession network communication. The practical optimization of a certain process was implemented by identifying the main ways to optimize the problem: adherence to the etiquette of virtual educational cooperation (using online services YouTube, Zoom, Google Meet, Google Chat, Telegram, Viber, Canva, Easel.ly, Wordle, etc.); conducting psychological and pedagogical diagnostics of emotional and psychological state of student youth (determination of professional preferences (Yovaishi method), research of leading professional motives (Shane's "Anchor Careers" method), diagnostics of communicative and organizational tendencies (V. Sinyavsky, B. Fedorishin), checking the levels of emotional intelligence (N. Hall), interpersonal research (T. Leary), etc., with using the online applications such as Google Forms, Google Classroom, MOODLE, LearningApps, Quizizz, etc.); activation of the facilitation and educational function of a teacher of pedagogical university (with the help of Miro, AWWApp, Edmodo, Skype, Google Meet, Google Docs, Google Chats, Canva, iMindMap, educational platforms Prometheus and EdEra, etc.).