PECULIARITIES OF FUTURE PRIMARY SCHOOL TEACHER INDIVIDUAL EDUCATIONAL TRAJECTORY FORMATION IN THE CONDITIONS OF DISTANCE LEARNING

Abstract

The article provides an analysis of the formative aspects in the individual educational trajectory (IET) of a student in the Program Subject Area “Primary Education” in accordance with the conditions of distance learning. The reasons for the relevance of the study are identified; factors of IET influence on professional and personal development of the future primary school teacher; the advantages of IET in terms of distance learning for teacher training. During the study, it has been provided the interpretation of the concepts of «individual educational trajectory», «individual educational program», «individual educational route» from the standpoint of modern research. The chronology of the introduction of IET in the educational process of free education in Ukraine is presented, in accordance with the changes in the professional training of primary school teachers. The peculiarities of IET formation in the context of professional training of primary school teachers under distance learning are substantiated: the content factor, which is considered in accordance with the Concept of «The New Ukrainian School», «Professional Standards for Primary School Teachers», presented in educational and vocational training program; the position of systematic representation of the block of the selective educational component is formed and the possibilities of introduction of personalized educational programs on the basis of the praxiological approach (integration of formal, non-formal and informal education) are analyzed; procedural and methodological factor due to innovative forms, methods and aims of teaching in the context of informational educational Internet space; the main resource for educational platforms, blogs, social networks, forums, YouTube, etc. have been outlined; the factor of personalization of the educational environment is based on the methodology of the environmental approach and determines its design from the standpoint of management of pedagogical systems and psychological and pedagogical features of student identification as a participant in the educational process; coordinating and monitoring factor of educational activity is aimed at establishing pedagogical interaction in the system of teacher-tutor and student, the formation of his professional reflection on their own educational results; personal factor is aimed at diagnosing the readiness to learn by distance technology, readiness to choose educational content within their own educational needs, the organization of independent work, media literacy.