小学教师教学合作能力的构建

IF 0.3 Q3 SOCIAL SCIENCES, INTERDISCIPLINARY
Liudmyla Melenets, Svitlana Savchenko, Larysa Kravchuk, Olena Poliakova, Yurii Сherpak, Viktoriia Shcherbyna
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引用次数: 0

摘要

目的。摘要本研究旨在探讨小学教师的教学联想能力及其发展方法。方法。在调查中,采用问卷调查法、观察法和专家评价法。采用数理统计的方法对所得数据的结果进行了处理。结果。综合分析研究结果,大部分小学教师的工作经验为5 ~ 10年(35%)和10 ~ 15年(20%)。在与家长的教学合作方面,60%的教师参与其中,40%的教师不参与。然而,70%的教师让家长参与解决与学生的教育和成长有关的问题。结论。研究表明,该课程对教师联想能力的培养是有效的。大多数教师都有5年以上的工作经验,因此他们在技能提升和制定教学合作策略方面已经积累了足够的经验。然而,根据工作结果,所提出的培训方案是非常有效的。视角。未来的研究应着重研究教学互动的主要方法的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Building Pedagogical Partnership Competence Among Primary School Teachers
Purpose. The objective of the study was to determine the pedagogical association competence and the methods for its development among primary school teachers. methods. In the investigation, the methods of survey by questionnaire, observation and evaluation of experts were applied. The methods of mathematical statistics were also used to process the results of the data obtained. Results. The general analysis of the research results shows that the majority of primary school teachers have a work experience of 5 to 10 years (35%) and 10 to 15 years (20%). Regarding the pedagogical collaboration with parents, 60% of teachers are involved in it, while 40% are not. However, 70% of teachers involve parents in solving issues related to the education and upbringing of students. conclusions. The study showed that the proposed curriculum was effective in building the pedagogical association competence. Most of the teachers had more than 5 years of work experience, so they had already gained enough experience in upskilling and developing pedagogical partnership strategies. However, according to the results of the work, the proposed training program is highly effective. Perspectives. Future research should focus on studying the effectiveness of the main methods of pedagogical interaction.
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来源期刊
Revista de la Universidad del Zulia
Revista de la Universidad del Zulia SOCIAL SCIENCES, INTERDISCIPLINARY-
自引率
33.30%
发文量
74
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