Formation of technology teachers’ methodological readiness for project activity organization by using the internship platform resources

Abstract

Regarding the general education system’s intensive changes, great attention is paid to the modernization of school technological education. The emergence of the new technological design directions for schoolchildren have made it mandatory for the teachers to improve their methodological readiness. This article aims to determine the effectiveness of the formation of the technology teachers’ methodological readiness to develop the schoolchildren’s project activity using the internship platform resources. We used the following research methods: filling of the diagnostic card ‘Assessment of the teacher's readiness to participate in innovative activities’ (according to the methodology of V.A. Slastenin, L.S. Podymova); conducting the questionnaire ‘Assessment of the teacher's readiness for professional development (according to the methodology of V.I. Zvereva, N.V. Nemova); carrying out the test ‘Modern educational technologies’ (according to the methodology of O.A. Ivanova); using the method of evaluation of the teachers’ activity products. These methods made it possible to determine the level of motivational, cognitive, and activity criteria of the teachers’ readiness to organize schoolchildren' project activity. To implement the internship, we have developed: the program; the structural and content model of the teachers ' activity; the educational and didactic manual; the method for estimating the level of the universal educational actions’ formation at schoolchildren during design activity based on the concept of the universal educational actions’ development by A.G. Asmolov.

Strategi Pembelajaran Masa Pandemi (Studi Kasus di MA Al Hamid)

“…Lembaga pendidikan dan seluruh stake holder dapat terus melaksanakan proses pembelajaran dengan cara dan metode yang berbeda. Adanya transformasi pendidikan pada masa pandemi menuntut adanya kebijakan-kebijakan pemerintah yang mengharuskan lembaga pendidikan seperti madrasah untuk menyusun ulang pembelajaran yang lebih tepat digunakan pada masa pandemi (Kosenok et al, 2021).…”