The role of self-learning in the practical training among preschool teachers

Zdanevych, Larysa; Pisotska, Leonida; Honchar, Nataliia; Myskova, N.M.; Kazakova, Nataliya

doi:10.11591/ijere.v11i3.22594

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…According to [41], self-learning is the process of acquiring knowledge and experience for oneself to develop the cognitive, action, and reflective components of professional competence. Its development requires self-improvement, determination, discipline, systematicity, independence, reflexivity, and creativity from the cognitive sphere.…”

Section: Digital Literacymentioning

confidence: 99%

Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

2023

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The university is an important pillar in sustainable development; however, COVID-19 imposed new dynamics that called for rethinking university praxis to achieve this mission, and although the systematization of good practices is a powerful mechanism for understanding educational success, this perspective of positive change has been little developed. Hence, the present study aimed to identify positive cores of faculty in their successful post-COVID-19 performance. A qualitative methodological approach was deployed, with the Netnography method, complemented with elements of positive psychology, appreciative inquiry, and management of formative potentialities. The online community consisted of 1238 university teachers from 10 Latin American countries, who participated for two months in an appreciative interview as an asynchronous journey of constructive proposals, for the active co-construction of post-COVID-19 success factors. The findings reveal multiple affirmative topics grouped into nine positive cores, identifying two target categories: digital transformation and technological innovation, as well as the processes directly associated with their dynamization. Finally, the epistemic implications of the findings in theory and practice, and their relevance in the creation of a formative agenda of positive change for Latin American Higher Education, are presented.

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Section: Digital Literacymentioning

confidence: 99%

Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

2023

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“…This refers to the acquisition of complex integral qualities, which are realized as a combination of the acquisition of the necessary skills and knowledge and the independent development of university graduates. According to European experience, the constituent elements of such integral training include the psychological component, which is based on the primary understanding of the importance of mastering professional skills and work skills, the practical component necessary and sufficient for the formation of practical qualities and skills, understanding the need for self-improvement and development throughout life (particularly, after obtaining a relevant diploma) (Zdanevych et al, 2022). For this reason, the purpose of the modern educational process in the field of psychology and pedagogy at European universities is aimed at actualising the need for independent work on integral readiness, accumulation of mandatory experience, and development of self-stimulation.…”

Section: Innovative Technologies: Modern Definitions and Applicationsmentioning

confidence: 99%

Implementation of Innovative Educational Technologies in the Training of Specialists in Pedagogy and Psychology (European Experience)

Kruty,

Zdanevych,

Pisotska

et al. 2023

JCT

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The modern development of educational services market dictates new rules for the use of technologies in education. The purpose of the article is to analyse the introduction of innovative educational technologies into the system of training specialists in pedagogy and psychology based on available European experience. For its implementation, the methods of comparative analysis, concretisation, and generalisation were used. They facilitated the task of characterising the key features of the organisation of innovative educational space on the example of the activities of modern universities in EU countries. In the results, the general principles of transformations in the training of specialists in pedagogy and psychology were analysed, the definition of innovative technologies in the modern understanding of their use in personnel training is given. The experience of teaching and using innovative technologies in Latvia, Romania, and Germany, France (Sorbonne University, University of Karlsruhe, University of Latvia and others) is summarized. One emphasises on the importance of using this experience, which enables students of higher education learning independently, to accumulate knowledge in a non-traditional way by using information and communication technologies and other innovative methods. Important for future use are projects on improving students' multimodal writing practice skills, developing their research skills using modern media libraries and open access informational didactic materials. In the conclusions, it is determined that outside the EU, the system of training specialists and openness to the perception of reforms need further improvement.

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Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills

Musliadi,

Triyono,

Jamilah

2024

Language Learning in Higher Education

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In the rapidly evolving educational landscape, this study investigates the effectiveness of hybrid teaching methods in enhancing oral communication skills in Indonesian higher education, marking a critical exploration at the intersection of digital and traditional pedagogies. Anchored in a qualitative research methodology, it seeks to unpack the complex experiences of Indonesian lecturers using hybrid teaching methods to enhance university students’ oral communication skills. Data were meticulously gathered through a Google Forms survey consisting of 12 open-ended questions. The survey, conducted from March to August 2023, targeted lecturers from diverse geographical regions of Indonesia, ensuring a wide range of teaching experiences. Results reveal that lecturers are motivated by the need to adapt to pandemic restrictions, expand educational accessibility, and integrate technology into teaching. They employ a variety of hybrid teaching methods, including live online lectures, in-person workshops, flipped classrooms, and project-based learning. These strategies are supported by various technological tools such as Zoom, Google Classroom, Slack, Padlet, and Mentimeter. Despite the benefits, lecturers face challenges such as varying levels of technological access and proficiency among students, maintaining engagement, and managing increased workloads. The study highlights the importance of culturally responsive teaching practices, integrating culturally relevant materials, and using interactive digital tools to enhance oral communication skills. Continuous professional development and institutional support are essential for the success of hybrid teaching methods. This research offers valuable insights and recommendations for optimizing oral communication skills in hybrid learning, with lessons adaptable to multicultural and multilingual contexts worldwide.

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The role of self-learning in the practical training among preschool teachers

Cited by 3 publications

References 13 publications

Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

Implementation of Innovative Educational Technologies in the Training of Specialists in Pedagogy and Psychology (European Experience)

Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills

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