Active forms of methodological work of primary school teachers
DOI:
https://doi.org/10.31652/3041-2439-2025-4-7Keywords:
professional development of primary school teachers, methodological work, active (innovative) forms of methodological workAbstract
The article raises the problem of methodological work in the context of the professional development of primary school teachers. Methodological work is understood as a: systematic, purposeful and reflective pedagogical activity focused on the development of methodological competence; active involvement in the analysis and updating of one's own practice; innovative and creative-reflective assimilation of professional experience. Methodological principles and effective pedagogical conditions for teachers' professional self-realization in the system of methodological work are shown. It is emphasized that the improvement of methodological activities is facilitated by the modernization of its forms, in particular, the combination of traditional approaches with non-traditional, innovative and active forms of methodological creativity. A wide range of forms of methodological work of primary school teachers is highlighted: collective (permanent and temporary) and individual. The most common forms of methodological work in primary school are presented. Traditional and innovative (active, modern) forms of methodological work of a primary school teacher are shown, their comparative analysis is carried out on the basis of the selected criteria (goal, form of conduct, role of the participant, teaching methods, tools, teacher motivation, result). Special attention is given to the activities of pedagogical internships. The conducted study showed a positive assessment by teachers of methodological work in primary school conditions, its significance for the professional development of a young teacher, a preference (72%) for innovative (active) forms of methodological activity, as well as a negative attitude towards forms of methodological work that require significant time and emotional costs with insufficient practical usefulness, often turning into a formality. It is noted that pedagogical improvement requires proper scientific and methodological support, in particular through the activities of Centers for Teachers’ Professional Development.References
Rybalko, L. S., Chernovol - Tkachenko, R. I., & Kutsenko, T. V. (Eds.). (2017). Akmeolohichni zasady profesiinoi samorealizatsii vchyteliv u systemi metodychnoi roboty zahalnoosvitnikh navchalnykh zakladiv: kolektyvna monohrafiia [Acmeological principles of professional self - realization of teachers in the system of methodological work of general educational institutions: collective monograph]. Kharkiv: Vyd. hrupa «Osnova ». Retrieved from https://dspace.hnpu.edu.ua/server/api/core/bitstreams/a2a6a6ba - c69d - 44db - 9f27 - 2241a3e69488/content [in Ukrainian] .
Voloshchuk, I. A. (2016). Vykorystannia innovatsiinykh form metodychnoi roboty z molodymy vchyteliamy dlia zabezpechennia yikh pedahohichnoho zrostannia [Using innovative forms of methodological work with young teachers to ensure their pedagogical growth ]. Pedahohika vyshchoi ta serednoi shkoly – Pedagogy of higher and secondary schools , 3(49), 220 - 229. [in Ukrainian].
Upatova, I. P. (2019). Teoriia i praktyka metodychnoi pidhotovky maibutnikh uchyteliv pochatkovoi shkoly [Theory and practice of methodological training of future primary school teachers]: Dysertatsiia na zdobuttia naukovoho stupenia doktora pedahohichnykh nauk: 13.00.04. Kharkiv: Kharkivskyi natsionalnyi pedahohichnyi universytet imeni H. S. Skovorody. Retrieved from http://hnpu.edu.ua/sites/default/files/files/2019/03/dis_Upatova.pdf [in Ukrainian].
Kit, H. H. (2022). Fakhove zrostannia vchytelia pochatkovykh klasiv: orhanizatsiino - pedahohichnyi suprovid [Professional growth of a primary school teacher: organizational and pedagogical support]. Naukovi zapysky VDPU imeni Mykhaila Kotsiubynskoho. Seriia: Pedahohika i psykholohiia – Scientific notes of the Mykhailo Kotsiubynskyi VDPU. Series: Pedagogy and Psychology , 71, 54 - 61. [in Ukrainian].
Makhnovets, Yu. A. (2019). Metodolohichni pidkhody do profesiinoho rozvytku uchyteliv pochatkovoi shkoly u systemi metodychnoi roboty zakladiv zahalnoi serednoi osvity [Methodological approaches to the professional development of primary school teachers in the system of methodological work of general secondary education institutions]. Pedahohichni nauky: realii ta perspektyvy – Pedagogical sciences: realities and prospects: zbirnyk naukovykh prats , 67, 157 - 164. Ky iv: Vyd - vo NPU imeni M. P. Drahomanova. Retrieved from https://lib.iitta.gov.ua/id/eprint/721920/ [in Ukrainian].
Polozhennia pro Tsentr profesiinoho rozvytku pedahohiv [Regulations on the Center for Professional Development of teachers]. (n.d.). Retrieved from https://www.kmu.gov.ua/news/uryad - zatverdiv - polozhennya - p ro - centr - profesijnogo - rozvitku - pedagogiv [in Ukrainian].
Prysiazhniuk, L. A. (2018). Vykorystannia innovatsiinykh form metodychnoi roboty z pedahohamy u zakladakh osvity [Using innovative forms of methodological work with teachers in educational institutions]. Molodyi vchenyi – Young Scientist , 5.2(57.2), 117 - 12 1. [in Ukrainian].
Sivachenko, I., Demchenko, O., Vakaliuk, I., Valentieva, T., & Kit, H. (2022). Problems and perspectives of pedagogical research in the context of digitalization. IJCSNS International Journal of Computer Science and Network Security , 22(6), 652 - 657. Retrieved from https://doi.org/10.22937/IJCSNS.2022.22.6.81 [in English].
