Research of the level of readiness of future primary class teachers for project-constructive activities
Authors:
1.
South Ural State Humanitarian Pedagogical University
Russian Federation
Russian Federation
2.
South Ural State Humanitarian and Pedagogical University
Russian Federation
Russian Federation
3.
South Ural State Humanitarian and Pedagogical University
4.
South Ural State Humanitarian and Pedagogical University
Type:
Article
Pages:
from 259
to 261
Status:
Published
Received:
13.02.2024
Accepted:
11.03.2024
Published:
14.12.2025
Subject area:
UDC 378.146
Language:
Russian
Keywords:
higher pedagogical education, design and constructive activity, primary school teachers, professional training, design actions, constructive actions
Abstract (English):
Forming the readiness of pedagogical university students to carry out design and constructive activities can be an important tool for preparing teachers to design developmental educational practice, including at the initial stage of general education. The purpose of the article is to consider the components of the readiness under study and to identify the level of its formation among future primary school teachers. Thus, the article clarifies the concept of “readiness of future primary school teachers for design and constructive activities”; the components of the readiness being studied are indicated; diagnostic tools are reflected. Empirical data from the study of the formation of various components of the readiness of pedagogical university students to carry out design and constructive activities are analyzed. It was revealed that future primary school teachers have an insufficiently formed understanding of the features of pedagogical design and construction in primary school, and a predominantly low level of proficiency in design and constructive actions was revealed. The study confirmed the relevance of the problem of increasing the level of competence associated with the implementation of design and constructive activities among future primary school teachers, the need to develop a pedagogical model focused on creating the necessary conditions and means of achieving the expected result.
Forming the readiness of pedagogical university students to carry out design and constructive activities can be an important tool for preparing teachers to design developmental educational practice, including at the initial stage of general education. The purpose of the article is to consider the components of the readiness under study and to identify the level of its formation among future primary school teachers. Thus, the article clarifies the concept of “readiness of future primary school teachers for design and constructive activities”; the components of the readiness being studied are indicated; diagnostic tools are reflected. Empirical data from the study of the formation of various components of the readiness of pedagogical university students to carry out design and constructive activities are analyzed. It was revealed that future primary school teachers have an insufficiently formed understanding of the features of pedagogical design and construction in primary school, and a predominantly low level of proficiency in design and constructive actions was revealed. The study confirmed the relevance of the problem of increasing the level of competence associated with the implementation of design and constructive activities among future primary school teachers, the need to develop a pedagogical model focused on creating the necessary conditions and means of achieving the expected result.
Keywords:
higher pedagogical education, design and constructive activity, primary school teachers, professional training, design actions, constructive actions
higher pedagogical education, design and constructive activity, primary school teachers, professional training, design actions, constructive actions
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2. Drugova E. A., Zhuravleva I. I., Zakharova U. S., Sotnikova V. E., Yakovleva K. I. (2022), “Artificial intelligence for educational analytics and stages of pedagogical design: a review of solutions”, Questions education, No. 4, pp. 107–153.
