Peculiarities of organization of pedagogical practice for future teachers of primary school in Ukraine and Cyprus: comparative analysis

Размещено на http://www.allbest.ru/

Peculiarities of organization of pedagogical practice for future teachers of primary school in Ukraine and Cyprus: comparative analysis

Marios Papaevripidou, Olena Budnyk, Tetyana Blyznyuk, Geogre Olympiou

Abstract

The article substantiates the relevance of practice-oriented learning and highlights the importance of practice in school in the process of training future teachers. The authors define progressive ideas of teachers' practical professional training in Ukraine and the Republic of Cyprus. A comparative analysis of the Field placement program of student teachers of the two countries was performed. The stages of practice-oriented training of future primary school teachers, the content and results of pedagogical practice are highlighted. The paper describes the experience of the university of Cyprus (uCY) on the activities of clubs in teacher education, where students create conditions to discuss positive and negative situations, share ideas with students at school, carry out collaborative analysis of their teaching during field placement in video clubs. it was found out that in Vasyl Stefanyk precarpathian National university (pNu) the discussion of the results of students' work during pedagogical practice at school is carried out mostly at the university with a group of teachers and learners where future teachers publicly report on their work. The graduate students' feedback on Teacher Education (results of pedagogical practice in school) is analyzed: the presence of clear instructions on the organization of teacher activities in primary school; ability to set goals and objectives of the lesson; ability to plan professional activities to achieve these goals; skills of organizing educational dialogue in the classroom; ability to create comfortable psychological comfort in the classroom; establishing partnerships with students' parents and teachers at school; skills of communicative culture in teaching children; use of means to stimulate students' motivation, etc.

Keywords: teaching practice, practice-based learning, primary school, field placement, training of a modern teacher, teacher education.

Папаевріпіду Маріос, Будник Олена, Близнюк Тетяна, Олімпіу Джеогре. Особливості організації педагогічної практики майбутніх учителів початкової школи України та Кіпру: порівняльний аналіз.

У статті обгрунтовано актуальність практико орієнтованого навчання, висвітлено значення виробничої практики в школі у процесі підготовки майбутніх учителів.

Визначено прогресивні ідеї практичної професійної підготовки педагогів в Україні та Республіці Кіпр. Здійснено порівняльний аналіз програм підготовки вчителів двох країн.

Виокремлено етапи практико орієнтованої підготовки майбутніх учителів початкової школи, її зміст та результати.

Описано досвід Кіпрського університету щодо діяльності клубів педагогічної освіти, де студентам створюють умови для обговорення позитивних і негативних ситуацій, обміну досвідом роботи з учнями в школі, здійснення спільного аналізу процесу їхнього викладання під час виробничої практики у школі у відеоклубах.

З'ясовано, що у Прикарпатському національному університеті імені Василя Стефаника обговорення результатів роботи студентів після завершення педагогічної практики в школі здійснюється здебільшого в закладі освіти з групою викладачів та здобувачів освіти; майбутні вчителі публічно звітують про свою роботу.

Проаналізовано зворотний зв'язок студентів-випускників у педагогічній підготовці (результати виробничої практики в школі): наявність чітких інструкцій щодо організації діяльності вчителя в початковій школі; вміння ставити цілі та завдання уроку, планувати професійну діяльність для досягнення цих цілей, створити морально-психологічний комфорт в класі; навички організації навчального діалогу та налагодження партнерської взаємодії з батьками учнів і вчителями; навички комунікативної культури, використання засобів стимулювання і мотивації учіння учнів та ін.

Ключові слова: педагогічна практика, практико орієнтоване навчання, початкова школа, виробнича (виїзна) практика, підготовка сучасного вчителя, підготовка вчителя.

Introduction

The study uses the results of theoretical analysis of applied research of modern scientists on the organization of the teaching practice during their studying at the higher education institution.

The readiness of the future teacher for practical work with students is determined by the formation of the following components: worldview, motivational, emotional-volitional, operational, evaluative. These components determine the teacher's theoretical and practical readiness to work at school.

Theoretical readiness involves the formation of a number of student competences, especially the system of psychological and pedagogical knowledge, skills and abilities, learning patterns and practical activities, methods of forming skills and abilities and more. Such knowledge and skills the future teacher receive while studying the theoretical context of pedagogical academic disciplines and professional teaching methods. Theoretical training of future teachers is effective if it is focused on the principles of pedagogical reflection, research and personality-oriented learning in order to form a number of competences: instrumental (cognitive, methodological, technological and others), interpersonal (communication skills, teamwork, etc.) and systemic ( ability to learn, application of knowledge in practice, initiative, independence, leadership, etc.).

"Practical theory is the most abstract cognition in a conceptual system" [18, p. 159]. However, any knowledge, values, experience is always practice-oriented and "tested in practice", "practical theory is both a realistic and idealistic framework for teaching: the teacher always has some ideals and goals and they also want to achieve these in teaching" [18]. There is a term "Practical Knowledge" [10] in teacher training, as it is important to find a balance between theory and practice, how to use knowledge in practice. "Teaching practice is an interaction among various stakeholders out of which teacher, learner and teaching practice", resulting in the use of theory in school practice [7; 19].

Practical readiness of the future teacher is formed in the process of mastering the experience of professional activity while studying in higher education institution, especially in the process of pedagogical practice in comprehensive schools. In the context of a practice-oriented approach, the student acts as a carrier of a certain system of knowledge, skills, abilities, values, experience of creative activity [4]. They are primary and serve as a prerequisite for theoretical training, as well as the basis of professional reflection. The future teacher not only masters professional competences, but also learns to solve practical issues of pedagogical content [19]. "Practice-based learning and improvement lends itself to watching a learner over time, allowing for inference, over many episodes in which they demonstrate self-directed behaviors" [5, p. 38].

According to the results of the study of experience in Ukraine, the organization of practical training of future primary school teachers is carried out in the following stages:

Stage I - the actualization of the students' existing experience in studying the academic disciplines of the psychological and pedagogical cycle. Here they pass through the acquaintance with professionally important roles, their acceptance as a model of behavior within the chosen professional specialty - educational - introductory practice of the first-year undergraduate students (Bachelor's level). At this stage the students observe the teachers' and school students' activities in real school conditions, interpersonal communication of professional orientation, i.e. application of experience in the process of entering the teaching profession. Besides, students form their psychological - pedagogical competence that synthesizes knowledge, skills, and values necessary to perform relevant roles. Students have the opportunity to analyze the work of a qualified teacher in the classroom, however, during this practice they are not involved in conducting lessons or other activities with students.

Stage II - passing by students of pedagogical practice in primary school in the process of professional training in the third and fourth years of Bachelor's level. At this stage, the reproduction of theoretical knowledge and practical skills acquired at the previous stage is realized. Accordingly, the future teachers form the experience of professional role-playing activity. Students conduct lessons independently, teachers and lecturers have the opportunity to observe and advise them. It is essential that at this stage the design of the most appropriate individual sets of professionally important roles is carried out in accordance with the content of professional activity. The adaptation of students to the professional environment of primary school takes place. The ways of interpersonal communication with students, parents, colleagues are determined, i.e., "the polished" (based on real experience) professional competence is formed.

Stage III - approbation of professional competence in the process of pedagogical practice, when pre-formed abstract concepts and models of child's upbringing are concretized in terms of educational practice in primary school. The future specialist has the opportunity to consolidate skills and abilities in the system of one's own professional experience, in fact, after completing a Bachelor's degree or in the process of dual education.

In June 2018, the teachers of the Precarpathian National University (PNU) under the project of EU Erasmus+ KA2 "Modernization of Pedagogical Higer Education by Innovative Teaching Instruments (MoPED)", No 586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP (2017-2021), had visiting study at the University of Cyprus (Nicosia). During the week of training, we became acquainted with the peculiarities of the organization of the educational process and modern technologies of teaching in higher education institutions. The participants of the training had the opportunity to enrich their knowledge of innovative forms and learning tools, compare the structure of undergraduate programs of teaching practice for future teachers of primary school in both countries, etc.

The undergraduate program of the Department of Education at the University of Cuprus is presented in Fig. 1.

Fig. 1. Structure of the undergraduate programmes of the Department of Education (UCY).

In May 2020, the lecturers of the University of Cyprus visited Ukraine as part of the abovementioned project, where they were introduce to the educational process and training of future teachers at some universities. Besides, experts from Cyprus conducted a series of advanced trainings for the Ukrainian academic staff focusing on the research method in teaching STEM subjects and the use of experiments in working with secondary school students. The Inquiry Based Learning (IBL) method, which is widely used today in educational institutions of leading countries in Europe and America [22], was presented. Such experience is especially valuable in the context of the global coronavirus pandemic, as it involves the use of online laboratories to conduct experiments and develop students' critical thinking [9]. Nowadays, these practical methods are used by Ukrainian students during pedagogical practice in primary school in the conditions of distance / blended learning.

Thus, the content of pedagogical practice of Ukrainian and Cypriot students includes the following aspects:

1) preparatory work of students for the practice: participation in the guidance meeting on the organization of pedagogical practice, acquaintance with the methodological recommendations and requirements for teaching, methodological and research work;

2) acquaintance with the administration and school teachers; inspection of classrooms, their equipment and design; study of thematic and lesson plans of teachers; analysis of primary school curricula and textbooks; planning of one's own educational and methodical work for the period of practice;

3) psychological-pedagogical study of primary school students and class staff through the use of experimental techniques: the method of rating, ranking, pedagogical experiment, sociometry, training and others; drawing up psychological-pedagogical characteristics of the student group;

4) preparation for conducting lessons in primary school, their discussion (according to the calendar plan); observation of lessons and educational activities conducted by teachers, fellowstudents, participation in their discussion; selection of didactic materials and multimedia presentations for classes; development of students' cognitive activity and creative talent; individual educational work with children of primary school;

5) performing the functions of a form-teacher; socio-pedagogical activity on propaedeutics of offenses and bullying; participation in parent conferences, lectures, consultations of parents invited to the school;

6) methodical and research activities: systematic documentation of practice; study of the best experience of school teachers; participation in school council meetings; preparation of photo and video materials for the report on the results of practice in primary school; work on the diploma (Master's) work on the chosen topic.

Taking into account data from Fig. 1, students of the Department of Education at the University of Cyprus have three phases of Field Placement (teaching practice), which is somewhat different from the experience of Vasyl Stefanyk Precarpathian National University. In Ukraine for educational level of "Bachelor", students have the following two types of practice: observation- educational; production teaching. Those students obtaining Master's Degree have: production teaching practice in primary school; production assistant practice of Masters; research practice.

At the same time, an important aspect of the organization of practice at the University of Cyprus is the creation of videos and participation in video clubs for future teachers [8]. Here students have the opportunity to demonstrate fragments of their conducted lessons, talk about their successes and failures, take into account the views of their fellow-students on working with school children.

In case of University of Cyprus, videos in teacher education programs is a rich and multilayered means for examining instruction [12], the so called "window to practice" as they carry vital and contextual information about verbal and non-verbal class interactions around the content [23]. Videos can throw a better light on some specific instructions that might be paid not appropriate attention while conducting a lesson, especially for student-teachers (STs) who are not accustomed to the complexity of teaching process, become a catalyst for teachers' professional growth [15], promote detail analysis and reflection around manageable pieces of practice experience. They support student-teachers in applying what they have learned at the university in real school environment, strengthening practical knowledge; foster students' professional reflection and help them realize differences b etween their theoretical knowledge and actions, generating changes in their teaching.

In University of Cyprus, a particular approach of using videos in teacher education is video clubs. They are organized in small groups of students who meet on a regular b asis to watch video fragments of conducted lessons, discuss the teaching/learning procedure, and reflect upon certain educational ussues, weaknesses and positive aspects of the teaching experience. Video Clubs serve a good reflection tool during Field Placement, thus, contribute to restructuring and developing students' science content and teaching knowledge; develop a more multidimensional focus of analysis attending to more complex issues pertaining to content, teacher-pupil and pupil-pupil interactions [21].

Video Clubs in teacher education programs identify significant components for teaching and learning interpret components based on teacher professional knowledge. Teachers were documented shifting from simply noticing pupils' ideas and actions to more thoroughly analyzing pupils' thinking from offering alternative strategies to those viewed to gradually understanding the teaching strategies used [20], collaboratively analyzing their teaching during field placement

[1] . This is quite an interesting experience that is worth implementing in other pedagogical universities. Thus, for three years of training, future teachers in Cyprus undergo Field Placement. In the first year, they teach lessons but do not practice video. In the second year - Field Placement and Videos and Video Clubs. This experience is extended to the third year of practice, where they create videos of their lessons and participate in Video clubs for 10 weeks. It also develops communication skills, self-confidence and public speaking skills.

From the Field Placement experience at the UCY, we attempt to conclude that all the participants are somehow benefitting from the video clubs approach. For instance, video clubs contribute to STs' lesson planning and enactment, which serve as proxies f or their practice; video clubs do not influence universally all the STs in the same manner however, STs are benefitting in differential ways; different learning paths can be observed when it comes to STs' actual teaching practice.

Comparative characteristics of the Field Placement Program (Bachelor's level) are presented in Table 1.

Tab. 1. Field Placement Program (Bachelor's level).

As can be perceived from the Table 1, there are considerable differences in pedagogical practice organization in the two universities. First of all, Ukrainian students of Pedagogy Faculty have 4 years of study on Bechelor's level, thus, totally having 12 weeks of teaching practice in schools. The number of conducted lessons in various subjects in primary school is also defferent from their Cypriot counterparts. Students in both countries prepare reporting documentation about their experience at school, however, these requirements are not similar as well. In PNU (Ukraine) currently there are no students' video clubs within pedagogical practice. Discussion of the results of students' practice is carried out mostly at school immediately after the lesson with the school teacher, university teacher-supervisor, students-teachers or at the university with a group of teachers. Future teachers report on the results of their first professional experience, where they present (often in humorous form) fragments of videos, storytelling, theatrical stories about their feelings (successful and failures) in school practice.

Conclusions

Thus, the efficient organization of pedagogical practice of university students in primary school requires clear instructions on the work of the teacher; ability to set goals and objectives of the lesson; ability to plan professional activities to achieve these goals and implement educational objectives; skills of organizing educational dialogue in the classroom; ability to create moral and psychological comfort during work; establish partnership with students' parents and school teachers; skills of communicative culture in teaching children; experience in using means to stimulate cognitive interests and motivate students to learn, etc. [7; 8].

We believe that the experience exchange between universities in teacher training is extremely valuable in today's integration of educational programs, dissemination of professional mobility practice of students and teachers. In particular, the study of Practice-based learning in training of primary school teachers in Ukraine and the Republic of Cyprus expands opportunities to improve curricula and the quality of educational services, modernize teacher training at the university n the whole. After all, there are progressive ideas in the activities of many pedagogical teams in different countries. It is important to disseminate best educational practices and experience, especially in the field of innovative teacher training.

References

1 Budnyk O. Innovative Competence of a Teacher: best European Practices. Journal of Vasyl Stefanyk Precarpathian National University, 6 (1) (2019), 76-89. doi: 10.15330/jpnu.6.1.76-89.

2 Budnyk O. Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity. Journal of Vasyl Stefanyk Precarpathian National University, 8 (1) (2021), 24-34. doi:10.15330/jpnu.8.1.24-34

3 Budnyk O., Fomin K., Novoselska N., Voitovych A. Preparing Teachers to Organize Dialogic Learning of Students: Communicative Aspect. Revista Inclusiones, 7 (4) (2020), 117-129.

4 Budnyk O., Mazur P., Matsuk L., Berezovska L., Vovk O. Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland). Amazonia Investiga, 10 (44)

5 , 9-17. doi:10.34069/AI/2021.44.08.1

6 Burke A. E., Benson B., Englander R., Carraccio C., Hicks P. J. Domain of Competence: Practice-Based Learning and Improvement. Academic Pediatrics, 14 (2014), 38-54.

7 Blyznyuk T. Educational innovations and technological advancement in English language teaching: training teachers for NUS. Scientific-pedagogical journal "Educational Horizons", 2 (23) (2019), 19-21. Available at: https://journals.pnu.edu.ua/index.php/obrii/article/view/2446/2898 (in Ukrainian)

8 Calderhead J. (1993). Dilemmas in developing creative teaching. Teacher Education Quarterly, 20 (1), 93100.

9 Charalambous C. Y., Philippou S., & Olympiou G. Reconsidering the use of video clubs for studentteachers' learning during field placement: Lessons drawn from a longitudinal multiple case study. Teaching and Teacher Education, 74 (2018), 49-61. doi:10.1016/j.tate.2018.04.002

10 Dziabenko O., Budnyk O. Go-Lab Ecosystem: using Online Laboratories in a Primary School. 11th annual International Conference on Education and New Learning Technologies. Palma de Mallorca, Spain. 1st- 3rd of July, 2019. EDULEARN19 Proceedings. Available at: https://iated.org/edulearn/publications

11 Freema E. The Teacher's “Practical Knowledge": Report of a Case Study. Curriculum Inq uiry, 11 (1)

12 (1981), 43-71. Published by: Taylor & Francis, Ltd. doi: 10.2307/1179510. Available at:

13 https://www.jstor.org/stable/1179510

14 Hartwig K. A., Pham K., Anderson E. Practice-based teaching and learning: an example of academiccommunity collaboration. Public Health Reports, 119 (1) (2004), 102-109. doi: 10.1177/003335490411900118

15 Haw K., Hadfield M. Video in social science research Routledge. New York & London, 2011.

16 Higgs J. Practice-Based Education Pedagogy. In: Practice-Based Education: Perspectives and Strategies.

17 Rotterdam, The Netherlands: Sense, 2012, 71-80. doi:10.1007/978-94-6209-128-3

18 Jonas M., Littig B., Wroblewski A. (Eds.) Methodological Reflections on Practice Oriented Theories, Springer, 2017.

19 Karsenty R., Sherin M. G. Video as a catalyst for mathematics teachers' professional growth. Journal of Mathematics Teacher Education, 20 (5) (2017), 409-413. doi:10.1007/s10857-017-9387-x

20 Nielsen W., Miller K., Hoban G. Science teachers' response to the Digital Education Revolution. Journal of Science Education and Technology, 24 (4) (2015), 417-431.

21 O'Connor E. S., Mahvi D. M., Foley E. F., Lund, D., McDonald R. Developing a Practice-Based Learning and Improvement Curriculum for an Academic General Surgery Residency. HHS Public Access. J Am Coll Surg, 210 (4) (2010), 411-417. doi: 10.1016/j.jamcollsurg.2010.01.017.

22 Pitkaniemi H. How the Teacher's Practical Theory Moves to Teaching Practice - A Literature Review and Conclusions. Education Inquiry, 1 (3) (2010), 157-175. doi: 10.3402/edui.v1i3.21940. Available at: https://doi.org/10.3402/edui.v1i3.21940.

23 Shahida M. S., Hussainb M. A. Expectations and Experiences of Pupil Teachers during Teaching Practice: Theoretical and Practical Implications. Procedia - Social and Behavioral Sciences, 29 (2011), 17331739.

24 Sherin M. G. & Han S. Y. Teacher learning in the context of a video club. Teaching and Teacher Education, 20 (2) (2004), 163-183. doi:10.1016/j.tate.2003.08.001

25 Star J. R., Strickland Sh. Learning to observe: Using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11 (2) (2007), 107-125. doi:10.1007/s10857-007- 9063-7.

26 Xenofontos N. A., Hovardas T., Zacharia Z. C., Jong T. Inquiry-based learning and retrospective action:

27 Problematizing student work in a computer-supported learning environment. Journal of Computer Assisted Learning, 36 (3) (2019). doi: 10.1111/jcal.12384. Available at:

28 https://gnosis.library.ucy.ac.cy/bitstream/handle/7/52908/Xenofontos%20et%20al.%20Green%20access.p df?sequence=3&isAllowed=y

29 Zhang M., Lundeberg M, Koehler M., Eberhardt J. Understanding affordances and challenges of three types of video for teacherp rofessional development. Teaching and Teacher Education, 27 (2011), 454-462.

Размещено на Allbest.ru