Developing Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach

Authors

  • Yulya Zhurat Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine
  • Larysa Lipshyts Kherson State Maritime Academy, Kherson, Ukraine
  • Mariia Soter Pervomaisk Branch of Admiral Makarov National University of Shipbuilding, Pervomaisk, Ukraine
  • Larisa Chumak Communal Higher Educational Establishment «Kherson Academy of Continuing Education» of Kherson Regional Council, Kherson, Ukraine
  • Halyna Tarasenko Communal Higher Educational Institution (CHEI) “Vinnytsia Academy of Continuing Education”, Vinnytsia, Ukraine
  • Oksana Valchuk-Orkusha Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine
  • Iryna Melnyk Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine

DOI:

https://doi.org/10.18662/brain/11.2Sup1/95

Keywords:

pedagogical conditions, higher pedagogical education institution, methodology, subjective self-transformation, personality traits of students., neuropsychology, neuropedagogy

Abstract

Future primary school teachers can feel their subjectivity and dive into the culture of learning activity as a basis for developing the main features of learning and professional subjectivity starting from the first classes in higher pedagogical educational institutions. The paper aims to scientifically and theoretically justify and experimentally verify some pedagogical conditions and methodologies for developing professional subjectivity in future primary school teachers, taking into account a neuropedagogical approach. Also, it substantiates the main pedagogical condition, that is, professional training should imply mastering the psychological structure of pedagogical activity in primary school and cultivating creative personality as the subject of this activity. It requires full compliance with certain pedagogical conditions. The latter should comply with neurophysiological characteristics of the participants in the educational process. The paper proves the effectiveness of these pedagogical conditions based on the questionnaire aimed at determining the effectiveness criteria for professional self-determination in higher education institutions, the diagnostic-related professional readiness methodology, the motivation towards higher education study methodology, the diagnostic of the structure of work motives methodology. The paper experimentally proves that their educational subjectivity is a manifestation of one’s capacity for subjective self-transformation in the learning activity, and pedagogical subjectivity represents the final stage of professional training and completion of pedagogical education, which acts as both synthesis and transformation of many invariant and variant subjective personality traits of students in the professionally important quality of the teacher, among which professional subjectivity is an integral one. EG respondents have shown better results in terms of levels of subjective qualities than CG respondents.

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Published

2020-09-04

How to Cite

Zhurat, Y., Lipshyts, L., Soter, M., Chumak, L., Tarasenko, H., Valchuk-Orkusha, O., & Melnyk, I. (2020). Developing Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11(2Sup1), 64-81. https://doi.org/10.18662/brain/11.2Sup1/95

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