Formation of Correctional Competence of Teachers on the Basis of Neuropedagogy

Authors

  • Oksana Hnoievska National Pedagogical Dragomanov University
  • Inna Babii Pavlo Tychyna Uman State Pedagogical University
  • Iryna Kalynovska Pavlo Tychyna Uman State Pedagogical University
  • Anna Cherednyk Pavlo Tychyna Uman State Pedagogical University
  • Alona Nikitenko Pavlo Tychyna Uman State Pedagogical University
  • Antonina Minenok T. H. Shevchenko National University “Chernihiv Colehium”

DOI:

https://doi.org/10.18662/brain/12.3/229

Keywords:

indicators of correctional competence, neuropedagogy, lateral profile, neurosocial context, professional competence, neurophysiological features

Abstract

Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.

References

Beszterczey, S., Nestor, P. G., Shirai, A., & Harding, S. (2013). Neuropsychology of decision making and psychopathy in high-risk ex-offenders. Neuropsychology, 27(4), 491–497. https://doi.org/10.1037/a0033162

Bobienko, O. M. (2005). Klyuchevyye kompetentsii lichnosti kak obrazovatelnyy rezultat sistemy professionalnogo obrazovaniya [Key competencies of the personality as an educational result of the vocational education system] [Unpublished PhD. Thesis]. Kazan State Technology University.

Bondar, V., Sinyov, V., & Tishchenko, V. (2012). Chy pryzhyvetsya pivnichnoamerykanska model inklyuziyi v Ukrayini? [Will the North American model of inclusion take root in Ukraine? Ridna shcola [Native School], 8/9, 2027. http://www.library.univ.kiev.ua/ukr/elcat/new/detail.php3?doc_id=1499646

Bush, S. S. (2015). Ethical decision making in clinical neuropsychology. Oxford University Press.

Bystrup, L. K., Hindhede, P. H., Aadal, L., & Feiring, M. F. (2018). Outline of a history of neurorehabilitation in Denmark – a sociological perspective. Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, 12(3-4), 528. https://oda.oslomet.no/handle/10642/7572

Chebotaryova, O. V. (2007). Navchannya ditey z porushennyamy oporno-rukhovoho aparatu v umovakh zahalnoosvitnoyi shkoly [Teaching children with musculoskeletal disorders in secondary school]. In Proceedings of the All-Ukrainian Scientific-Practical Conference in the Framework of the Project “Creation of Resource Centers for Parents of Children with Special Educational Needs” with the support of the European Commission. Prydatchenko P. M.

Chojak, M. (2018). Neuropedagogy as a scientific discipline: interdisciplinary description of the theoretical basis for the development of a research field. International Journal of Educational and Pedagogical Sciences, 12(8), 1084–1087. https://zenodo.org/record/1474341#.X9nwNWQzaAI

Della Sala, S., & Anderson, M. (2012). Neuroscience in education: the good, the bad, and the ugly. Oxford University Press.

Gerasymova, I., Maksymchuk, B., Bilozerova, M., Chernetska, Yu., Matviichuk, T., Solovyov, V., & Maksymchuk, I. (2019). Forming professional mobility in future agricultural specialists: the sociohistorical context. Revista Romaneasca pentru Educatie Multidimensionala, 11(4), 345361. https://doi.org/10.18662/rrem/195

Glozman, Zh. M. (2012). O subyektnosti luriyevskoy neyropsikhologii Lurieva [On the subjectivity of Luriev’s neuropsychology]. Vestnik Moskovskogo universiteta. Seriya 14. Psikhologiya [Bulletin of Moscow University. Series 14. Psychology], 2, 3136. http://msupsyj.ru/articles/detail.php?article=1550

Goswami, U. (2008). Principles of learning, implications for teaching: a cognitive neuroscience perspective. Journal of Philosophy of Education, 42(3-4), 381399. https://doi.org/10.1111/j.1467-9752.2008.00639.x

Kazlauskiene, A. K., & Barabanova, I. (2020). Neuropedagogy: preconditions for application of neuroscience results in the education process while providing feedback. Technium: Romanian Journal of Applied Sciences and Technology, 2(5), 112122. https://doi.org/10.47577/technium.v2i5.1246

Kolupayeva, A. A. (2009). Inklyuzyvna osvita: realiyi ta perspektyvy [Inclusive education: realities and prospects]. Sammit-Knyha.

Lobanova, N. N., Kosarev, V. V., & Kryuchatov, A. P. (1997) Professionalnaya kompetentnost pedagoga [Professional competence of the teacher]. SamVen.

Lomakina, O. E. (1998). Formirovaniye professionalnoy kompetentnosti budushchego uchitelya inostrannykh yazykov [Formation of professional competence of a future teacher of foreign languages] [Unpublished PhD. Thesis]. Volgograd State Pedagogical University, Volgograd.

Maksymchuk, B., Matviichuk, T., Solovyov, V., Davydenko, H., Soichuk, R., Khurtenko, O., Groshovenko, O., Stepanchenko, N., Andriychuk, Y., Grygorenko, T., Duka, T., Pidlypniak, I., Gurevych, R., Kuzmenko, V., & Maksymchuk, I. (2020). Developing Healthcare Competency in Future Teachers. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 2443. https://doi.org/10.18662/rrem/12.3/307

Malofeev, N. N. (1996) Spetsialnoye obrazovaniye v Rossii i za rubezhom [Special education in Russia and abroad]. Pechatnyi dvor.

Melnyk, N., Bidyuk, N., Kalenskyi, A., Maksymchuk. B., Bakhmat, N., Matviienko, O., Matviichuk, T., Solovyov, V., Golub, N., & Maksymchuk, I. (2019). Modely y orhanyzatsyone osobyne profesyonalne obuke vaspytacha u poјedynym zemљama Evropske Unyјe y u Ukraјyny [Models and organizational characteristics of preschool teachers’ professional training in some EU countries and Ukraine]. Zbornik Instituta za pedagoska istrazivanja, 51(1), 46–93. https://doi.org/10.2298/ZIPI1901046M

Nechyporenko, V. V. (2013). Systemnyy rozvytok navchalno-reabilitatsiynoho tsentru yak vidkrytoyi innovatsiynoyi sotsialʹno-osvitnʹoyi instytutsiyi [System development of the educational and rehabilitation center as an open innovative social and educational institution]. Publishing House of the Khortitsa National Training and Rehabilitation Multidisciplinary Center.

Nerubasska, A., & Maksymchuk, B. (2020). The demarkation of creativity, talent and genius in humans: a systemic aspect. Postmodern Openings, 11(2), 240255. https://doi.org/10.18662/po/11.2/172

Nikitina, G. V. (2005). Pedagogicheskiye usloviya razvitiya klyuchevykh pro-fessionalnykh kompetentsiy budushchego uchitelya v pedagogicheskom kolledzhe [Pedagogical conditions for the development of key professional competencies of a future teacher in a teacher training college] [Unpublished PhD. Thesis]. Irkutsk Institute for Educators’ Advanced Training, Irkutsk.

Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N., & Maksymchuk, B. (2020). Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical universities of Ukraine. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 4465. https://doi.org/10.18662/rrem/12.3/308

Ross, J. M., Duperrouzel, J., Vega, M., & Gonzalez, R. (2016). The neuropsychology of risky sexual behavior. Journal of the International Neuropsychological Society, 22(6), 586594. https://doi.org/10.1017/S1355617716000400

Serikov, V. V. (1998). Lichnostno-oriyentirovannoye obrazovaniya: poisk novoy paradigmy [Personality-oriented education: in search of a new paradigm] [Unpublished PhD. Thesis]. Volgograd State Pedogogical University.

Sheremet, M. K. (1997). Psykholoho-pedahohichni osnovy pidhotovky slabochuyuchykh ditey do navchannya v shkoli [Psychological and pedagogical bases of preparation of hearing-impaired children for training at school] [Unpublished PhD. Thesis]. The Institute of Defectology of the Academy of Pedagogical Sciences of Ukraine, Kyiv.

Sheremet, M., Leniv, Z., Loboda, V., & Maksymchuk, B. (2019). The development level of smart information criterion for specialists’ readiness for inclusion implementation in education. Information Technologies and Learning Tools, 72, 273285. https://journal.iitta.gov.ua/index.php/itlt/article/view/2561

Slastenin, V. A. (2000). Pedagogika [Pedagogy]. Shkola-Press.

Studzińska, A. (2012). EEG Biofeedback w szkole [EEG Biofeedback at school]. Biofeedback. http://www.biofeedbackwszkole.pl/eeg-biofeedback-w-szkole.php

Verbytsky, A. A. (2006). Sovershenstvovaniye kachestva podgotovki pedago-gicheskikh kadrov s pozitsii teorii kontekstnogo obucheniya [Improving the quality of training of teaching staff from the position of the theory of contextual education]. In Proceedings of the VII All-Russian Scientific and Practical Conference on Integration of Methodological (Scientific and Methodical) Work and Systems for Advanced Training of Personnel. Obrazovaniye.

Voigt, T. H. (2019). Beratung, Coaching und Neurowissenschaft – Produktive Zusammenarbeit oder geschickte Vermarktung? Organisationsberatung, Supervision, Coaching, 26, 339–350. https://doi.org/10.1007/s11613-019-00612-z

Zaprudsky, N. I. (1993). Nauchno-pedagogicheskoye obespecheniye povysheniya kvalifikatsii uchiteley yestestvenno-matematicheskikh predmetov [Scientific and pedagogical support for advanced training of teachers of natural and mathematical subjects] [Unpublished PhD. Thesis]. The National Institute of Education, Minsk.

Downloads

Published

2021-08-23

How to Cite

Hnoievska, O., Babii, I., Kalynovska, I., Cherednyk, A., Nikitenko, A., & Minenok, A. (2021). Formation of Correctional Competence of Teachers on the Basis of Neuropedagogy. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 236-254. https://doi.org/10.18662/brain/12.3/229

Most read articles by the same author(s)


Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now