The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

Authors

  • Iryna Androshchuk Khmelnytskyi National University
  • Ihor Androshchuk Khmelnytskyi National University
  • Mykola Kurach Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets
  • Viktoriia Khrenova Khmelnytskyi National University
  • Oleksandr Livshun Khmelnytskyi National University

DOI:

https://doi.org/10.18662/rrem/12.2/266

Keywords:

professional training, system of professional training, stages of training, types of training, future handicraft and technology teachers, extracurricular activities

Abstract

The paper defines conceptual principles of future teachers’ professional training in the context of organizing extra-curricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personality-oriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivational-and-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic-and-technical activities for pupils.

Author Biographies

Iryna Androshchuk, Khmelnytskyi National University

Doctor of Sciences in Pedagogy, Associate Professor, Professor at the Department of Technological and Professional Education and Decorative Arts, Khmelnytskyi National University, Faculty of Humanities and Pedagogy

Ihor Androshchuk, Khmelnytskyi National University

Doctor of Sciences in Pedagogy, Associate Professor, Head of the Department of Technological and Professional Education and Decorative Arts, Khmelnytskyi National University, Faculty of Humanities and Pedagogy

Mykola Kurach, Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets

Doctor of Sciences in Pedagogy,Associate Professor, Professor of the Department of Theory and Methods of Labor Training and Technologies, Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets

Viktoriia Khrenova, Khmelnytskyi National University

PhD in Pedagogy, Associate Professor at the Department of Technological and Professional Education and Decorative Arts, Khmelnytskyi National University, Faculty of Humanities and Pedagogy

Oleksandr Livshun, Khmelnytskyi National University

PhD in Pedagogy, Associate Professor at the Department of Technological and Professional Education and Decorative Arts, Khmelnytskyi National University, Faculty of Humanities and Pedagogy

References

Akar, E. (2019). Alternative teacher certification students’ motivations of teaching. Australian Journal of Teacher Education, 44(11), 4260.

Akhmetshina, G. R., Salakhova, R. I., Borodina, S. D., Ivanova, E. I., & Murzabekov, M. K. (2019). Ethno-cultural approach to designing extracurricular work content in a university as a condition for the preservation of crafts. Revista turismo: estudos e práticas, (2).

Anisimova, T. I., Latipova, L. N., Sergeeva, A. B., Sharafeeva, L. R., & Shatunova, O. V. (2017). Formation of teachers’ readiness to work with technically gifted children. Modern Journal of Language Teaching Methods, 7(9), 143–150.

Anisimova, T. I., Sabirova, F. M., & Shatunova, O. V. (2020). Formation of design and research competencies in future teachers in the framework of STEAM education. International Journal of Emerging Technologies in Learning (iJET), 15(02), 204–217. http://dx.doi.org/10.3991/ijet.v15i02.11537.

Conclusions of the Council and of the Representatives of the Governments of the Member States on improving the quality of teacher education. (2007). Official Journal of the European Union, C 300/07. Retrieved from https://eur-lex.europa.eu/legal-content/HR/TXT/?uri=CELEX:42007X1212(01)#ntr1-C_2007300EN.01000601-E0001.

European Commission. (2010). Common European Principles for Teacher Competences and Qualifications. Directorate-General for Education and Culture. http://www.pef.uni-lj.si/bologna/dokumenti/eu-common-principles.pdf.

European Parliament. (2008). On improving the quality of teacher education (2008/2068(INI) (Report). https://www.europarl.europa.eu/sides/getDoc.do?%20type=REPORT&reference=A6-2008-0304&language=EN

Fernandez, M. A., Alvarez, L. M. B., & Munoz, R. R. (2019). The continuing training of teachers in technical and professional education: some reflections. REVISTA CONRADO, 15(68), 275–280.

Fujimura, Y., & Mistilina, S. (2020). How Japanese education boards frame teacher education as a training, learning, and policy problem. Journal of Education for Teaching, 1–16. http://dx.doi.org/10.1080/02607476.2019.1708625 .

Government of Ukraine (2000). On Extracurricular Education, № 1841-III. Legislation of Ukraine https://zakon3.rada.gov.ua/laws/show/1841-14?lang=en

Gray, C. C., & Lowe, G. M. (2019). “Learning the ropes”: pre-service arts teachers navigating the extracurricular terrain. Australian Journal of Teacher Education, 44(4), 78–90. http://dx.doi.org/10.14221/ajte.2018v44n4.6 .

Kajamaa, А., Kumpulainen, K., & Olkinuora, H.-R. (2020).Teacher interventions in students’ collaborative work in a technology-rich educational makerspace. British Journal of Educational Technology, 51(2), 371386.

Khatuntseva, S., Kabus, N., Portyan, M., Zhernovnykova, O., Kara, S., & Knysh, S. (2020). The method of forming the health-saving competence of pedagogical universities’ students. Revista Romaneasca pentru Educatie Multidimensionala, 12(1), 185197.

Luchaninova, O., Markina, L., Kovalenko-Marchenkova, Y., Zhovnirchyk, Y., & Mishchenko, D. (2020). Professional competence development of future professionals in vocational education for the labour market. Revista praxis educacional, 16(37) SI, 203–223.

Melnychuk, I., Drozdova, I., Savchak, I., & Bloshchynskyi, I. (2019). Higher school instructors’ pedagogical skills improvement as a basis of educational strategy for development of students’ professional training. Revista Romaneasca pentru Educatie Multidimensionala, 11(4Sup1), 170-184. http://dx.doi.org/10.18662/rrem/184 .

Ramesh, P., & Krishnan, P. (2020). Professional competence of teachers in Indian higher agricultural education. Current Science, 118(3), 356361.

Ren, L., & Zhang, X. (2020). Antecedents and consequences of organized extracurricular activities among Chinese preschoolers in Hong Kong. Learning and Instruction, 65, 101-267. http://dx.doi.org/10.1016/j.learninstruc.2019.101267 .

Sasova, I. A. (2011). Technological education or labour training? Russian Education & Society, 53 (6), 49–65. http://dx.doi.org/10.2753/RES1060-9393530604 .

Silvestri, K. N., McVee, M. B., Jarmark, C. J., Shanahan, L. E., Pytlak-Surdyke, M., & English, K. (2019). Teacher identity in an after-school engineering club: navigating border crossing in an unfamiliar community of practice. The Elementary School Journal, 120(1), 1–31. http://dx.doi.org/10.1086/704542 .

Winter, J., Bressman, S., & Efron, E. (2019). An innovative model of mentoring teachers in Jewish day schools: a pathway to professional development and teacher well-being. International Journal of Mentoring and Coaching in Education, 9(1), 3751.

Yang, D., & Skelcher, S. (2019). Improving teachers' understanding of theoretical foundations of technology use: connecting theories with technology. International Journal of Information and Communication Technology Education (IJICTE), 15(4), 113–127. http://dx.doi.org/10.4018/IJICTE.2019100108 .

Zambrano, J. R., Kirschner, F., & Sweller, J. (2019). Effects of prior knowledge on collaborative and individual learning. Learning and Instruction, 63, 101-267.

Downloads

Published

2020-06-30

How to Cite

Androshchuk, I., Androshchuk, I., Kurach, M., Khrenova, V., & Livshun, O. (2020). The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2), 60-85. https://doi.org/10.18662/rrem/12.2/266

Issue

Vol. 12 No. 2 (2020): Revista Romaneasca pentru Educatie Multidimensionala

Section

Research Articles

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).

Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND

CC_BY_NC_ND