Pre-service Primary School Teacher Efficacy to Implement the New Ukrainian School Reform

Authors

DOI:

https://doi.org/10.18662/rrem/13.1Sup1/406

Keywords:

Teacher training, pre-service primary school teachers, New Ukrainian School (NUSH) reform, teacher efficacy, self-efficacy, attitude, readiness.

Abstract

The article deals with the issue of teacher efficacy and self-efficacy that are considered to be the main factors in understanding the reform results. The survey administered at university in the western part of Ukraine to pre-service primary school teachers helped to identify student perception of their efficacy to teach in the New Ukrainian School (NUSH) environment. They were asked questions about the key components of the New Ukrainian School reform, the new requirements for the reformed school environment, their attitude to inclusive education, pedagogy of partnership, teaching practices and strategies, communication skills, professional development. It was concluded that the pre-service teachers in the full time programs, both bachelors and masters, have almost similar level of their perceived self-efficacy, while part-time master’s students, who have more than one year of teaching experience perceive their efficacy at a higher level. The problem areas in the skills are identified that will require some additional adjustment to the curriculum. It is important for universities to teach their students to prioritize knowledge acquisition, developing numerous skills, professional qualities, value system, gaining initial experience, which will ensure their efficacy and self-efficacy to effectively work and implement the objectives of the New Ukrainian School concept. In terms of reforming, the national education system requires the new model of teacher training, that can provide pre-service teachers with quality education and help them feel efficacious to implement the objectives of the New Ukrainian School reform.

Author Biographies

Tamara Bondar, Mukachevo State University

Department of Pedagogy of Preschool and Primary Education

Olena Pinzenik, Mukachevo State University

Department of Pedagogy of Preschool and Primary Education

Oksana Fentsyk, Mukachevo State University

Department of Pedagogy of Preschool and Primary Education

Vasyl Kobal, Mukachevo State University

Department of Pedagogy of Preschool and Primary Education

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Bulletin, 84, 191‒215. https://www.uky.edu/~eushe2/Bandura/Bandura1977PR.pdf

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Bondar, T. (2019). Trends in the Development of Inclusive Education in the USA and Canada [Doctor of Pedagogical Sciences thesis, Khmelnytskyi Humanitarian-Pedagogical Academy].

Bondar, T., Telychko, N., Tovkanets, H., Shcherban, T., & Kobal, V. (2020). Trends in Higher Education in EU Countries and non-EU Countries: Comparative Analysis. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup1), 77-92. https://doi.org/10.18662/rrem/12.1sup1/224

Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14, 153-164.

Bulgakova, O., Krymova, N., Babchuk, O., & Nepomniashcha, I. (2020). Problems of the Formation of Readiness of Future Preschool Teachers for Professional Activities. Revista Romaneasca pentru Educatie Multidimensionala, 12(2), 169-198. https://doi.org/10.18662/rrem/12.2/273

Cabinet of Ministers of Ukraine. (2016). Prescript of December 14, 2016, # 988-r. On approval of the Concept to realize the state policies directed at implementing general secondary education reform called New Ukrainian School for the period up to 2029. https://www.kmu.gov.ua/npas/249613934

European Commission/EACEA/Eurydice. (2018). The European Higher Education Area in 2018: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union. https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/bologna_internet_0.pdf

Fedirchyk, T., & Nikula, N. (2019). Formation of Methodology Culture of Would-be Elementary School Teachers in the Context of Introduction of “New Ukrainian School” Concept. Revista Romaneasca pentru Educatie Multidimensionala, 11(1), 41-56. https://doi.org/10.18662/rrem/95

Fentsyk, O., Atroshchenko, T., & Pinzenik, O. (2020). Professional training of future primary school teachers for the creation of educational environment of a New Ukrainian School. International scientific journal «Education and science», 1(28), 160-165. https://doi.org/10.31339/2617-0833-2020-1(28)-160-165

Frumos, L. (2018). Attitudes and Self‐Efficacy of Romanian Primary School Teachers towards Including Children with Special Educational Needs in Regular Classrooms. Revista Romaneasca pentru Educatie Multidimensionala, 10(4), 118-135. https://doi.org/10.18662/rrem/77

Kondrashova, L. V. (2006). The concept of “Interaction of moral and psychological qualities in the content of pedagogical professionalism”. Professional Development of the Future Teacher: A Monographic Review.

Law of Ukraine. On Education (2145-VIII). https://zakon.rada.gov.ua/laws/show/2145-19

Makoviichuk, O., Shulha, A., Shestobuz, O., Pits, I., Prokop, I., & Byhar, H. (2020). Training Future Primary School Teachers in the Context of Developing Constructive Skills in Younger Pupils. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup1), 232-250. https://doi.org/10.18662/rrem/12.1sup1/23

Ministry of Education and Science of Ukraine. (2016). New Ukrainian School: conceptual principles of secondary school reform. https://mon.gov.ua/storage/app/media/zagalna%20serednya/Book-ENG.pdf

Mykhyda, S.P., Сherkasov, V.F., Yezhova, O.V., Abramova, O.V., & Myronenko, N.V. (2020). Formation of Pedagogical University Students’ Readiness for Undergraduate and Graduate Research. Revista Romaneasca pentru Educatie Multidimensionala, 12(1), 53-65. https://doi.org/10.18662/rrem/199

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.

Tomchuk, M. (2010). Methodological Backgrounds of Investigation and Formation of Psychological Aptitude of a Personality to Activity. Psychology &Society, 4, 41-46.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy, capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

Uznadze, D. (1961). Experimental Foundations for the Theory of Attitude and Set.

Varetska, O. V., Nikulochkina, O. V., Tonne, O. S. Kuzminskyi, A. I., Bida, O. A., & Vdovenko, V. V. (2019). Primary School Teacher’s Social Competence in the Postgraduate Education. Revista Romaneasca pentru Educatie Multidimensionala, 11 (4 Suppl. 1), 309-327. https://doi.org/10.18662/rrem/192

Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.

Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.

Downloads

Published

2021-06-16

How to Cite

Bondar, T., Pinzenik, O., Fentsyk, O., & Kobal, V. (2021). Pre-service Primary School Teacher Efficacy to Implement the New Ukrainian School Reform. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1Sup1), 458-474. https://doi.org/10.18662/rrem/13.1Sup1/406

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