Further Training Peculiarities for Primary School Teachers in Educational Reforming Conditions in Ukraine
DOI:
https://doi.org/10.18662/rrem/14.2/570Keywords:
education, training, neuropsychology, New Ukrainian school, standard program, teachers, primary schoolAbstract
One of the main educational systems in Ukraine is New Ukrainian school development, the implementation of which has begun with the programs’ renewal and State standards of primary school. Primary school teachers’ further training was aimed at forming the leading “agents of change” who lay the groundwork for the creation of the New Ukrainian School. In the articles the organization formula and the substantive content of the Standard program for primary school teachers’ further training are considered in details. It is determined that in addition to the obvious topics (NUS Concept, State Standard, class organization and learning according to the new principles, evaluation system, etc.), a module on one of the most relevant today’s topics is added to the new program, namely - neuropsychology. Therefore, the purpose of our article was to highlight the further training peculiarities for primary school teachers in Ukraine considering the effectiveness of the neuropsychological aspects introduction in this process. To achieve this goal a quantitative method of the empirical level of research was chosen - a questionnaire. The results of the primary school teachers’ questionnaire led to the identification of the advantages and disadvantages of the teachers’ professional further training system in Ukraine, as well as to record the fact that the introduction of a compulsory module on neuropsychology helps to increase the number of teachers who implement the neuropsychological approach in education.
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