DIRECTIONS FOR IMPROVING THE DISTANCE FORMAT OF PRE-SCHOOL EDUCATION BACHELORS TRAINING
DOI:
https://doi.org/10.28925/2226-3012.2022.11.9Keywords:
distance education; educational process; ICT services; online classes; pre-school education; professional training.Abstract
The article presents the experience of teaching the practical discipline «Artistic needlework» for students of the specialty 012 «Pre-school education» in a distance format. Changes in the organization of the educational process took place in connection with the 2020-2022 global pandemic of COVID-19, which forced the change of face-to-face learning format to distance education. Teachers of practical disciplines faced significant difficulties: working out technical skills of making products, mastering the methods of educational interaction and communication in the process of subject-transformative and artistic activities with preschool children. The transition to a distance learning format required the development of electronic educational content and the search for effective tools for educational interaction. The conducted experimental research made it possible to find out the attitude of students to the form of mastering the educational material and to study the effectiveness of the use of digital ICT services in ensuring the educational process. The advantages and disadvantages of distance learning of the practically oriented discipline «Artistic needlework» according to the opinion of the students of education were highlighted. It has been found that the most effective way to master the discipline is the organization of online classes, which allows the teacher and students to communicate, show the main technical techniques of making products in real time, give methodological recommendations for completing tasks, and discuss educational tasks. Various services are offered for the organization of educational interaction while studying the discipline «Artistic needlework».
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Pérez-Jorge, D., Rodríguez-Jiménez, M. D. C., Ariño-Mateo, E., & Barragán-Medero, F. (2020). The effect of COVID-19 in university tutoring models. Sustainability, 12 (20), 8631. https://doi.org/10.3390/su12208631
UNESCO ICT Competency Framework for Teachers. Version 3 (2018). https://unesdoc.unesco.org/ark:/48223/pf0000265721
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