La eficacia del método de proyectos para la formación de profesores de filología
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.01.10Palabras clave:
estudiantes, formación, profesores de idiomas.Resumen
La evolución de las tecnologías y el desarrollo dinámico actual del sistema educativo requieren la búsqueda de herramientas de aprendizaje efectivas que contribuyan a la adquisición de conocimientos utilizando las tecnologías y la capacidad de utilizarlas para la enseñanza futura. El objetivo de la investigación es estudiar el impacto del uso del método de proyectos en la formación de futuros profesores de filología. En el estudio participaron 398 estudiantes de tercer año. Los estudiantes estudiaron el idioma ucraniano (n = 132), inglés (n = 129) y francés (n = 137). Un total de 15 docentes con título de doctorado y al menos 7 años de experiencia docente participaron en el estudio para desarrollar temas de proyectos utilizados durante la formación. Los profesores desarrollaron 10 temas para los proyectos que los estudiantes que estudian su lengua materna (ucraniano) y extranjera (inglés y francés) realizaron durante el año académico. Se utilizó una encuesta por cuestionario para determinar la eficacia del método del proyecto. Se plantearon ocho hipótesis sobre la eficacia del método de proyectos para el aprendizaje de idiomas y la adquisición de habilidades para la enseñanza posterior. Los resultados obtenidos confirman las hipótesis avanzadas, demostrando así la eficacia del uso del método de proyectos para la enseñanza de los estudiantes, futuros profesores de lenguas (extranjeras y nativas). Las perspectivas para futuras investigaciones pueden ser comparar el uso del método de proyectos con otras prácticas pedagógicas, determinando la influencia de diferentes contenidos del plan de estudios utilizando el método de proyectos para estudiantes que estudian diferentes materias académicas.
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Derechos de autor 2024 Tetyana Yeshchenko , Natalia Kushch, Liudmyla Yuldasheva , Tamila Gruba , Anna Chernysh
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
