Preparación de futuros profesores de preescolar para la interacción con los niños en un entorno natural
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.02.13Palabras clave:
Competencia, formación profesional, empatía, reflexividad, potencial cognitivo, nivel educativo.Resumen
El propósito del estudio fue determinar el nivel de formación de competencias profesionales y componentes de la preparación de los futuros docentes de preescolar para la interacción con niños de edad temprana y preescolar en un entorno natural. Los métodos utilizados en la investigación son: identificación de las habilidades del docente para el autodesarrollo (I. Nikishyna), la técnica para diagnosticar la reflexividad (A. Karpov, V. Ponomareva), investigación del nivel de tendencias empáticas (I. Yusupov), Métodos de evaluación del potencial cognitivo en educación (М. Shevardin). Para el procesamiento estadístico de los resultados se utilizó análisis descriptivo, análisis de dispersión y análisis de correlación. Se encontró que los futuros maestros de preescolar tienen un alto nivel de preparación para interactuar con niños de edad temprana y preescolar en un entorno natural. Han desarrollado empatía, habilidades de autodesarrollo, potenciales cognitivos y reflexividad. Las competencias profesionales también se desarrollan a un alto nivel. Se estableció una correlación positiva entre los componentes de la preparación para la interacción con los niños en un entorno natural y las competencias profesionales. Los resultados de la investigación obtenidos apoyan la ampliación de los programas educativos para futuros maestros de preescolar al incluir el desarrollo de cualidades como la empatía, la reflexividad, el deseo de autodesarrollo y el potencial cognitivo en la lista de competencias necesarias.
Citas
Abril-López, D., Morón-Monge, H., Morón-Monge, M. C., & López Carrillo, M. D. (2021). The learning to learn competence in early childhood preservice teachers: An outdoor and e/m-learning experience in the museum. Future Internet, 13(2), 25. https://doi.org/10.3390/fi13020025
Blewitt, C., O’Connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett H., and Skouteris, H. (2020). Do curriculum-based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review. International Journal of Environmental Research and Public Health, 17(3), 1049. https://doi.org/10.3390/ijerph17031049
Czepil, M. (2021). Professional competence of preschool teachers in the works of Ukrainian scholars. Annales Universitatis Mariae Curie-Skłodowska. Section J, Paedagogia-Psychologia, 34(1), 25-34.
Duraku, H. Z., Blakaj, V., Likaj, E., Boci, L., & Shtylla, H. (2022). Professional training improves early education teachers' knowledge, skills, motivation, and self-efficacy. Frontiers in Education, 7, 1-11. https://doi.org/10.3389/feduc.2022.980254
Fushtei, O., & Sarancha, I. (2023). Formation of environmental culture in preschool children. Personality and Environmental Issues, 4(2), 21-25. https://doi.org/10.31652/2786-6033-2023-2(4)-21-25
Gyoreva, R. (2022). Applying the competency approach to quality management of early childhood education and care. Scientific Collection «InterConf+», 24(121), 50-59. https://doi.org/10.51582/interconf.19-20.08.2022.006
Humphries, M.L., Williams, B.V., & May, T. (2018). Early childhood teachers’ perspectives on social-emotional competence and learning in urban classrooms. Journal of Applied School Psychology, 34(2), 157-179. https://doi.org/10.1080/15377903.2018.1425790
Ivaniuk, H. I., Antypin, Y., Venhlovska, O., Kuzemko, L., & Savchenko, Y. (2023). Practices of psychological and pedagogical support of future teachers’ personal and professional development in the conditions of distance learning. Amazonia Investiga, 12(67), 250-264. https://doi.org/10.34069/AI/2023.67.07.23
Kaļķe, B., Baranova, S., & Aboltina, L. (2022). Self-assessment of the professional competence of preschool teaching student. Acta Paedagogica Vilnensia, 48, 116-128. http://dx.doi.org/10.15388/ActPaed.2022.48.7
Khandaker, R. (2021). Professional training: Crucial need to enhance the efficacy of preschool teachers in the context of Bangladesh. Open Access Library Journal, 8, 1-23. https://doi.org/10.4236/oalib.1107880
Kompirović, T., Popović, D., Radojević, T., & Biševac, A. (2023). Preschool teachers’ professional training in the field of inclusive education in the North of Kosovo and Metohija. International Journal of Cognitive Research in Science, Engineering and Education, 11(1), 37-50. https://doi.org/10.23947/2334-8496-2023-11-1-37-50
Krasovska, O., Miskova, N., & Veremchuk, A. (2020). Professional training of future preschool teachers in the field of artistic and aesthetic education by means of contextual learning technologies. Behavioral Sciences, 4, 10(2), 50. https://doi.org/10.3390/bs10020050.
Levine Brown, E., Vesely, C. K., Mehta, S., & Stark, K. (2022). Preschool teachers' emotional acting and school-based interactions. Early Child Education Journal, 51(4), 615-626. https://doi.org/10.1007/s10643-022-01326-1
LIGA 360 (2021). Basic Component of Preschool Education (State Standard of Preschool Education). (2021). Order No. 33 dated January 12, 2021. Retrieved from https://ips.ligazakon.net/document/MUS34727
Liu, M., & Zhang, M. (2023). Current situation and training strategies of preschool students’ skills in the Internet era. Applied Mathematics and Nonlinear Sciences, 9(1). http://dx.doi.org/10.2478/amns.2023.2.00188
Masnan, A. H., Manja, S., Zain, A., Shafawati, F., Mohd, T., Wan, J., & Wan, A. (2021). Preschool nature education module for preschool teachers activities. International Journal of Academic Research in Progressive Education and Development, 10(2), 1-12. http://dx.doi.org/10.6007/IJARPED/v10-i2/9684
Mortensen, J. A., & Barnett, M. A. (2015). Teacher–child interactions in infant/toddler childcare and socioemotional development. Early Education and Development, 26, 209-229. https://doi.org/10.1080/10409289.2015.985878
Narea, M., Treviño, E., Caqueo-Urízar, A., Miranda, C., & Gutiérrez-Rioseco, J. (2022). Understanding the relationship between preschool teachers' well-being, interaction quality and students' well-being. Child Indicators Research, 15(2), 533-551. https://doi.org/10.1007/s12187-021-09876-3
Nilfyr, K., Aspelin, J., & Lantz-Andersson, A. (2021). Teacher–child interaction in a goal-oriented preschool context: A micro-analytical study. Education Sciences, 11, 692. https://doi.org/10.3390/educsci11110692
Salaam, M. A. (2023). Perspectives on Preschool Education and Care. IntechOpen. http://dx.doi.org/10.5772/intechopen.111745
Seaman, H., & Giles, P. (2021). Supporting children’s social and emotional well-being in the early years: An exploration of practitioners’ perceptions. Early Child Development and Care, 191(6), 861-875. doi: https://doi.org/10.1080/03004430.2019.1649668
Smedsrud, T. M., Kleppe, R., Lenes, R., & Moser, Th. (2024). Early childhood teachers’ support of children’s play in nature-based outdoor spaces: A systematic review. Education Sciences, 14(1), 13. https://doi.org/10.3390/educsci14010013
Tatalović, V. S., & Vesna, K. (2015). How students of preschool education perceive their play competences – An analysis of their involvement in children’s play. Center for Educational Policy Studies Journal, 5(1), 112-130. http://dx.doi.org/10.26529/cepsj.162
Tokatligil, Y. S., Saliyeva, A. Z., & Zhumabekova, F. N. (2022). Psychological aspect of the training process of preschool education students. Quality & Quantity, 56, 2613-2625 https://doi.org/10.1007/s11135-021-01240-5
Verkhovna Rada of Ukraine (2010). Order of the State Committee of Ukraine for Technical Regulation and Consumer Policy No. 327 dated 28.07.2010. Retrieved from https://zakon.rada.gov.ua/rada/show/va327609-10#Text
Weatherby-Fell, N., Duchesne, S., & Neilsen-Hewett, C. (2019). Preparing and supporting early childhood pre-service teachers in their professional journey. The Australian Educational Researcher, 46, 621-637. http://dx.doi.org/10.1007/s13384-019-00340-4
Zdanevych, L. V., Kruty, K., Tsehelnyk, T., Pisotska, L., & Kazakova, N. (2020). The formation of key competences in the training process of preschool education specialists (Experience of the United Kingdom, Germany, Ukraine). International Journal of Higher Education, 9(7). https://doi.org/10.5430/ijhe.v9n7p196
Zhanga, L., & Wu, H. (2022). Research on training mode of practical ability of preschool education based on functional theory. In International Conference on Humanities and Education (ICHE 2022) (pp. 104-110). Wuhan. https://webofproceedings.org/proceedings_series/ESSP/ICHE%202022/E14.pdf
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Oksana Popovych, Vita Yakovenko, Zhanna Mylian, Olha Hrab, Lydmila Yushchik
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
