Creación de competencias en materia de colaboración pedagógica entre los profesores de la escuela primaria

• Liudmyla Melenets Borys Hrinchenko Kyiv University, Ukraine. https://orcid.org/0000-0003-0246-2674
• Svitlana Savchenko Institute Advanced Training, Borys Hrinchenko Kyiv University, Ukraine. https://orcid.org/0000-0002-7123-9014
• Larysa Kravchuk Borys Hrinchenko Kyiv University, Ukraine. https://orcid.org/0000-0002-2066-2912
• Olena Poliakova Borys Hrinchenko Kyiv University, Ukraine. https://orcid.org/0000-0002-1152-2045
• Yurii Сherpak Borys Hrinchenko University of Kyiv, Ukraine. https://orcid.org/0000-0002-7511-1237
• Viktoriia Shcherbyna LLC “Montessori New Age School”, Kyiv, Ukraine. https://orcid.org/0000-0003-0103-2197

DOI: https://doi.org/10.46925//rdluz.41.02

Palabras clave: Formación avanzada, educación pedagógica, competencia asociativa, proceso educativo, tecnologías pedagógicas

Resumen

Objetivo. El objetivo del estudio fue determinar la competencia de asociación pedagógica y los métodos para su desarrollo entre los maestros de la escuela primaria. Métodos. En la investigación se aplicaron los métodos de encuesta por cuestionario, observación y evaluación de expertos. También se utilizaron los métodos de la estadística matemática para procesar los resultados de los datos obtenidos. Resultados. El análisis general de los resultados de la investigación muestra que la mayoría de los docentes de primaria tienen una experiencia laboral de 5 a 10 años (35%) y de 10 a 15 años (20%). En cuanto a la colaboración pedagógica con los padres, el 60% de los docentes están involucrados en ella, mientras que el 40% no lo están. Sin embargo, el 70% de los docentes involucran a los padres en la solución de cuestiones relacionadas con la educación y crianza de los alumnos. Conclusiones. El estudio mostró que el plan de estudios propuesto fue eficaz en la construcción de la competencia de asociación pedagógica. La mayoría de los docentes tenían más de 5 años de experiencia laboral, por lo que ya habían adquirido suficiente experiencia en la mejora de habilidades y el desarrollo de estrategias de asociación pedagógica. Sin embargo, de acuerdo con los resultados del trabajo, el programa de capacitación propuesto es altamente efectivo. Perspectivas. La investigación futura debería centrarse en estudiar la eficacia de los principales métodos de interacción pedagógica.

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