Future Elementary Teachers’ Knowledge and Skills in Selection of Teaching Methods

Iryna V. Kolesnikova^1,

¹Department of Pedagogy and Methodology of Primary Education, National Pedagogical Dragomanov University, Kiev, Ukraine

Cite this paper

Iryna V. Kolesnikova. Future Elementary Teachers’ Knowledge and Skills in Selection of Teaching Methods. American Journal of Educational Research. 2016; 4(9):681-684. doi: 10.12691/EDUCATION-4-9-6

Abstract

Evolution of creative thinking of future elementary school teachers to enhance the formation of skills in order to design a learning process by selecting an appropriate teaching method has not yet been adequately evaluated. It is important to select a well designed method which might be a key to achieve the goal. The present study aimed to analyse the formation of future elementary school teachers’ ability to select a teaching method in the traditional system of general didactic training in Ukraine, which has not been reported previously. Three hundred and eighty seven students were enrolled and three groups were established: group 1 (2^nd year), group 2 (3^rd year), and group 3 (5^th year). The questions and scales were designed and the interview as well as theorethical and practical tasks were performed accordingly.The results indicated that students in groups 1 and 2 obtained higher score in knowledge task compared to the group 3. In addition, the level of knowledge in group 3 decreased while the skill level increased. The results of our study highlight that the refreshing didactical knowledge during teaching practice courses for future elementary teachers was neglected.

Keywords

future elementary teachers, knowledge and skills, general didactic training, teaching methods, selection and design of teaching methods

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

[1]	Day, C., Developing teachers: the challenges of lifelong learning, Falmer Press, Psychology Press., London, 1999, 249.
[2]	Wildova, R., “Development of Professional Education in Primary School through the Changes in Methodology of Different Curriculum Areas,” International Journal of Arts and Sciences, 2 (4), 104-110, 2010.
[3]	Huitt, W., “Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator,” Journal of Psychological Type, 24, 33-44, 1992.
[4]	Bondar, V. I., Didactic: Textbook for students higher educational establishments, Lybid, Kiev, 2005, 78-96.
[5]	Babanskii, J. K., Optimization of educational process: Methodical bases, Education, Moscow, 1982, 192.
[6]	Kolesnikova, I. V., “Model of teaching to select the methods of education during general didactical training process for future primary school teachers,” Science and Education a New Dimension. Pedagogy and Psychology, IV (38), Issue 77, 33-37, 2016.
[7]	Insufficient Research to Determine Effectiveness of Selected Private Education Companies, Report to the Ranking Minority Member, Subcommittee on the District of Columbia, Committee on Appropriations, House of Representative, 2002, 1-27.
[8]	Creswell, J. W., Educational research: planning, conducting, and evaluating quantitative and qualitative research, Upper Saddle River, N.J., Pearson/Merrill Prentice Hall, 4th Edition, 2012, 673.
[9]	Braun, V., Clarke, V., “Using thematic analysis in psychology,” Qualitative Research in Psychology, 3 (2), 77-101, 2006.
[10]	Martin, V., “Developing Managers in the 1990's Public Services: New Requirements in Public Service Management Development,” Total Quality Management, 9 (3), 279-288, 1998.
[11]	Babanskii, J. K., Teaching methods in a modern comprehensive school, Education, Moscow, 1985, 208.
[12]	Lerner, I. Y., Didactic bases of teaching methods, Pedagogies, Moscow, 1981, 184.
[13]	Perraton, H., Robinson, B., Creed, C., Teacher education through distance learning: technology, curriculum, evaluation, cost, UNESCO, Paris, 2001.
[14]	Westwood, P., What teachers need to know about Teaching methods, ACER Press, Camberwell, Vic, 2008, 114.
[15]	Cheng, M., Chan, K. W., Tang, S., Cheng, A., “Pre-service teacher education students' epistemological beliefs and their conceptions of teaching,” Teaching and Teacher Education, 25(2), 319-327, Feb.2009.
[16]	Haney, J., McArthur, J., “Four case studies of prospective teachers' beliefs concerning constructivist practice,” Science Education, 86(6), 783-802, Nov.2002.
[17]	So, W., Watkins, D., “From beginning teacher education to professional teaching: a study of the thinking of Hong Kong primary science teachers,” Teaching and Teacher Education, 21(5), 525-541, Jul.2005.
[18]	Skamp, K., Mueller, A., “A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers' images of effective primary science practice,” International Journal of Science Education, 23(3), 227-245, Jul.2010.
[19]	Rivero, A., Azcarate, P., Porlan, R., Martín del Pozo, R. and Harres, J, “The progression of prospective primary teachers' conceptions of the methodology of teaching,” Research in Science Education, 41, 739-769, 2011.
[20]	Hargreaves, A., Earl, L., Moore, S., Manning, S., Learning to change: Teaching beyond subjects and standards, Wiley, San Francisco, 2001, 240.