THE PEDAGOGICAL EVALUATION OF THE RESPONSIVENESS OF PRE-SERVICE TEACHERS
THE PEDAGOGICAL EVALUATION OF THE RESPONSIVENESS OF PRE-SERVICE TEACHERS
复制标题
职前教师反应能力的教学评估
DOI：
10.17770/sie2020vol1.4938
复制
发表时间：
2020
影响因子：
2.7
通讯作者：
Ingrīda Keviša
中科院分区：
文献类型：
--
作者：
I. Jurgena;Dagnija Cedere;Ingrīda Keviša
With the guidelines for pre-school education coming into effect, a paradigm change has occurred in Latvia, focusing on a child-centred educational process. Contradictions can be observed in the professional training of pre-school teachers. Clearly, pre-school educators ensure the transfer of values to the next generation and the stability of the system of education; nevertheless, their activity is often focused on imparting reproductive knowledge and skills and following familiar algorithms and stereotypes. The innovative trend – the development of child’s social and emotional skills – is not always dominant in the work of pre-school teachers. The aim of the research is to analyse the views of students, pre-service teachers, about teacher’s responsiveness in pedagogical activity. The research methods include the theoretical method – the analysis of theoretical literature, regulatory documents and academic studies and the empirical method – surveys. The data have been processed with SPSS program. 247 full-time and part-time students of the University of Latvia participated in the study. The authors of the article concluded that pre-service teachers’ understanding of teacher’s responsiveness is sufficient. Most students are aware of the importance of teacher’s supportive reactions, responsibility and leadership in the regulation of child’s emotions. Pre-school teacher training plays an important role in the implementation of the social-emotional learning process, paying particular attention to raising students’ awareness of the role of emotions in the development of child’s selfregulation and the advancement of teachers’ skills in building positive and supportive relationships with children and parents.
