| Article |
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| Article name |
Comparing Mechanisms for Solving Diagnostic, Problematic and Strategic Tasks by the Teachers with Different Levels of Productivity |
| Authors |
Vinogradova N.I.Doctor of Psychology, Professor vin57@list.ruKasyanova Y.I.Doctor of Philosophy, Associate Professor qn@zab.meqalink.ru |
| Bibliographic description |
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| Section |
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| DOI |
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| UDK |
37.015.323 |
| Article type |
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| Annotation |
The author analyses the psychological mechanisms for developing primary school teachers’ professionalism.
The criterion for evaluating the level of professionalism is the pupils’ level of universal
educational activities. The analysis of the determinants of the effective professionalism formation is
accomplished in the process of comparing the methods of highly productive, sufficiently productive,
medium-productive and low-productive teachers’ work. The application of the method of “paired comparison” (as modified by N. V. Kuzmina) allows grouping teachers according to the levels of professional
formation efficiency. The analysis and systematization of the most problematic tasks allow the
author to provide a system of tasks to ensure the effective development of schoolchildren’s universal
educational activities. The system includes 9 groups of tasks. A comparative analysis of the interconnection
between the displays of different professionalism formation levels and the quality of the solution
of the tasks related to the provision of schoolchildren’s cognitive self-development makes it possible to
identify the mechanisms of productive solutions of this kind of problems. Teachers with medium and
low productivity have the greatest problems when solving diagnostic, problematic and strategic tasks.
Diagnostic and problematic tasks are connected with the differentiation of difficulties that pupils face
during the period of the development of the health-protecting variant of the self-educational action as
well as with the release of dominant units in these difficult situations. Strategic tasks are related to the
ability to create facilities for the development of the pupils’ motivation to self-education not only for
the immediate but for the long-term perspective. The author finds that low-productive teachers’ solution
of diagnostic, problematic and strategic tasks that provide cognitive self-development of younger
schoolchildren affects significantly the formation of professionalism.
Keywords: teacher’s professionalism, psychological mechanisms for forming teachers’ professionalism,
universal educational activities, productive solution of professional tasks, supporting pupils
in their cognitive self-development, diagnostic and problematic tasks, strategic tasks. |
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| Article information |
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| References |
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| Full article | Comparing Mechanisms for Solving Diagnostic, Problematic and Strategic Tasks by the Teachers with Different Levels of Productivity |
