PROFESSIONAL TRAINING OF FUTURE SCHOOL TEACHERS FOR MANAGING YOUNGER SCHOOLCHILDREN’S RESEARCH AND PROJECT ACTIVITY

We present the experience of reflexive activity approach to the preparation of future teachers to work on the management of project and research activities of younger schoolchildren. The theoretical basis of the research conducted at the university school of the Moscow City University is revealed. The description of an empirical stage of research of process of acquisition by bachelor degree students of the important labor functions focused on development of cognitive interests and cognitive abilities of younger schoolchildren is stated. The described program includes several interrelated blocks: theoretical block of the course “Research and Project Activities of Schoolchildren”, training research abilities, independent research practice of students and monitoring research activities of students. The experiment showed a high level of readiness for the management of research and project activities of younger schoolchildren. In addition, the generalized reflective data obtained during the training of students of different courses. As a result, we discovered that the training of students in the framework of reflexive activity approach creates conditions for the formation of future teacher’s competencies, the most popular in the modern labor market, the so-called “future skills”: general research skills; critical thinking; communication skills; teamwork skills; creative approach; skills in situations of uncertainty and risk.

research activity, younger schoolchildren, professional teacher’s training, university school of Moscow City University, bachelors, reflexive activity approach

1. Смирнова П.В. Психологические характеристики становления профессиональной идентичности на примере профессии «психолог»: дис. … канд. психол. наук. М., 2006.

2. Савенков А.И., Серебренникова Ю.А. Формы и методы обучения будущих педагогов начальных школ руководству исследовательской и проектной деятельностью младших школьников. Воронеж, 2016. С. 87-89.

3. Осипенко Л.Е. Формирование у детей системы знаний о методах научного исследования. Saarbrücken: LAP LAMBERT Academic Publ., 2011. 204 с.

4. Савенков А.И. Психология исследовательского обучения. М., 2005.

5. Савенков А.И. Путь в неизведанное: Развитие исследовательских способностей школьников. М.: Генезис, 2005.

6. Савенков А.И., Афанасьева Ж.В., Богданова А.В., Кривова В.А., Серебренникова Ю.А. Тьюторское сопровождение школьников в исследовательской деятельности // Начальная школа. 2016. № 9. С. 70-75.

7. Славина Л.С. Трудные дети. Москва; Воронеж: Ин-т практ. психологии; МОДЭК, 1998. 447 с.

8. Коменский Я.А. Избранные педагогические сочинения: в 2 т. М.: Педагогика, 1982. Т. 1. 656 с.