Active forms and methods of working with teachers in preschool educational institutions; methodological development on the topic
Active forms and methods of working with teachers in preschool educational institutions
The quality of education and its effectiveness is one of the pressing problems of modern pedagogy. The leading role in ensuring the effectiveness of educational activities is played by the teacher and his professionalism.
Increasing the level of skill of teachers is a priority area of methodological work, which occupies a special place in the management system of a preschool institution and represents an important link in the holistic system of advanced training of teaching staff, since, first of all, it contributes to the activation of the teacher’s personality and the development of his creative personality.
There are various forms of methodological work, each of which has its own specific features:
— Pedagogical advice
— Seminars
— Methodological associations
The Pedagogical Council is a permanent collegial body that considers various aspects of the activities of preschool educational institutions - the highest governing body of all educational activities. The pedagogical council includes theoretical and analytical material, where teachers and preschool specialists presented reports from their work experience, the results of thematic and frontal control, trainings and questionnaires for educators.
How to turn a boring teachers' meeting into an interesting and exciting event?
Teachers' council - a business game is most often used to sum up the work of the team on any problem or for a certain period. The main place in such a teachers' council is occupied by group activities. Organizers need to think through the scenario down to the smallest detail, define roles, tasks, and calculate regulations. Participants analyze the issues raised, develop goals and objectives, and draw up programs that will form the basis for the decisions of the teachers’ council.
Teachers' Council - round table. To prepare it, managers need to select important, interesting issues for discussion and think through the organization. For example, some topics can be given to a group of educators in advance and the relevant literature can be offered to them. Then they will be able to familiarize themselves with different theories, approaches, opinions and think about their point of view. The main rule when organizing a round table is the preparedness and interest of each participant. It is also important to choose a presenter who understands the problem and knows how to direct the conversation in the right direction.
Situational teacher council consists of considering one or more situations that can be played out by pre-prepared participants. You can conduct a discussion of the situation based on the video recorded on the video camera.
Teachers' council - discussion requires that teachers divide into subgroups in advance and prepare their concepts of the problem being discussed. During the discussion, a plan to solve the problem is jointly thought out. For example, you can discuss the topic “How should the interaction between the teacher and the child’s family be organized?”
It is necessary for all members of the teachers' council to be active, express their point of view, doubts, and share their work experience. Any form of teacher council necessarily requires an analysis of the results. It should be remembered that the result of the work of any teachers’ council should be the adoption of decisions to improve the work of the team.
Training seminars are perhaps the most productive form of professional development for teachers: they focus on improving their theoretical training. A necessary condition for organizing training seminars should be the feasible participation of all teachers. They are offered tasks in advance that will allow everyone to develop teaching abilities, pedagogical thinking, and communication skills.
Activation of the creative activity of teachers is possible through interactive methods and active forms of work with teachers.
Interactive - means the ability to interact or is in a mode of conversation, dialogue with something (for example, a computer) or someone (for example, a person). From this we can conclude that interactive learning is, first of all, dialogue learning, during which interaction between teachers or the teacher and the leader of the methodological event takes place
The use of interactive methods in the pedagogical process encourages the teacher to constant creativity, and in this regard, to improvement, change, professional and personal growth, and development. After all, when getting acquainted with one or another interactive method, the teacher determines its pedagogical capabilities, identifies it with the characteristics of the participants, and tries it on to his individuality. And this innovative activity does not leave the teacher until he realizes that interactive teaching methods are an effective pedagogical tool, and the use of interactive learning technology in the pedagogical process is a necessary condition for the optimal development of both those who study and those who teach.
In the course of dialogue, teachers develop the ability to think critically, reason, and solve controversial problems based on an analysis of the information they hear and circumstances. Teachers learn to weigh alternative opinions, make thoughtful decisions, express their thoughts correctly, participate in discussions, and communicate professionally with colleagues.
It is valuable that with such an organization of work, the teacher can not only express his opinion, view, give an assessment, but also, having heard the evidence-based arguments of his colleagues, abandon his point of view or significantly change it. Teachers develop respect for other people's opinions, the ability to listen to others, and make informed conclusions and conclusions.
To do this, different forms are organized in the classes of professional associations - individual, subgroup, paired, role-playing games are used, documents and information from various sources are analyzed.
What are forms of interactive learning? Let's look at some of them.
The simplest form of group interaction is the “big circle”. The work takes place in three stages.
The first stage - teachers sit in a large circle. The leader creates the problem.
The second stage - for a certain time (about 10 minutes), each participant individually writes down on his own sheet of paper proposed measures to solve the problem.
The third stage - in a circle, each teacher reads out his proposals, the rest listen silently (without criticism); Along the way, a vote is taken on each item - whether to include it in the general decision, which is recorded on the board as the conversation progresses.
The “large circle” technique is optimally used when it is possible to quickly determine ways to solve a problem or its components. Using this form, you can, for example, develop instructions, regulations, local or regulatory legal acts.
The main focus of interactive forms is to activate teachers, develop their creative thinking, and find a non-standard way out of a problematic situation.
Training is one of the effective interactive forms of working with teachers of preschool educational institutions in developing professional skills and abilities (quick response, quick learning).
Training is an English word – a special training regime. Training can be an independent form of methodological work or used as a methodological technique when conducting seminars.
When conducting training, pedagogical situations, handouts, and technical teaching aids are widely used. It is advisable to conduct training in training groups of 6 to 12 people.
The basic principles in the work of the training group: confidential and frank communication, responsibility in discussions and when discussing the results of the training.
Pedagogical ring - guides teachers to study the latest research in psychology and pedagogy, methodological literature, helps to identify different approaches to solving pedagogical problems, improves the skills of logical thinking and argumentation of their position, teaches conciseness, clarity, accuracy of statements, develops resourcefulness, and a sense of humor.
Round table – held with the aim of developing a common opinion and position of the participants on the issue under discussion. Usually 1-3 issues of the problem under discussion are thought through.
“Aquarium” is a form of dialogue when teachers are asked to discuss a problem “in front of the public.” The group chooses to lead the dialogue on the problem with someone it can trust. Sometimes there may be several people willing. Everyone else acts as spectators. Hence the name – “aquarium”.
What benefits does this technique give to teachers? The opportunity to see your colleagues from the outside, that is, to see how they communicate, how they react to someone else’s thought, how they resolve an emerging conflict, how they argue their idea and what evidence they provide that they are right, and so on.
Or this form: intragroup work, where a group is formed (6-7 people), whose work is open to observation. The rest of the teachers, together with the leader, without interfering, observe the implementation of roles in solving the cognitive task. However, at the end of the lesson, observers, group members and, finally, the leader consistently summarize various results (cognitive, communicative, etc.). A prerequisite for a successful discussion: participants should not know about the positions of others, but behave in accordance with the assigned role.
Initiator: Seize the initiative from the very beginning, defend your position with the help of arguments and emotional pressure.
Disputant: Resist any proposals put forward and defend opposing points of view; in a word, adhere to the position of Porthos: “I fight because I fight!..”
Compromiser: Express your agreement with any points of view and support all statements of the speaker
Original: Do not get involved in an argument, but from time to time put forward some unexpected proposals.
Organizer: It is necessary to organize the discussion so that all participants have their say, ask clarifying questions
Silent: Avoid answering the question directly, no one should understand what point of view you adhere to
Destructor: Always disrupt the smooth flow of the discussion (drop something, giggle at the wrong time, ask your neighbor to move in a loud whisper...)
“Evening of Questions and Answers” - a month before the scheduled date of the event, teachers are invited to think about what issues of education, upbringing, methodology and development are most relevant in this period. Then the questions, which may be anonymous, are classified by problem 1-1.5 weeks before the Evening. Participants decide which questions they can answer themselves and which questions require expert explanation. On some issues, you can invite the participants of the professional association to share their work experience.
Each problem to which a group of questions asked by teachers relates is revealed as fully as possible. Teachers must clearly understand the theoretical foundations of the problem, ways to solve it, forms of organization, methods and techniques of work, and more.
Discussion is a critical dialogue, business dispute, free discussion of a problem, a powerful combination of theoretical and practical knowledge.
The purpose of the discussion is to involve listeners in an active discussion of the problem; identifying contradictions between practices and science; mastering the skills of applying theoretical knowledge to analyze reality
Discussion methodology:
— familiarizing teachers with the problem, situational task;
— questions are presented to teachers sequentially in accordance with the plan;
— a discussion of opposing points of view on the essence of the problem under consideration is organized;
— conclusion, summing up the discussion.
In conclusion, the presenter notes the activity or passivity of the audience, evaluates the teachers’ answers,, if necessary, refutes incorrect judgments with arguments, supplements incomplete answers, draws a general conclusion based on the results of the discussion, and thanks the teachers for participating in the discussion.
The “Brainstorming” or “Brainstorming” method is a procedure for group creative thinking, or more precisely, it is a means of obtaining a large number of ideas from a group of people in a short period of time.
This method can be actively used at meetings of a creative group to discuss a plan or conduct various events: children's holidays, competitions, pedagogical competitions, methodological associations, etc.
The brainstorming procedure itself is divided into three stages:
Stage 1 - Introduction. During which a problem is announced and written on the board. The presenter explains the reason for putting forward the chosen topic, then asks the participants to offer their own wording options;
Stage 2 - Generation of ideas. Discussion participants freely express their ideas, which are recorded on the board. At this stage, criticism is strictly prohibited, because the best ones are the so-called “crazy ideas”.
Stage 3 - At the stage of analyzing ideas and searching for opportunities for their implementation, the proposals made are processed, it is proposed to consider ideas from the points of view of originality and possibility of implementation.
Method of “Moderation” (moderator – mediator, regulator). This method allows you to “force” people to act as one team to develop, in the shortest possible time, specific, implementable proposals aimed at solving a problem.
The method involuntarily creates a collegial atmosphere, not questioning or taking turns speaking, but making decisions as you work.
The Case Study method is a non-game method of analyzing and solving situations where teachers participate in direct discussion of business situations and problems taken from real practice. This method, as a rule, is used in the process of a situational business game, which itself is also an interactive gaming method and involves the deployment of special (game) activities of teachers - participants in a simulation model that recreates the conditions and dynamics of educational activities or cooperation with parents of students.
However, the problem of improving the professional skills of each preschool teacher still remains one of the most difficult. It's no secret that sometimes a lot of effort is spent on organizing events, but the return is negligible.
Practice has shown that the final result of any methodological event will be high and the impact will be effective if a variety of inclusion methods and active work were used in its preparation and implementation. Their choice should be determined by the goals and objectives of the event, the features of its content, and the contingent of teachers.
Today it is necessary to use new, active forms of work, which are characterized by the involvement of teachers in activities and dialogue, involving a free exchange of opinions.
The principle of social partnership as a new philosophy of interaction between preschool educational institutions and families
A preschool organization as an organizational system is characterized by openness and homogeneity of the factors of its internal environment, as well as connections with the external environment. The family, along with the state, acts as a subject of social order. Social contracting entities act as social partners of ECE centers.
The term “social partnership” appeared in Russia in connection with changes in forms of ownership. The original meaning of the term was that representatives of employers and employees should solve relationship problems through negotiations, find compromises and reach agreements on a mutually beneficial basis.
The spread of economic relations in all spheres of the state has expanded the conceptual apparatus of this term. According to the Labor Code of the Russian Federation, social partnership is a system of relations between employees (representatives of employees), employers (representatives of employers), state authorities and local governments, aimed at ensuring coordination of the interests of employees and employers in regulating labor relations and other directly related to them relations (Article 23 of the Labor Code of the Russian Federation).
According to economist B. M. Genkin, “social partnership is the ideology, forms and methods of coordinating the interests of social groups to ensure their constructive interaction.” Thus, an analysis of definitions shows that the concept of “social partnership” is based on the constructive interaction of participants. This basis is also reflected in definitions of social partnership in education.
The legal basis for social partnership in the field of education is the Civil Code of the Russian Federation, the Law “On Education in the Russian Federation”, the Law of the Russian Federation “On Non-Profit Organizations”, the Law of the Russian Federation “On Public Associations”, Decree of the President of the Russian Federation dated August 31, 1999 No. 1134 “On additional measures to support educational institutions in the Russian Federation.” At the municipal level, the legal basis for the organization of social partnership is made up of the federal laws “On local self-government in the Russian Federation”, “On the general principles of the organization of local self-government in the Russian Federation”, as well as the relevant laws of the constituent entities of the Russian Federation, adopted in development of these federal laws. The educational standard for preschool education of the Federal State Educational Standard shows the importance of social partnership, explaining the basic principles of assistance and cooperation between children and adults in the process of child development and his interaction with people, culture and the outside world; introducing children to the sociocultural norms and traditions of the family, society and state.
The federal state standard of preschool education solves the problems of forming a common culture for pupils, interaction between educational and public associations, as well as the development of personal values and attitudes of pupils and students.
Within the framework of the model of preschool education (FSES DO), based on the Federal State Educational Standard (FSES DO), partnership means that the relationship of both parties is based on joint responsibility for the education of children. In addition, the concept of partnership implies that families and ECE centers are equal, have common goals and work together to achieve them
