Authors
- Sugak Zhanna Petrovna PhD in Pedagogy
Annotation
The article reveals the topical issues of the formation of teachers’ professionalism through the construction of the process of developing learning in the context of L. S. Vygotsky’s cultural and historical approach. The purpose of the article is to highlight the implementation of the principles of the cultural and historical concept in the context of developmental learning, which change both the professional and personal level of teacher’s development, and the psychological and personal level of child’s development. Methodology and methods. The methodological basis of the research is the cultural and historical concept of L. S. Vygotsky. The study was performed by means of projective techniques in the course of non-classical psychology. The main results of the study: the principles of a painless transition from preschool to junior school age were revealed. The interrelation of the structural elements of the Zone of proximal development with the methods and techniques of building the educational
process was analyzed. The scientific novelty consists in the use of a certain type of education as a principle of building the educational process of preschoolers and younger schoolchildren. The practical value of the research consists in the application of various types of training within the educational process, allowing for the process of continuity in the education of preschoolers and younger schoolchildren, contributing to the professional and personal growth of teachers.
How to link insert
Sugak, Z. P. (2022). Features of observance of the principles of continuity of preschool and primary school education as a characteristic of the professional viability of a teacher Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", Правовая основа государственного управления в сфере образования, 15. https://doi.org/10.25688/2782-6597.2022.4.4.2
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