Перегляд за Автор "Khatuntseva, Svіtlana"

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  • Ескіз
    Документ
    Characterization of barriers to be overcome in the formation of information and communication competence of a future specialist
    (London, United Kingdom, 2024) Khatuntseva, Svіtlana; Glazkova, Iryna
    The paper describes the barriers that need to be overcome in the formation of information and communication competence of future specialists. This article examines the characteristics of the barriers that arise in the process of forming the information and communication competence of future specialists. The authors emphasize the difficulties that need to be overcome and are determined by specific situations when a specialist understands a pedagogical task but does not know how to solve it, or when the result does not meet his or her expectations. The article also considers anti-innovation barriers that arise when implementing information and communication technologies and highlights the role of psychological barriers in shaping the professional activities of future specialists. Approaches to overcoming these barriers and their impact on the process of learning and development of information and communication competence are analyzed. The peculiarities of teachers' behavior in the implementation of innovations, formation and development of information and communication competence are highlighted. Anti-innovation barriers are described. The article characterizes the classification of external and internal barriers, taking into account various aspects, such as social, organizational, methodological, material and technical, individual psychological, age characteristics, and personal qualities. A psychological barrier is an obstacle that a person experiences, showing emotional reactions that can stimulate activity or lead to a temporary decrease in activity. It is emphasized that the barrier includes reserves for stimulation and activation of activity. The teacher's professional activity is affected by this barrier at different stages, including the period of adaptation and the period of professional burnout after a long teaching career. It is noted that the main idea of any barrier is that it limits and hinders both external and internal activity of a person during his/her life. These restrictions can simultaneously block different aspects of life. The article describes the following barriers: social, organizational, methodological, material and technical, motivational, which are manifested in the lack of sustainable internal motivation to master information and communication competence. The motivational barrier depends on the nature of motivation, intensity of motivation, internal motives (needs, motives), which depend on the cognitive needs of the subject, satisfaction from the process of cognition and realization of one's own personal potential, and they underlie the behavior and professional activities of people, which in turn affects the intensity of emotional processes, the sharpness of reaction to situations and developments, as well as intellectual processes. Among the barriers are the following: unmet needs for cognition, loss of interest in work or study, divergence of desires, barriers of character, temperament, self-esteem, evaluation by others, emotional state, barriers of speech, guidance (often negative), as well as communication techniques and skills, barriers to self-knowledge and self-improvement. It is emphasized that intellectual barriers are related to the peculiarities of the professional mentality of the teacher. It is concluded that novice teachers lack orientation in a large amount of information and may experience fear of failure. This can be manifested in the refusal of new skills, lack of teaching methods using information and communication competence. Sensory barriers arise due to the peculiarities of people's perception, such as visual and kinesthetic limitations and cognitive style. They are manifested in difficulties in quickly adapting to new conditions of receiving information, such as reading from a vertical plane, limiting the field of view to the size of the screen, and manipulating unrealistic objects.
  • Ескіз
    Документ
    Creating a barrier-free educational environment: didactic techniques for preventing students’ emotional barriers
    (Berdyansk State Pedagogical University, 2023) Hlazkova, Iryna; Khatuntseva, Svіtlana
    The relevance of the research problem is determined by the well-founded theoretical positions of many researchers. That is why the problem of studying the impact of emotional barriers on the effectiveness of the educational process and the search for effective didactic techniques to prevent emotional barriers is becoming relevant. The purpose of the study is to substantiate the essence and typology of students' emotional barriers accompanying the educational process, as well as to highlight didactic techniques for their prevention. In this research the authors prove that emotions have dual impact on person’s activity. From the one hand they stimulates and regulates it, from the other – it deactivates person’s activity. That is why the problem of studying the influence of emotional barriers on the effectiveness of the educational process and the search for effective didactic methods of preventing emotional barriers is becoming more and more relevant. The authors consider negative influence of emotions as an obstacle in educational process. In this research the authors define an emotional barrier as an internal reaction to an external barrier which is embodied in certain emotional conditions and accompanies negative consequences of activity. In this article the reasons of occurrence and typology of emotional barriers of students are analyzed. In this article particular attention is paid to the didactic methods of preventing emotional barriers in learning process. It is noted that the prevention strategy is based on two consistent tactics – diagnosis and forecasting. By diagnosis, we mean the activity of studying the nature, type, and characteristics of learning situations in the educational process. The diagnosis of the components and content of learning situations is the basis for barrier forecasting – a reasonable assumption about the possibility of its occurrence or development in the future. Without a reasonable forecast of a possible barrier, it is impossible to prevent its occurrence. The more in-depth, reliable, comprehensive, and prompt the diagnostic and prognostic activities, the more effective the work on barrier prevention can be.