Enhancing interethnic tolerance in masters of education in Ukrainian multiethnic primary school

Olena Bartosh; Tetiana Atroshchenko; Iryna Kozubovska

doi:10.22481/praxisedu.v18i49.9262

Autores

Olena Bartosh State University «Uzhhorod National University» - Ukraine https://orcid.org/0000-0001-6733-5516
Tetiana Atroshchenko Mukachevo State University https://orcid.org/0000-0003-4595-1662
Iryna Kozubovska State University «Uzhhorod National University» - Ukraine https://orcid.org/0000-0002-5562-0472

DOI:

https://doi.org/10.22481/praxisedu.v18i49.9262

Palavras-chave:

Ambiente educacional multiétnico da escola primária;, Currículo;, Mestres em Educação.

Resumo

A tolerância interétnica é uma parte determinante da competência profissional do Mestrado em Educação (Ensino Primário) na Ucrânia. É vista tanto como uma ordem social para o sistema educacional moderno, como uma qualidade pessoal-profissional formada com base na cosmovisão humanística, permitindo o desempenho das funções profissionais de forma eficaz. O objetivo do artigo é introduzir a educação de Mestres em Educação no contexto da formação da tolerância interétnica para desempenhar funções profissionais no ambiente educacional multiétnico da escola primária. O artigo examina a experiência de 199 Mestres em Educação (Ensino Fundamental) que se formaram com a estratégia de aprendizagem para melhorar o nível de tolerância interétnica formada. Usamos uma combinação de métodos de pesquisa: análise de documentos normativos e currículos, observação do desempenho dos alunos, questionário, teste, experimento pedagógico, análise quantitativa e qualitativa de dados experimentais. Para melhorar o nível de tolerância interétnica formado, desenvolvemos e introduzimos um suporte metódico para a organização eficaz do extra / currículo, do trabalho independente e da prática pedagógica. O procedimento de aprendizagem desenvolvido, implementado no grupo experimental, deu resultados positivos na formação da tolerância interétnica pelos componentes valor motivacional, cognitivo, atividade-comportamental e reflexivo-criativo. O número de alunos do grupo experimental com alto nível de tolerância interétnica formado aumentou 23,48%; com nível suficiente − aumentou 14,54%; com nível médio e nível baixo − diminuíram 16,07% e 21,94%, respectivamente. Os resultados da pesquisa são relevantes para outros programas educacionais.

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Biografia do Autor

Olena Bartosh, State University «Uzhhorod National University» - Ukraine

Candidate of Pedagogical Sciences, Associate Professor, Department of Sociology and Social Work, State University “Uzhhorod National University”, Uzhhorod, Ukraine. Member of the editorial board of Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social work» (Ukraine) − http://visnyk-ped.uzhnu.edu.ua/about

Google Scholar: https://scholar.google.com/citations?hl=uk&authuser=2&user=Y0rdicoAAAAJ; ResearcherID: http://www.researcherid.com/rid/F-5853-2019;

Scopus Author: https://www.scopus.com/authid/detail.uri?authorId=57211458378

Tetiana Atroshchenko, Mukachevo State University

Doctor of Pedagogical Sciences, Assistant Professor, Department of Pedagogy of Preschool and Primary Education, Mukachevo State University, Mukachevo, Ukraine. Author of more than 150 scientific publications on theory and methods of professional education

Google Scholar: https://scholar.google.com.ua/citations?hl=uk&user=Cln7d7AAAAAJ&view_op=list_works&sortby=pubdate

Iryna Kozubovska , State University «Uzhhorod National University» - Ukraine

Doctor of Pedagogical Sciences, Professor, Department of General Pedagogy and Pedagogy of Higher School, State University “Uzhhorod National University”, Uzhhorod, Ukraine. Author of more than 500 scientific publications on theory and methods of professional education.

Google Scholar: https://scholar.google.com/citations?hl=uk&authuser=2&user=ypHVt_gAAAAJ

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