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/as

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

Palabras clave:

Entorno educativo multiétnico de la escuela primaria;, Maestría en Educación;, Plan de estudios.

Resumen

La tolerancia interétnica es una parte determinante de la competencia profesional de los Maestros en Educación (Enseñanza Primaria) en Ucrania. Se ve tanto como un orden social para el sistema educativo moderno, como una cualidad personal-profesional formada sobre la base de la cosmovisión humanista, que permite desempeñar eficazmente los deberes profesionales. El objetivo del documento es introducir la educación de los Maestros en Educación en el contexto de la formación de tolerancia interétnica para desempeñar deberes profesionales en el entorno educativo multiétnico de la escuela primaria. El artículo examina la experiencia de 199 Maestros en Educación (Enseñanza Primaria) que se graduaron con la estrategia de aprendizaje para mejorar el nivel de tolerancia interétnica formado. Utilizamos una combinación de métodos de investigación: análisis de documentos normativos y planes de estudio, observación del desempeño de los estudiantes, cuestionario, pruebas, experimento pedagógico, análisis cuantitativo y cualitativo de datos experimentales. Para mejorar el nivel de tolerancia interétnico formado, desarrollamos e introdujimos un apoyo metódico para la organización efectiva de actividades extracurriculares, trabajo independiente y práctica pedagógica. El procedimiento de aprendizaje desarrollado, implementado en el grupo experimental, arrojó resultados positivos en la formación de tolerancia interétnica por componentes de valor motivacional, cognitivo, actividad-comportamiento y reflexivo-creativo. El número de alumnos del grupo experimental con alto nivel de tolerancia interétnica formado aumentó en un 23,48%; con nivel suficiente − aumentado en un 14,54%; con nivel medio y bajo − disminuyó un 16,07% y un 21,94%, respectivamente. Los resultados de la investigación son relevantes para otros programas educativos.

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Biografía del autor/a

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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