Condiciones pedagógicas para la formación de la competencia autoeducativa durante el estudio de materias profesionales
DOI:
https://doi.org/10.17162/au.v12i4.1253Palabras clave:
autoeducación, motivación, eficiencia, diferenciación, cualificación, pedagogía.Resumen
El objetivo de esta investigación fue desarrollar y probar experimentalmente la efectividad de un conjunto de condiciones pedagógicas para construir la competencia autodidacta de los futuros especialistas de la carrera de pedagogía. Los métodos empleados consistieron en: análisis, síntesis, cuestionario encuesta, simulación y métodos de estadística matemática Los indicadores que describen la competencia autodidacta de los alumnos del grupo experimental fueron significativamente superiores a los de los alumnos del grupo control. Los estudiantes del grupo experimental discutieron más activamente temas de autoaprendizaje, elaboraron mejor un plan para resolver una situación profesional problemática planteada por el docente, tuvieron mayores indicadores de motivación y autoeficacia. Estos resultados fueron promovidos por la diferenciación de la motivación que los profesores utilizaron en el experimento. Los resultados obtenidos pueden ser utilizados para mejorar las calificaciones pedagógicas de los docentes, así como para mejorar la calidad de la formación de estudiantes de diferentes carreras en el estudio de materias profesionales. Por ende, las perspectivas de futuras investigaciones incluyen probar el impacto de las herramientas desarrolladas en el desarrollo de la competencia autodidacta de los estudiantes de carreras médicas, técnicas y económicas.Descargas
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Derechos de autor 2022 Nataliia Dymar, Kateryna Kruty, Iryna Desnova, Galyna Kondratska, Svitlana Yaremenko
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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