Peer-reviewed article
PROGRAM LEARNING OUTCOMES FOR PRE-SERVICE PRIMARY SCHOOL TEACHERS PROFESSIONAL TRAINING
Andreia Molnar-Chatlosh ·
Summary
Written by AI, not yet AICS's view ·Key points
Limitations
Abstract
The article analyzes the learning outcomes of professional training for preservice primary school teachers based on the example of the «Primary Education» educational and professional programs at Mukachevo State University and the State Higher Educational Institution «Uzhhorod National University». It is determined that pprogram outcomes should be clearly formulated, understandable for applicants and faculty, and have the ability to be identified, assessed and measured through appropriate criteria. The program learning outcomes of the educational and professional program «Primary Education» for the first (bachelor’s) level of higher education at Mukachevo State University include the organization of various forms of communication, management of professional activities, critical evaluation of information, use of digital technologies, integration of subject knowledge, individualization of the educational process, application of innovations, as well as the development of social and professional skills for effective work with primary school students. The program learning outcome in the «Primary Education» program at the State Higher Educational Institution «Uzhgorod National University» include communication with participants in the educational process, management of professional activities, use of digital technologies, integration of academic knowledge, planning of the educational process, assessment of student achievements, ensuring an individual approach to students with special educational needs, health prevention and combating bullying, as well as communication with parents and colleagues to create a safe and effective educational environment. The analyzed programs of Mukachevo State University and State Higher Educational Institution «Uzhgorod National University» have common foundations in the development of pedagogical competencies, in particular in organizing effective communication, integration of digital technologies and assessment of educational achievements, the differences lie in the emphasis on inclusive education creating safe, inclusive environment for all children.