Preparation of future teachers for the introduction of digital innovation in a Rural School: problems and prospects

  • Olena Budnyk Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine https://orcid.org/0000-0002-5764-6748
  • Nataliia Matveieva Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
  • Kateryna Fomin Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
  • Tetiana Nazarenko National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine
  • Vira Kalabska Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine

Resumo

Preparação de futuros profesores para a introdução de inovações digitais na escola rural: problemas e perspectivas

RESUMO. Os objetivos do artigo são fundamentar a urgência do problema da colocação de professores qualificados em escolas rurais; caracterizar as inovações digitais e sua utilização nas escolas rurais nas condições do COVID-19; e analisar as dificuldades e perspectivas da formação de professores para o uso de tecnologias digitais na educação à distância em escolas remotas rurais. Utilizamos os seguintes métodos de pesquisa: analítico, empírico e método da estatística matemática. A análise teórica do estado do problema nas ciências pedagógicas, em particular, a introdução de inovações digitais no processo educacional é delineada como uma condição necessária para o desenvolvimento sustentável da educação do campo. No artigo, apresentamos os resultados de nosso estudo empírico realizado com futuros professores sobre a sua prontidão para trabalhar no futuro em áreas rurais. Revelou-se uma lacuna entre as expectativas profissionais dos professores jovens e a prática escolar real em escolas rurais remotas. A ênfase foi colocada na necessidade de assegurar a cooperação entre escolas, pais, o público e as empresas locais, a fim de melhorar a qualidade da educação rural.

Palavras-chave: futuros professores, escola rural, tecnologias digitais.

 

Preparation of future teachers for the introduction of digital innovation in a Rural School: problems and prospects

ABSTRACT. The purpose of the article: to substantiate the urgency of the problem of providing rural schools with qualified teachers; to characterize digital innovations and their use in rural education in the conditions of COVID-19; to analyze the difficulties and prospects for preparing teachers for the use of digital technologies in distance learning in rural remote schools. The following research methods were used: analytical, empirical, and mathematical statistics. Theoretical analysis of the state of the problem in pedagogical science, in particular, the introduction of digital innovations in the educational process is outlined as a necessary condition for sustainable development of rural education. The results of an empirical study conducted among future teachers on their readiness to work in the future in rural areas are presented. A gap was revealed between young teachers’ professional expectations and real school practice in remote rural schools. Emphasis was placed on the necessity to ensure cooperation between schools, parents, the public, and local businesses to improve the quality of rural education.

Keywords: future teachers, rural school, digital technologies.

 

Preparación de futuros profesores para la introducción de la innovaciones digitales en una escuela rural: problemas y perspectivas

RESUMEN. El objeto del artículo: fundamentar la actualidad del problema que consiste en proporcionar a las escuelas rurales el personal docente debidamente calificado; caracterizar las innovaciones digitales y su aplicación en la educación rural en las condiciones del COVID-19; analizar las dificultades y perspectivas de la preparación de profesores en la aplicación de tecnologías digitales en la educación a distancia en escuelas rurales. Se utilizaron los siguientes métodos de investigación: de estadística analítica, empíricos y matemáticos. El análisis teórico del estado de la problemática en la ciencia pedagógica, en particular, la introducción de innovaciones digitales en el proceso educativo se perfila como condición esencial y necesaria para el desarrollo continuo de la educación rural. Se presentan los resultados de un estudio empírico realizado entre futuros profesores en el aspecto de su preparación para trabajar en zonas rurales. Se descubrió una ruptura entre las expectativas profesionales de los profesores jóvenes y la práctica escolar real en las escuelas rurales. Se hizo hincapié en la necesidad de garantizar la cooperación entre las escuelas, los padres, la población en general y las empresas locales para mejorar la calidad de la educación rural.

Palabras clave: futuros profesores, escuela rural, tecnologías digitales.

Downloads

Não há dados estatísticos.

Biografia do Autor

Olena Budnyk, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

Faculty of Pedagogy, Department of Pedagogy of Primary Education, 57 Shevchenko St. Ivano-Frankivsk 76018 Ukraine.

Nataliia Matveieva, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

Faculty of Pedagogy, Department of Pedagogy of Primary Education, 57 Shevchenko St. Ivano-Frankivsk 76018 Ukraine.

Kateryna Fomin, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

Faculty of Pedagogy, Department of Pedagogy of Primary Education, 57 Shevchenko St. Ivano-Frankivsk 76018 Ukraine.

Tetiana Nazarenko, National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine

Institute of Pedagogy, Department of Geography and Economics, 52 D Sichovykh Striltsiv St., Kyiv, Ukraine.

Vira Kalabska, Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine

Faculty of Arts, 2 Sadova St., Uman, Ukraine.

Referências

Alves, M. M., Ribeiro, J., & Simões, F. (2013). Universal Design for Learning (UDL): Contributos para uma escola de todos. Indagatio Didactica, 5(4). https://doi.org/10.34624/id.v5i4.4290

Arnold, M. L., Newman, J. H., Gaddy, B. B., & Dean, C. B. (2005). A look at the condition of rural education research: Setting a direction for future research. Journal of Research in Rural Education, 20(6), 1-19.

Avery, L. M., & Kassam, K. S. (2011). Phronesis: Children’s local rural knowledge of science and engineering. Journal of Research in Rural Education, 26(2), 1-18. https://jrre.psu.edu/sites/default/files/2019-08/26-2.pdf

Bakhrushyn, V. (2015). Information resources of education. Informatization of management. Retrieved from. http://education-ua.org/ua/analytics/428-informatsijni-resursi-osviti-2-informatizatsiya-upravlinnya.

Barley, Z. A., & Brigham, N. (2008). Preparing teachers to teach in rural schools (Issues & Answers Report, REL 2008-No. 045). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from http://ies.ed.gov/ncee/edlabs

Blake, A. (2019). Designing a New Resourcing Model for Rural Schools in Labrador. The Organizational Improvement Plan at Western University, 63. Retrieved from https://ir.lib.uwo.ca/oip/63

Bykov, V. Yu. (2011). Technologies of Cloud Computing – the Leading Information Technologies for the Further Development of Informatization of the Education System of Ukraine. Computer in School and Family, 6, 3-11.

Bykov, V. Yu., & Gurzhiy, A. M. (2012). Modern Innovative ICT tools Development of Open Education. Psychological and Pedagogical Sciences of Ukraine: Coll. sciences works: 5 t. Vol. 4. Professional education and adult education (pp. 44-62). Kyiv: Pedagogical Thought.

Budnyk, O. (2018). Theoretical principles of using STEAM-technologies in the preparation of the teacher of the New Ukrainian School. Journal of Vasyl Stefanyk Precarpathian National University, 5(1), 23-30, https://doi.org/10.15330/jpnu.5.1.23-30

Budnyk, O., Fomin, K., Novoselska, N., & Voitovych, A. (2020). Preparing Teachers to Organize Dialogic Learning of Students: Communicative Aspect. Revista Inclusiones, 7(4), 117-129.

Budnyk, O., Mazur, P., Kondur, O., Smoliuk, S., & Palahniuk, M. (2020). The problem of spare time of teenagers in mountain regions of Poland and Ukraine. Revista Inclusiones, 7(Número Especial), 493-507. http://revistainclusiones.org/pdf13/40%20VOL%207%20NUM%20ESPECIALJULIOSEPTIEMBREEE2020ZZ.pdf

Cheney, C. O., & Demachak, M. L. (2001). Inclusion of students with disabilities in rural classrooms: Recommendations and case study. The Rural Educator, 23(2), 40‐46.

Danylenko, L. I. (2007). Managing an inclusive school based on educational innovation management. In Inclusive school: features of organization and management. Kyiv, Ukraine.

Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools – a challenge for South Africa. South African Journal of Education, 39(1), 1-9. https://doi.org/10.15700/saje.v39ns1a1774

Ivanyuk, G. I. (2014). Socio-pedagogical principles of rural school development in Ukraine (second half of the 50s-90s of the XX century): author’s ref.: 13.00.01. Kyiv. https://elibrary.kubg.edu.ua/id/eprint/7160/

Estrada-Araoz, E. G., Gallegos-Ramos, N., Mamani-Uchasara, H., & Huaypar-Loayza, K. (2020). Actitud de los estudiantes universitarios frente a la educación virtual en tiempos de la pandemia de COVID-19. Revista Brasileira De Educação Do Campo, 5, e10237. https://doi.org/10.20873/uft.rbec.e10237

Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. Luxembourg: Publications Office of the European Union. https://doi.org/10.2791/82116

How to save rural education in Ukraine? Konkurent: news agency. 2016

https://konkurent.ua/publication/10191/ak-vryatuvati-silsku-osvitu-v-ukrayini-/

Graham, C. R. (2005). Blended learning system: Definition, current trends, and future direction. In Bonk, C. J., Graham, C. R. (Eds.). Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 3-21). Pfeiffer, San Francisco.

Lord, T. R. (1997). A comparison between traditional and constructivist teaching in college biology. Innovative Higher Education, 21, 197-216. http://dx.doi.org/10.1007/BF01243716

Lowe, J. M. (2006). Rural education: Attracting and retaining teachers in small schools. Rural Educator, 27(2), 28. https://doi.org/10.35608/ruraled.v27i2.495

Meredith, A. (1929). The Preparation of Teachers for Rural Schools. The Elementary School Journal, 29(5), 344-350. https://doi.org/10.1086/456242

Mhishi, M., Bhukuvhani C. E., & Sana, A. F. (2012). Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe. Research Articles, 13(1), 72-86. https://doi.org/10.19173/irrodl.v13i1.1058

Mora, E. A., Gomes, P. P., & Barbado, N. (2021). Environmental Education and Sustainability: Case Study at Campo Padre Antônio Vieira State School Elementary School, Francisco Alves/PR. Rev. Bras. Educ. Camp., 6, e10817. http://dx.doi.org/10.20873/uft.rbec

Nikolaesku, I., Budnyk, O., Bondar, V., Tepla, O., & Berezovska, L. (2021). Pedagogical Management in Inclusive Process of the Educational Institution. Amazonia Investiga, 10(39), 76-85. https://doi.org/10.34069/AI/2021.39.03.7

On the introduction of a moratorium on the closure of educational institutions of general secondary education located in rural areas. Draft Resolution of the Verkhovna Rada of Ukraine of February 21. 2013. No 2367. https://ips.ligazakon.net/document/view/DG1TR00A?an=3

Onyshkiv, Z. M. (2015). Conceptual bases of future teachers’ preparation for work in a primary rural school. A Young Scientist, 8(23). Part 2. August, 122-127.

Raywid, M. A. (1999). Current literature on small schools. ERIC/CRESS, EDO-RC-98-8. Appalachian Educational Laboratory. https://files.eric.ed.gov/fulltext/ED425049.pdf

Roberts, P., & Green, B. (2013). Researching rural places: On social justice and rural education. Qualitative Inquiry, 19(10), 765-774. https://doi.org/10.1177/1077800413503795

Rural Engagement in Teacher Education: Curriculum. National Council of Rural Institutes. India. http://www.mgncre.org/pdf/Rural%20Teacher%20Education%20Material.pdf

Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and Teacher Education, 28(8), 1152-1162. https://doi.org/10.1016/j.tate.2012.07.003

Valadão, A. D., Santos, K. M., Pinto, T. C., & Tico, K. A. S. (2021). A Educação do Campo no Brasil sob as lentes dos estudos culturais pós-estruturalista: um olhar para publicações em periódicos científicos. Rev. Bras. Educ. Camp., 6, e8629. http://dx.doi.org/10.20873/uft.rbec.e8629

Xu, T.-Z. (2021). How do students view online learning: an empirical study of online learning during the Covid-19 Pandemic. Revista Brasileira De Educação Do Campo, 6, e11853. https://doi.org/10.20873/uft.rbec.e11853

Zinger, D., Haymore Sandholtz, J., & Ringstaff, C. (2020). Teaching Science in Rural Elementary Schools: Affordances and Constraints in the age of NGSS. The Rural Educator, 41(2), 14-30. https://doi.org/10.35608/ruraled.v41i2.558

Wallin, D. C., & Reimer, L. (2008) Educational priorities and capacity: a rural perspective. Canadian Journal of Education, 31(3), 591-613.

Wallin, D., & Newton, P. (2015). Teaching Principals in Small Rural Schools: My Cup Overfloweth. Alberta Journal of Educational Research, 60(4), 708-725.

Publicado
2021-12-15
Como Citar
Budnyk, O., Matveieva, N., Fomin, K., Nazarenko, T., & Kalabska, V. (2021). Preparation of future teachers for the introduction of digital innovation in a Rural School: problems and prospects. Revista Brasileira De Educação Do Campo, 6, e13124. https://doi.org/10.20873/uft.rbec.e13124
Seção
Artigos / Articles / Artículos

Artigos mais lidos do(s) mesmo(s) autor(es)