Instituto de Estudios Políticos y Derecho Público "Dr. Humberto J. La Roche"
de la Facultad de Ciencias Jurídicas y Políticas de la Universidad del Zulia
Maracaibo, Venezuela
Publicación cientíca en formato digital
ISSN-Versión Impresa 0798-1406 / ISSN-Versión on line 2542-3185
Depósito legal pp 197402ZU34
ppi 201502ZU4645
Vol.40 N° 75
2022
Recibido el 14/09/22 Aceptado el 26/10/22
ISSN 0798- 1406 ~ De pó si to le gal pp 198502ZU132
Cues tio nes Po lí ti cas
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Vol. 40, Nº 75 (2022), 134-144
IEPDP-Facultad de Ciencias Jurídicas y Políticas - LUZ
Inuence of the state reform of primary
education on the professional training of
future teachers
DOI: https://doi.org/10.46398/cuestpol.4075.09
Olena Kryvylova *
Karina Oleksenko **
Natalka Kotelianets ***
Yulia Kotelianets ****
Lesya Kindei *****
Tetiana Kushnirova ******
Abstract
The purpose of the study was the analysis of the implementation
of the reform of primary education as a structural model of the
formation of the preparation of the future elementary school,
for the design of the educational environment. The research
methodology used included the analysis of legislative documentation to
determine the requirements for the professional activity of an elementary
school teacher. The procedure and features of actions for the development
of a structural-functional model, of the formation of the readiness of
future elementary school teachers to design an educational environment
include: analysis of objects; choice of the form of the model; theoretical,
methodical, spatio-temporal, material-technical, legal substantiation; the
choice of a factor of formation of the system; establishment of connections
and dependencies of the main components. The content of the developed
main blocks of the model: meta - purpose and task; methodological -
approaches and principles; content-procedure - updated content of the
discipline content of the vocational and practical training cycle, forms of
organization of the educational process, methods, means of training and
diagnostics; organizational and pedagogical conditions; stages: adaptation,
* Berdiansk State Pedagogical University, Zaporizhzhia, Ukraine. ORCID ID: https://orcid.org/0000-
0003-2542-0506
** Phd student Dmytro Motornyi Tavria State Agrotechnological University, Zaporizhzhia, Ukraine.
ORCID ID: https//orcid.org/0000-0002-2965-5145
*** Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. ORCID ID: https://orcid.
org/0000-0002-0575-5205
**** Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. ORCID ID: https://orcid.
org/0000-0003-3932-1824
***** Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. ORCID ID: https://orcid.
org/0000-0002-4514-7669
****** National University “Yuri Kondratyuk Poltava Polytechnic”, Poltava, Ukraine. ORCID ID: https://
orcid.org/0000-0003-3489-2767
135
CUESTIONES POLÍTICAS
Vol. 40 Nº 75 (2022): 134-144
intensication and identication. It is concluded that the developed model
reects the actual educational process of achieving the expected results.
Keywords: state reform; educational model; primary education; future
teachers; professional teachers.
Inuencia de la reforma estatal de la educación primaria en la
formación profesional de los futuros profesores
Resumen
El propósito del estudio fue el análisis de la implementación de la
reforma de la educación primaria como modelo estructural de la formación
de la preparación de la futura escuela primaria, para el diseño del entorno
educativo. La metodología de investigación empleada incluye el análisis
de la documentación legislativa para determinar los requisitos para la
actividad profesional de un maestro de escuela primaria. El procedimiento
y las características de las acciones para el desarrollo de un modelo
estructural-funcional, de la formación de la disposición de los futuros
maestros de escuela primaria para diseñar un entorno educativo incluyen:
análisis de objetos; elección de la forma del modelo; sustento teórico,
metódico, espacio-temporal, material-técnico, legal; la elección de un factor
de formación del sistema; establecimiento de conexiones y dependencias
de los componentes principales. El contenido de los principales bloques
desarrollados del modelo: meta - propósito y tarea; metodológico –
enfoques y principios; contenido-procedimiento– actualizado del contenido
de la disciplina del ciclo de formación profesional y práctica, formas de
organización del proceso educativo, métodos, medios de formación y
diagnóstico; condiciones organizativas y pedagógicas; etapas: adaptación,
intensicación e identicación. Se concluye que el modelo desarrollado
reeja el proceso educativo real de consecución de los resultados esperados.
Palabras clave: reforma estatal; modelo educativo; educación primaria;
futuros profesores; profesional docente.
Introduction
The key reform of the Ministry of Education and Science of Ukraine is
the New Ukrainian School, the main goal of which is to teach an innovator
and a citizen who knows how to make responsible decisions and respects
human rights.
136
Olena Kryvylova, Karina Oleksenko, Natalka Kotelianets, Yulia Kotelianets, Lesya Kindei y
Tetiana Kushnirova
Inuence of the state reform of primary education on the professional training of future teachers
The main principles of the reform of school education and the
approximate schedule of its implementation are outlined in the Concept
of the New Ukrainian School (On the approval of the State Policy
Implementation Concept in General Secondary Education Reform «New
Ukrainian School» for the period until 2029, 2016). Reforming began
with the adoption of a new law «On Education» (On Education, 2017) and
approval of the State Standard of Primary Education (On Approval of the
State Standard of Primary Education, 2018).
The new Standard for Primary Education suggests that teachers should
work with other approaches, such as student-centeredness and partnership
pedagogy. Instead of memorizing facts and concepts, students will acquire
competences based on the European Parliament and the European Council
recommendations on the development of key competences for lifelong
learning (Key competences for lifelong learning, 2006).
Common to all competencies are the so-called cross-cutting skills,
among which, in particular, the ability to make decisions and solve
problems. Thus, thanks to the implementation of integrated and project-
based learning, students study phenomena from the point of various
scientic view and learn to solve real problems with the help of knowledge
from various disciplines.
In addition, the primary education reform is about the educational
environment. A change in the educational environment is a change, rst
of all, in the attitude towards the child: respect, attention to him and the
desire to nd the best way for his eective learning.
The creation of an educational environment primarily depends on
the teacher. Therefore, one of the main principles of the New Ukrainian
School is a motivated teacher. In order to teach in a new way, the teacher
must get freedom of action - choose educational materials, improvise and
experiment. This freedom is provided by the new law «On Education». The
Ministry of Education and Science oers standard curricula, but any teacher
or author group can supplement them or create their own. The teacher is
now limited only by the State Standard.
This document outlines the outcomes: what students should know
and be able to do when they have completed a particular stage of learning.
Instead, how to reach these results, the teacher will determine himself
(Ocial website of the Ministry of Education and Science of Ukraine,
https://mon.gov.ua/ua/tag/nova-ukrainska-shkola).
Therefore, the preparation of primary school teachers for the educational
environmental design has become relevant in the context of the state reform
implementationof primary education.
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Vol. 40 Nº 75 (2022): 134-144
1. Objectives
The purpose of the article is to highlight the creating a structuring-
functional modeling formation process of the future primary school
teachers’ readiness to design an educational environment.
In accordance with the goal, the following research tasks are dened: to
consider the essence of modeling as a means of scientic knowledge and to
highlight the peculiarities of creating a pedagogical model; to characterize
the starting points for the development of a structuring-functional formation
model of future primary school teachers’ readiness to design an educational
environment; reveal the content of the main developed model blocks.
2. Materials and methods
The research methodology includes the analysis of legislative and
regulatory documents to determine the requirements for the professional
activity of primary school teachers; analysis of psychological and pedagogical
literature to establish the essence of modeling as a means of scientic
knowledge and to distinguish the creative features of a pedagogical model;
modeling to characterize the developing formation process a structuring-
functional model the of future primary school teachers’ readiness to design
an educational environment.
3. Results and discussion
In the scientic literature, the concept of «model» is dened as: a
scheme, image or description of any phenomenon or processes in nature,
society; analysis of a certain fragment or social reality (Honcharenko, 1997).
As a means of scientic knowledge, the model performs three main
functions: the descriptive function of the model, which consists in the
systematization of empirical data, the accuracy, adequacy and completeness
of the description is a prerequisite for the performance of any functions;
explanatory function - consists in revealing the connections between facts,
dependencies established in the process of description and already known
laws, theories, hypotheses; predictive function – aimed at predicting new,
previously unknown properties and relationships in the modeled object
(Kabak, 2013).
Therefore, the formation model of future primary school teachers’
readiness to design an educational environment should reect the
real educational process of achieving the expected results - properties,
characteristics and connections essential for the performance of
professionally oriented actions.
138
Olena Kryvylova, Karina Oleksenko, Natalka Kotelianets, Yulia Kotelianets, Lesya Kindei y
Tetiana Kushnirova
Inuence of the state reform of primary education on the professional training of future teachers
Pedagogical modeling is the study of pedagogical objects and phenomena
with the help of modeling conceptual, procedural, structural-content
and conceptual characteristics and individual aspects of the educational
process within the dened socio-cultural space at the general educational,
vocationally oriented or other levels (Lodatko, 2010).
The starting points for the development of a structuring-functional
model for the formation of future primary school teachers’ readiness to
design an educational environment are as follows:
1. The idea of forming future primary school teachers’ readiness to
design an educational environment is to create conditions for the
activation of external and internal driving forces that encourage
activity and provide it with direction aimed at achieving the expected
results; ensuring understanding of dened projective tasks, acquiring
knowledge of ways to solve them and means of achieving the goal;
systematic implementation of pedagogical reection of one’s own
actions.
The purpose of the structuring-functional model is to improve the
professional training of future primary school teachers through the
formation of readiness for designing an educational environment (a stable
state of disposition towards the successful creation of real conditions for
the intellectual, social, and moral development of students of primary
education, which is based on the mobilization of potential opportunities
(motivational, operational -activity, cognitive, emotional-volitional) and
experience, with the aim of obtaining the expected result and further
personal development in changing conditions).
2. The structuring-functional model is oriented to use in institutions
of higher education implementing educational activities at the rst
level of higher education in specialty 013 Elementary education.
3. The structuring-functional model is based on the recognition of a
person as the highest value of society and provides for the creation
of the necessary conditions for the participants of the educational
process to realize their abilities and talents; conrmation of
participants in the educational process of the ability to think freely
and self-organize in modern conditions.
4. Development object is professional training of future primary school
teachers.
5. The process of forming future primary school teachers’ readiness to
design an educational environment is modeled.
6. The structuring-functional model is evaluated based on the results of
the future primary school teachers’ formation readiness to design an
educational environment.
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The procedure and characteristics of actions for the development of a
structuring-functional model of the formation of future primary school
teachers’ readiness to design an educational environment.
1. An analysis of the development objects - professional training of
future primary school teachers.
The professional training of future primary school teachers was analyzed
in terms of its essence and current state. For this, it was found:
• trends in primary education development;
• the professional eld of activity of primary school teachers and the
diculties that arise in its implementation;
• resource capabilities of the professional and practical cycle
disciplines, training, the implementation of which can contribute
to the formation of future primary school teachers components’
readiness to design an educational environment (motivational,
cognitive, operational-activity, emotional-volitional);
• methodological approaches, principles, methods that will allow to
form a fundamentally new content of future primary school teachers’
readiness to design an educational environment;
• organizational and pedagogical conditions for improving future
primary school teachers’ readiness to design an educational
environment;
• methodical provision of formation of readiness of future primary
school teachers to design the educational environment.
2. The modeling development choice form for the formation of
future primary school teachers’ readiness to design an educational
environment.
The development form was chosen to be a structuring-functional
formation model of the future primary school teachers’ readiness to design
an educational environment, which includes general theoretical ideas about
this process, its goals, approaches, principles, content, methods, forms,
means, conditions for achieving goals, and expected results.
3. Theoretical support for the development of structure-functional
formation model for future primary school teachers’ readiness to
design educational environment.
Searched for information:
• about the professional training experience of primary school
teachers in higher education institutions of Ukraine and abroad;
140
Olena Kryvylova, Karina Oleksenko, Natalka Kotelianets, Yulia Kotelianets, Lesya Kindei y
Tetiana Kushnirova
Inuence of the state reform of primary education on the professional training of future teachers
• about the experience of developing similar models by other
scientists;
• about theoretical and empirical studies of the inuence of
pedagogical systems and processes on a person (the peculiarities
of the psychological and pedagogical inuence on potential
opportunities are analyzed, such as: motivational, intellectual,
operational-active, emotional-volitional).
4. Methodological support of the forming future primary school
teachers’ process readiness to design an educational environment.
This stage includes the creation of formation tools: preparation of
schemes, sample documents, etc.:
• a system of project activity tasks was developed;
• methodical recommendations were developed for the use of the
system tasks for project activity with the professional and practical
training cycle discipline resources;
• the structure of future primary school teachers’ readiness to design
an educational environment was developed;
• the building blocks of structuring-functional formation model in
the future primary school teachers’ readiness for the educational
environment design is developed;
• a tool for monitoring and diagnosing academic and personal
achievements of future primary school teachers was developed.
5. Spatio-temporal formation provision readiness of future primary
school teachers for designing the educational environment.
An experimental base and temporary support have been prepared:
• institutions of higher education in Ukraine;
• the schedule of the selected institutions for educational process of
higher education is taken into account;
• the laboriousness of the selected forming future primary school
teachers’ forms and methods of readiness for the educational
environment design, the need for a certain amount of time for the
transmission and content assimilation are taken into account.
6. Material and technical support for the formation of future primary
school teachers’ readiness to design an educational environment:
• selected technical means of education (within distance learning);
• selected information sources (scientic psychological and
pedagogical literature, Internet resources, etc.);
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CUESTIONES POLÍTICAS
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• handout material was prepared for conducting classes in the
disciplines of the professional and practical training cycle;
• a mock-up of the portfolio of future primary school teachers was
prepared for noting academic and personal achievements in
mastering the readiness to design an educational environment.
7. Legal support for the development of a structural and functional
model for the formation of future primary school teachers’ readiness
to design an educational environment.
Regulatory and legal principles are taken into account when organizing
the activities of students and teachers in the educational process (laws «On
education», «On higher education» and others).
8. The choice of a system-forming factor for the development of a
structuring-functional formation model of future primary school
teachers’ readiness to design an educational environment.
A dynamic strategy was chosen, which takes into account the potential
capabilities of future primary school teachers as system-forming
components. The logic of thinking in this strategy is that it is necessary
to proceed from the objectively determined capabilities of participants,
systems, processes and move further to the denition of goals, principles,
content, methods, means and forms.
9. Establishing the connections and dependencies of process
components forming future primary school teachers’ readiness to
design an educational environment.
10. Compilation of a document on the formation of future primary school
teachers’ readiness to design an educational environment.
A calendar plan for the development of a model for the formation of
future primary school teachers’ readiness for designing an educational
environment has been drawn up; a pedagogical experiment program has
been drawn up.
11. Preliminary examination of the students’ and teachers’ behavior in
proposed educational process, forecasting results in the expected
manifestation form of an individual qualities.
12. Expert formation evaluation the of future primary school teachers’
readiness to design an educational environment. At this stage,
the created form was checked by competent specialists, as well as
potential consumers: higher education institutions in Ukraine.
13. Adjusting the formation of future primary school teachers’ readiness
to design an educational environment. At this stage, the model
was adjusted taking into account the experimentation and expert
evaluation results.
142
Olena Kryvylova, Karina Oleksenko, Natalka Kotelianets, Yulia Kotelianets, Lesya Kindei y
Tetiana Kushnirova
Inuence of the state reform of primary education on the professional training of future teachers
14. Adopting a decision to use a structuring-functional model of forming
future primary school teachers’ readiness to design an educational
environment. It is the nal modeling development process action,
after which its implementation in practice began.
The structuring-functional formation model the of future primary school
teachers’ readiness to design an educational environment consists of target,
methodological, content-procedural and diagnostic blocks.
The content of the structuring-functional model target block contains
the goal of forming future primary school teachers’ readiness to design
an educational environment. According to the goal, the tasks are dened,
which include: 1) stimulation of the cognitive need to master projective
activity; interest in the process of creating an educational environment; the
desire to update and enrich knowledge on the developmental problems of
primary education based on the ideas of the New Ukrainian School Concept;
2) development of integrative thinking properties that meet the projective
activity requirements; understanding the peculiarities of the educational
primary education students environment and the process of its design;
3) formation of skills to create an educational environment taking into
account the variability of primary education and resource provision of the
educational process; 4) awareness of one’s own emotional and volitional
capabilities; force mobilization during design activities; responsibility for
making professional decisions regarding the creation of an educational
environment for students of primary education (Oleksenko et al., 2021).
The methodological block reects the approaches and principles of
forming future primary school teachers’ readiness to design an educational
environment: conceptual (systemic, synergistic, competence) and specic
(task and creative).
The content-procedural block contains three stages of the forming
process of future primary school teachers’ readiness to design an
educational environment (initial - adaptation, main - intensication, nal
- identication), which are implemented by updating the content of the
disciplines of the cycle of professional and practical training («Introduction
to the specialty» - 1st year, «Didactics» - 2nd year, «Pedagogical technologies
in primary education» - 3rd year, «Distance learning technologies» - 3rd
year, Production practice in primary school - 4th year), as well as the
application of a number of organization forms of the educational process
(theoretical training: problem lecture; practically oriented training:
practical, seminar classes, industrial practice; independent training:
independent and individual work), methods (training and project training)
and means (visual: handouts; technical: computer, multimedia presentation
diagnostics and control: dierent level tasks of project activity, tests, report
and from practice).
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In addition, the fullness of the practically-oriented content of the
professional and practical training cycle disciplines due to the developed
system of project activity tasks is indicated.
The formation quality of future primary school teachers’ readiness
to design an educational environment depends on the implementation
of organizational and pedagogical conditions, which we associate with:
ensuring positive motivation in mastering projective activities; updating
the practically-oriented component of the disciplines of the cycle of
professional and practical training; the orientation of forms of organization
of the educational process and teaching methods to understanding dened
projective tasks, acquiring knowledge of ways to solve them and means of
achieving the goal; involvement in pedagogical reection.
The diagnostic block of the model determines the future primary school
teachers’ level of readiness to design an educational environment according
to personal, content-processual and evaluation-regulatory criteria, which
applies to each component (motivational, cognitive, operational-activity,
emotional-volitional) of this readiness.
The implementation of the structuring-functional formation model
of future primary school teachers’ readiness to design the educational
environment was carried out in three stages: initial (adaptation), main
(intensication) and nal (identication).
The adaptation (1st course) stage is aimed at adapting future primary
school teachers to the conditions and content of the professional and
educational process, to a new social role, establishing relationships with
each other and with teachers.
The intensication stage (II-III course) is aimed at strengthening,
strengthening, bringing to a stable state the formation of the components
of readiness for designing an educational environment.
The stage of identication (IV course) is focused on the systematization
of acquired abilities for projective activity.
Conclusions
Therefore, the State Reform of Primary Education in the context of the
New Ukrainian School has an impact on the professional training of future
teachers, which requires the modeling of the latest conceptual, procedural,
structural-content and conceptual characteristics and individual aspects of
the educational process.
The procedure for developing a structuring-functional model of
forming future primary school teachers’ readiness to design an educational
environment is based on the analysis of the object; choosing the modeling
144
Olena Kryvylova, Karina Oleksenko, Natalka Kotelianets, Yulia Kotelianets, Lesya Kindei y
Tetiana Kushnirova
Inuence of the state reform of primary education on the professional training of future teachers
shape; theoretical, methodical, space-time, material and technical, legal
support; selection of the system-forming factor; establishing connections
and dependencies of the main components. As a result, the developed model
reects the real educational process of achieving the expected results - a
teacher who is able to act according to new approaches to the design of the
educational environment. Further research in this direction is connected
with the implementation of the developed model.
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OLEKSENKO, Karina; KHAVINA, Irina. 2021. “Essence and structure of
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www.luz.edu.ve
www.serbi.luz.edu.ve
www.produccioncienticaluz.org
Esta revista fue editada en formato digital y publicada
en diciembre de 2022, por el Fondo Editorial Serbiluz,
Universidad del Zulia. Maracaibo-Venezuela
Vol.40 Nº 75