(2023) Science and education, 4, 3-9. Odessa.
Yulia Bilyk,
Postgraduate Student at the Department of Pedagogy,
Vocational Education and Management of Educational Institutions,
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University,
32, Ostrozkoho str., Vinnytsia, Ukraine
ORCID ID: https://orcid.org/0000-0002-0195-7117
RESEARCHING THE MOTIVATION OF FUTURE PRIMARY SCHOOL TEACHERS TO ORGANIZATION OF DISTANCE LEARNING UNDER THE MARTIAL LAW CONDITIONS
SUMMARY:
The introduction of distance learning due to emergency situations (coronavirus pandemic in the world, the introduction of martial law in Ukraine) is subject to many difficulties: technical, organizational, motivational, etc. Motivation for educational activities is an important factor in the success and professional development of an individual. Only a motivated and interested teacher can encourage students to actively participate in the educational process during distance learning as equivalent to traditional learning. Motivation is especially important in the education of younger schoolchildren, who are in the active phase of cognitive and motivational development. This leads to the need for research related to the ways of forming a positive attitude to distance learning among primary school teachers and increasing the motivation to organize distance learning among students of pedagogical specialties. The article is devoted to the study of the attitude to distance learning of future primary school teachers. The essence, structure, factors and types of motivation are described, its importance in the professional formation of future teachers is substantiated. The results of the study of the motivation for distance learning of students majoring in «Elementary Education» of the Communal Institution of Higher Education «Barsky Humanitarian and Pedagogical College named after Mykhailo Hrushevsky» using a questionnaire are described. The survey showed three levels of attitudes towards distance learning: positive (20.3% of respondents), neutral (75.7% of respondents), negative (4.1% of students). The survey results are analyzed, summarized and graphically presented. Recommendations for increasing the level of motivation for distance learning among students of pedagogical institutions of higher education have been formulated, the implementation of which will contribute to increasing the interest of future primary school teachers in the use of distance technologies and the formation of a positive attitude towards distance learning.
KEYWORDS:
distance learning, motivation, primary school, future primary school teachers.
FULL TEXT:
REFERENCES:
1. Bilyk, Yu., Kolomiiets, A., & Kolomiiets, T. (2023). Osoblyvosti orhanizatsii dystantsiinoho navchannia v pochatkovii shkoli v umovakh voiennoho stanu [Features of the organization of distance education in a primary school under the conditions of martial law]. ScienceRise: Pedagogical Education, (2(53)), 26–32. https://doi.org/10.15587/2519-4984.2023.281208 [in Ukrainian]
2. Volianiuk, A. (2022). Motyvatsiia maibutnikh uchyteliv pochatkovoi shkoly v umovakh dystantsiinoho navchannia [Motivation of future primary school teachers in distance learning conditions]. Nauka ta osvita v doslidzhenniakh molodykh uchenykh [Science and education in the research of young scientists]: Proceeding of the All-Ukrainian Scientific and Practical Conference, Kharkiv, 8–10.[in Ukrainian]
3. Herasymenko, O., & Petrenko, S. (2023). Doslidzhennia zmin motyvatsii studentiv do navchannia pid chas dystantsiinoi osvity v umovakh viiny [Study of changes in students’ motivation to study during distance education in war conditions]. Scientific Collection «InterConf». 158, 199–200. Retrieved from: https://archive.interconf.center/index.php/conference-proceeding/article/view/ 3863 [in Ukrainian]
4. Holovska, I., & Chernieva, T. (2021). Psykholohichni osoblyvosti rozvytku motyvatsii navchannia studentiv v umovakh dystantsiinoho navchannia [Psychological features of the development of students’ learning motivation in the conditions of distance learning]. Aktualni problemy suchasnoi psykholohii [Actual problems of modern psychology]: Proceeding of the All-Ukrainian Scientific and Practical Confere, 226–233.[in Ukrainian]
5. Gromov, Ye., Kolomiiets, A., Hordiienko, Yu., & Zhovnych, O. (2022). Dosvid polskykh osvitian shchodo motyvatsii studentiv do vyvchennia inozemnykh mov zasobamy dystantsiinoho navchannia v umovakh pandemichnykh obmezhen [The experience of polish educators regarding the motivation of students to learn foreign languages through distance education in the conditions of pandemic restrictions]. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, 375–387. https://doi.org/10.31652/2412-1142-2021-60-375-387 [in Ukrainian]
6. Drobot, O. (2020). Motyvatsiia studentiv do dystantsiinoho navchannia v umovakh pandemii. [Students’ motivation for distance learning in a pandemic situation]. Psychology and social work, (1(51)), 69–85. https://doi.org/10.18524/2707-0409.2020.1(51).2253787 [in Ukrainian]
7. Kapranov, Y., Shelever, O., & Kushnir, L. (2022). Formuvannia motyvatsii zdobuvachiv osvity do fakhovoho samovdoskonalennia v umovakh dystantsiinoho navchannia [Formation of motivation of students for professional self-improvement in the conditions of distance learning]. Humanities science current issues, 1(58), 323–328. https://doi.org/10.24919/2308-4863/58-1-50 [in Ukrainian]
8. Krasiuk, Yu. (2018). Problemy motyvatsii navchalnoi diialnosti studentiv dystantsiinoi formy navchannia [Problems of motivation of educational activity of distance education students]. DVNZ «Kyivskyi natsionalnyi ekonomichnyi universytet imeni Vadyma Hetmana». Retrieved from: https://core.ac.uk/download/pdf/ 197269711.pdf [in Ukrainian]
9. Kubai, N. (2022). Osoblyvosti navchalnoi motyvatsii studentiv v umovakh dystantsiinoho navchannia [Peculiarities of educational motivation of students in distance learning conditions]. Studentski naukovi zapysky Natsionalnoho universytetu «Ostrozka aka demiia». Seriia «Sotsiohumanitarni nauky» – Student scientific notes of the National University «Ostroh Academy». Series «Social and humanitarian sciences». 1(13). 90–97. [in Ukrainian]
10. Lakhmotova, Y., Shkrabiuk, V., & Tsapko, A. (2022). Motyvatsiia do dystantsiinoho navchannia studentiv vyshchykh zakladiv osvity v umovakh voiennoho stanu [Motivation for distance education of students of higher education institutions in the conditions of marital state]. Humanities science current issues, 2(55), 195–200. https://doi.org/10.24919/2308-4863/55-2-31 [in Ukrainian]
11. Maslich, S.V. (2023). Motyvatsiia zdobuvachiv osvity yak chynnyk zabezpechennia yakosti osvitnoho protsesu pid chas dystantsiinoho navchannia [Motivation of education seekers as a factor in ensuring the quality of the educational process during distance learning]. Collection of scientific papers «SCIENTIA». Features of the development of modern science in the pandemics era. 120–121. Retrieve from: https://lib.iitta.gov.ua/735265/1/Maslich_tezy.pdf. [in Ukrainian]
12. Moskalyuk, M., & Moskalyuk, N. (2022). Pidvyshchennia motyvatsii studentiv v umovakh dystantsiinoho navchannia pid chas viiskovykh dii [Increasing the motivation of students in conditions of distance learning during military actions]. Scientific Bulletin of the Izmail State University of Humanities. Section «Pedagogical sciences», ((60)), 118–127. https://doi.org/10.31909/ 26168812.2022-(60)-14 [in Ukrainian]
13. Aldossari, S., & Altalhab, S. (2022). Distance Learning During COVID-19: EFL Students’ Engagement and Motivation from Teachers’ Perspectives. English Language Teaching, 15(7), 85. https://doi.org/10.5539/ elt.v15n7p85
14. Ambusaidi, A., & Abri, M.H.A. (2023). Exploring Teaching Experience in Distance Learning during COVID-19: A Qualitative Case Study. International Journal of Information and Education Technology, 13(2), 335–343. https://doi.org/10.18178/ijiet.2023.13.2.1812.
15. Güneş, S., & Alagözlü, N. (2020). The interrelationship between learner autonomy, motivation and academic success in asynchronous distance learning and blended learning environments. Novitas-ROYAL (Research on Youth and Language), 14(2), P. 1–15. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1272398.pdf
16. Hartnett, M. (2016). The Importance of Motivation in Online Learning. In: Motivation in Online Education. (5–32). Springer Singapore. https://doi.org/10.1007/978-981-10-0700-2_2
17. Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-x
18. Mulyani, E.A., Alpusari, M., & Putra, E.D. (2021). The Effect of Learning Facilities and Family Environment on Motivation to Learn of Prospective Elementary Teacher Education on Online Learning. Journal of teaching and learning in elementary education (JTLEE), 4(1), 89. https://doi.org/10.33578/ jtlee.v4i1.7866
19. Toto, G.A., & Limone, P. (2021). Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19. Computers, 10(6), 75. https://doi.org/10.3390/computers10060075
20. Veronika, V., Setiawan, W., & Fazriyah, N. (2021). Students’ Learning Motivation in Distance Learning During the
COVID-19 Pandemic Period at Primary School. The 3 rd International Conference on Elementary Education. 3(1). 359–363. Retrieved from: http://proceedings.upi.edu/index.php/icee/article/view/1486
