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EDUCATIONAL OPPORTUNITIES OF DIFFERENT AGE COMMUNITIES OF STUDENTS IN RURAL AREAS // Pedagogical Review. 2020. Issue 1 (29). P. 195-199

In the article we offer an analysis of the phenomenon of heterogeneous education in a rural school, provide educational tasks that are solved by small schools, and reveal the contents of the concepts “condition” and “pedagogical conditions”. We examined the conditions for organizing the educational process in a rural school (procedural; substantive; managerial; psychological and pedagogical; didactic; methodological; sociocultural). Characterized the learning functions of children of different ages (psychological, social; compensatory; stimulating). They provided a definition of students of different ages in rural areas. The educational process in a rural school involves the implementation of such pedagogical ones that involve the organization of educational activities in small educational groups; taking into account individual characteristics and inclinations of students; selection of training content, selection of methods, forms of work, ensuring the formation of students’ knowledge, skills; construction by the teacher of an individual learning route for students; development of the ability to learn independently; successful assimilation of educational material in the process of student interaction; conditions determined by the characteristics of rural life. Properly organized training in a different age group contributes to the creation of a strong student team, helps to educate students in responsibility, discipline, and the development of initiative.

Keywords: educational opportunities, learning process, communities of different ages, rural education

Preparing a Modern Teacher for Work in a Rural School: Key Competencies and Individualized Models of Organizing Professional Development // Pedagogical Review. 2024. Issue 6 (58). P. 29-37

The article systematizes the key characteristics of a modern rural school and the specific conditions of its activities. It describes the specific features of a rural teacher’s pedagogical activity. It presents the content of individual pedagogical difficulties of teachers in this group of general education organizations: selection of educational material for work on “non-core” disciplines, integration of educational material, psychology of pedagogical communication in mixed-age groups, a system of effective methods, techniques and means of teaching in small classes, design and implementation of individual educational routes, techniques for self-organization of a teacher’s activity, self-analysis of difficulties in professional activity, etc. The article presents the key competencies (communicative, design, reflexive), the corresponding components of the content of the activity (integrative-methodological component, informational-cognitive, personality-developing, reflexive-communicative), and the leading principles of training a teacher in a small rural school. Individual routes for advanced training, including variable models, are substantiated.

Keywords: small school, rural school teacher, features of the professional activity of a rural school teacher, communicative competence of a rural school teacher, design competence of a rural school teacher