FORMATION THE ELEMENTARY STUDENT TEACHERS’ PROFESSIONAL SELF-ESTEEM WITH ACTIVE LEARNING TOOLS: EXPERIENCE AND PRACTICE

Abstract

This paper describes own strategies and experiences of formation the elementary student teachers’ professional self-esteem with active learning tools and draws on the published research in this area to understand how to integrate the technology effectively into the educational process. Active learning technologies is a broad approach that includes such techniques as substituting active learning experiences for lectures, holding students responsible for material that has not been explicitly discussed in class, assigning open-ended problems and problems requiring critical or creative thinking that cannot be solved by following text examples, involving students in simulations and role-plays, assigning a variety of unconventional writing exercises, and using self-paced and/or cooperative (team-based) learning. In traditional instruction, the educator’s primary functions are lecturing, designing assignments and tests, and grading; in active learning environment the teacher still has these functions but also provides students with opportunities to learn independently and from one another and coaches them in the skills they need to do so effectively. The article concludes by comparing the successful change in self-esteem’s formation process of experimental and control groups.