Abordagens inovadoras à aprendizagem de línguas estrangeiras em universidades ucranianas e suecas
desafios em contextos pós-pandémicos e de guerra
DOI:
https://doi.org/10.22633/rpge.v29iesp1.20470Palavras-chave:
Prontidão motivacional, Futuros professores, Formação de prontidão, Atividade profissional, Condições psicológicas e pedagógicasResumo
O artigo explora a prontidão motivacional de futuros professores nos sistemas de formação profissional da Ucrânia e da Europa, com foco na Suécia. O estudo identifica semelhanças na forma como ambas as tradições educacionais interpretam esse conceito e destaca a crescente ênfase na interação aluno-professor. Práticas como trabalho em pequenos grupos e brainstorming foram consideradas eficazes no estímulo à criatividade e ao pensamento independente. Durante o experimento, os alunos enfrentaram desafios para se afastar do pensamento tradicional e gerar ideias inovadoras. A estrutura da sessão incluiu um círculo para "não especialistas" com "especialistas" observando de fora, permitindo o compartilhamento aberto de ideias moderado pelo professor em um ambiente descontraído. O estudo também observa diferenças metodológicas importantes: as instituições europeias enfatizam estudos de caso e aprendizagem baseada em pesquisa, enquanto a formação ucraniana permanece mais focada na instrução teórica e pedagógica.
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