Enfoques innovadores para el aprendizaje de lenguas extranjeras en universidades ucranianas y suecas
retos en contextos pospandémicos y de guerra
DOI:
https://doi.org/10.22633/rpge.v29iesp1.20470Palabras clave:
Preparación motivacional, Futuros profesores, Formación de la preparación, Actividad profesional, Condiciones psicológicas y pedagógicasResumen
El artículo explora la preparación motivacional de los futuros docentes dentro de los sistemas de formación profesional de Ucrania y Europa, con especial atención a Suecia. El estudio identifica similitudes en la interpretación de este concepto por ambas tradiciones educativas y destaca el creciente énfasis en la interacción entre estudiantes y docentes. Se observó que prácticas como el trabajo en grupos pequeños y la lluvia de ideas impulsan eficazmente la creatividad y el pensamiento independiente. Durante el experimento, los estudiantes se enfrentaron a dificultades para alejarse del pensamiento tradicional y generar ideas innovadoras. La estructura de la sesión incluyó un círculo para los no expertos y la observación externa de los expertos, lo que permitió un intercambio abierto de ideas moderado por el docente en un ambiente distendido. El estudio también señala diferencias metodológicas clave: las instituciones europeas priorizan los estudios de caso y el aprendizaje basado en la investigación, mientras que la formación ucraniana se centra más en la instrucción teórica y pedagógica.
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