The use of active learning methods for lifelong education

Authors

  • Anastasiia Anosova Communal Educational Institution of Kyiv Regional Council “Kyiv Regional Institute of Teachers’ Postgraduate Education”
  • Olha Horpynchenko Сentral Ukrainian National Technical University
  • Olena Bulavina State Higher Educational Institution “Kyiv National Economic University Named After Vadym Hetman”
  • Hanna Shevchuk Lviv Polytechnic National University
  • Tatyana Valentieva T. H. Shevchenko National University “Chernihiv Colehium”

DOI:

https://doi.org/10.47750/jett.2022.13.03.025

Keywords:

experience, qualifications, self-learning, teachers, time requirements

Abstract

The aim was to study an impact of lifelong learning skills on using active learning methods by teachers to improve their qualifications and teaching practice and evaluate an active methods efectiveness for teachers with different duration of pedagogical experience. The study was conducted using mixed methods. Questionnaires, pedagogical experiment, methods of mathematical statistics were used. The duration of pedagogical experience has equally affects the use of active methods of teaching men and women. Feynman Technique proved to be an effective active learning method for most teachers, which may be determined by the specifics of teaching and the peculiarities of this technique. Full Turn and Case Studies were the least effective methods. Men and women with smaller pedagogical experience are more interested in using active teaching methods for self-study and using in pedagogical practice. The ability of teachers to self-study have an influence on using of active teaching methods. The results of the study are effective for improving self-learning skills of teachers and the representative of other professions; the programme of studying active learning methods with their simultaneous use is effective for solving problems of varying complexity and in all spheres of human activity.

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Published

2022-09-01

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