Studying of the Teachers’ Attitude Features to the Distance Learning
https://doi.org/10.31161/1995-0675-2021-15-1-107-114
Abstract
The aim of the paper is to study the teachers' attitude features to the distance learning.
Methods. Analysis of psychological and pedagogical literature, questionnaire.
Results. Based on an empirical analysis, all the difficulties faced by teachers with the distance learning format are described and argued. Not all teachers were ready for the new learning format. The positive and negative aspects of distance learning are highlighted.
Conclusion. With the transition to the distance learning format, teachers have noted typical difficulties and problems with the technical support of distance learning. The reason for this was mainly the lack of participants' experience and practice of interaction in remote mode. A number of problems faced by teachers in the conditions of distance learning are noted: the unpreparedness of students for the mode of remote assimilation of educational material due to students' ignorance of the use of online information applications and telecommunication networks in remote mode; a decrease in the motivation of students teaching; difficulties with the selection of control and measuring materials and the selection of lesson content, etc.
About the Authors
M. M. Dalgatov
Dagestan State Pedagogical University
Russian Federation
Russian Federation
Magomed M. Dalgatov - Doctor of Science (Psychology), Professor, the chair of Psychology.
Makhachkala
A. R. Davudova
Dagestan State Pedagogical University
Russian Federation
Russian Federation
Aizanat R. Davudova - Ph. D. (Psychology), Senior Lecturer, the chair of Psychology, DSPU.
Makhachkala
G. Kh. Bagandova
Dagestan State Pedagogical University
Russian Federation
Russian Federation
Gulaymat Kh. Bagandova - Ph. D. (Psychology), assistant professor, the chair of Psychology, DSPU.
Makhachkala
References
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Review
For citations:
Dalgatov M.M., Davudova A.R., Bagandova G.Kh. Studying of the Teachers’ Attitude Features to the Distance Learning. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2021;15(1):107-114. (In Russ.) https://doi.org/10.31161/1995-0675-2021-15-1-107-114
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