Agile approach in training future primary school teachers for resolving complex pedagogical situation

Abstract

The article presents the results of an experimental study of the impact of scrum methodology as a kind of Agile approach on building competence in resolving complex pedagogical situations in future primary school teachers. It is noted that the experiment was conducted in the first semester of the 2018-2019 academic year and covered fourth-year students majoring in 013 “Primary Education” at Pavlo Tychyna Uman State Pedagogical University and Berdiansk State Pedagogical University. The author reveals the peculiarities of adaptation of the scrum methodology to the traditional educational process, distribution of academic time into periods in accordance with iterative processes of educational assignments. The specifics of the scrum methodology, the role and relationship of teacher and students, the process and procedures of creating the final product — a portfolio of analysed and resolved complex pedagogical situations, as well as a compendium of relevant case studies and teaching materials. Procedures for the formation of experimental and control groups and ensuring the statistical reliability of the results are covered. Diagnostic methods for determining the resulting variables are described, namely: the ability of students to resolve complex pedagogical situations, the quality of learning and motivation of students to learn. It is experimentally proven that the scrum methodology promotes the development of students’ ability to resolve complex pedagogical situations, increase the quality of education and motivation to learn in training future primary school teachers.