PEDAGOGICAL MECHANISMS FOR DEVELOPING INDEPENDENT LEARNING AUTONOMY AND REFLECTIVE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CREDIT-MODULE SYSTEM

Abstract

This thesis analyzes the conceptual and methodological foundations for forming academic autonomy and developing reflective assessment competence in future primary school teachers within the credit-module system during independent learning. The introduction of the ECTS credit-module system into higher education requires a significant portion of the academic workload to be shifted to independent learning, which in turn demands future specialists to possess academic autonomy. However, many students face a lack of self-management and time-management skills when transitioning from traditional education to the credit-module system. The research aims to develop and implement a model and algorithm for enhancing independent learning autonomy and reflective assessment competence in future primary school teachers. The stages of students' self-organization, pedagogical activity design, and independent control of learning outcomes are illuminated based on ECTS criteria and innovative diagnostic methods. The study utilized subject-subject, synergistic, contextual, and activity-based approaches. Experimental work involving 355 future primary school teachers confirmed a significant increase in high and medium-level indicators after the implementation of the reflective-independent learning model. In conclusion, it is necessary to move beyond limiting independent learning to mere essay writing in the credit-module system, transitioning to a system of tasks that develop reflective thinking and autonomy, and widely applying modern authentic assessment forms such as e-Portfolio and case studies.