Educational Grant Implementation «Written Resourceful Practices in English for Preservice Primary School Teachers in Times of Uncertainty»

Abstract

The purpose of the article is to highlight the practical experience in implementation of the educational grant «Written Resourceful Practices in English for Preservice Primary School Teachers in Times of Uncertainty» within future educators’ professional training at T.H. Shevchenko National University «Chernihiv Colehium». Methodology of the research paper is based on the theoretical methods (analysis, generalization and systematization of psychological and educational literature) and empirical methods (surveys, questionnaires, observation, educational conversation, self-observation, and reflection). The study is based on the concepts of the theory of cognition; theory of professional growth; theory of creative pedagogy; theories of pedagogical partnership and psychological resilience in preservice teachers. Scientific novelty is that for the first time, while implementing the educational grant, written resourceful practices in English have been used to train preservice primary school teachers in times of uncertainty for stress and anxiety relief; psychological discharge and crisis state overcome; resiliency development; mental health restoration; self-expression and self-discovery promotion; personal opinion expression; creative potential encouragement; preservice primary school teachers’ English written competence improvement in times of uncertainty.