Evidence-based education studiesEvidence-based education studiesДоказательная педагогика, психология3034-29963034-4220Togliatti State University106310.18323/3034-2996-2024-2-19-26Pedagogical SciencesПедагогические наукиResearch ArticleLearning by teaching: an outside-the-classroom approachОбучение через преподавание: внеаудиторный подходGolodnayaVera NikolayevnaГолоднаяВера Николаевна
Russian Federation

PhD (Philology), assistant professor of Chair of Humanities and Mathematics

кандидат филологических наук, доцент кафедры гуманитарных и математических дисциплин

vgolodnaia@ncfu.ruNevinnomyssk Technological Institute (branch) of Northern Caucasus Federal UniversityНевинномысский технологический институт (филиал) Северо-Кавказского федерального университета280620242192628062024Copyright ©; 2024, Golodnaya V.N.Copyright ©; 2024, Голодная В.Н.2024Golodnaya V.N.Голодная В.Н.https://creativecommons.org/licenses/by/4.0https://vektornaukipedagogika.ru/jour/article/view/1063

The paper covers the issue of applying the learning by teaching method outside the classroom as an effective tool for the formation of academic (linguistic and transferrable) and life skills, positive personality traits and the popularisation of socially significant values among students of non-linguistic fields of study. The study is based on an experiment, the participants of which were 20 first-year students of Nevinnomyssk Technological Institute studying in the specialty “Chemical technology of inorganic substances”. The experiment was guided by the author of the paper. During the experiment, which lasted two academic semesters (from September 2023 to December 2023), participants helped students (at the ages from 8 to 14 years) of a local boarding school with their homework. The purpose of the study was to identify academic and non-academic skills that can be acquired and improved through teaching practice. The results of the experiment were collected and processed using the narrative interview method (sharing experiences through answering a question) and showed the presence of both academic and transferrable skills. Thanks to the outside-the-classroom circumstances (living and learning conditions in a boarding school), participants were immersed in an environment of social-emotional learning, and noted the benefits of this experience both for future professional activities and for everyday life. Despite certain academic and non-academic difficulties that the participants and organisers encountered in the process of practical application of this method, it turned out to be productive, and the author recommends its use when learning and teaching other academic disciplines.

Статья посвящена вопросу применения метода обучения через преподавание за рамками аудиторных занятий как эффективному инструменту формирования академических (лингвистических и переносимых) и жизненных навыков, положительных личностных характеристик и пропаганде социально значимых ценностей у студентов неязыковых направлений подготовки. В основе исследования лежит эксперимент, участниками которого стали 20 студентов первого курса Невинномысского технологического института, обучающихся по специальности «Химическая технология неорганических веществ». Эксперимент проводился под руководством автора статьи. В процессе эксперимента, который длился два академических семестра (с сентября по декабрь 2023 г.), участники помогали с выполнением домашних заданий воспитанникам (в возрасте от 8 до 14 лет) местного интерната для детей-сирот и детей, оставшихся без попечения родителей. Целью исследования было выявление академических и неакадемических навыков, которые могут быть приобретены и усовершенствованы посредством преподавательской практики. Результаты эксперимента были собраны и обработаны с помощью метода нарративного интервью (обмен опытом через ответ на поставленный вопрос) и показали присутствие как академических, так и универсальных навыков. Благодаря внеаудиторной обстановке (условиям жизни и обучения в интернате) участники погрузились в среду социально-эмоционального обучения и отметили преимущества данного опыта как для будущей профессиональной деятельности, так и для повседневной жизни. Несмотря на определенные трудности академического и неакадемического характера, с которыми участники и организаторы столкнулись в процессе практического применения этого метода, он оказался продуктивным, и автор рекомендует его к использованию для изучения и преподавания других учебных дисциплин.

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