Field Trips and Challenge-Based Learning for Heritage Education: Assessment of the Self-Perception of Primary School Teacher Trainees in Spain

The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.

Introduction. The education system is involved in the process of digital transformation. On the one hand, it is the object of transformation itself, and on the other hand, it has to train personnel for the digital economy. Pedagogical universities solve the problem of training future teachers in the fields of improving their own ICT competence and lesson design in a digital educational environment, as well as the use of digital educational resources. The analysis of pedagogical education programs shows that the training of future primary school teachers in the field of ICT and the development of their digital literacy is carried out systematically. However, in our opinion, teacher training in the field of lesson planning methodology in the digital educational environment is carried out at an insufficient level. The aim of the research is to identify the level of training of future primary school teachers to lesson planning in the digital educational environment. Materials and methods. Theoretical part of the research used the method of analyzing literary sources to substantiate the relevance and identify the current state of the problem of training future primary school teacher to use digital educational resources. During the practical part of the work, we used V. G. Katashev's method “Determination of professional learning motivation”, pedagogical testing, content analysis, mathematical methods, including Spearman's rank correlation method. The study involved 81 full-time 2nd and 4th year students of the faculty of training of primary school teachers of South Ural State Humanitarian-Pedagogical University (Russia, Chelyabinsk). KEYWORDS Results. The components of the future primary school teacher's training for lesson planning in the digital educational environment are identified: motivational, cognitive and activity components. The main groups of difficulties of future primary school teachers in lesson planning in the digital educational environment are identified: technical, psychological, pedagogical, didactic, methodological. Generalization of the results of the research of future primary school teachers' training for lesson planning in the digital environment allows us to state the insufficient level in 3.7% of students, threshold – in 19.8%, optimal – in 54.3%, advanced – in 22.2%. Conclusion. The important aspects of training students – future primary school teachers to lesson planning in the digital educational environment include: 1) determination of the stages of its formation in the course of pedagogical education (preparatory, basic, and final); 2) determination of the content of students' activities based on the specifics of their difficulties identified as a result of analyzing the technological maps of lessons reflecting the use of digital educational resources; 3) development and implementation of practice-oriented educational products that help to improve the level of training of future primary school teachers to use digital educational resources during lessons.

The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.

The article studies the characteristics of teacher training for primary school teachers in the information educational environment in higher education institutions (HEIs). It shows that Ukraine’s integration into European and world educational space as a prerequisite for determining effective areas in its development is a strong motive to study the systems of teacher training for primary school teachers, reflect on their positive experience, clarify trends and prospects of their development and discover ways to solve the existing issues in teacher education. The article considers the current state of teacher training for primary school teachers in view of applying information technologies in HEIs. Considering teacher training for primary school teachers as the large-scale nationwide objective, the article analyzes this aspect in those Ukrainian HEIs whose activities are related to this particular area. IT is also essential and necessary to study the experience of individual scholars and practitioners implementing the achievements of informatization in their activities. The detailed study of teacher training for primary school teachers has made it possible to reveal significant shortcomings in this process. The findings prove that HEIs do not create favourable organizational conditions for future primary schools teachers to develop their innovative professional and personal qualities. These include the following: competitiveness; motivation towards lifelong learning and continuing professional development; knowledge about appropriate ways of personal development; creative and IT skills.

The research has been aimed at identifying the theoretical bases of improvement of quality of methodical preparation of future primary school teachers to conduct lessons of language and literature educational branch in the conditions of educational environment of the New Ukrainian School. On the basis of a thorough analysis of scientific positions, the author has presented the definition of "vocational training of primary school teachers". It has been determined that an important component of the professional training is the methodical preparation of primary school teachers in higher educational institutions for teaching various educational fields of elementary school (linguistic, literary, mathematical, natural, etc.). It has been found that the result of professional and methodological training is formed professional and methodological competence. The author of the article has considered the sense of the conceptions of professional and methodical competence. Attention has been paid at the peculiarities of methodological training in the field of language and literary education. The results of the monitoring of the vocational and methodological readiness of the students of the fourth year of Mukachevo State University to conduct a personally oriented lesson of the Ukrainian language in the conditions of the innovative educational environment of New Ukrainian School have been presented. We have substantiated the need to improve the process of methodological training (language and literary educational field) of future primary school teachers during the study at higher educational establishment. Critical reflection on the views of scientists, analysis of the content of educational and professional training program 013 Primary education, generalization of survey methods have allowed the author to determine the purpose and to consider the tendencies of improving the methodological training of future primary school teachers to conduct lessons of language and literary educational field in the conditions of educational environment og the New Ukrainian School.

This article reveals the peculiarities of the transformation of the vocational training of future primary education specialists. Based on the theoretical and methodological analysis of normative documents, the authors note the importance of the transformation of higher education, in particular, the training of future teachers at both theoretical and practical levels, emphasize the features of innovations in the general education system and present options for training a "new" primary school teacher depending on modern socio-cultural challenges. The problem of the study is to establish a connection between updating the content of general education at the federal level and the system of vocational training of primary school teachers. Therefore, it is possible to assume that the existing modern socio-cultural challenges contribute to the transformation of higher education, in particular the training of primary school teachers. The purpose of the study is a theoretical study of the transformation of the vocational training of primary school teachers, taking into account modern socio-cultural challenges. The method and methodology of the research consists in the study and analysis of scientific psychological and pedagogical publications and the regulatory documents in the field of education of the Russian Federation, as well as summarizing the authors’ experience in training future primary school teachers and systematization of the research materials. Results. The article develops and presents the models of criteria-based assessment in primary school in a common educational space and the transformation of the vocational training of primary school teachers in the context of modern socio-cultural challenges. The features of the formation of new meta-professional competencies of primary school teachers are revealed. The opinions of scientists on the need to develop a set of pedagogical and methodological measures aimed at improving the quality of education in the Russian Federation are summarized and interpreted. The results obtained can be applied in the pedagogical activity of specialists in general, secondary vocational and higher education, as well as of those who are interested in the problems of modern education.

The article highlights the problems related to the training of the primary school teachers in their interconnected educational and foreign language professional activities. It is stated that training of future primary school teachers cannot consist only in teaching isolated subject content, but it should be carried out on the basis of the formation of several types of competencies, such as: psychological and pedagogical, major subject-centred, methodology-oriented. The combination of these competencies will lead future teachers to their readiness to teach schoolchildren any of the curriculum subjects. The aim of the work is to substantiate the possibility of developing the readiness of primary school teachers for integrated teaching educational and foreign language speech activities using the example of teaching Fine Arts in English. An attempt to substantiate this action is supposed to be based on the laws of dialectics, namely: the law of unity and diversity of the world, the law of unity and struggle of opposites, the law of the transition of quantitative changes to qualitative ones, the law of the negation of negation, which are considered the main driving forces for the development of nature, society and intelligence. The research methods are as follows: theoretical – the analysis of pedagogical, psychological, didactic literature on the research problem, which allows further theoretical substantiation of the expediency of the training intended for the future Primary School teachers for integrated teaching educational and foreign language speech activities. Taking into account the results of the work, we came to the conclusion that it can be considered dialectically legitimate for the future Primary School teachers to integrate teaching an educational course in a foreign language, during which primary schoolers obtain knowledge and develop skills in their major subject, as well as foreign language knowledge, skills and abilities, allowing both to learn the basic discipline by means of a foreign language, and to conduct educational activities at the lesson by means of a foreign language. Keywords: integrated education, training of Primary School teachers, educational and foreign language speech activities.

У статті акцентовано увагу на необхідності оновлення системи ступеневої підготовки майбутніх учителів початкових класів у зв’язку з прийняттям Професійного стандарту “Вчитель початкових класів закладу загальної середньої освіти”. Уточнено сутність поняття “ступенева підготовка майбутніх учителів початкових класів”. Представлено модель ступеневої підготовки майбутніх учителів початкових класів. Визначено трудові функції, якими мають оволодіти фаховий молодший бакалавр, бакалавр та магістр. Наведено приклад врахування професійних компетентностей, визначених у професійному стандарті, у результатах вивчення освітнього компонента “Методика роботи класного керівника”.

The purpose of the study is to determine the features of online lectures, essential characteristics and possibilities of implementing strategies for their implementation in the training of future primary school teachers. The research was conducted with students of the first (bachelor's) and second (master's) levels of higher education in the speciality 013 Primary education of one of the state universities of Ukraine. For its implementation, the analysis of literature was carried out in the direction of scientific research, which made it possible to determine the conceptual apparatus and theoretical basis of this study. Based on this, strategies for quality training of future primary school teachers were determined. What found practical implementation in the construction of the structure of the online lecture, which will contribute to its effective conduct. Based on the generalization of practical experience for each of the structural parts of the online lecture, means, tools and techniques that promote active interaction, student involvement and reflection have been selected and organized. We see prospects for further research on this topic: in the development and improvement of existing strategies and structures of online lectures for effective training of future primary school teachers; in the study of the impact of online lectures on academic achievement and motivation of students; in the development and implementation of new technologies and tools to improve the quality of online lectures. The results of the study can be used by scientists, teachers of higher education institutions, academic leaders and managers to ensure high-quality and effective training of future primary school teachers in the online environment.

The article is devoted to the study of theoretical and practical aspects of the organization of future teachers professional training to work with children with special educational needs. It is noted that the professional training of specialists in this context is studied by various specialists: psychologists and teachers, physicians and sociologists, demographers and philosophers. It is shown that children with special educational needs require an individual approach in the organization of inclusive education in general secondary education, which provides a special organization of the educational process in higher education in the context of training future professionals. Attention is focused on the problems of professional training of future primary school teachers: insufficient development of theoretical approaches to ensure the system of professional training; imperfect professional training of primary school teachers to work in inclusive education; insufficient level of competence of research and teaching staff in higher education; lack of systematic vision of the problem of inclusion and ways to solve it in different educational structures, etc. It is stated that professional training requires the mandatory formation of the readiness of future teachers to work in inclusive education. Recommendations for the formation of professional readiness are characterized, in particular: to ensure full access of higher education seekers and teachers-practitioners to innovative tools of pedagogical activity; to develop and implement educational courses of prolonged action; to involve applicants for higher pedagogical education and teachers-practitioners in conducting research on the search for and development of effective technologies and methods in the context of inclusive education; develop clear action programs for the professional development of primary school teachers, etc. Keywords: professional training; children with special educational needs; future teachers; inclusive education, professional readiness.

International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET) for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two different kinds of courses are outlined and the designs of the courses presented through document analysis interspersed with extracts from interviews with teacher trainers. Strengths and weaknesses of the two different kinds of courses are compared. The study concludes that if English teaching in primary schools in Norway is to improve towards 2030, there is a need for the introduction of new programs and structures for the development of teacher trainers with primary school teaching experience, and for the systematic development of networks of primary school English teachers with the aim of nurturing and sustaining their professional development

The relevance of the article is determined by the European integration processes that determine the vectors of dynamic development of our society, in particular, higher education and its important component ‒ the system of professional training of future primary school teachers. The article focuses on the trends of professional training of the future teacher in the context of implementing his partnership interaction with subjects of the educational process. The purpose of the article is to identify and analyze the basic trends in the professional training of the future teacher. The article uses such general scientific research methods as: analysis (of psychological and pedagogical literature, information sources for studying educational trends and views of scientists on the problem under investigation); definitional analysis (in order to determine the essence of the researched category); synthesis, comparison, systematization of scientific sources (to identify the state of development of the problem); generalization (to determine the leading category of research). Three levels of basic trends in the professional training of the future primary school teacher for the implementation of partnership interaction of the subjects of the educational process, which are basic in the professional activity of future specialists, are distinguished: social level trends (European integration, humanization and axiologisation of higher education); trends at the scientific and methodological level (polyparadigmatic and interdisciplinary nature of education); practical level trends (technologicalization of higher education). The identified basic trends determine the priority vectors of professional training of primary school teachers in the context of ideas of partnership pedagogy and significantly influence the formation of the professional quality of future primary school teachers necessary for effective partnership interaction between subjects of the educational process.

The study presents a multidimensional overview of the phenomenon of “flexible learning”, which conceptually corresponds to the global crisis conditions of our time. The definitional analysis offers various interpretation of the concept, viewed as an educational approach, didactic principle, form of learning organization of and the method of teaching. The semantic representation outlines the characteristic aspects, which are characterized by the denial of rigidity, independent search for optimal solutions and the ways of solving, flexible transition to other environments, adaptation to changes, variability, correlation in terms of space, time, structure, and content. The article presents the author’s vision of e-learning training of future primary school teachers as a pedagogical system in the context of flexible learning. It addresses the components of the system (namely, conceptual and purposefulness, information and content, educational and methodological, evaluation and result, resource and technological) and their structural and functional variation in accordance with the factors of flexible learning (openness, dynamism, variability, interactivity, creativity, content adaptation and differentiation of program support in terms of the impact of digital tools, technologies, online educational platforms). The author of the article investigates the parameters of flexible learning (flexible access, flexible content, flexible methods, flexible assessment, flexible attitudes, etc.), the framework of flexible learning elements that provide pedagogical interaction in a constructive unity between HEIs and students (institutional adaptability, balanced pragmatism, student choice and personal flexibility), and the forms of flexible learning organization (blended, synchronous or asynchronous, individual, group, collective learning). Additionally, the study outlines the features of personalization and differentiation in education that are based on the individual approach in teaching and learning, aimed at the developing of mastery and professionalism of the prospective primary education teachers. Keywords: flexible learning, digital educational environment, personalization of learning, adaptive learning, e-learning, e-distance training of primary school teachers.

For four years of studying the subject “physical education” at the university, students of the faculty for the training of primary school teachers study the history, theory, teaching methods of their chosen sport, master the technique of special and basic exercises, acquire the skills, knowledge, and skills necessary for independent organizational, training and pedagogical, educational and research work in a chosen sport. Focusing students on named achievements, a teacher should educate students about the desire to study the theoretical foundations of the specialty not only in textbooks but also in additional materials. The preparation of credit standards should be preceded by significant preparatory work during the semester and the entire academic year, aimed at improving the corresponding motor skills and improving the level of physical fitness of students. The content of the practice also includes the formation by students of skills in compiling training plans in a chosen sport, work plans-schedules of the sports section or departments of the youth sports school, and other documentation. These skills are formed in the process of independently performing the tasks of a teacher in compiling educational documentation for this sport. In advance, students listen to relevant lecture material, study special methodological literature and sample documents on planning, accounting, and reporting.

У контексті актуальних вимог до професійної підготовки майбутніх учителів початкових класів Нової української школи зростає роль професійної лінгвістичної підготовки вчителя початкових класів. Мета статті – висвітлити сутність методу проєкту, описати види проєктів, етапи роботи над проєктом та можливості застосування його під час формування правописної компетентності студентів закладів вищої педагогічної освіти. Для реалізації мети були використані такі методи дослідження: теоретичні (аналіз і синтез під час опрацювання лінгвістичної, педагогічної та методичної літератури з досліджуваної проблеми; теоретичне осмислення й узагальнення досвіду викладачів-філологів і власного досвіду роботи для визначення стану роботи над формуванням правописної компетентності майбутніх учителів початкової школи; емпіричні (спостереження й аналіз занять з дисципліни «Практикум з українського правопису» для студентів спеціальності «Початкова освіта»). У статті розкрито різнотлумачення поняття, описано значення проєктної діяльності у процесі формування ключових і предметних компетентностей фахівців. У науковій розвідці проаналізовано найбільш поширені класифікації освітніх проєктів, охарактеризовано структуру методу проєкту в працях відомих українських педагогів і лінгводидактів, закцентовано увагу на оцінюванні рівня виконання проєкту студентами, укладено алгоритм роботи над проєктом для студентів, запропоновано зразок проєкту. У результаті аналізу проблеми дійшли до висновку про те, що в умовах модернізації вищої освіти, оновленні її змісту та структури особливої актуальності набувають нові форми й методи навчання, зокрема метод проєкту, який сприяє формуванню у студентів умінь і навичок самостійно здобувати знання, вміння застосовувати отримані правописні знання у конкретних комунікативних ситуаціях.