INTERACTIVE TEACHING AND LEARNING IN THE EDUCATIONAL TRAINING COURSE FOR PEDAGOGICS STUDENTS

Abstract

Contemporary student learning is lagging in the use of interactive and computer-based technologies. Therefore, more systematic use of computer-based technologies combined with traditional methods can lead to better results in the academic preparation of student educators. This article discusses teaching and learning methods and techniques that have been designed and tested in working with student educators. They are used in 30% of the study time during the students' exercises and practical work. The methods used include research and development of presentations by students on the main topics of teaching methodology in class - civil, health, environmental and intercultural education. Another group of methods is related to authentic e-learning assignments, assignments, and activities in e-learning textbooks for students. The third group included tasks for digital selection and arrangement of information systems, tasks and activities for conducting lessons and various classes, including working with parents, charitable activities, preparation for holidays, self-organization and more. The last group of methods relates to the development of short digital didactic materials prepared for young students by the student educators - photo galleries, games, videos, test papers, etc. mainly for safe road traffic, disaster and accident protection, environmental protection, sports and tourist activities and more. These methods and techniques were applied over a course of 30 academic hours per semester. The experimental work involved four groups - two experimental ones of 36 students and 2 control groups of 36 students. The work of the students in the experimental groups was both independent and team-based. The teams were dynamic and composed according to different criteria. The results of the study showed the effectiveness of the interactive, computer-based methods and techniques of teaching and learning by three criteria - motivation, academic achievement and teamwork skills. The highest differences of 12% -14% were obtained in the motivation and teamwork skills of the students in the experimental classes. The difference in the knowledge and skills of these students on the topics and problems studied in the methodology is not significant enough. Nevertheless, they show 8% higher results in the performed tests