MULTIMODAL APPROACH TO TRAINING OF TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS: FOCUS ON INTERESTS AND NEEDS

Abstract

In recent decades, the multimodal approach has gained traction across various fields, including mathematics, entertainment, education, museum design, and medicine, signifying a holistic shift in the academic realm. This study explores multimodality in the context of adult education, with a particular focus on its application in the training of preschool teachers. By examining the role of multimodal education as a transformative pedagogical strategy, this research identifies the significance of integrating various sensory modes—verbal, visual, audio, spatial, and temporal—into the educational process. Drawing on both theoretical analyses and empirical data collected from educators and attendees at the Institute of In-Service Training, this study highlights the importance of a multimodal learning environment that caters to the diverse needs and preferences of learners. The findings underscore the value of cooperative learning, critical reflection, and interactive learning technologies in enhancing cognitive engagement and reducing learner fatigue. This research advocates for the adoption of multimodality as a natural component of lifelong learning, necessitating the redesign of educational frameworks to foster flexible, adaptive, and dynamic learning experiences. The study concludes by suggesting further exploration into the application of multimodal approaches in various educational settings, including those involving learners with special educational needs.