Role of technology in future teachers’ training: Case study of ESEFA students, Morocco

The article discusses the problematic aspects caused by the increased requirements for the level of practical training of future teachers of preschool education in a university. Currently, one of the key directions in the development of education is mentoring, which is a process of accompanying and supporting a student in personal and professional development. In the professional development of a future teacher, mentoring is determined by an effective tool for increasing motivation, developing self-regulation skills, social responsibility and career prospects. Practical training of pedagogical university students through pedagogical mentoring is an important stage in the process of preparing future teachers for the profession and provides them with the opportunity to acquire the necessary experience and knowledge for successful work. This article presents a theoretical analysis of the current state of the implementation of pedagogical mentoring as an indicator of the quality of training of preschool bachelor students in the conditions of the Republic of North Ossetia-Alania. The main attention in the article is paid to the problem of the implementation of pedagogical mentoring in the developed model “high school teacher-university student-teacher-mentor of a preschool educational institution (head of practice); disclosed its stages in the content of the methodological practice of university students. The conclusions state that this model will improve the quality of practical training of future teachers of preschool education in a university environment, ready to work with preschoolers, as well as improve the professional level of pedagogical skills of university teachers and preschool teachers. The implementation of the main idea of the project of pedagogical mentoring will make it possible to determine promising opportunities for the further professional development of future preschool teachers.

Introduction. Modern innovative in content and nature of Ukraine's educational system does not fully meet global trends in society and the labor market, which requires the formation of advanced educational policy to ensure the appropriate level of professional development of future teachers of labor education and technology. Purpose. Investigate the process of professional development of future teachers of labor training and technology in the process of independent work and reveal the features of programming his personal portfolio for life and professional prospects. Methods. The following methods were used for the research: study of methodical and scientific-pedagogical literature on the research topic; analysis, synthesis, comparison, generalization, study and generalization of advanced pedagogical experience. Results. It is investigated that the use of personal portfolio provides personal educational trajectory of professional development of future teachers of labor education and technology, stimulates independent student work, intensifies participation in higher education events, competitions, contests, conferences, charity fairs, exhibitions, festivals and others. The development of a personal portfolio by a future teacher of labor education and technology as a method of assessment and forecasting allows you to solve a number of personal (personal and professional) tasks and gradually and systematically build the prospect of their own formation and growth. Originality. In the article are covered the principles of application of portfolio technology; identifies the tasks of professional development of future teachers in the personal portfolio; the structure of the personal portfolio of future teachers of labor education and technology is presented. Conclusion. The results of the study, logical and systematic analysis of psychological and pedagogical, scientific and methodological literature, practice in the process of educational and professional activities in higher education institutions highlight the need for personal programming of personal portfolio by future teachers of labor training and technology for life and professional prospects. Also, the results of the study give grounds to assert that in the professional development of the future teacher is necessary – the formation of an active life position – the need for self-development and self-improvement. Shifting the emphasis of the educational process to self-educational activities necessitates the training of future teachers of labor education and technology adequate perception and understanding of their capabilities, the development of their reflective abilities.

This article examines the issue of personal and professional development of future teachers in the context of digital modernization of the education system. The trends of the modern education system are reflected, which in turn affect the personal and professional development of the future teacher. The article examines the crisis moments in the professional development of a future teacher in the context of the implementation of professional pedagogical activity both in traditional conditions and in the context of digital reform of the education system. The axiological and motive are considered. The basic stages of personal and professional development of a student of a future teacher in the conditions of digitalization of the education system are determined. In this regard, the importance of personal and professional development of a student-a future teacher in the context of digitalization of the education system is emphasized.

One of the tasks of higher education institutions in the conditions of Ukraine's integration into the European and global scientific and educational space is the professional training of future teachers who are capable of organizing creative educational activities, searching for and creating innovations, which involves the formation of the learner's scientific outlook, critical thinking, development of projective, analytical, reflexive, communicative, and other skills. It has been found that the professional development of future teachers begins during their studies at higher education institutions in the course of professional training, which is considered as a comprehensive process of acquiring theoretical knowledge by future teachers, mastering and consolidating general pedagogical and specialized skills and abilities, the result of which is considered to be the development of readiness for professional activity in future teachers. It is noted that the professional development of future specialists during their studies at higher education institutions will be facilitated by the introduction of innovative teaching technologies into the educational process, which corresponds to the nature and pace of social changes in society, high European standards of training competitive specialists of an innovative type. The essence of the process of professional development is defined as a process that contributes to achieving an optimal balance between the complex of requirements placed on the teaching profession as a whole, and which involves the professional socialization of the individual through the need for self-realization and self-education; the role of innovative technologies in the professional development of future specialists in higher education institutions is substantiated, the variability of innovative technologies that contribute to the professional development of students during their studies at higher education institutions is revealed. It is established that the professional development of future teachers is facilitated by the introduction of innovative technologies into the educational process of higher education pedagogical institutions, including such technologies as interactive technologies, gaming technologies, project technologies, information and communication technologies, and multimedia technologies, which have become widespread in the conditions of blended learning.

The article discusses the conceptual foundations of designing a strategy for supporting the professional development of future preschool teachers in the context of a career paradigm and the experience of experimental research of such support at the level of a state higher education institution. The solution to the problem of actualizing the students’ self-realization process, which ensures professional development and career development design, is the system of student mentoring organized at the university; it is distinguished by a variety of content, forms of organization of inter-course interaction of students, which contributes to the planning of the career path of professional activity, the assimilation of professional competencies in accordance with changing educational needs. The acmeological-synergetic approach is chosen as the general methodological basis of the concept of a career-forming strategy. In the description of mentoring experience at the university on the basis of inter-course interaction, the pedagogical and organizational components of the career support system for future teachers are presented. The most significant results of revealing the career opportunities of future teachers in the context of the dynamics of changes in preschool education were the formation of ideas in the field of career self-management, professional competencies, manifestation of the abilities to plan and analyze their achievements, the need for self-development.

The problem of improving the effectiveness of performance and methodological training is one of the leading in the system of professional development of future teachers of music in higher education institutions. In this regard, the purpose of the article is to study the theoretical foundations of professional performance (vocal, instrumental) and methodological training of future musical art teachers. To achieve this goal, the following methods have been used: generalization of scientific resources, analysis of practical experience, and theoretical modeling. The performance training includes the organization of the students’ work with the main instrument and voice production (during individual classroom and independent activities, in the class of the ensemble, orchestra, and choir, etc.). Methodological training is the most dynamic feature of the formation of future teachers of music art, due to active changes in regulations and trends in the field of “art”. The prerequisite for the effective provision of professional training for future teachers is the integrated use of several systematically combined approaches. For vocal and instrumental training of music students, these approaches are personality-oriented, individual, and developmental, and for methodological training – competency, culturological, integration, and system approaches. Thus, the performance training of future music teachers is based on scientific approaches to personal orientation, and methodological approaches related to modern requirements and pedagogical trends in general secondary education.

Scientific and methodological article addresses the issue of preparing future teachers to use digital technologies in the implementation of art projects. It substantiates that the digitalization of education necessitates a rethinking of traditional teaching approaches, directing students toward the creative application and transformation of acquired knowledge through modern digital tools. The concepts of “digital competence of a future teacher” and “art project” are clarified within the context of art education. It is shown that the integration of art and digital technologies transforms the educational process into a space of self-expression, innovation, interdisciplinary interaction, and the formation of a creative teacher’s personality. The article characterizes the specific features of preparing students majoring in “Preschool Education” and “Primary Education” to use digital technologies in artistic and project-based activities. Pedagogical conditions that promote the development of digital, artistic, and creative competences are defined, including the integration of digital and artistic components into professional training, the creation of a creative digital learning environment, a practice-oriented approach based on art projects, and the cultivation of digital culture among future teachers. Examples of possible art projects that can be implemented during professional training and teaching practice are presented. The study proves that the use of digital technologies in project-based activities enhances students’ self-expression, communication, collaboration, and contributes to the development of innovative and critical thinking. It is concluded that the implementation of art projects through digital tools is an effective direction for modernizing the artistic component of teacher education and for shaping students’ readiness for professional activity in the context of digital society. Prospects for further research involve developing methodological recommendations for university instructors and exploring the potential of artificial intelligence for the personalization of art project activities in teacher training.

The actualization of scientists' attention to the axiological problems of education is connected with the understanding that positive changes in society indirectly depend on the same changes in the education system. The main criterion of these changes in education is the training of future teachers from the standpoint of awareness of the realities of the modern world. The value orientations of the individual are diverse and depend, on the one hand, on the content of the values, chosen by the individual, on the other – on the degree of assimilation of these values. Universal values are at the heart of the value orientations of the individual, and a future teacher, as a representative of society, must have an appropriate orientation to them. After all, a special role in the general system of professional training of future teachers is given to pedagogical practice, because, as we know, the most successful formation of the personality of the specialist occurs in activities close to her/his future profession. Therefore, today the most important task of teaching and extracurricular in higher education is the formation of a system of value orientations of the future teacher; this will create a basis for enriching the inner spiritual potential of applicants in the higher education system. The purpose of the article is the process of formation of professional and value orientations of future teachers of technology during a pedagogical practice. The research methods. In the course of the research general scientific and pedagogical research methods were used: theoretical: analysis (comparative, systemic, inductive, deductive); synthesis (general scientific, interdisciplinary, interdisciplinary); classification, systematization, generalization; empirical: studying the results of students' activities by analyzing student documentation on pedagogical practice. The results and discussion. The process of formation of professional and value orientations of future teachers in the conditions of their psychological and pedagogical training is considered. At the same time, such an aspect of professional and practical training of future specialists as the importance of the pedagogical practice influence on the process of formation of their professional and value orientations is insufficiently studied. The essence of pedagogical practice is the application by students of psychological-pedagogical and special-methodical theoretical knowledge in the real conditions of the educational process and extracurricular and mastering the methods of professional and pedagogical activities on this basis. Practical training includes all types of practices and is an integral part of the training of future technology teachers. The practical component of the educational process in higher education, namely the specialty «Secondary Education (Labor Education and Technology)», is carried out on a thorough theoretical basis, which in turn consists of psychological and pedagogical, methodological and special disciplines. Conclusions. It was found that an important condition for the professional development of future teachers of technology is the formation of values in teaching, and changes in the value orientations of student youth require revision and introduction of new forms and methods of work in higher education. The essence of the concept of «pedagogical practice» as a component of professional training of future teachers, which complements and enriches the theoretical training of applicants, creates opportunities for consolidation and deepening of knowledge, use of theoretical principles of professional disciplines to solve practical problems. The main aspects, structure and factors of pedagogical practice are studied, its functions are characterized.

Introduction. The article reveals modern trends to educational process in course of future teachers training aimed at improving the quality and efficiency of the professional component on the basis of the competency approach. In the context of European chall-?nges, modern professional development of future teachers, requires specific approaches to designing the trajectory of self-determination and self-identification within the profession. The need of reforming the educational and qualification disciplines (courses) of higher school, which should be focused on the operation of knowledge and their critical thinking has been proved; the learning dynamics, the development of personal abilities and talents of students, the ability to take responsibility and be ready to teamwork have been substantiated. The overview of external and internal sources of professional development of future teachers in the context of reforming the training of future teachers has been presented.Purpose. Analysis of external and internal factors of professional development of future teachers based on the introduction of a competency-based approach for higher education. Results. The level of professional development of future teacher is a combination of theoretical knowledge, practical skills, methodical creativity and personal qualities of a specialist, which largely ensures the appropriate level of effectiveness of his pedagogical activities. The fulfillment of the tasks set before education will be provided under the condition of reforming the construction of approaches to the training of future teachers, expansion, enrichment and continuity of profe-?sional development. Methods. Analysis, synthesis, abstraction con-cretization, systematization, modeling, generation. Originality. The authors have analyzed internal and external factors of professional development of future teachers, the influence of the level of self-awareness of the specialist (I-concept) on the prospects of quality professional self-improvement or the creation of psychological barriers to success in the profession. Conclusion. The concept of «professional development» of future teacher has been specified as valuable attitude of pedagogical staff and their stable motivation to master knowledge, skills, practical use, the need for self-improvement; mastery of technologies for formation of students' basic values within the basis of European society. The activation of the need of specialists for self-improvement; mastery of technologies for the formation of basic values of European society in higher education have been outlined.

The article defines and substantiates the pedagogical conditions for the training of future German language teachers in higher education institutions on the basis of the acmeological approach. The relevance of scientific research is manifested in the rapid changes in society, which require professionals to self-improvement throughout life. To date, the issue of substantiation of pedagogical conditions of future German language teachers in higher education institutions on the basis of acmeological approach remains insufficiently studied. The study of the concept of "pedagogical conditions" is based on the conditions of its origin, functioning, evolution and optimization. The factors of the acmeological environment of the higher education institution are determined and detailed. The authors characterize expediency of introduction of the acmeological approach in educational process which will promote gradual harmonious and integral development of the future teachers. The article deals with complex and multidimensional acmeological environment of a higher education institution in terms of the basis for the professional development of future teachers. According to the analysis of scientific literature and the authors' own experience, the term "motivation for achievement" is substantiated, that is the internal readiness of higher education seekers to achieve a special result due to certain individual and objective prerequisites for training future German language teachers in higher education based on acmeological approach. Factors that contribute to the development of positive motivation for achievement are described. The essence and necessity of acquiring key competencies and skills defined for the European educational space are explained, the focus is on the relevant competency groups in terms of acmeological approach to the training of future German language teachers.

BackgroundThe Dutch Ministry of Health has formulated ambitious goals concerning the use of telehealth, leading to subsequent changes compared with the current health care situation, in which 93% of care is delivered face-to-face. Since most care is delivered to older people, the prospect of telehealth raises the question of whether this population is ready for this new way of receiving care. To study this, we created a theoretical framework consisting of 6 factors associated with older people’s intention to use technology.ObjectiveThe objective of this study was to understand community-dwelling older people’s readiness for receiving telehealth by studying their intention to use videoconferencing and capacities for using digital technology in daily life as indicators.MethodsA mixed-method triangulation design was used. First, a cross-sectional survey study was performed to investigate older people’s intention to use videoconferencing, by testing our theoretical framework with a multilevel path analysis (phase 1). Second, for deeper understanding of older people’s actual use of digital technology, qualitative observations of older people executing technological tasks (eg, on a computer, cell phone) were conducted at their homes (phase 2).ResultsIn phase 1, a total of 256 people aged 65 years or older participated in the survey study (50.0% male; median age, 70 years; Q1-Q3: 67-76). Using a significance level of .05, we found seven significant associations regarding older people’s perception of videoconferencing. Older people’s (1) intention to use videoconferencing was predicted by their performance expectancy (odds ratio [OR] 1.26, 95% CI 1.13-1.39), effort expectancy (OR 1.23, 95% CI 1.07-1.39), and perceived privacy and security (OR 1.30, 95% CI 1.17-1.43); (2) their performance expectancy was predicted by their effort expectancy (OR 1.38, 95% CI 1.24-1.52); and (3) their effort expectancy was predicted by their self-efficacy (OR 1.55, 95% CI 1.42-1.68). In phase 2, a total of 6 men and 9 women aged between 65 and 87 years participated in the qualitative observation study. Of the primary themes, 5 themes were identified that could provide greater understanding of older people’s capacities and incapacities in using digital technology: (1) “self-efficacy and digital literacy,” (2) “obstacles to using technology,” (3) “prior experience and frequency of use,” (4) “sources of support and facilitating conditions,” and (5) “performance expectancy.” These 5 themes recurred in all 15 observations.ConclusionsPerformance expectancy, effort expectancy, and perceived privacy and security are direct predictors of older people’s intention to use videoconferencing. Self-efficacy appeared to play a role in both older people’s intention to use, as well as their actual use of technology. The path analysis revealed that self-efficacy was significantly associated with older people’s effort expectancy. Furthermore, self-efficacy and digital literacy appeared to play a major role in older people’s capacities to make use of digital technology.

In the article reveals the content of the structural and functional model of professional development of future teachers of labor training and technology. To visualize the specific goals, ways and results of professional development of future teachers of labor training and technology in the process of independent work, a modeling method was used, which is based on the principle of analogy and provides the opportunity to study a real object not directly but through consideration an object similar to it, that is, its model. The method of experimental research «pedagogical modeling» is revealed as the initial stage of process design, which involves creating conditions to achieve the goal, determining the stages and components of this process, developing strategies, forms, methods, tools, technologies of professional development and more. The structural-functional model is based primarily on the social order based on the expected results of the future teacher of labor training and technology for continuous professional development by means of independent work throughout life. Given the specifics of the process of professional development of future teachers of labor education and technology in the process of independent work, in our opinion, we must take into account the model of future professional activity, the structural elements of which we include taking into account the social order theoretical and methodological block (purpose, conceptual principles, methodological approaches, principles); procedural-semantic block (structural components, strategies, forms, methods, means) with an interactive development program and diagnostic-effective block (criteria, indicators, levels), focused on the preparation of future teachers of labor training and technology for continuous professional development by means of independent work during life. Also, in the article defines and theoretically substantiates the pedagogical conditions for ensuring the success and efficiency of the studied phenomenon, which ensured the continuity, efficiency and reliability of the process. Key words: model, modeling, professional development, future teachers of labor training and technologies.

Purpose: The relevance of the problem of professional development of teachers led to the emergence of a large number of publications on this topic in the literature. But these publications do not clarify this very complex phenomenon and do not encourage the emergence of new scientific problems. This has determined the research interest. It is based on the need to clarify idea of internal factors on an intrapersonal level that contribute to the effective professional development of future physical education and sport teachers. The purpose of the work is to study them. Methods: Study participants were students from four Physical Education Faculties (physical education, sports, physical therapy and tourism) of higher education in the field of physical education in Western Ukraine. A total of 356 students participated in the study of internal factors on an intrapersonal level. The choice of research sample was random, the age of students - 18-19 years old. We used the questionnaire to determine the correlation between the two signalling systems and to determine the temperamental characteristics of students. To gather and analyze data we used the quantitative method. Result: Result showed that the second signalling system dominates in the majority of surveyed students. Most of the students with the prevailing second signalling system belong to the faculty of tourism (74%). We have determined the average level of the intellectual development sphere for all students without any exceptions. The highest rates were identified for the students of physical therapy faculty. The future teachers of physical education and sport showed the lowest results in communicative sphere. This is insufficient for professional and pedagogical activity. This group of students showed the best development in psychomotor qualities, even though the results were on average level. In general, we have not determined any significant discrepancies in psychomotor, intellectual and communicative spheres of the future teachers of physical education and sports in comparison with the students of other areas of training. Conclusions: We have demonstrated that the properties of the various personality aspects of the future physical education and sports teacher in the intellectual and communication domains are insufficient for professional work. They require the development of targeted effective methods for professional education and psycho-pedagogical means of motivation. The results of internal factors of students’ personality professional development diagnostics are supported by compliance of their characterological features to the professional demands but also by the conscious professional interests.

У результаті експериментального дослідження було здійснено педагогічне моделювання процесу професійного розвитку майбутніх учителів трудового навчання та технологій у процесі самостійної роботи. Запропоновано структурно-функціональну модель та інтерактивну розвивальну програму, реалізація яких здійснювалася на особистісно-мотиваційному, інноваційно-збагачувальному, рефлексивно-діяльнісному і результативно-діагностичному етапах. На констатувальному етапі дослідження було встановлено стан рівнів (початковий, середній, достатній, високий) професійного розвитку майбутніх учителів трудового навчання та технологій за визначеними критеріями (ціннісно-мотиваційний, когнітивно-технологічний, операційно-діяльнісний, оцінно-рефлексивний). Формувальний експеримент і реалізація інтерактивної розвивальної програми дослідження проводилися у чотири етапи: особистісно-мотиваційний етап (передбачав мотивоване занурення майбутніх учителів трудового навчання та технологій до співпраці і партнерства у процесі технологій самостійної роботи з метою розвитку усвідомлення необхідності безперервного професійного розвитку; інтерактивне засвоєння теоретичних знань у процесі групової та індивідуальної освітньо-професійної діяльності з метою розвитку стійкого інтересу до майбутньої професії, ознайомлення із сучасними технологіями та техніками технологічної освіти задля умотивованості до здобуття системних педагогічних знань, особистісного та професійного зростання); інноваційно-збагачувальний етап (забезпечував збагачення знаннями новітніх технологій та вміння їх застосовувати у освітньо-професійній діяльності з проєкцією на майбутню професію; сприяв розвитку проєктно-технологічної підготовленості та здатність до збагачення стратегіями самостійної роботи в особистісному та професійному становленні); рефлексивно-діяльнісний етап (сприяв розвитку умінь і навичок групової роботи, креативних здібностей майбутніх учителів трудового навчання та технологій у практичній діяльності з використанням інноваційних форм організації освітнього процесу); результативно-діагностичний етап (забезпечував використання методів самооцінки і самоаналізу, рефлексивних вправ та тренінгових завдань для оцінювання майбутнім вчителем трудового навчання та технологій власної діяльності та самого себе як особистостей; формування у них потреб і мотивів самопізнання; підвищення рівня самоповаги, самосхвалення у процесі результативної самостійної роботи). На контрольному етапі було отримано результати експериментального дослідження, які підтверджують дієвість запропонованих методик.

The process of professional development of a future teacher cannot be successfully carried out without its combination with advanced foreign technologies of professional training and their reflection in domestic state and regional programs of the development of pedagogical education. Progressive achievements of the foreign countries (Germany, France, Canada, Denmark, the Netherlands, Finland, etc.), which demonstrate a high level of professional training of teachers in accordance with world standards; preserve the rich historical traditions of education, which ensures their leading role in the scientific and educational field; have accumulated significant experience of training teachers in new socio-cultural conditions present particular interest. The professional training of future teachers in these countries is used as a flexible element of professional and personal development of a person throughout life. The article identifies the main trends in the training of future teachers in Germany, France, Canada, Denmark, the Netherlands, Finland and others in the context of their personal and professional development and its adaptation to the conditions of professional training of future teachers in the domestic educational space of higher education institutions. Foreign experience in the training of future teachers has opened up new opportunities to improve the system of professional development of future teachers in Ukraine.