Textos de divulgação científica no ensino de química: uma análise do uso por professores em formação

В процессе совершенствования образования с каждым годом все большее значение приобретают современные технологии, внедрение которых способствует модернизации и развитию образования, а также повышению качества подготовки будущих учителей химии. Одновременно с этим применение инновационных технологий в образовании требует пересмотра существующих методических подходов ко всей образовательной системе, а также анализа их воздействия на качество приобретенных знаний и компетенций обучающихся. Переход мировых образовательных систем на гибридное (смешанное) образование ориентирует на более полную трансформацию дистанционного формата обучения химии с применением технологии модерации. В ходе многолетних исследований мы подтверждаем актуальность данной темы меняющимися требованиями социума к уровню профессиональной подготовки будущих учителей химии по направлению 44.03.01 «Педагогическое образование», профиль «Химия» одного из ведущих вузов страны. В статье представлены результаты пятилетнего исследования по теме адаптивных технологий с применением элементов дистанционного обучения химии и технологии модерации в химическом образовании. Авторы акцентируют внимание на формировании предметных, личностных и метапредметных компетенций обучающегося педагогического вуза, который практически выступает в статусе учителя химии уже на 3—4-м курсе вузовского обучения. Значит, профессорско-преподавательский состав выпускающих кафедр должен обратить внимание на корректирование методических подходов, форм, методов и средств подготовки будущих квалифицированных специалистов, начиная с занятий первого курса. Обоснована необходимость применения элементов инновационных технологий (на примере дистанционного обучения и модерации) преподавания и обучения химии для оценки и самооценки достижения планируемых образовательных результатов. In the process of improving education, modern technologies are becoming increasingly important every year, the introduction of which contributes to the modernization and development of education, as well as improving the quality of training of future chemistry teachers. At the same time, the use of innovative technologies in education requires a revision of existing methodological approaches to the entire educational system, as well as an analysis of their impact on the quality of acquired knowledge and competences of students. The transition of the world’s educational systems to hybrid (mixed) education directs towards a more complete transformation of the distance learning format of chemistry with the use of moderation technology Through years of research, we confirm the relevance of this topic with the changing requirements for the level of professional training of future chemistry teachers in the direction 44.03.01 “Pedagogical education”, profile “Chemistry” at one of the leading universities in the country. The article presents the results of a five-year study on adaptive technologies using elements of distance learning in chemistry and moderation technology in chemical education. The authors focus on the formation of subject, personal and meta-subject competences of a pedagogical university student, who practically acts as a chemistry teacher as early as his 3rd or 4th year of university. This means that the teaching staff of the graduating departments should pay attention to the correction of methodological approaches, forms, methods and means of training future qualified specialists, starting with the first-year classes. The necessity of using elements of innovative technologies (on the example of distance learning and moderation) in teaching and learning chemistry to assess and self-assess the achievement of planned educational results is substantiated.

The article analyzes and summarizes current international experience in implementing a practice-oriented approach in the professional training of future chemistry teachers in the context of transformations in teacher education, growing demands on teaching quality, and staff shortages in the natural sciences. The purpose of the article is to summarize empirically proven pedagogical practices of practice-oriented training of future chemistry teachers and outline the possibilities for their adaptation to the domestic educational space. Research methods: theoretical analysis and generalization of scientific sources and empirical studies of international experience in implementing a practice-oriented approach in the training of future chemistry teachers to identify leading models of practice-oriented training, formulating generalizations and conclusions regarding the possibilities of adapting international experience in the domestic system of training future chemistry teachers. Contemporary international practice demonstrates a systematic transition from a model of knowledge transfer to a model of guided formation of future teachers' professional activities. The most effective results are achieved by combining several complementary mechanisms: a university-school partnership as a model of shared responsibility for training outcomes, supervision, and assessment of professional readiness; managed rehearsal formats (approximate models of pedagogical activity), which ensure the step-by-step development of pedagogical actions in a simulated environment; mentoring and supervision as systemic mechanisms for the development of pedagogical subject knowledge and the ability to didactically transform chemical content; research-oriented laboratory courses as a professional simulator in which the experiment is considered both as an object of scientific analysis and as a didactically designed educational activity; digital tools for reflection and simulation (portfolios, video reflection, mixed reality) that enhance the evidence-based nature and manageability of professional growth. The integration of these practices creates a comprehensive model of practice-oriented training for future chemistry teachers. The adaptation of these approaches to the training of chemistry teachers in domestic higher education institutions is seen as a resource for improving the quality of professional training and reducing the gap between academic education and the real demands of school practice.

Changes in modern socio-economic conditions and modernization of the global and Ukrainian education system impose new requirements for education policy, which should meet the progressive needs of the state and society. Given the changing paradigm of education, society and the state urgently need to prepare applicants for higher education - future teaching specialists for professional activities in the educational digital environment. The study aims to identify the factors affecting the quality of methodological training of future elementary school teachers in the modern educational environment. Methodology. To identify the factors influencing the effectiveness of methodological training of future elementary school teachers in the digital environment, the method of theoretical analysis was applied.To determine the advantages and disadvantages of distance learning, the method of comparative analysis of the elements of classroom and distance learning was used. Results. The theoretical and methodological analysis of the problems of teacher training in the conditions of digitalization allowed to identify the factors and obstacles affecting the effectiveness of methodological training of future elementary school teachers. Conclusions. The study of the problem of methodological training of future teachers in the conditions of digitalization in Ukraine and abroad allowed to identify gaps in the professional training of elementary school teachers today. The results of this theoretical study can serve as the basis for further research (theoretical and empirical) in the field of professional training of future teachers.

The article substantiates the relevance of the introduction of the artistic component in the training of future technology teachers; attention is paid to clarifying the role of art education in the training of future teachers. It is established that the future teacher in the field of technological education must have professional competencies that increase the effectiveness of the design and technological activities, namely competencies in drawing and composition, basics of color, art history and costume history, understanding of artistic styles, have artistic and graphic competencies, etc. It is necessary to form these competencies in future technology teachers from the first years of study in higher education institutions, namely, to include in the curriculum special (elective) disciplines that can enrich students with theoretical and practical knowledge and skills in fine and decorative arts, design and design graphics. Emphasis is placed on the expediency of introducing art disciplines in the process of training specialists in the field of technological education and proving the need for readiness of technology teachers to implement the artistic component. The application of educational material of artistic direction in the process of designing and manufacturing clothes is analyzed, and the advantages of students’ use of professional competencies in the process of developing clothing models at different stages of design are revealed. The introduction of a selective course “Fundamentals of Drawing and Composition” is proposed and its effectiveness in the implementation of creative projects in sewing. It is established that the introduction of art education in the training of future technology teachers creates opportunities to bring the latter to a qualitatively new, modern level of education. Keywords: art; professional competencies; technological education; future technology teachers; design and technological activities; clothing design.

This article highlights some aspects of practice-oriented training of future teacher of primary school teachers in the study of pedagogical subjects. The practice-oriented (raining of primary school teachers see as a system based on the fact that is the result of a focused, organized, planned mastering a subject of future teachers, together elements of the system of objective human experience and social acceptance has on educational qualification of professional training. The purpose of the article is to highlight features of practice-oriented training of future teacher in primary school in teaching pedagogical subjects. While working on the article studied the issue of professional training of future elementary school teacher, raised in studies Ukrainian and foreign scientists. Outlined problem is considered in the context of active, personal, competency approaches. It was found that the practice-oriented training future teachers provided targeted sampling objective experience, learning in the process of training and formation of new educational quality. The article deals with the essential features of the project technology with regard to progress in stages. Method of projects consider due to the fact that it enables the implementation of effective practice-oriented training of future elementary school teacher. Posted author's experience in the use of educational projects, disciplines Fundamental: of Education and Theory and Methods of Education. Results of seeking ways practice oriented training students field of study Primary education for professional work in project technology have both scientific and practical significance. The essence of the algorithm and the implementation of technology projects in the practice of the educational process of higher education. The implementation of educational projects with pedagogical disciplines enables upload of future primary school teachers to practice. Especially a cost component of the project is the motivation of the individual which promotes spiritual and moral formation of future teachers.

The effects that initial education and training of future foreign language teachers have on their pedagogic convictions and practice have been of prime interest of numerous authors in the last three decades. In difference to previous pessimistic conclusions in which this type of intervention was assessed as weak and stressed the persistence of preconceived notions of the candidates based on personal experiences from earlier schooling, more recent studies, in the constructivistic spirit of the change of cognition of the students - future teachers is considered more widely, not only as a complete change of the contents of their convictions, i.e. a sudden turn in their attitudes on the group level, but also as a smaller or bigger level of idiosyncratic reconstruction of the existing pedagogic convictions which happens because of acquiring new information and experiences that can reflect significantly on their future work in classroom. The aim of our research was to explore, by reviewing scientific and professional literature, the effects of the initial education and training of foreign language teachers, and focusing on different aspects of the preparation for the teacher's profession (theoretical lecturing and practical training), to find out in which ways various programs can influence the cognition of foreign language teachers and to consider pedagogic implications that these information might have for the organization of initial education and training of students.

The article presents an analysis of the problem of succession and one’s own managerial and pedagogical experience in its implementation in the training of future primary school teachers in the college-university system. The purpose of the article is to analyze the possibilities and management mechanisms for implementing continuity in the training of future primary school teachers in the college – university system using the example of the experience of the Faculty of Psychology and Pedagogy of the Kuzbass Humanitarian Pedagogical Institute of Kemerovo State University. The methodological basis of the research is the pedagogical principles of continuity in education and lifelong education. Based on the strategic planning method of SWOT–analysis, an assessment of the readiness of an educational organization of higher education to implement continuity in the pedagogical college – university system was carried out. The strengths of the university and objective opportunities available for this process are highlighted, weaknesses and external threats are analyzed. The management mechanisms for the implementation of the principle of continuity at two levels of professional education are considered. In conclusion, it is concluded that the implementation of continuity in the training of future teachers in the college – university system involves the use of management mechanisms representing a sequence of organizational and methodological actions. At the same time, the development of the learning process at the stage of mastering the higher education program is carried out in dialectical connection with the previous level of education and at the same time in accordance with the current goals, objectives, requirements for the training of a modern primary school teacher and conditions.

Introduction: The integration of Immersive Virtual Reality (IVR) into teacher education is a significant innovation that can enhance the learning and practical training of future teachers. IVR enables highly interactive, immersive experiences in simulated educational environments where student teachers confront realistic classroom challenges. The objective was to synthesize how IVR is implemented in the training of future teachers and its level of effectiveness, in order to develop recommendations for practice and identify potential barriers to implementation. Method: A systematic review was carried out following the PRISMA model. A total of 1677 articles published in the Web of Science, Scopus, and SciELO databases were reviewed between 2021 and 2025, with 13 articles selected for analysis. Results: The reviewed articles highlight Immersive Virtual Reality (IVR) as a virtual tool that facilitates the training of future teachers. Among its most common applications are the use of virtual and augmented reality for conflict resolution, classroom management, and teacher adaptation. However, its implementation is limited by access to equipment, scenario development, and integration into university institutions. Conclusions: There is converging evidence that supports the strengths of using IVR as an emerging technology in teacher training, offering facilitating elements for the development of pedagogical competencies through the simulation of practical situations in a safe environment. Thus, this review summarizes recommendations for practice and warnings about implementation barriers, identifying the most potential uses and proposing actionable steps for its phased adoption in initial teacher training.

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 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.

This study explored professional learning with the aim of improving teaching performance in chemistry in Kenyan secondary schools. The study investigated how and what Kenyan County chemistry teacher trainers learn from participating in a study where they reflect on their teaching. Reflective practice is not commonly used in teaching and teacher education in Kenya. Teaching and learning of chemistry at the secondary level in Kenya has received criticism overtime because of students’ low achievement and declining numbers of those opting to pursue courses in the university related to the subject. This is partly attributed to inefficient teaching methods. Initial teacher training to some extent does not match with changes in the education sector and the current group of students. Hence, teachers are expected to embrace long-life professional learning to keep abreast with the dynamic changes in the education system in many countries, Kenya included. The research takes the form of a qualitative case study. Four volunteer, experienced, Kenyan County chemistry teacher trainers, who are also secondary school classroom teachers, participated in the study over a period of nine months. The study was situated within a social constructivist view of learning, through which teacher trainers were provided an opportunity to examine their own prior knowledge of teaching and construct new knowledge through the process of shared reflection and dialogue. They reflected on critical incidents they chose from their own classroom teaching experiences they thought they could learn from, individually, and in collaboration with their participant colleagues. Data were collected from group reflection discussions and interviews. The process of thematic coding was employed to analyse data. The process of developing a coding scheme for data analysis was guided by the research questions and literature related to teacher learning in practice. The findings revealed that although teacher trainers missed many opportunities to learn from their teaching experiences, reflecting on a critical incident did offer them some opportunities to learn. They individually, and in collaboration with one another, reflected on their teaching and discussed problems regarding pedagogy, content knowledge, and learning resources. It was found that participants mainly adopted three professional learning activities: reflecting, experimenting and interacting with contact (with students and their participant colleagues) to develop knowledge of teaching methods, student learning needs and subject content. The findings also revealed that teaching and learning in the teacher trainers’ classrooms was affected by a myriad of contextual problems. Although not expected at the outset of the study since the participants were considered to be accomplished teachers with more than fifteen years of teaching experience in secondary school, it was found that in some topics they had limited pedagogical content knowledge. Assumptions about teaching and student learning they made also affected teaching and learning. Moreover, it was found that many students had a negative attitude towards chemistry and lacked knowledge of basic scientific concepts. Teaching and learning of chemistry in the teacher trainers’ classrooms was also found to be affected by a lack of time, laboratory facilities, and laboratory assistants. Findings further revealed that many schools in Kenya lacked qualified teachers and newly employed qualified teachers lacked skills to conduct practical lessons. Gaps were also identified in the Chemistry syllabus and in textbooks. Some content in the chemistry syllabus was not aligned with cognitive abilities of the students for whom they had been designed. A focus by the teacher trainers on external examinations also affected teaching because it was found that they did not teach for students’ conceptual understanding, but rather, to pass examinations. The study recommends introduction of school-based in-service training in Kenya, focusing on giving teachers an opportunity to reflect on their practice, increasing the frequency of national and County in-service training for teacher trainers and teachers, from the current one week per year to address the issue of limited pedagogical content knowledge. Findings also indicate a need for the current review of the education system in Kenya to consider better aligning the content found in the syllabus and textbooks with the cognitive abilities of students. Since the County is also in the process of phasing out the use of external examinations, as they affect teaching and learning in the classroom, the study findings provide insights and ideas that can be considered in this process.

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.

This article addresses the pressing issue of integrating artificial intelligence into the training of future teachers within vocational education. Gamification, a relatively new didactic tool arising from artificial intelligence technologies, is increasingly utilized in higher education. In Russia, this technology is currently in a testing phase, necessitating comprehensive research into the advantages and limitations of gamification in the professional training of future educators. The primary goal of this research is to synthesize theoretical and methodological approaches to employing gamification in higher education for the preparation of future teachers. The study's objectives include summarizing key approaches to the use of AI in higher education and identifying the benefits and constraints of gamification in the vocational training of future educators. The research methodology encompasses a range of general scientific methods (analysis, synthesis, induction, deduction) alongside specialized methods (historiographic analysis of scientific literature, factual analysis, and comparative analysis). The theoretical foundations for the use of AI and gamification in the educational processes of pedagogical universities were examined. The study analyzed the principal approaches to integrating artificial intelligence and gamification in the subject training of future vocational education teachers. The advantages and disadvantages of these technologies within the educational framework of pedagogical universities were evaluated. The author concludes that the primary benefits of AI and gamification in higher education, and specifically in pedagogical universities, lie in their capacity to facilitate an individualized approach to the subject training of future vocational education teachers. Conversely, a significant drawback of gamification in university education is the insufficient exploration of the ethical implications of AI technologies in the vocational training of future teachers. The scientific novelty of this study rests in its advocacy for revising curricula to incorporate gamification elements as an effective strategy for professional teacher training.

Training of future teachers in higher education is a complicated and complex process, which includes the study of disciplines of psychological and pedagogical, special and methodological cycle of disciplines, as well as the practice of various types. In the article, the main features of practical training of future computer science teachers under the conditionsof education functioning in a digital society, are analyzed. It is emphasized that practical training of students should become a cross-cutting line of student learning and should be realized continuously throughout the whole study process at higher educational institution. It is proposed to attribute practical training not only to the practice of different kinds, but also to the practical tasks during the study of disciplines of psychological and pedagogical, special and methodical cycles, as well as during course, qualification and master's work. The ways of modernization and improving of practical training of future computer science teachers are proposed based on a close cooperation of higher and secondary educational institutions. Importance of developing educational software by students for using it in learning process at a secondary school provided by modern techniques, innovative pedagogical and information technologies is established. Practical training of students in HEIs is one of the most important components of the process of methodical training of future teachers, which becomes a link between theoretical training and future professional activity. Тhe intensive growth of the digital society's demand for qualified specialists requires the integration of practical training of students at all stages of education in the HEI, which will improve the formation of general and professional competencies, and continuity of practical training will increase motivation to learn and willingness to work in the real world.

The individualisation of independent work in the professional training of future teachers contributes to the stable achievement of results in professional and pedagogical training, as it takes into account the needs, motivation, and capabilities of the student. One of the leading technologies of innovative education is tutoring, which ensures an open educational environment in a higher education institution. The article outlines the results of an experimental study of the state of individualisation of independent work in the professional training of future university teachers on the basis of comprehensive, competence-based, systemic and activity-based approaches. The experiment was conducted in the form of a questionnaire among 54 respondents – master students majoring in “011 – Educational, Pedagogical Sciences” of the Mykhailo Drahomanov Ukrainian State University in order to find out their attitude to the current individualisation of independent work and the introduction of tutoring technology. The respondents were offered a Google Forms questionnaire “The current state of individualisation of students' independent work in higher education institutions”, which consisted of 10 questions with possible answers. The results of the experiment showed that modern higher education institutions do not provide adequate conditions for the development of important skills and qualities in students, such as independence, the ability for self-education, self-development, and self-knowledge. It is established that the majority of master's students express their dissatisfaction with the organisation of individualised independent work in higher education institutions, which is due to insufficient attention to their interests, needs, and motives. It is proposed to introduce an integrated form of professional and pedagogical training of future teachers – tutoring technology as an important mechanism for innovating education, which can ensure the openness of the educational and scientific environment. The essence of the educational process under the guidance of a tutor, when a student acts as a tutor on the basis of subject-subject partnership interaction, is revealed. The results of the confirmatory experiment make it possible to further study the conceptual foundations of tutoring as a leading technology for individualising the educational and scientific process. The developed experimental study on the current state of individualisation of independent work in higher education institutions can be implemented at all levels of training of future pedagogical specialists