The Quality of Training Future Teachers during the COVID-19 Pandemic: A Case from TNPU

Oleksandr Dluhopolskyi,Halyna Henseruk,Mariya Boyko,Olha Turko

doi:10.3390/educsci11110660

Abstract

This article describes the experience of the communicative competence formation of future teachers in a blended form of education as a dominant one in the period of the COVID-19 pandemic. The main features of such terms as “education quality” and “communicative competence” are revealed; the peculiarities of their components and structure are described. Using the results of a survey the authors draw conclusions about the advantages and disadvantages of online and offline learning and the efficacy of technical learning tools. The article also describes the educational platforms and technical means most frequently used by teachers and students in their everyday life. The results of testing in philological and linguodidactic disciplines after online and offline learning are presented in the paper. Conclusions are made concerning the peculiarities of online and offline training by means of Moodle and Google Classroom learning platforms, as well as Viber, Telegram, Email, Zoom Cloud Meetings and other platforms. Considering the results of the survey of students on the usage of technical means in online learning, the authors provide suggestions on improving the quality of training future teachers. The discussion part of the article presents the questions for discussion concerning a blended form of training as an effective one during the COVID-19 pandemic. The conclusion states the advantages and disadvantages of mixed forms of learning.

Highlights

Nowadays, both the individual and the state, which acts as a guarantor of national interests, are interested in a high quality of educational services
The experimental teaching means used in the language and speech training of future teachers consisted of the following components: (1) tests for the self-acquisition of knowledge (the tests contained both multiple choice tests and creative tasks); (2) individual project tasks; (3) teaching methods and technologies; and (4) Moodle and Google Classroom learning programs (LMS) and the Zoom platform for video-conferencing (VCT), Telegram multiplatform cloud messenger and other
We studied the peculiarities of forming the communicative competence of future teachers in pedagogical theory and practice, attended classes of our colleagues, talked to students, and conducted a SWOT-analysis

Summary

Introduction

Both the individual and the state, which acts as a guarantor of national interests, are interested in a high quality of educational services. The quality of education depends on the activity of a learner, on the desire of each student to develop and selfimprove and on their ability and willingness to use the acquired knowledge in practice. The quality of education is determined by the evaluation system. It is due to the needs of all people interested in the education market (students, academicians and professors, employers, the state, and society). The effectiveness of the system for assessing the quality of training will provide consumers with educational services that a higher educational institution can provide by improving the management structure, increasing productivity, optimizing costs, and strengthening the image and position on the educational services market

Methods

Results

Discussion

Conclusion