Design Of Education Programs Research Articles

Interrelationships Between Psychosocial, Motivational, and Psychological Processes for Effective Learning: A Structural Equation Modeling Study.

We tested a theoretical-conceptual model that introduced our recently developed psychological concept, termed as psychological processes, which is defined as “a person’s continuing frame of mind to focus on disposition toward strong resolute, structured thoughts and organization, and aspiration to strive for educational success.” This proposition is innovative as it considers the notion that a person’s mindset is malleable and, importantly, subjects to social experiences derived from a situated social context. Moreover, from our definition, we contend that psychological processes, as a distinct construct, is “latent,” or underlying, with three comparable psychological attributes: personal resolve, effective functioning, and personal striving. Our conceptualization, acknowledging the importance of social contexts and individualized experience and personal belief, proposed that perceived social experiences (i.e., positive versus negative), as a source of information, would shape a student’s psychological processes, his/her state of motivation, and engagement in different types of adaptive outcomes. Moreover, from our point of view, psychological processes would act as a predictor as well as a potential mediator of motivation and engagement in different types of adaptive outcomes. In a similar vein, from the positive effect of psychological processes, motivation could act as a predictor as well as a mediator of adaptive outcomes. Structural equation modeling, from Taiwanese university students’ (N = 739) responses to various Likert-scale measures, showed support for our original a priori model – for example, the positive effects of perceived social experiences on psychological processes (β = 0.81, p < 0.001) motivation (β = 0.61, p < 0.001), and adaptive outcomes (β = 0.36, p < 0.01), and the positive effect of psychological processes on motivation (β = 0.31, p < 0.01). Interestingly, we also found some interesting findings with regard to the effects of measured indicators – for example, the positive effect of personal resolve, as a measured indicator, on adaptive outcomes (β = 0.28, p < 0.001), and the effect of self-efficacy, as a measured indicator, on academic liking experience, also a measured indicator (β = 0.12, p < 0.01). Overall, the results established have a wide range of implications for consideration – for example, the development of an educational program and/or instructional design that could promote and foster positive learning experiences.

Using ethical assignments as a means of developing the sociocultural identity of primary schoolchildren

Introduction. The relevance of the study is due to the need to include a child of primary school age in positive real socially conditioned relationships, in order to prevent widespread sociocultural infantilism, as well as deformation of the social interests of children. The purpose of this work is to analyze the features of ethical tasks as a humanistic component of a human nature studies' character in the educational process of primary school, and to establish the influence of ethical tasks on the development of the socio-cultural identity of primary schoolchildren. Materials and methods. In the course of the empirical study, the authors conducted a diagnosis of the sociocultural identity of a person for 580 students in 2-4 grades during classroom sessions. The parameters and characteristics were studied among the respondents using a set of valid diagnostic techniques: the "Unfinished sentences" technique by N.E. Shchurkova, the "Value Orientations" method (O.I. Motkov, T.A. Ogneva), the "Our Relations" method (L.M. Fridman). The reliability of the obtained data was checked using Student's method. Research results. The content was replenished by means of ethical values, problems, its axiological and social orientation was strengthened, tasks, questions, situations that form the humanistic worldview and socio-cultural orientation of the student's personality were included. Based on a comparative analysis of the empirical data, statistical analysis, a positive trend and an increase in the values of indicators according to the cognitive-semantic criterion were established (p &lt; 0.05); according to the emotional-value criterion (p &lt; 0.05), according to the activity criterion (p &lt; 0.05). The data indicate a positive increase in all aspects of sociocultural identity. Conclusions. The obtained results confirm the hypothesis that with the continuous and consistent use of ethical tasks, social and cultural states ("becoming") are formed and are fixed in the qualities and characteristics of the individual. The obtained results can be used to enrich school curricula with a humanistic component, as well as to design long-term interdisciplinary social and educational programs for children and youngsters.

Application and Practice of Capstone Design Education Program for Fostering Convergence Talents in the Classical Music Field

캡스톤 디자인 수업은 졸업 후 산업 현장에서 부딪힐 문제들을 학생들 스스로 문제 정의, 해결, 평가하는 과정을 실습하는 교과목으로 4차 산업혁명시대의 창의융합인재를 양성하기 위해 주목받고 있는 교수 방법 중의 하나이다. 그러나 주로 공과계열 중심의 산학 연계형 프로그램으로 활용되면서 예술 분야, 특히 기능위주의 교육과정에치우쳐 있는 클래식 음악분야에서는 그 필요성에도 불구하고 아직까지 캡스톤 디자인 교과목의 운영, 성과 사례가많지 않은 상황이다. 이에 본 연구는 예술융합인재 개발을 위해 개설된 성결대학교 음악학부의 ‘캡스톤 디자인’ 교과목의 사례를 통하여 예술대학의 캡스톤 디자인 프로그램의 적용가능성을 탐색하고자 한다. 본 연구자가 교수자로 참여한 2020년 8월~2021년 2월까지의 캡스톤 디자인 수업의 기획과정과 본 수업, 학생과 교수자의 사후 인터뷰를 통해 음악학부에서의 캡스톤 디자인의 긍정적 측면과 한계, 개선점을 분석하였다. 분석 결과, 첫째, 음악적재능을 가진 학생들이 공연 기획이라는 분야와 융합하면서 현실적으로 활용가치가 높은 교과목이었다. 둘째, 졸업연주회와 맞물리면서 협업하는 시간의 부족과 일정의 혼선이 있었지만 사전에 실습의 기회를 늘릴 수 있었고 무대에 대한 이해를 얻을 수 있었다. 셋째, 자기홍보전략, 자기 브랜드화 전략, 인터뷰 기술 등 개인의 가능성을 새롭게 발견하고 졸업 후 대처할 수 있는 보다 현실적인 교육이었다. 그러나 문제해결학습(PBL)을 위한 자발적 학습에대한 학생들의 이해와 경험이 부족하여 수업을 내실 있게 운영하는데 시간이 많이 소요되었고, 학생들에게 다른분야에 대한 문헌적 이해, 경험적 이해가 절대적으로 부족하였다. 따라서 음악학부 교육과정 내에서 공학, 인문학수업의 연계 뿐 아니라 문화예술 공연의 트렌드와 같은 다양한 수업의 개설이 병행되어야 한다. 또한, 교수자들은학생들이 지원할 수 있는 분야를 잘 안내하거나 조성하여 수업 결과 발표가 끝난 후에도 지속적으로 학생들이 연구하고 관심을 가질 수 있도록 연계하는 방안이 고려되어야 한다. 앞으로 음악학부를 비롯한 예술학부 학생들의창의적인 아이디어가 실제 문제에 적용되어 구현될 수 있도록 하고 적절한 환경 개선과 함께 캡스톤 디자인이 활성화 된다면 예술대학의 교육과 취업의 연계성을 강화시키는데 기여할 수 있을 것이다.

Invention Education as a Context for Children’s Identity Exploration

Generating solutions for society’s complex problems will require the development of a diverse workforce that is committed to technological and social innovation. In the United States, this need is being addressed by the invention education movement, a goal of which is to promote the adoption of an inventive mindset among K-12 students through outreach and out-of-school time programming that promotes habitual problem finding, creative problem solving, collaboration, and persistence (Lemelson Foundation, 2020). In this study we examined a STEM-based invention education program, Camp InventionⓇ, for its potential as a context for inventive mindset development. Our analysis of pre- and post-camp questionnaire responses from 108 upper elementary and middle school-aged children generated a measure of inventive mindset which was stable over time but largely independent of children’s identification with three STEM subjects. In alignment with prior studies examining features of educational contexts that support identity development (Kaplan, Sinai & Flum, 2014), we found that children’s most preferred activities supported perceived confidence, task novelty, and task utility, and least preferred activities received lower ratings on perceived autonomy and psychological safety. We consider theoretical and practical implications for the design and evaluation of STEM-based invention education programs.

Turtle Island (North America) Indigenous Higher Education Institutions and Environmental Sustainability Education

This article explores the environmental and sustainability programs of Indigenous Higher Education Institutions (IHEIs) in North America. There are 38 Tribal Colleges and Universities in the United States and 26 Indigenous post-secondary institutions in Canada. Deploying a critical discourse analysis, the study examines IHEI websites to document Indigenous environmental sustainability education (ESE) program offerings. The comparative analysis of IHEI programming in each national context finds that 41 out of 62 IHEIs in Canada and the United States have Indigenous ESE programs. Findings also indicate that ESE programs are more prevalent among IHEIs in the United States than in Canada. Moreover, IHEIs in the United States also offered greater diversity of program types, from certificates to graduate studies. The findings highlight the importance of IHEI environmental and sustainability education program design for centering Indigenous Knowledge in higher education through Indigenous-controlled institutions.

Teacher approaches, attitudes, and challenges to sexuality education: A case study of three junior high schools in Ghana.

While school-based sexuality education programs are established to reduce risky sexual behaviour among young people, teachers who play a central role are challenged by social factors which affect program outcomes. This study aimed to investigate the training and support offered to teachers on the delivery of sex education in three contrasting Junior High Schools in Ghana, the attitudes and approaches to the delivery of sex education, and the response of students to teacher delivery of sex education. A qualitative study design was employed with 13 in-depth interviews with head teachers, teachers, and students. Although teachers received similar training, teachers adopted different attitudes and approaches which resulted in student accounts of disinterest in sex education programs. Applying the health-promoting schools framework, the study concluded that the individual values and attitudes, as well as the type of school support, affects teacher modes of delivery and influences student interest in sex education, and should be considered in the design of in-school sex education programs.

How Instructional Design Is Operationalized in Various Industries for job-Seeking Learning Designers: Engaging the Talent Development Capability Model.

In 2020, as COVID-19 impacted the world, instructional designers quickly came to the forefront of higher education, consulting, and corporate settings. Additionally, in early 2020, the Association for Talent Development (ATD) globally launched their new Talent Development Capability Model. To determine how instructional design is operationalized in various industries, we utilized the Talent Development Capability Model as a framework to review 100 online job postings from LinkedIn, Indeed.com, and HigherEdJobs.com, scanning each for the 23 capabilities identified in the ATD Talent Development Capability Model. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) organizational framework as our method of reviewing job postings, we found that instructional design, talent delivery and facilitation, technology application, communication, and collaboration and leadership capabilities appeared the most frequently. Educational requirements were statistically significantly associated with job sectors, as shown in our analysis. With these results and analysis, this research will inform both formal instructional design education programs and job seekers regarding how instructional design is operationalized in job requisitions. This research will also provide insights into alignments with the ATD Talent Development Capability Model and job requisitions.

Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature

This review focuses on students’ perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students’ knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students’ rights perceptions as intuitive—that is, perceptions that are not grounded in legal rules but in students’ personal insights. The findings also identify key factors affecting students’ perceptions: school context, national context, and students’ individual characteristics. The conclusions underscore that school rights-based practices, student body and school staff diversity, and school relationships influence students’ rights consciousness. However, questions remain concerning how students’ perceptions are affected by cultural repertoires, religion, socioeconomic status, gender, and age. The implications are that future studies should apply a context-based agenda to inform the design and implementation of human rights education programs and rights-based organizational practices.

Preparing Teachers to Be Culturally Multidimensional: Designing and Implementing Teacher Preparation Programs for Pedagogical Relevance, Responsiveness, and Sustenance

In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These programs help teachers develop mindsets, methods, and practices for enacting decolonial purposes of education with a deep and critical intentionality to context, content, methods, and identity. In this way, teachers are culturally relevant, responsive, and sustaining.

A smart learning ecosystem design for delivering Data-driven Thinking in STEM education

This paper proposes an Internet of Things device (IoT)-based ecosystem that can be leveraged to provide children and adolescent students with STEM educational activities. Our framework is general and scalable, covering multi-stakeholder partnerships, learning outcomes, educational program design and technical architecture. We highlight the importance of bringing Data-driven Thinking to the core of the learning environment as it leads to collaborative learning experience and the development of specific STEM skills such as problem-finding and solving, cognitive, analytical thinking, spatial skills, mental manipulation of objects, organization, leadership, management, and so on. A successful case study in Singapore involving tens of thousands of students is presented.

Barriers that Prevent Teachers from Reporting Suspected Cases of Child ‎Maltreatment in Elementary‎ Schools at Mosul City /Iraq

Aim of the study: the study aim to identifying the barriers that prevent teachers of reporting suspected cases of child maltreatment in elementary schools at Mosul city.Methodology: A descriptive study design was chosen to fulfill the objectives of this research which was conducted in sixty elementary schools inside of Mosul city/Iraq during the period of 1 October 2019 till 30 May 2020. The study sample consists of (60) elementary schools teachers was selected by non- probability (Purposive) sample of (60) schools inside Mosul city. The questionnaire data was filled by the teachers in a face-to-face direct interview. Statistical processing was conducted by the use of version 25 SPSS statistical package.Results: The results showed participants’ barriers to reporting suspected cases of child maltreatment in schools. (55.0%) of the study sample stated, 'Unwillingness to intervene by the teachers'. The most common barriers are lack of knowledge and training on child maltreatment by (76.7) of the study sample.Conclusion: Need for enhancing teacher’s knowledge because the most common barrier to report child maltreatment is lack of knowledge and training.Recommendations: The researchers recommend design and implement different educational programs for teachers' concerning child maltreatment to promote child health and development.

Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study

Open innovation (OI) has become an essential business model for big tech companies and innovation ecosystems. However, most STEM high schools in the United States do not have appropriate OI programs for students. This paper explores how various perspectives on open innovation as an emerging trend in the entrepreneurial ecosystem can link with STEM education programs. We use the Q methodology technique with interviews from students and managers of STEM education at C Academy and academic members from a field of open innovation. Twenty-three participants responded to the 35 Q statements derived from preliminary findings of critical issues on a relationship between open innovation and STEM education. Five key perspectives compete, each with a unique view on why STEM education matters and how to renovate the current STEM program for an open innovation-based curriculum and club activities inside and outside high schools. Empirical findings from Q method analysis combined with Promax rotation illustrate five views: (1) civic virtue-driven open innovation, (2) open innovation with imagination from arts and culture, (3) daily life-based open innovation project, (4) critics on conventional STEM education, and (5) community service-driven open innovation. A common area that all five perspectives support is that the government should expand and strengthen support in the design and operation of open innovation education programs in STEM high schools.

Internet Addiction Status and Related Factors among Medical Students: A Cross-Sectional Study in Western Iran.

In recent years, Internet and social media technology use have emerged as an integral tool of human society, and the evolution of technological integration, cyberspace, and web-technology has become a common practice in educational institutions. Internet usage among students has played an indispensable role in learning behavior; however, the excessive usage of the internet and social media leads to internet addiction. This original study has performed a focalized scrutiny on revealing relationships between internet addiction and associated factors among the students of medicine, dentistry, and pharmaceutical departments. This descriptive and analytical study recruited medical students from the Self-governing Education Incubator of Kermanshah. This survey distributed questionnaires among the respondents' three departments, and this statistical data reported on 420 valid responses of the respondents. They represent first and second-semester medical students of the academic year 2017-2018. The study selected medical students by applying Cochran's Sample Size Formula through Stratified Random Sampling and cross-sectional research design. The survey has utilized a demographic questionnaire of Young's Internet Addiction Test (IAT) for the data collection. The study analyzed received data by using SPSS version 23 and performed the descriptive statistics, and analytical statistics (t-test and ANOVA). The results of the present study established that the majority of subjects were female students (53.3%), and the average age was 23.84 ± 2.14, including the students of all departments. Besides, findings specified that the overall mean and standard deviation scores were 3.34 and ±0.88. Internet addiction revealed mean and the standard deviation score measured for all students 3.29 ± 0.73, 3.17 ± 0.92, and 3.57 ± 0.64 correspondingly. The survey results illustrated that medical students' internet addiction substantially correlated with demographic variables, such as age, marital status, the field of study, academic term, significant time of consuming the internet, the key reason of utilizing the internet, and daily usage of the internet (p < .05). The results of the study specified that 25% of medical students showed internet addiction. The students are increasingly using the internet, and it has penetrated among students. The design and implementation of adequate educational programs and the application of internet-based efficiency interventions are essential for both knowledge acquisition and medical students' healthy behavior.

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

This research conducted a comparison of the learning results for the creation of three-dimensional images between active learning and child-centered education. The population and group sampling comprised 90 freshmen students in the Design Education program of King Mongkut’s Institute of Technology Ladkrabang during the Academic Year 2019-2020. Similarly, the population was classified from the selection of systematic random sampling with 45 people for active learning and 45 people for child-centered education. In addition, the research tool used in this research was knowledge and skills test for the students, which was an appropriate test with the simplicity and ability to categorize, accordingly (P = .64; r = .62). The results showed that the students who were studying active learning had higher scores than those studying child-centered education, which had a statistical significance of .05. This case brought the positive features of each of the two methods to be integrated as mixed learning that would also be suitable for the study program of the students. As a result, it was found that the pretest and t post-test had a correlation (Sig. = 0.000) in a positive direction (r = 0.492), as well as displayed the post-test scores at a higher level than the pretest scores, thus having a statistical significance level of .05.

EVALUATION OF THE FASHION DRAWING (ILLUSTRATION) LESSON TEACHING PROGRAM UNDER THE LIGHT OF LECTURERS’ AND STUDENTS’ OPINIONS

While clothing is produced and consumed rapidly, it strives to create appropriate forms and to create appropriate identities by giving correct messages; therefore, it is one of the most important fields requiring art and design education. The fashion design student, who forms the infrastructure with basic art education and figure drawing, not only transfers the imagination to the two-dimensional plane with the fashion drawing lesson but also transfers it to the two-dimensional plane; at the same time, he takes art and design education, which is aesthetic education, and feeds his visual vision and mind. In this research, the Fashion Drawing Lesson has been examined in detail in terms of determining the place, position, importance, processing and content of the Fashion Drawing Lesson in the official fashion design curriculum and a comprehensive literature search has been conducted; then the matter has been tried to be examined thanks to a link has been established between education, fashion, art and design disciplines. The course syllabus in Turkey and some of fashion design course programs in the world were examined; the experts providing fashion formal education and the students who received fashion formal education were interviewed face-to-face to obtain information first-hand. First of all, the study started by determining the fashion design undergraduate programs in the OSYM (Assessment Selection and Placement Center) placement guide and examining the course hours, course times and course contents of the fashion formal courses in these programs. The researcher visited the designated universities for the purpose of on-site observation and interview, and conducted semi-structured interview questions and face-to-face interviews with experts and students and recorded them. The transcribed interviews were analyzed using content analysis method and the findings were interpreted within the framework of the research questions. The findings were interpreted and discussed, and after the results were written, suggestions about the study were included. As a result, it has been determined that the admission of students to the fashion design program should be made with the combination of central examination system and talent exam suitable for fashion design education. It was seen that the time granted for the program was not sufficient in mean of implementation of the fashion drawing lessons properly in the fashion design education programs. Keywords: Fashion drawing, fashion illustration, design education, fashion design education, art education

数学教育の立場からのSTEM教師教育プログラム構想の提案:―算数・数学教科書の教材からSTEM教材への再教材化を中核として―

数学教育の立場からのSTEM教師教育プログラム構想の提案:―算数・数学教科書の教材からSTEM教材への再教材化を中核として―

Design, implementation, and assessment of an online-based oncology education program for medical students: An ASCO Oncology Student Interest Group initiative.

11024 Background: Undergraduate medical education in oncology is often fragmented and non-standardized among medical schools (BMC Med Educ 17:100, 2017). Oncology education initiatives are thus critically needed to increase cancer awareness and improve medical students’ understanding of the principles and multidisciplinary approach of oncology. We designed and implemented an online education program with the aim of providing medical students with an early exposure to the field of oncology. Our program was adapted from the Australian Ideal Oncology Curriculum for Medical Schools and included six sessions covering the basics of cancer biology, prevention and screening, diagnosis and patient management, principles of treatment modalities, principles of surgical oncology, as well as counselling and communications skills. Methods: Medical students at our institution were invited to participate. We also invited medical students from other faculties via the support of student groups namely the nation’s medical student union and our ASCO Oncology Student Interest Group (OSIG). Invitations were sent by email and/or via social media along with a brochure outlining the conference’s program and instructions to use the Zoom platform. Students were asked to voluntarily fill online pre- and post-conference anonymous surveys. Students self-assessed their competency, personal attributes, future career aspirations, and provided an evaluation of the program. A five-point Likert scale was used for most questions, in which 1 indicated strong disagreement and 5 indicated strong agreement with the statement. Results: Nearly 300 students from over 50 medical schools in Turkey attended the live program. Only students (n = 228) who completed both the pre- and post-conference surveys were included in our study. ASCO OSIG members made up 24.1% (n = 55) of the students. Among the participants, 73.7% (n = 168) were preclinical students (years 1-3) and 26.3% (n = 60) were clinical students (years 4-6). Students’ overall self-reported rating of their knowledge significantly improved in each of the six sessions, with the greatest pre-post difference observed for diagnosis and patient management (2.51 ± 1 vs 3.87 ± 0.81) followed by principles of treatment modalities (2.54 ± 0.96 vs 3.79 ± 0.88), P &lt; 0.001. Most students believed the program was beneficial in improving their current understanding of oncology with a mean of 4.43 ± 0.76. Most students (92.5%) were “likely” or “very likely” to recommend the program to their colleagues. Conclusions: Students’ evaluation of the online oncology program demonstrated significant benefit and knowledge improvement. Our successfully piloted teaching model of oncology for medical students can be adapted and implemented at medical schools globally. Further development and continuation of our educational initiative is undergoing.

The Developmental Needs and Aspirations of Teenagers, Premises for the Implementation of Programs Based on Experiential Learning

This article starts from a personal vision according to which any adolescent could develop personally and socially, anywhere and anytime, if he had an environment with offering learning experiences, he would acquire development tools, which he could use throughout life and would benefit from the support of the main educational partners (family, school, community) in his training. Starting from this vision, between December 2018 and June 2019, we initiated and carried out an exploratory study, within the Department of Educational Sciences, at the Faculty of Psychology and Educational Sciences of the "Babeş-Bolyai" University, Cluj-Napoca under coordination of the University Professor Vasile Chiş, who aimed to identify the educational needs of adolescents in Romania, for the design and implementation of educational programs, for their personal and social development. In the study, we asked teenagers to fill an online questionnaire, in which they were encouraged to answer questions openly and honestly, the answers being anonymous and the lack of answer variants being considered to be correct or wrong. Over 750 respondents provided answers to the questions “What would you like to learn if you could choose” and “What would you most like to do in life, if you had the time, energy, money, self-confidence and support of your family?". The results of the study open the discussion on the need to approach education from a multilateral and personalized perspective, depending on the individual needs of the beneficiaries. In the context in which education for well-being begins in the first years of family life, continues in school, can be extended to non-governmental organizations and is supported by the community and businesses throughout life, this work reflects the current needs of education, anchored to the future aspirations of adolescents in Romania. Based on the results of this study can be outlined a portrait of the Romanian adolescent, ideas for personalizing education and solutions for educational agents to design and implement programs and projects adapted to the educational needs of today's adolescents, tomorrow's adults.

Adaptive Approach To Creating Conditions For Practical Self-Realization Of Future Teacher-Programmers

Summary. The article substantiates the relevance of an adaptive approach to creating conditions in the educational process for the practical self-realization of students, considered as the implementation of the educational and research abilities of future teacher-programmers, and the formation of professional competencies. In the modern high-tech world, when digital technologies become the environment for the existence of future specialists with new opportunities for their interactions and the desire to solve problems through IT technologies, one of the trends in the development of the education system is to improve its quality, «... includes adaptive processes». Adaptive processes in the design of educational programs are based on the formation of a digital educational space, the availability of online training, the possibility of organizing mixed training, and building individual educational activities. Adaptive approaches are considered as personification of the practical-oriented component of educational activity, development of value orientations, attitudes, as a person-oriented interaction of a teacher-student and a weak impact, which under certain conditions can give a strong resonance. Adaptive approaches are presented as a system of flexible management methods that contribute to the practical realization of the interests, abilities and educational needs of students aimed at forming the basic professional competencies of future teacher-programmers. Adaptive approaches in learning management are considered as the personalization of distance activities, as the process of managing the personal and professional development of students; a process that contributes to the desired learning outcomes; the process of using management impacts. The adaptive interaction between the teacher and the student includes pedagogical support, allows you to focus on the abilities and professional preferences of future teacher-programmers, equalize their opportunities for self-realization, self-organization, self-development and personalize the accumulation of universal and professional competencies. The article notes that the widespread use of adaptive approaches has led to a shift in emphasis in education to the achievement of a practical result in the formation of professional competencies, which are not only the result of training, but also a resource for further quality education, training specialists for independent professional activities, the ability to quickly adapt to new socio-professional challenges and a willingness to study during life.&#x0D; Key words: adaptive approaches, adaptive interaction, digitalization, practical self-realization, training results, personalization, professional competencies of future teacher-programmers.

Education of Physics Teachers in the 21st Century

Education in the 21st century requires a new design of educational programs for all types and levels of schools. The pre-graduate physics teacher education faces new requirements from the learning school environment. Now we need to answer the key question, if our university is able to prepare students for their further practice at schools. This paper will present the outcomes of our research aimed at the pedagogical content knowledge of the pre-graduate science teachers. The main goal of the research was to compare the competences of experienced practical teachers and students specialized in teaching during their contiguous teaching practice. Based on the research results the evaluation of the science teacher education program at the Palacky University in Olomouc, Czech Republic, was realized.