Education Of Future Professionals Research Articles

Development of socio-emotional skills in the training of educators in today’s society

Socio-emotional skills comprise a set of habits, thoughts, and emotions that facilitate interpersonal relationships through the appropriate expression of emotions and consideration oftheir impact on others. Backed by neurology, these skills are crucial for learning and for educators’contributions to new generations. This essay aims to reflect on the socio-emotional skills of future education professionals, exploring their influence on teaching and their contribution to society. Given the pandemic situation, it is proposed to present the role of socio-emotional education in theuniversity curricular activities of teacher trainers in Chile, using the critical-interpretative method and hermeneutic phenomenology. The discussion is based on experience, dialogue with groups of students and teachers, identifying key points for the inclusion of emotional skills in teachertraining. The process involved the active participation of the teacher, who took on the initial role inthe intervention by providing instructions and guidelines for the development of socio-emotional skills related to ethics and education in various contexts. This was carried out virtually at a higher education institution in Chile. The conclusion emphasizes the urgency and need to integrate socioemotionaleducation into the curriculum for university education professionals. The alignmentbetween Goleman, Bisquerra, and Morin, theorists who have delved into the subject, is highlighted,although the persistence of orthodox educational models that exclude emotions, focusingexcessively on intellectual capacities and overlooking the need for comprehensive emotionaltraining to face contemporary societal challenges, is noted.

Let Us Educate on Pornography: Young Education Students’ Representations of Pornography

Abstract Introduction Although pornography has existed throughout human history, contemporary society finds itself immersed in a digital era that significantly facilitates its accessibility. This heightened ease of access particularly affects the perceptions and practices of sexuality among youngsters. In this context, the present study aimed to explore the representations of pornography among education students. Methods A total of 276 university students participated by completing a free association exercise based on the grid elaboration method (GEM). Results Future educators distance themselves from pornography, perceiving it as a medium that projects an unrealistic portrayal of reality. Moreover, participants also linked pornography to situations of violence, exploitation, and denigration of women. However, students also show a direct relationship with pornography, using it to both masturbate and learn about sex, particularly in the case of men. Educational students also recognize the influence of pornography on their own sexual life and knowledge. Finally, they report that pornography produces mixed emotions such as pleasure, disgust, fear, and guilt. Conclusions and Policy Implications This study highlights the urgent need to equip future education professionals with the necessary tools for reflective engagement with pornography and its consumption, paving the way for a more thoughtful and informed approach to educating on this subject.

Exploring Key Factors Influencing the Willingness of Elementary School Resource Class Teachers to Integrate Technology into Teaching: A Mixed-Methods Approach

Amidst the COVID-19 pandemic, there has been an increased demand in the education sector for the integration of information technology in teaching. Special education instruction differs from regular classrooms, as it requires simpler and more easily absorbed methods to facilitate student learning. Using the mixed research methods, this study investigates the key factors that affect the willingness of elementary school resource class teachers to use technology in teaching. The results of the study show that the top three key factors influencing the willingness of elementary school resource class teachers to use technology in teaching are: can improve student motivation to learn, can enhance student understanding, and able to immediately help solve difficulties. This shows that resource class teachers prioritize the benefit to students with special needs when choosing digital technology tools. Additionally, this study provides relevant suggestions that can serve as a reference for future special education professionals in their integration of technology in teaching.

Dilemmas Related to Young Children’s Participation and Rights: A Discourse Analysis Study of Present and Future Professionals Working with Children

According to the United Nations Convention on the Rights of the Child (UNCRC), every child has the right to be heard and express their views in matters that concern them. Yet, participation is one of the most debated aspects of the UNCRC. Although children’s participation is a statutory requirement of Finnish early childhood education and care (ECEC) and schools, educators are often unfamiliar with how to meet the demands of participation. In this study, we examined what kinds of counter discourses about the realization of children’s participation could be differentiated in interviews with present and future education professionals who took part in a study program focusing on knowledge and skills regarding young children’s rights and participation. The data, which consisted of individual and group interviews with 31 participants, were analyzed with discourse analysis. Three counter discourses were identified: unrealized, adult-defined, and elusive participation. The discourses illuminated various dilemmas in children’s participation. Awareness of such dilemmas enables the development of pedagogical practices that enhance children’s wellbeing and rights.

Automating data analysis in scientific research of future education specialists using the Google Apps Script platform

Abstract. The article focuses on the role and potential of using the Google Apps Script platform as a tool for automating data analysis in scientific research for future specialists in the educational sphere. Thus, the article aims to systematize and summarize information about the possibilities and advantages of using digital tools, particularly the Google Apps Script platform, for automating data analysis in scientific research. The following research methods were employed: analysis and summarization of technological capabilities and practical cases using the Google Apps Script platform based on existing scientific and methodological sources, modelling, and synthesis of obtained data. This contributed to understanding and assessing the potential of the designated tool for use by future specialists in the educational sphere. The possibility of optimizing various stages of scientific research using Google Apps Script was thoroughly analysed, particularly in data filtering and summarization, statistical analysis, creating graphs, and reporting. Considering the prospects of applying the synthetic method in the research process, the role of the specified tool in creating and expanding data for objective analysis is emphasized. The Google Apps Script platform facilitates the effective combination of analytical capabilities and automation, allowing researchers to better synthesize the obtained results and react promptly to the identified trends. Such a comprehensive approach to data processing creates unique opportunities for innovative research in the field of education, making it more accessible and interactive for use by researchers and practitioners. As a result of the study, the significance of digital tools, including the Google Apps Script platform, in preparing future education professionals was highlighted. The advantages and possibilities of this tool for implementing innovative approaches in data analysis in the field of scientific research were pointed out, emphasizing its potential for developing new methodologies and approaches in this field. In the context of the on-going evolution of educational approaches, the Google Apps Script platform serves not only as a data analysis tool but also as a catalyst for innovative thinking. In summary, it is worth noting that Google Apps Script is a powerful tool that provides opportunities for automating complex data processing processes in scientific research, even when employing the synthetic method. The use of this tool opens up possibilities for efficient analysis and processing of large volumes of information, even when it is critical, overcoming this challenge in modern scientific work. Its capabilities enable researchers to focus on essential aspects of research, reducing time spent on routine data processing operations.

Deportigualízate: enacting critical intersectional feminist pedagogy in Spanish PESTE

ABSTRACT Background Physical education is seen as a subject that can both entrench but also challenge inequities. Within Spain, there is legislation requiring educators to teach about gender equity in schools across all subjects. Given this, topics around gender (and equity more broadly) are being taught in some Spanish Physical Education-Sport Tertiary Education (PESTE) programmes. Purpose The purpose of this paper is to explore university students’ experiences of engaging with a critical intersectional feminist pedagogy unit in a Spanish PESTE programme. Methods This paper represents one participatory action research study that is part of a larger research project exploring equity in physical education. The authors use qualitative data generation methods (including interviews, evaluations, field notes, and others) as well as data analysis (narrative analysis, descriptive coding, concept coding) to develop the findings. Findings The findings examine two teaching moments from the unit that students resonated with the most. In so doing, the authors examine the specific factors that the students discussed the most as affecting the way they think about equity in health, physical activity, and education. Conclusions The authors conclude by arguing that critical approaches to physical education that draw on embodied pedagogies and emplaced criticality have the ability to make ripples of change that can help raise issues of equity amongst future physical education professionals.

PEDAGOGICAL POTENTIAL OF THE EDUCATIONAL PROCESS IN STIMULATING A POSITIVE AND ACTIVE ATTITUDE TO THE ENRICHMENT OF BIOLOGY COMPETENCE OF FUTURE BACHELORS OF NATURAL SCIENCES

The article is aimed at considering the possibilities of stimulating a positive and active attitude of future bachelors of natural sciences to the formation of competence in biology in the educational process. In the light of the modern educational environment, it is important to focus on pedagogical tools that promote studentsʼ active participation in the study of biological sciences. The effectiveness of this process can be significantly increased by using a system of diversifying methods, techniques and approaches to learning.The active use of such a system provides great pedagogical resources to stimulate the process of forming competence in biology in future bachelors of natural sciences. The study shows that these approaches help to engage future specialists in more effective learning of not only practice-oriented knowledge, but also give the process of professional training an effective focus and subjectively significant positivity.An important component is the integration of modern technologies into the educational process, which helps to maintain students’ interest and provides them with access to relevant information. Pedagogical methods aimed at using interactive platforms, virtual laboratories and multimedia expand studentsʼ opportunities in learning biology.The study of natural sciences, in particular biology, can become attractive to students if pedagogical methods that stimulate active participation and personal development are effectively applied. These approaches not only contribute to the enrichment of knowledge, but also form a positive attitude to the learning process, which is an important factor in the education of future professionals.
 Keywords: competence; positive-active attitude; student-centred educational process; contextual learning; interdisciplinary integration; stimulation; competence in biology; future bachelor of natural sciences.

Формування готовності майбутніх фахівців з професійної освіти до застосування сучасних інформаційних технологій у професійній діяльності

The article addresses the pressing issue of preparing future professionals in the field of vocationaleducation for the use of modern information technologies in their professional activities. Theoreticalapproaches to defining the essence and structure of professional competence are explored, along with methodsand strategies for its formation.The importance of cultivating students' readiness for using modern information technologies in theirprofessional endeavors is substantiated, as this competence becomes crucial in today's information society.The impact of innovative teaching approaches, including the use of information and communicationtechnologies and active teaching methods, on the development of future professionals' readiness is analyzed.The practical component of preparing future professionals for the application of modern informationtechnologies in their professional activities is investigated, particularly the utilization of the LCMS Moodlesystem for creating customized educational courses.It has been established that the formation of future professionals' readiness for the application of moderninformation technologies in their professional activities is a complex and multifaceted process that requires acomprehensive approach and the involvement of all participants in the educational process. The proposalspresented in this article will contribute to the effectiveness of this process and provide future professionalswith the necessary knowledge, skills, and abilities for successful professional activities in the context of today'sinformation society.The prospects for further research will focus on improving methods and tools for assessing the readinessof future professionals in vocational education for the application of modern information technologies in theirprofessional activities.

Формування компетентності фахівців з професійної освіти

The article examines the process of forming competence among future professionals in the field ofvocational education, explores theoretical approaches to defining the essence and structure of professionalcompetence, as well as methods and strategies for its development. Professional competence is a crucial factorfor success in the job market and a defining quality of future professionals. In this context, the role of vocationaleducation in shaping this competence is discussed, emphasizing the need to combine theoretical knowledgewith practical skills.The impact of innovative teaching approaches on the formation of professional competence isinvestigated, including the use of information and communication technologies and active learning methods.It is determined that contemporary challenges in the economy and technological advancements require futureprofessionals to have a deeper understanding of the specifics of their field and the ability to adapt quickly tochanges6The article provides an analysis of the peculiarities of training specialists specializing in the field ofspecialization 015 «Vocational Education». The main problems arising during their training are identified, andproposed solutions are outlined, particularly those based on a competency-based approach to the formation ofprofessional competence in teachers. This approach is considered a key factor in enhancing the quality offuture professionals' training. The importance of further research in this area and the search for optimalmethods of forming competence in vocational education professionals is emphasized.The results of this study can be valuable for higher educational institutions, educators, and studentsaiming to improve the quality of vocational education and enhance their competitiveness in the job market.Given the complexity and multifaceted nature of the chosen topic, future research prospects include thedevelopment, testing, and implementation of innovative pedagogical methods in the educational environmentto ensure the high-quality training of vocational education professionals

Perception on Saber Pro tests results in the bachelor’s degree in basic education students

Introduction. The study addresses the competencies evaluated, that is, the Generic competencies and the Specific competencies, within the framework of the normativ estructure established by the Colombian Institute for the Evaluation of Education-ICFES, about the examination presented by future professionals in education. Objective. Carry out a study on the perception of the analysis of the results of the Saber Pro tests that students of the bachelor’s degree in Basic Education with emphasis on Mathematics, Humanities, and Spanish Language obtainedin 2019. Methodology. For this purpose, the official information of the results that are published in the ICFES databases is used to determine the level of comparison between the results of the related competencies with the data obtained in the institution and at thenational level. The study is developed undera non-experimental research approach of a descriptive type, where the percentage relationships of systematic comparison are established between the results of the program, the institution, branch, and the national average. Conclusions. Every student takes these standardized tests as a mandatory requirement to obtain their professional diploma, as contemplated by the policies in Colombia. In addition, it is worth mentioning that the individual and institutional efforts made to demonstrate excellent outcomes in a homogeneous test aimed at a heterogeneous population directed by State agencies. They leave out of the radar the different contextual, methodological conditions, and opportunities students have, to access information. Here we talk about future teachers.

Development of a Platform for Learning Cybersecurity Using Capturing the Flag Competitions

Currently, cybersecurity is a topic of great importance for society. With the increase in the use of technology and the digitization of many activities, the number of cyber threats to which individuals and organizations are exposed has increased. In addition, the COVID-19 pandemic has accelerated the digitization of many processes, further increasing the risk of cyberattacks. One of the main causes of these problems is the lack of cyber security awareness, as many people and organizations do not have a proper understanding of cyber threats and the measures, they must take to protect themselves. As a solution to the lack of cybersecurity knowledge, this work proposes the development of a Capture the Flag platform for learning about cybersecurity. The objective is to provide a tool that allows the education of future professionals in this field and covers the existing demand for this type of specialist. The platform is made up of two sections, one for learning and the other for CTF. The first section allows teachers to contribute to the teaching of their students using challenges. The second section allows one to carry out competitions with effective results when acquiring knowledge and experience. The platform is evaluated using questionnaires and surveys to measure whether the platform fulfills its purpose.

¿Es formativa la evaluación en Educación Secundaria? Explorando percepciones de profesionales y futuros profesionales de Educación

¿Es formativa la evaluación en Educación Secundaria? Explorando percepciones de profesionales y futuros profesionales de Educación

Faculty Perspective Regarding Practical Experience of Adapted Physical Education for Undergraduate Students

Preparing future physical education professionals to teach adapted physical education (APE) is a responsibility of physical education teacher education (PETE) programs. Furthermore, there is limited literature on practicum and/or field experiences as a part of APE courses from the perspective of faculty members. The purpose of this qualitative study was to explore faculty views in relation to the practical experiences in undergraduate APE courses. Structured interviews were conducted with faculty members of higher education institutions in the U.S. There were five study participants in this study. Thematic analysis was employed for data analysis. The findings included three subthemes: (a) quality of quantity, (b) need for diversity in practical experiences, and (c) practical experience pertaining to APE courses. Practical experience in APE courses is an integral part of professional preparation for undergraduate students in kinesiology programs. There are no exact criteria for requirements across the states; however, students could maximize their learning by engaging in diverse APE practicum settings. The instructor of APE courses should provide clear guidelines and feedback for students. Instructors of APE courses must also consider the institutional and environmental context prior to planning and implementing practical experiences to provide successful learning experiences for students.

Sex Education and Comprehensive Health Education in the Future of Educational Professionals.

This work shows an approach to comprehensive sexual education as an anthropological key to promoting health in the self-realisation of future education professionals. Comprehensive sexual education and health form a system. To carry out this study, we have analysed the opinion that students of the Faculty of Education Sciences of the University of Granada (Spain) have about the comprehensive sexual education received and the importance of this training in their professional practice. For this purpose, we used a quantitative and exploratory research design, using a questionnaire as an instrument for collecting information with a sample of 293 students. The results show that students have received poor sex education, along with the belief that education professionals do not receive proper and organised training in sex education. We can conclude that the majority of respondents consider sex education to be a recognised right, highlighting the importance of education professionals receiving proper training in sex education at university, where content related to respect, education for equality, and sexual health is prioritised. Sexuality constitutes the fundamental anthropological structure: comprehensive sexual education is a source of personal (corporal, psychic, spiritual) and social health, hence the importance of educating in comprehensive sexuality.

Udržateľné a proprírodné vzdelávanie zamerané na ekogramotnosť – dôležitý predpoklad udržateľného ekonomického a spoločenského rozvoja

In order to ensure sustainable life on Earth, there is a necessity to increase environmental education and take a holistic approach in education. In this context, there is a need to reform current education and pay more attention to different forms and types of pro-natural education. The paper outlines the forms of education that focus on the promotion of sustainability in our education system, arguing in particular that, in order to ensure sustainable economic and social development, it is necessary to include pro-natural education in the education of future professionals for the economy. Special attention is paid to pro-natural education focused on ecological literacy or eco-literacy. At the same time, it is outlined that other educational institutions should also focus not only on raising environmental awareness among pupils and students, but also on preparing eco-literate professionals for various fields of practice.

REDEFINING “PUBLIC RELATIONS” IN THE 21ST CENTURY

Understanding that “Public Relations” represent a dynamic and evolving practice, a number of influential professional associations (PRSA, CIPR, CPRS) embarked, in the last 10 years, upon the mission to redefine the notion. This debate has consequences both on the communities of practice in PR, and on the education of future professionals. While the debate includes an increasing number of ideas, the social media evolution puts pressure on the communication sciences area, to acknowledge and formalize addition al tasks for the PR practitioners. The paper looks into the results of the debate and reflects upon the teaching and research that should follow the attempt to revolutionize the PR profession and practice.

3D Printing Technologies in Architectural Design and Construction: A Systematic Literature Review

The proliferation of digital technologies considerably changed the field of architecture. Digital fabrication pushes architecture into an unexpected new domain of previously unachievable complexity, detail, and materiality. Understanding these technologies’ impact can help direct future research, innovate design and construction processes, and improve the education of future professionals. However, comprehensive reviews offering a holistic perspective on the effects of 3D printing technologies on architecture are limited. Therefore, this study aims to provide a systematic review of state-of-the-art research on 3D printing technologies in architectural design and construction. The review was performed using three major databases, and selected peer-reviewed journal articles published in the last ten-year period were included in quantitative and qualitative analyses. Using bibliometric analysis, the research progress is summarized through the identified trend of the annual number of articles, prominent authors and co-authorship network, and key topics in the literature organized in three clusters. Further, content analysis of selected articles enabled coding cluster themes. Moreover, the analysis differentiated two categories of 3D printing technologies based on the scale of the system, elaborating their peculiarities in terms of materials, methods, and applications. Finally, challenges and promising directions for future work and research challenges are discussed.

Sustainability training at Spanish public faculties of education: a virtual ethnography

Various institutional statements and official documents refer to the Sustainable Development Goals and sustainability training. This should imply a university education in these values, considering that those who are going to train the new generations, in the Spanish State, must pass through the faculties of education. Through an investigation developed thanks to the methodology and design of virtual ethnography, the web pages of all the Spanish public faculties of education were analyzed, managing to find few training options during the initial period of the 2020/2021 academic year, specifically during the months of September and October, in a reality that reflects deficiencies that should be corrected immediately. Education for sustainability cannot be a priority in the 2030 Agenda and yet, in future education professionals, remain in a declaration of intentions, or something that implies little more than some isolated training course, and the results of the research show that the object of study barely manages to be found in the training offered. In the same way, being able to find training for education in sustainability should not involve an arduous research within the official websites, since this would not reflect a priority approach on the part of the institutions.

Motivation for Self-learning as a Condition for the Professional Competencies Formation

The purpose of the article is to consider the main components of motivation in learning and identify ways to increase the cognitive motivation of students to self-education; to characterize the process of improving the training of future professionals in modern education and the concept of motivating students to self-education. The research methodology consists of a systematic approach, principles of scientific and pedagogical research and pedagogical observation, as well as methods of systematization and generalization (to understand the set of factors, mechanisms and processes, covering the concept of motivation; analysis of basic concepts of motivating students to self-education). The scientific novelty is to determine ways to form the motivation of cognitive independence as a dynamic process that determines human behaviour. Conclusions. The concept of motivation covers a set of factors, mechanisms, and processes that stimulate the emergence of real or potentially directed activity, particularly the formation of motivation for self-learning. It is emphasized that the scientific-cognitive motive contributes to a high level of independence in a person who does not need external stimuli. At the same time, it is necessary to take into account the methodology of increasing students’ cognitive motivation for self-education, considering motivation as a process of motivating action to achieve a certain goal. It is proved that the ways of forming cognitive independence can be ways of mastering educational material, the order of staffing students in groups, the relationship between motive and purpose, the availability and accessibility of educational and methodological support, the use of interactive technologies, creating a problem situation and finding solutions, procedural theory of expectation, organization of motivational effect, as well as introspection methods, game technologies, psychological and pedagogical training, methodical means of communicative attack, proof and persuasion, suggestion, overcoming obstacles, delegation, consolidating positive impressions, solving problems through dialogic conversation, the use of interactive technologies.

Leadership development in initial teacher training

This research focused on analyzing the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. The development and formation of leadership competencies in education is a relevant topic which must be investigated. Since the role of teachers is fundamental for the formative processes of the students, leadership competencies must be developed in their initial training. The training processes include both the knowledge that students must acquire according to the curriculum, as well as the development of skills that help them grow as individuals. The research problem focused on the need to develop leadership skills in the initial teacher training that allows them to perform comprehensively in their professional life in the field of education. The purpose was to analyze the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. It was demonstrated with this research that the competencies of leadership, communication, emotional intelligence and teamwork are the most relevant for initial teacher training. In addition, the contribution that the development of these competencies in the initial training of education graduates has on professional performance was confirmed.