Experience Of Future Teachers Research Articles

Online Learning During the Pandemic in the Experience of Future Teachers

The coronavirus pandemic caused a very critical situation on a global scale, which led to complete and forced isolation in social life and interpersonal communication. On an educational level, this has been a new and unexpected challenge, which has led to the use of a distance learning model. It is also a new experience for both students and teachers. This fact inspired an empirical study of my own, the aim of which was to find out students' opinions on this form of teaching in relation to their personal experience and the implementation of e-learning in academic practice.
 Therefore, the main research problem was formulated as follows: What are the opinions of students on distance learning during the pandemic? In the empirical own research the method of diagnostic survey with questionnaire technique was applied, SWOT questionnaire was used.
 The research was conducted in May/June 2020, at two selected universities. It was attended by 172 students of pedagogical faculties. The results obtained from the research indicate that distance learning has both specific positive and negative sides. However, the greater percentage distribution of the obtained data is in the aspect of weaknesses. Undoubtedly, there are still many activities that should be introduced into the practice and everyday academic education. Perhaps some creative solution would be to introduce only some elements of distance learning, which could contribute to better acquisition of digital and IT competences, and help in developing students' activity, self-discipline and independent learning.

Development of youth initiative upon studying socio-cultural space of a metropolis

Due to wide-scale introduction of distance learning, the education sphere faces new social and psychological problems related with self-actualization, improvement of intelligence level, and spiritual development of youth and students. Today, the young teacher is a bearer of a unique subculture, the holder of a special personal position, which is characterized by the active nature of consciousness, understanding of the importance of personal initiative in the education of the generation. We consider the student as a representative of young people, who is a carrier of cognitive activity, owning ways of interacting with social reality, including personal initiative. The status of a student of a pedagogical university in Moscow plays an important role in creating a certain socio-cultural environment of the metropolis. Research objective is to substantiate and diversify interdepartmental experience of the Institute of Foreign Languages in development of initiative and activity of students during studying socio-cultural space of the capital. This article presents the training experience of future teachers, which can be used in university educational environment, as well as illustrative examples confirming appropriateness and consistency of educational policy of Institute of Foreign Languages, Moscow City University, in this direction. The research is based on generalization of teaching experience in training teachers of the English language and theoretical methodological provisions described by leading Russian and foreign researchers. This research generalizes the most efficient methods and skills of development of youth initiative upon designing and implementation of authors’ projects of study of socio-cultural space of Moscow, the toolkit for support of students’ projects is presented. The importance of development of youth initiative for formation of socio-cultural competence of teacher and his self-education has been proven.

Aspects of differentiation in teacher education: Exploring student teachers’ experiences

It is well accepted that not only the ability but also the positive disposition of teachers towards various teaching practices (including differentiated teaching) can be largely traced back to their initial education and training. Therefore, the beliefs and experiences of future teachers for planning and implementing differentiated teaching activities are worth exploring. Based on the above, the purpose of the current study is to explore the beliefs and experiences of future teachers in differentiated teaching. The participants (N = 142) were undergraduate students of a Greek university, who, during a six-month compulsory practical course, planned and implemented in schools a two-hour differentiated course. In particular, the difficulties they encountered in planning and implementing differentiated teaching were investigated, as well as the positive way in which they considered it to contribute to their teaching profile. Data were collected through the participants’ responses to the course’s open-ended evaluation form. Data were analyzed by two independent raters using qualitative analysis. Main findings have shown that the participants encountered difficulties in planning appropriate teaching activities based on the students' learning readiness, while challenges have emerged during teaching related mainly to class management. The participants believe, however, that the whole process has contributed significantly to their teaching skills as well as their motivation for using differentiated teaching and for teaching in general

БАЗОВІ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА СУЧАСНОСТІ

The article provides a theoretical analysis of the category of basic competencies of future primary school teachers in modern scientific and pedagogical studies. The current state of elaboration of the problem in scientific and pedagogical sources is generalized; the essence of the concepts “competence”, “competence approach”, “basic competences of future primary school teachers”, “features of basic competences formation” are highlighted. The content of competencies is analyzed on the basis of the educational-professional program of the first (bachelor’s) level of higher education in the field of knowledge 01 Education/Pedagogy in specialty 013 “Primary education” at the pedagogical faculty of Precarpathian National University named after Vasyl Stefanyk. An analysis of these definitions shows that most scholars consider competence to be an integral phenomenon that brings together the knowledge, skills, abilities and experience of future teachers. Scientific sources highlight a variety of competencies that must be mastered by a future primary school teacher while studying at a higher education institution. However, a significant number of concepts defined as basic, distracts higher school teachers and complicates the process of forming the most important competencies for students. According to the author of the article, formation of basic competencies would be more effective if implemented on the basis of didactic principles, namely through: the Педагогічні науки: теорія, історія, інноваційні технології, 2020, № 5–6 (99–100) 160 principle of cordocentrism, characterized by the priority of spiritual and moral dimensions of the educational process over pragmatic and organizational and functional and encourages students to understand pedagogical reality. not only through thinking, but also through the “heart”; the principle of constructive pedagogical interaction, which involves creation of a positive cognitive field in which each subject of the educational process feels comfortable; principles of gamification and early diagnosis and development of professional interests, on the basis of which students develop the ability to create play learning environments in accordance with the personal interests of pupils; the principle of sustainable professional development, introduction of which contributes to the formation of students’ ability to design their own professional image, to outline ways to improve it. The novelty of the author’s approach to this problem is that, taking into account the above principles, the didactic system of basic competencies, combining scientific and emotional components, will be aimed at enhancing creative scientific and pedagogical activities, will have a predictive nature and ensure sustainable professional development of future primary school teachers.

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

Do teachers dream of electric classrooms?

As more classes are moving from the brick and mortar environs to online instructional spaces, the experiences of future teachers with communication technologies in online contexts merit attention. The authors describe the study of an Online Writing Partnership to examine participants' beliefs about the efficacy of online instruction and the quality of student/teacher relationships that are built via online means. Findings indicated four contextual threads of particular salience to the participants of the study, threads which contributed to a general sense of frustration with the online context for teaching: (1) social presence between participants; (2) the nature of relationships established between teachers and students; (3) the role and authority of a teacher in those relationships; and (4) their preconceived expectations of learning environments. Preparing future teachers for experiences in online teaching and learning may require providing avenues for examining their beliefs about the work required to form effective student/teacher relationships in virtual spaces.

The White Savior Industrial Complex: A Cultural Studies Analysis of a Teacher Educator, Savior Film, and Future Teachers

This paper seeks to report the findings of a cultural studies project conducted in an upperclassman, undergraduate, teacher preparation course. With this paper, I explore the implications of a white savior mentality through the lens of three different, yet over-lapping, personal and social media: my own story as a beginning, white teacher in racially diverse school settings; popular texts that romanticize white teachers who come in to “save the day”; and the experiences of future teachers with whom I have worked to interrogate a White Savior Industrial Complex (WSIC). With this paper, then, I work to investigate the social institutions that animate the WSIC, which I position as a detrimental extension of a superhero teacher that perpetuates inequalities in schools if left unexamined. More specifically, to combat the structures of inequality that exist in our schools, I argue for critical race theory and critical whiteness studies courses as a potential space for white teachers to dialogue and come to terms with their understandings of white supremacy.

Materials from Childhood to Adulthood

Abstract Both structured and unstructured materials are fundamental objects in the pedagogical tradition and from there in the didactic experience of future teachers. Our hypothesis is that experiences from childhood influence choices made as adults, even in professional contexts. In this light, this paper analyzes the relationship between the preference of choice of materials used in childhood and those in adulthood through memories and the expectations of future preschool and elementary school teachers. Students enrolled in the third and fourth year in the Degree Course at the Education Faculty in a University in the North of Italy were given questionnaires aimed at gathering information about their preferences during two different periods regarding materials, crossing the results with the first proposals designed by the students during their practice teaching internships in local schools.

Trainee teachers and sex: a survey

SynopsisThe study had as its aim a description of the current attitudes toward, beliefs about and experience with sex and sex-related matters, of trainee teachers. A total of 193 students (116 female, 77 male) enrolled in a post-graduate Diploma in Education course completed a questionnaire based on one developed by Athanesiou et al. (1970). In general the data obtained by this survey are consistent with those obtained by other research workers. This survey clearly identifies the sex-related attitudes and experiences of future teachers and suggests that teachers as a group are no more likely to be especially unbiased than any other group. Hence careful attention needs to be paid to the selection of teachers for sex education programmes.