Future Teachers Research Articles

Tackling the Tumbleweed: Reflections on increasing seminar engagement from an introverted GTA

Pedagogical literature identifies established links between student engagement with learning and subsequent academic attainment. During my first year as a GTA, the main challenge I experienced was getting students to verbally engage in seminars, both with myself and their peers. I was surprised by how challenging I found teaching a seminar with limited verbal engagement, and how difficult it was encouraging this during seminar discussions. In this piece, I critically reflect on my experiences as an introverted GTA trying to ‘tackle the tumbleweed’. To commence, I consider the preconceptions I had about what constituted an ‘engaged’ seminar group, and examine varied definitions of (verbal and non-verbal) ‘student engagement’ within the seminar context. Then, I reflect on the techniques I used to encourage both verbal and non-verbal engagement in practice, plus further approaches I will trial in future teaching. In the concluding section, I provide advice for other GTAs and raise wider, external factors likely impacting engagement that lie beyond GTA control.

Urban Pre-service English-as-a-Foreign-Language (EFL) Teachers’ Challenges During Teaching Practicum in Rural Schools: A Photovoice Phenomenological Approach

While many previous studies focused on English-as-a-Foreign-Language (EFL) teachers’ teaching practices in urban schools, little study has been indulged regarding pre-service English teachers’ (PSTs) challenges and experiences to practice teaching in a rural school. This study aimed to explore various difficulties encountered by urban PSTs during teaching practicum (TP) in rural schools. A total of seven PSTs enrolled in urban universities were voluntarily involved in a study that involves people’s senses and perceptions, rather than scientific evidence, also known as a phenomenological study. Data were collected through multiple semi-structured interviews, followed by a photovoice approach through which the participants were asked to take emotional photos. The results revealed that the PSTs encountered four main challenges during TP in rural schools, including changes in teacher identity construction, intercultural sensitivity barriers, a lack of supporting resources, and limited teacher professional development. Each challenge was accomplished by photographs representing PSTs’ emotions and feelings, such as a collection of dolls, natural scenery, old-printed books, and blank paper. In conclusion, integrating emotional photos into descriptive exploration is paramount evidence of how the challenges were encountered, managed, and solved for better future teaching and learning practices.

Sustainable entrepreneurship education: Impacts of the circular economy, health literacy, and well‐being

AbstractEducation systems that integrate sustainable entrepreneurship education, digitization, and the circular economy (CE) have an effect on well‐being and provide a holistic approach to the promotion of sustainable development. Higher education institutions have a valuable dual role in disseminating the CE as a new sustainability paradigm through both the teaching of students and the preparation of future teachers toward the incorporation of sustainability into other educational levels. This study focused on new health literacy (health competence) findings, with the aim to analyze the health literacy, well‐being, and socioeconomic status of university students in the era of new normality post‐pandemic (COVID‐19). The analysis was based on the health literacy questionnaire of Van der Vaart, WHO‐5, and the MacArthur Scale of socioeconomic status. The results showed that health literacy among students in Romania tended to improve during the pandemic based on their experience with digital media. This effect was particularly evident in the assessment of health information and digital health competence.

The Experiences of Implementing a Near‐Peer Teaching Scheme Into an Undergraduate Dental Hygiene and Dental Therapy Programme at the University of Sheffield in the United Kingdom

ABSTRACTObjectivesTo assess the learning and relationship‐building potential of a near‐peer teaching scheme that is low in faculty financial and time input.MethodsThis longitudinal study collects data via pre‐ and post‐programme questionnaires completed by near‐peer tutors and learners following a six‐week scheme schedule. Qualitative data are analysed using a descriptive analysis model to assess the perceived value of the scheme.ResultsParticipants find the scheme to be highly beneficial and rewarding. In the 2023 scheme, as for all previous cohorts, no near‐peer tutees reported any issues of negative cognitive congruence and most found that they had experienced a greater opportunity to ask for clarification on basic knowledge without fear of reproach. Near‐peer tutors valued the opportunity to develop teaching skills in the supportive confines of their own undergraduate diploma, and reflected on their own experience of learning within a prior run of the scheme as being motivational to teach others.ConclusionNear‐peer teaching offers a sustainable and effective approach for dental hygiene and dental therapy programmes. It benefits both tutees and tutors, enhancing skills, fostering relationships and preparing students for future teaching roles. The scheme also promotes a positive learning culture and improves overall educational quality.

Time Efficient & Cost Effective Online teaching tool with iConcepts in Orthodontics for DDS students @ UoM

Background Traditional teaching methods in Orthodontics include plaster models and photos which have been used for decades, however due to the nature of being static still images its difficult for 3-Dimensional (3D) changes in Orthodontics teaching, which has posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). In 2024 with variety of platforms such as videos, 3D animations, interactive changes in face and teeth can be added to teaching tools for Orthodontics. Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the 4th dimension. At UQ (Naser-ud-Din, 2015) and internationally (Bridges, 2015) provided experience with creating online teaching modules highlighting its strengths of flexibility, ease of access on demand and global presence. UQ developed SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements useful. (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive to create (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools with industry partners for authentic learning experience. Aims There is a gap in the dental education sector, particularly with emerging CADCAM (Computer Assisted Design and Computer Assisted Manufacture), which can be used to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning. This is reflected particularly for the university students in undergraduate courses who need to feel confident and clinically ready on graduation as Dentists. Thus, greater expectations to be aligned with current technological processes in dentistry. Over the past 5 years, in particular, there has been exponential improvements by the industry providing 3D simulations for treatment planning and patient communication, commonly referred to as the GPS for smile transformations. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool in sync with contemporary demands in Orthodontics to provide authentic learning platform that prepares the clinician for real patients. Material & Methods Currently the CAD CAM technology provide 3D simulations as open access to general public and doctors portal which can be utilized for teaching core concepts related to biomechanics foundations for student learning, engagement and self-assessment. This project envisages to create a novel forum encompassing education revolution as massive changes in delivery will occur with speed and efficiency internationally with onlinelearning demands. Hence, robust online presence with an interactive textbook such as iConcepts in Orthodontics under the banner of UoM to assist students in Doctor of Dental Surgery at MDS shall pave the way to learning needs for the future. Results The purpose of iConcepts a digital interactive online textbook is to create lifelong learning opportunities in safe space for visual, auditory and kinesthetic with quizzes for interactive learning of concepts without pressure in class learning and feeling judged by peers. Interactive 3D Orthodontic learning directly translates into clinical applications for various orthodontic cases. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and certainly here to stay. Both qualitative and quantitative data on student experience shall be collected and analysed to seek out the best practices and processes for instruction of delivery in Orthodontics for DDS cohort in particular and lifelong learning for all ages in general encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed by the author with Apple Education and prototype is being assessed with MSc Data Science cohort at UoM. Furthermore, it is refined by Master of Science Software Engineering students at UoM. Future Recommendations Novel teaching tools shall be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. In future there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) and self-assessments hence iConcepts provides that ideal platform. Such technologies will become more prevalent in the future particularly with AI and translated into different languages/ sectors of education. Various faculties that showcase start to finish particularly lengthy/complex outcomes can benefit with timelapse videos and 3D CADCAM for clarity and comprehension for the entire process such as patient journey throughout treatment in Orthodontics.

Using LLMs to support teacher reflections on using questions to deepen learning and promote student engagement

While much attention has been focused on improving student outcomes, there is growing interest in supporting teachers' reflection on their teaching practice using Generative Artificial Intelligence (GenAI) technologies. This paper examines the application of Large Language Models (LLMs) such as GPT-4 to automate the analysis of secondary school teachers' teaching practice in Singapore, specifically within the context of one of the teaching areas identified by the Singapore Teaching Practice model: using questions to deepen learning. We aimed to demonstrate the effectiveness of LLMs in analyzing classroom lessons in this teaching area. The methodologies employed in this study included the collection of classroom data and their analysis, both manually and using LLMs. Specifically, this involved transcribing the classroom lessons and analyzing each question using LLMs, with the results compared to a ground-truth dataset created through manual analysis. The findings suggest that LLMs are effective in providing, forming the basis for future teacher reflection and the potential for automated self-reflection tools in Singapore schools.

Designing branching scenarios to support clinical reasoning in dental education

Branching scenarios are educational tools where dental students can explore their decision making in a clinical environment without risking harm to patients. By incorporating productive failure, adaptive learning and serious gaming elements into their design, they offer interactive and personalised learning environments. We aimed to design a branching scenario based on a patient presenting with dental pain and evaluate its implementation in a classroom setting. We employed a validated serious gaming model as the framework for our design and mapped a decision tree on a scalable whiteboard for the case. A survey platform was used to build the scenario using rule-based logic. The scenario included multiple ‘learning points’ with tailored feedback. Students can track how many learning points they have ‘unlocked’ and are encouraged to revisit previously uncovered pathways. Classroom observations, learning analytics and student feedback have been collected to evaluate the activity. Preliminary feedback has informed improvements to the branching scenario design and educators have found the learning analytics can be used to tailor future teaching sessions. Future steps include useability testing and design improvements based on student feedback.

Оценка профессиональной педагогической подготовки в контексте принципа инклюзии в Беларуси

<p>The results of an empirical study of a comprehensive assessment of the professional training of future teachers of various specialties (preschool educators, primary school teachers, subject teachers, psychology teachers, social educators, speech pathologists) at higher education institutions in the Republic of Belarus are presented. The complexity of the assessment is ensured by the study of all components of professional teacher training (educational conditions, educational process, educational results) and the representativeness of the multi-subject groups of respondents (vice-rectors for academic affairs of institutions of higher education, teaching staff, graduate students and undergraduates). In order to obtain the research results, there were used author's checklists, 4 types of questionnaires correlated with the marker system (marker 1 – "educational conditions", marker 2 – "educational process", marker 3 – "educational results"), criteria, indicators. The study involved 8242 respondents, including the authority (10 vice-rectors for academic affairs), the teaching staff (1131 people), future teacher students of various specialties (7101 people). Mathematical and statistical data processing included the usee of Pearson's χ2 criterion (STATISTICA statistical package version 10.0). The study allowed us to see an important problem – "deficits" in the quality of university teaching staff training (especially its methodological component) that enables to solve problems of forming professional competencies in future teachers. The assessment of professional teacher training made it possible to determine the vectors of improvement of organizational and pedagogical conditions, content and methodological support of higher teacher-training education in the context of the implementation of the principle of inclusion, new methodological approaches to improving the quality of differentiated professional teacher training and to create a basis for making a number of managerial decisions.</p>

Information Technologies and Artificial Intelligence in the Training of Future Teachers (Experience of the Department of Music Art at H.S. Skovoroda Kharkiv National Pedagogical University)

Information Technologies and Artificial Intelligence in the Training of Future Teachers (Experience of the Department of Music Art at H.S. Skovoroda Kharkiv National Pedagogical University)

ПРИНЦИПИ НАВЧАННЯ ТА ОСОБЛИВОСТІ ЇХ РЕАЛІЗАЦІЇ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ОРГАНІЗАЦІЇ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ УЧНІВ

The article is devoted to the topical issue of training future biology teachers to organize students' research activities in the context of the transition to the New Ukrainian School. The article analyzes modern teaching principles that ensure effective training of future biology teachers to organize research activities in biology teaching. The features of the implementation of these principles in the educational process and their influence on the formation of future teachers' competencies necessary to create conditions for successful research work of students are considered. The purpose of the article is to systematize and analyze modern teaching principles that are the basis for preparing future teachers to organize students' research activities in biology; to study the peculiarities of implementing teaching principles in the training of future biology teachers. The following methods were used in the study: theoretical - included a detailed study of scientific literature and determination of the role of research in the general context of biological education, justification of the need to define the principles of training future teachers to organize research activities; empirical - involved direct observation of the educational process and analysis of the results of research work of students, which allowed to assess the real state of affairs in higher education institutions. The study determined that in order to effectively prepare future teachers to organize students' research activities, an integrated approach should be applied based on the following didactic principles: the principle of activity-based approach, the principle of personality-oriented approach, the principle of science, the principle of systematicity and consistency, the principle of practical orientation, the principle of creativity, the principle of cooperation, the principle of reflection, the principle of interactivity, the principle of integrative learning.

ПРОЄКТНА ТЕХНОЛОГІЯ ЯК ЗАСІБ ФОРМУВАННЯ ПРОФЕСІЙНО-МЕТОДИЧНИХ КОМПЕТЕНЦІЙ БАКАЛАВРА СЕРЕДНЬОЇ ОСВІТИ (ХІМІЯ)

The purpose of the article is to find out the possibilities of using project technology in the educational process on a competency-based basis by students of higher education. The article clarifies the essence and task of applying project methods in professional pedagogical training. The peculiarities and practical value of the project method for the formation of professional competences of future chemistry teachers are revealed. Literary sources on the use of project methods in educational institutions of various levels were analyzed. The stages of creating practice-oriented projects are indicated: preparatory (theoretical), adaptation, search, activity (practical), final. The relationship between project activities of bachelors and the formation of their professional competence is shown. An approximate extended plan of the methodical project is given. The role of pedagogical practice in the acquisition of professional and methodical competences in the application of the project "Methodology and technology for studying the topic "The structure of the atom" developed by student-interns is outlined. Periodic law and periodic system of chemical elements" in the 8th grade. Considerable attention is paid to the protection of pedagogical practice, which examines the results of implementing the developed project into the educational process by future chemistry teachers. The requirements regarding the readiness of future teachers to carry out the educational process in chemistry are taken into account when reporting on the completion of pedagogical practice. It was found that the project technology is an invariant component in the educational process in the training of specialists in the specialty of Secondary Education (Chemistry) and ensures the integration of scientific-theoretical and practical (acquiring experience) training of the future chemistry teacher. Involvement of students in the development of long-term and personal projects ensures the full formation of professional competencies in accordance with the requirements of the educational and professional program «Secondary Education (Chemistry)».

Artificial intelligence in physical education: comprehensive review and future teacher training strategies

Artificial intelligence (AI) technology is deeply changing our lives and provides impetus for improving production and living efficiency as an important emerging tool. Digitalization and intelligent development have also become the development direction of the sports industry, bringing new requirements to the transformation of physical education (PE) and the improvement of the quality of PE teachers. PE is an important part of the public health system, and AI can deeply participate in the formulation of teaching strategies, the tracking of teaching processes and the evaluation of teaching results, effectively improving the quality of teaching. Research on the application of AI technology in PE has been carried out. This paper comprehensively reviews the existing research and conducts a comprehensive analysis of the research progress and status. The potential application areas of AI in PE are discussed to better promote the intelligent and digital upgrading of PE. We found that the research on the application of AI in PE is still in its early stages, and the research content needs to be strengthened in terms of breadth and depth. Furthermore, this paper analyzes the challenges faced by PE teacher development and training in the context of educational transformation in the era of AI, and explores the necessary skills and knowledge related to AI technology that future PE teachers should master in order to effectively achieve the improvement of teaching level and the sustainable development of public health system. The review of this paper provides valuable guidance for educators and policymakers to formulate high-quality teacher development and training mechanisms, and provides a new reference for the application and development of AI in sports.

STEM, STEAM OR STREAM-EDUCATION: IT IS YOUR CHOICE!

The article deals with an actual problem of the improvement of pedagogical education system, namely a new direction – STEM-STEAM-STREAM-education. The objective of the study is to outline the origins of the problem genesis, to analyze the essence and content of STEM-education, to identify the main problems and contradictions, to identify the main means of its implementation. Synergistic, systemic, competence-oriented and activity-oriented approaches have become theoretical and methodological foundation of the study. The conclusion about the expediency of STEM-STEAM- STREAM-education combining has been made on the basis of theoretical analysis of the problem and the students of higher pedagogical institutions questionnaires. It will allow to develop left and right hemispheres of a brain simultaneously, which will contribute to its holistic functioning. With the aim of formation of future natural sciences teachers’ key and subject competences the means of STEM- STEAM-STREAM-education have been determined. That is the implementation of environmental projects in the process of education. The essence and methodology of the following projects implementation have been characterized: «Plastic bottle – a valuable thing from the past or a useless thing of nowadays? », «Let’s save the Christmas tree together», «Destruction of nature», «Eco-feeder for our feathered friends», «Clean gullies – clear conscience». Enumeration of competences based on the reflection of students’ own activities, the formation of which is mostly facilitated by the mentioned project activity has been determined. Fulfilment of eco-projects has a positive effect on the development of components of innovative competence of the students of higher pedagogical institutions (the ability to apply scientific methods of cognition in the educational process, the ability to use innovations in professional activities, the ability to apply various approaches to solving problems in pedagogical activities). The prospects for further study consist in the research of the following problem: preparation of future natural sciences teachers for modeling of educational activity using STEAM-technologies and their significance in the methodology of forming a model of bioethical behaviour of school students on the basis of the concept of sustainable development.

THE BENEFITS OF THE PARTICIPATION OF STUDENTS IN THE LETTERS COURSE IN INTERDISCIPLINARY PROGRAMS RELATED TO TECHNOLOGY IN THE CONTEXT OF HIGHER EDUCATION

This article presents the benefits of the participation of undergraduate students in Letters in interdisciplinary programs related to the insertion and instrumentalization of technology in the context of the Federal University of the Southern Border. The work presents definitions of interdisciplinarity and reflections on multidisciplinary practices and technology in the context of higher education based on the work of Literature students in an interdisciplinary program of technology in education. It also presents reflections on the postulates in official documents such as the National Curricular Parameters (PCNs), the National Common Curricular Base (BNCC), the National Common Base for the initial training of basic education teachers (BNC-Formação) and the National Curricular Guidelines for the Literature course in order to understand what these guiding documents bring to the thematic cores of this work. The initial training of teachers in the area of ​​Literature was related to the technological transformation experienced by society in the 21st century, specifically in the school context, and reflected on ways to prepare future teachers for professional practice in the face of this reality.

АКТУАЛЬНІ ПИТАННЯ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРЕДМЕТІВ ПРИРОДНИЧОГО ЦИКЛУ В УМОВАХ РЕФОРМИ НУШ

The article examines the actual issues of training future teachers of science subjects in the context of the reform of the New Ukrainian School. Special attention is paid to the role of STEM education, environmental awareness, inclusive teaching methods, and teacher training to work in a multilingual environment. The purpose of the article is to study the peculiarities of the training of future teachers of science subjects in the conditions of the reform of the National Academy of Sciences. Research methods. A complex of the following methods was used during the research: theoretical - analysis, synthesis, generalization, systematization, specification, comparison, theoretical modeling; empirical - questionnaires, interviews, analysis of the results of students' activities. Research results. The training of future teachers of natural sciences takes place in the context of the modernization of the educational system. Strengthening practical skills also becomes a priority, in particular through laboratory classes and work in the field. In addition, the role of digital technologies in the educational process is growing. Teachers must be able to use a variety of online resources and virtual labs to improve teaching effectiveness. In particular, this concerns the use of platforms for distance learning, which is becoming relevant in the conditions of modern challenges. Particular attention should be paid to the formation of competencies in the field of STEM, which are becoming more and more in demand. Taking into account modern environmental challenges, teachers should be ready to educate schoolchildren in environmental awareness. Also, during the reform, the value of inclusive education increases, which requires teachers to be able to adapt teaching methods for children with different educational needs.

Delving into the Critical Thinking Skills of Pre-Service Mathematics Teachers with Their Metacognitive Awareness

Metacognitive awareness (MA) and critical thinking (CT) are crucial higher-order thinking skills in mathematics education. MA and CT skills of pre-service teachers are considered important predictors of their future teaching practices in the teaching and learning of mathematics. In this context, the study examines the potential effects of socio-demographic (e.g., gender) and academic variables (e.g., academic year and academic achievement) on MA and CT skills of pre-service mathematics teachers (PSTs). Additionally, the aim of this study is to explore the relationship between the MA and CT skills of PSTs. Employing a quantitative research methodology, the study was structured around a correlational model. It involved 218 PSTs, using the “MA Inventory” and “CT Standards Scale” for data collection. The data were analyzed through independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis. The findings indicate that PSTs possess a high level of MA and CT skills. Significant differences in MAs of PSTs were observed with respect to academic year and academic achievement, while the CT skills of PSTs showed significant differences concerning gender and academic achievement. A strong, positive, and significant correlation was found between MA and CT skills of PSTs. Furthermore, the MAs of PSTs were identified as a significant predictor of their CT skills, explaining 38% of the variance in CT skills.

When creativity wakes up emotions: an illustration of a creative course for pre-service teacher training

In the current dynamic society, creativity stands as a crucial asset, empowering individuals to devise new and inventive solutions to navigate the shifts accompanying societal evolution. This trend significantly influences both the preparation of future educators and the ongoing professional growth of practicing teachers. It's essential to consider the connection between students' emotional experiences during the learning process to foster their creativity. The correlation between a person's emotional state and their creativity shows that both negative and positive emotions can influence creative expression. Furthermore, emotional intelligence (EI) is assumed to help prioritize thinking and manage emotions in different life situations, with the initial EI process being assessing and expressing of emotions. This study evaluates the emergence of emotions experienced by students in an academic context, focusing on action-research with Master’s students (n = 10), who are future teachers for Secondary schools in Switzerland. Throughout the creative course, participants utilized a Creative Process Report Diary (CRD) to document the emotions they experienced while engaging in the diverse creative activities. The findings of this study indicate that participants predominantly encountered positive emotions during creative activities, such as enthusiasm and pleasure. Initial emotions sometimes leaned towards the negative spectrum, characterized by frustration or fear. However, as the creative activity unfolded, these emotions evolved into more positive ones, such as pleasure or interest. This study contributes to our understanding of the interplay between emotions and creativity and provides insights into how managing these emotions can foster a productive and creative learning environment for future teachers, even though emotional intelligence was not directly tested in this research.

Failing successfully with dance in physical education teacher education

ABSTRACT Background Studies underline physical education teacher education (PETE) students’ unfamiliarity and discomfort with dance in physical education (PE) and PETE and place dance outside students’ comfort zones. At the same time, research highlights PETE students’ athletic background and how this continues to be rewarded in PE. Hence, many students enter the PETE programme without any experience of failing – not mastering – activities done in PE. When students enter the PETE programme, they are faced with the expectation of being able to teach dance as future PE teachers, and many students experience unfamiliarity with the content and teaching and working methods in PE for the first time. This unfamiliarity creates emotional tension and uneasiness among the students. Purpose In this project, we borrow Nancy Stark Smith’s concept of failing successfully to investigate how students’ worries about failure can be turned into more successful achievements and considered valuable for learning processes in higher education. The research question guiding this article is: How can risk-taking and fear of failing become significant assets for gaining teacher competence in PETE? Methods This paper is a combined teaching and research project focusing on PETE students’ experiences as they were given the task of developing and performing breaking series. All students participated in two dance lessons. The data material consists of the PETE educator’s notes, Post-it notes from an emotional poll and the students’ subsequent written reflections. Findings Our analysis shows that all students were worried and even dreaded performing their breaking series. The students’ written reflections revealed that they were challenged on a personal and emotional level. For most students, the assignment changed from being perceived as (almost) impossible to becoming an experience of mastery that exceeded their expectations. The study underlines the importance of risk, conceptualises challenging situations, and makes the process of learning a common concern. Conclusion This study emphasises that dreading failure and the experience of failing can be turned into success, and such understandings not only allow examining students’ experiences in new ways but also redirect dance teaching in PETE and PE in new, more challenging, and expanded directions.

METHODOLOGICAL RECOMMENDATIONS FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS FOR PRIMARY SCHOOL TEACHERS' STRATEGIC COMPETENCE: INTERCULTURAL COMMUNICATION

The article provides methodological recommendations for improving the educational process for the formation of strategic competence for future teachers in the aspect of intercultural communication. The purpose of the training, its content, the approaches on which the appropriate methodology should be based, its stages, the specified means of training and their sources of selection were described. The purpose of training is the formation of a secondary language personality; the content includes substantive and procedural aspects: areas, topics, subtopics, types and styles of communication, situations, problems, linguistic and sociocultural material, non-verbal means of communication, educational and communicative strategies, texts; among the approaches, we distinguish competence, reflexive, linguistic, sociocultural, cognitive, communicative-activity, level approaches; formation of basic intercultural professionally oriented foreign language communicative competence of future primary school teachers (normative foreign language course); formation of advanced intercultural professionally oriented foreign language communicative competence of future primary school teachers (variable foreign language courses); formation of highly specialized intercultural professionally oriented foreign language communicative competence of future primary school teachers (selective specialization courses taught in a foreign language); we recommend video phonograms, phonograms, and texts as teaching aids. We emphasize that it is advisable for future primary school teachers to teach pedagogical discourse, taking into account the personal, public, professional, and educational spheres of communication.

HISTORICAL AND PEDAGOGICAL KNOWLEDGE AS AN ELEMENT OF THE PEDAGOGICAL CULTURE OF A FUTURE TEACHER (MOUNTAIN EDUCATORS ON THE PROBLEM OF TEACHER TRAINING)

The article reveals the democratic trends in the pedagogical heritage of the mountain enlighteners, their views on the problem of teacher training. The implementation of this task would contribute to a certain extent to the improvement of the system of training future teachers at university. It follows from the provision about critical assimilation of the cultural heritage of the past.