Future Primary School Teachers Research Articles

Spanish validation perceived ease of ICT among future early childhood education and primary school teachers

AbstractThe use of Information and Communication Technologies (ICT) has been increasing in education. Despite its benefits, not everyone perceives its use with the same ease. This raises the need to observe the perceived ease of use (PEOU) of ICT among future teachers, which requires a valid and reliable instrument to measure this variable for the Spanish population. The aim of this study is to validate PEOU among trainee early childhood education and primary education teachers studying at Spanish universities and observe the factorial invariance across gender. Two studies were conducted: the first study consisted of an Exploratory Factor Analysis with 474 students (Mage = 21.17; SD = 4.03), while the second study tested the scale based on 796 students (Mage = 21.25; SD = 3.99). The results found that PEOU is a valid and reliable measurement scale consisting of two factors (FI. Difficulty [α = 0.89] and FII. Ease [α = 0.81], and that there are no gender differences. In conclusion, it provides a scale to assess PEOU of ICT among the Spanish adult population.

Value-Semantic Approach in Training Future Teachers to Implement the Main Directions of the Federal Work Program of Education

Introduction. The article is devoted to the problem of using a value-semantic approach in the process of preparing future teachers for the implementation of the main directions of the Federal Work program of education. The purpose of the study is to analyze the degree of understanding by future primary school teachers of the essence of education as a process of value-semantic interaction with children, to identify their knowledge about the methods and forms of such interaction and to determine the necessary adjustments to the content of pedagogical education. Methodology. To achieve the purpose of the study, the following methods were chosen: ranking, questioning, the method of unfinished sentences, which allowed us to assess the readiness of students of the Faculty of primary school teacher training to implement the main directions of the Federal Work program of education. Results. The personal value orientations of future teachers are family and family traditions, care and help, life and the meaning of life; the value orientations for students are care and help, patriotism, family values. Future teachers see the essence of the education process in creating conditions for personal development, and not in organizing value-semantic interaction with students. Most future teachers are aware of the goals and objectives of the Federal Educational Work Program, but do not know how to organize the educational process at school. Conclusions. The article concludes that it is necessary to prepare future teachers for the implementation of the main directions of the Federal Work program of education based on a value-semantic approach and provides recommendations for its implementation in the educational practice of the university.

Inquiry-Based Approach in the Context of Undergraduate Teacher Training

The aim of the study is to present information about the main findings of a research study on the application of the inquiry-based approach in undergraduate teacher training in the field of technical education. The authors seek the answer to the question ‘To what extent are the graduates of teacher training programs prepared for the application of the inquiry-based approach in technical education?’ For the above purposes, an exploratory qualitative research design was used. A qualitative pedagogical experiment was carried out, which was supported by additional research tools and methods (essays, microteaching, participative observations, an analysis of the research subjects, and reflection). The obtained findings show that, in the process of experiments, it has come to a shift in the participants’ opinions about the application of the inquiry-based approach in technical education. The participating future primary school teachers showed an inclination to using the method of inquiry, and the results suggest that they are sufficiently equipped with competencies for its realization. Since there is a lack of research in the field, the present study provides unique data that can help experts (primarily field didacticians) understand the need for searching for an optimal teaching model that can contribute to increasing the quality of education. Doi: 10.28991/HEF-2024-05-03-09 Full Text: PDF

ELECTRONIC RESOURCES AS A MEANS OF FORMING THE DIGITAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

The article considers the issue of the formation of digital competence of future primary school teachers through electronic resources. The concepts of "digital technologies", "digitalization of education", "digital competence", "electronic resources", "digital tools" are defined. The analysis of psychological and pedagogical literature on the research topic is carried out. The authors characterize the digital competence of future primary school teachers, noting that in digital education, teachers should have a high ability to work with the developing digital environment. In order to find effective means of developing digital competence, the authors analyzed the electronic resources used in the educational process of a higher educational institution. The following electronic resources (tools, platforms and programs) are characterized: SCRUM board, Quizlet, ActivInspire, QR code creation, Canva, Google forms. The authors have developed an algorithm for the formation of digital competence of future primary school teachers and proposed methods to achieve them.

BO‘LAJAK BOSHLANG‘ICH SINF O‘QITUVCHILARINING О‘QUVCHILАR О‘QISH SАVОDXОNLIGINI RIVOJLANTIRISHGA METODIK TAYYORLASHNING O‘ZIGA XOS XUSUSIYATLARI

This article reflects on the peculiarities of methodological preparation of future primary school teachers for the development of reading literacy of students.

Future Teachers’ Musicality and Their Competence in Integrating Music into the Classroom

The study aims to determine the interrelationship between future primary school teachers’ confidence in their musicality and the competence to integrate types of musical activity into other subjects. The study included 78 (n=78) part-time students enrolled in the professional bachelor study programme offered by the University of Latvia. The study was based on a quantitative research design in which measurements were made according to three research scales: (1) musicality, (2) self-expression skills using types of musical activity and (3) competence in integrating musical activity types into other subjects. The SPSS 22.0 program was used for data processing, and the results were produced according to the research questions raised in the study. The study revealed that future primary school teachers are confident about their emotional response to music and sense of rhythm. The students are confident in their skills to chant and perform rhythm exercises with and without sound gestures. Confidence in musicality and self-expression skills using different musical activity types are not related to age and teaching experience. Confidence in skills to express oneself using types of musical activity is connected with the competence to integrate them into other subjects. Future primary school teachers are more competent in integrating musical games and listening to music into other subjects than playing musical instruments. The study findings can be used to improve the professional training of future primary school teachers.

Zakazana samodzielność poznawcza: kształcenie początkowe pod przymusem rozumowania zapożyczonego

The article contains an analysis of the empirical material created during the internship of students’, future primary school teachers, as a result of their observations, followed by team analysis and gathering in portfolios. Observations were conducted for 6 weeks in 30 different schools, lasting 120 hours (60 hours of lessons typical for initial grades and 60 hours of English lessons). Fragments from portfolios devoted to the teaching methods that children are exposed to were selected for the study. Interpretive analysis of documents helped to indicate a very low status of pupils’ cognitive independence, blocking creative thinking, and preventing peer learning. The strength and persistence of this teaching model creates the risk of developing a habit of waiting for guidance on how to think and leading to a permanent inability to reason beyond that borrowed from others.

Modelling Activities in Qualifying Training for Future Primary School Teachers: An Attractive Way to Train Competent and Innovative Teachers

Modelling Activities in Qualifying Training for Future Primary School Teachers: An Attractive Way to Train Competent and Innovative Teachers

Developing future primary school teachers' communication through pedagogy of partnership

Developing future primary school teachers' communication through pedagogy of partnership

Scale of Perceptions of Future Primary School Teachers on Unaccompanied Foreign Minors: Exploratory and Confirmatory Analysis

Unaccompanied foreign minors (UFMs) face stigmatisation and social exclusion in Spanish territory. Given their growing presence in schools, it is crucial that trainee teachers have valid and real information about these students in order to provide equitable, personalised, and quality education to all their students in the near future and to mitigate any uninformed prejudices and stigma developed before they enter the classroom. This study seeks to validate a scale designed to assess the perceptions of pre-service teachers about UFMs (n = 169). The objective of this study was to validate a scale designed to assess the perceptions of pre-service teachers about UFMs (n = 169). All participants were studying primary education at the University of Granada (Spain) [♂ = 131 (77.5%); ♀ = 37 (21.9%)]. Methodology: A quantitative, descriptive, cross-sectional, ex post facto, and quantitative study was conducted. The data were analyzed with IBM SPSS® 28.0 and IBM Amos Graphics® 23.0 programs. Results: A multidimensional scale was developed with a Cronbach’s alpha of 0.858 and McDonald’s omega of 0.859, consisting of a total of 26 indicators divided into three factors: socio-educational characteristic (n = 13), social threat (n = 7), and physical and emotional well-being (n = 6). The general scale showed high reliability and acceptable fit (p < 0.001; KMO = 0.880; GFI = 0.832; IFI = 0.925; NFI = 0.816; CFI = 0.924; SMSR = 0.058). CFA reports that the items with the highest factor loadings are related to determining whether these minors respect cultural differences, are involved in drug trafficking, and arrive in Spanish territory with significant malnutrition. However, the items with the lowest factor loadings are linked to understanding the type of academic education these minors have, whether they consume alcohol, or if they require teachers with intercultural competencies to help them integrate socially. Conclusions: A reliable and robust scale was developed to assess the perceptions of pre-service primary school teachers about unaccompanied foreign minors. This instrument can be used to identify the knowledge of teachers in training, which allows training actions to be implemented in the context of higher education to raise awareness, detect biases, and make this vulnerable group visible.

Influence of Individualised Teaching Methods on Improving the Professional Flexibility of Future Primary School Teachers

The study aims to determine the effectiveness of individualised teaching methods for developing future primary school teachers' professional flexibility. The authors have developed individualised learning mechanisms that provide for the development of language competence, as well as mathematical, interdisciplinary and innovative competence. It has been determined that the most significant impact on the development of professional flexibility, in the opinion of teachers and students, was made by language and interdisciplinary competence, which contributed to the clarity of their thoughts. The study results showed the achievement of a high level of information assimilation by future teachers after training (0.74). It was found that individualised learning mechanisms contributed to the formation of developmental individualisation (23%) and creative thinking (22%) in the first place. The work's practical significance is finding effective mechanisms for forming professional flexibility for future primary school teachers.

Study on the progression of pre-service primary school teachers’ models regarding the phenomenon of tides

ABSTRACT The progress achieved in the models used by future Spanish primary school teachers on the phenomenon of tides is analysed after implementing a modelling-based didactic sequence. It was implemented throughout ten sessions in two classes (N = 88). An open-ended questionnaire was used as a data collecting instrument. Based on prior studies and the information gathered in this instrument, a holistic rubric was created to characterise the models used before and after implementing the didactic sequence. The comparison of the results obtained reveals important advances in the models used, which shows the usefulness of the sequence taking into account the progression of the students’ knowledge of the phenomenon analysed. However, it also reflects the persistence of some difficulties that hinder the achievement of the desired school model. The main difficulty lay in understanding the effect produced by the differential forces on a flexible body, such as the oceanic mass. All this helps identify possible improvements in the design process of the didactic sequence developed, such as introducing new activities to reinforce key concepts, reordering some activities, and enhancing the role of thought experiments.

Design of Ex-Libris to Face Identity Problems in the Teaching Community

This research establishes the need to train primary school teachers in visual literacy. It initiated from an exploratory study which analyzed the learning process of pupils in order to evaluate the educational possibilities of visual culture, using a case study as methodology, and Arts-Based Educational Research which involved one hundred university students. The objective was to evaluate the benefits of using a creative arts workshop aimed at future primary school teachers, integrating issues of identity and social themes. Among the outcomes, what stands out is the motivation of the students for the use of graphic design, given that each student was able to create their own ex-libris (book-plate). We work to support the encouragement of future teachers’ creativity.

THE PECULIARITIES OF THE TRANSFORMATION OF PRIMARY SCHOOL TEACHERS VOCATIONAL TRAINING IN THE CONTEXT OF MODERN SOCIO-CULTURAL CHALLENGES

This article reveals the peculiarities of the transformation of the vocational training of future primary education specialists. Based on the theoretical and methodological analysis of normative documents, the authors note the importance of the transformation of higher education, in particular, the training of future teachers at both theoretical and practical levels, emphasize the features of innovations in the general education system and present options for training a "new" primary school teacher depending on modern socio-cultural challenges. The problem of the study is to establish a connection between updating the content of general education at the federal level and the system of vocational training of primary school teachers. Therefore, it is possible to assume that the existing modern socio-cultural challenges contribute to the transformation of higher education, in particular the training of primary school teachers. The purpose of the study is a theoretical study of the transformation of the vocational training of primary school teachers, taking into account modern socio-cultural challenges. The method and methodology of the research consists in the study and analysis of scientific psychological and pedagogical publications and the regulatory documents in the field of education of the Russian Federation, as well as summarizing the authors’ experience in training future primary school teachers and systematization of the research materials. Results. The article develops and presents the models of criteria-based assessment in primary school in a common educational space and the transformation of the vocational training of primary school teachers in the context of modern socio-cultural challenges. The features of the formation of new meta-professional competencies of primary school teachers are revealed. The opinions of scientists on the need to develop a set of pedagogical and methodological measures aimed at improving the quality of education in the Russian Federation are summarized and interpreted. The results obtained can be applied in the pedagogical activity of specialists in general, secondary vocational and higher education, as well as of those who are interested in the problems of modern education.

УСОВЕРШЕНСТВОВАНИЕ МЕТОДИКИ РАЗВИТИЯ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ У БУДУЩИХ ПЕДАГОГОВ НАЧАЛЬНЫХ КЛАССОВ

In this article, the essence of the topic of improving the methodological training of future primary school teachers for the intellectual development of students and the content of the concept of methodological training, the factors necessary for a teacher to develop methodological literacy and the necessary pedagogical conditions and necessary resources are studied theoretically.

Tools for measuring the methodological competence of future primary school teachers

Tools for measuring the methodological competence of future primary school teachers

Структура емоційної культури майбутнього вчителя початкових класів в умовах надзвичайних ситуацій

The article defines the category «emotional culture of the future primary school teacher in emergency situations» as the teacher's perceived readiness to implement emotional competencies necessary for the constructive solution of professional tasks in the complex conditions of today. A theoretical analysis of the scientific literature was carried out, and on its basis two aspects were distinguished in the structure of the emotional culture of the future primary school teacher in emergency situations ‒ intrapersonal (understanding one's own emotions and managing them) and interpersonal (understanding the emotions of other participants in the educational process and managing them), as well as psychological, pedagogical and cultural components are defined. It was established that the emotional culture of the future primary school teacher in emergency situations presupposes his motivation for effective professional activity, a system of relevant knowledge and skills, therefore the criteria for evaluating the level of its formation are determined: motivational-value, emotional-cognitive, reflective-active. It was concluded that a high level of emotional culture formation is one of the indicators of future teachers' readiness to effectively perform professional tasks in emergency situations. The teacher needs to know the potential risks from emergency situations, to be able to predict and recognize dangers, and if possible, to avoid or at least minimize their negative impact on the participants of the educational process thanks to a developed emotional culture

ФОРМУВАННЯ ПСИХОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

At the current stage of education reform in Ukraine, there is a need to train not only qualified, but also psychologically literate teachers with a personal orientation in teaching and educating students. That is why research related to the identification of ways, factors and means of personal and professional growth of the future teacher in the process of his professional training become important. The need to integrate psychological knowledge into the practice of primary school teachers becomes especially relevant in the context of growing educational requirements and social challenges. The purpose of the article is to justify the importance of forming the psychological competence of the future primary school teacher in order to create an effective and adaptive educational system that is able to respond to modern challenges. The psychological training of a primary school teacher in terms of his professional activity is also actualized by the fact that the educational process is a subject-subject socio-pedagogical interaction that includes a mechanism for managing the mental development of a person. Therefore, the fundamentality of the teacher's psychological-pedagogical and methodical training, the level of methodological armament, mastery of the psychological foundations of pedagogical thinking, and the ability to implement a multi-subject dialogic approach in the educational process are of particular importance. The future primary school teacher must possess the methodology of psychological and pedagogical interaction, which ensures not just the transfer of some information from the teacher to the students, but the compatible personal development of people who cooperate. This requires the teacher to rely on knowledge of methods, principles, postulates and strategies of dialogue, on the experience of folk wisdom. The analysis of modern psychological and pedagogical scientific and methodological sources makes it possible to assert that psychological competence is not only an important aspect of the professional activity of the future primary school teacher, but also a critical element that determines his professional development and teaching effectiveness. Developed psychological competence allows teachers to better understand the needs of their students, manage the classroom more effectively, and create an educational environment that promotes active learning and development of each child. It is a deep understanding of the psychological processes of students that can significantly improve the quality of education. Key words: professional training of the future primary school teacher, organization of the educational process, psychological competence, the formation of psychological competence, the fundamental nature of the teacher's psychological-pedagogical and methodical training, the level of methodological armament; mastery of the psychological foundations of pedagogical thinking, the methodology of psychological-pedagogical interaction; completion of various types of practices, writing coursework and qualification papers in psychology.

USING THE INTERFACULTY TECHNOPARK OF UNIVERSAL PEDAGOGICAL COMPETENCIES AS A TOOL IN PRIMARY SCHOOL TEACHER TRAINING

The paper reveals the possibilities of using the technopark of universal pedagogical competencies established within the framework of Altai State Pedagogical University as a tool in the professional training of future primary school teachers. The authors reveal the main conditions and stages of integrating the technopark’s resources into the process of developing professional competencies of bachelors and discuss how the technopark can help enrich the contents of design and technological training courses, practical and laboratory classes of academic disciplines. In conclusion, the authors share expert knowledge on conducting a demonstration exam using at the technopark as part of the final state certification.

Research on Integration of the Sustainable Development Goals and Teaching Practices in a Future Teacher Science Education Course

This study aims to investigate the levels of pedagogical competencies and ESD competencies in a group of future primary school teachers when integrating teaching practices and the Sustainable Development Goals (SDGs) into a science education course. Both quantitative and qualitative research approaches were used. Eighty-eight of the student teachers demonstrated pedagogical and ESD competencies, as evidenced by the self-rated scores and course instructor-rated scores of their teaching practices which were collected and analyzed. In addition, the lesson plans designed by the student teachers were coded and scrutinized to identify their ESD-specific competencies related to designing primary science instruction. Furthermore, the student teachers responded to the questionnaires about their views and attitudes towards the integration of the SDGs and teaching practices. The findings reveal a difference between the participants’ self-rated scores and the instructor-rated scores for pedagogical competencies during the teaching practices, whereas the scores for general ESD competencies were closely aligned. Content knowledge, pedagogical content knowledge, and motivation and value related to sustainable development and science education were well represented in the lesson plans, and the student teachers generally held a positive attitude towards the integration of the SDGs and teaching practices. This study offers practical insights into the effective integration of pertinent topics and knowledge regarding sustainable development into teacher education and science education curricula.