Future Primary School Teachers Research Articles

ТЕХНОЛОГИЯ ГЕЙМИФИКАЦИИ КАК ИНСТРУМЕНТ ПОВЫШЕНИЯ КАЧЕСТВА ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА В ВУЗЕ

The purpose of this article is to present the methodological and methodological foundations for the use of the game in the didactic support of higher education. The article disuchebnoj motivacii u uchashhihsja [A model of psychological readiness of a future primary school teacher for the development of educational motivation among students]. Vestnik OGU, 2013, no. 2 (151), pp. 73–76. (In Russian). 18. Derkach A. A. Akmeologija. Uchebnik [Acmeology. Textbook]. Moscow, 2002. 650 p. (In Russian). 19. Adol’f V. A. Stanovlenie professional’noj kompetentnosti pedagoga [Formation of professional competence of a teacher]. Sibirskij peda gogicheskij zhurnal, 2013, no. 5, pp. 38–40. (In Russian). 20. Podymov L. S. i dr. Pedagogika. Uchebnik i praktikum dlja vuzov [Pedagogy. Textbook and workshop for universities]. Eds. L. S. Podymovoj, V. A. Slastenina. Moscow, 2023. 246 p. (In Russian). 21. Gubanova M. I. Formirovanie gotovnosti budushhego uchitelja k pedagogicheskomu soprovozhdeniju social’nogo samoopredelenija starsheklassnikov. Monografi ja [Formation of the future teacher’s readiness for pedagogical support of the social selfdetermination of high school students]. Kemerovo, 2003. 236 p. (In Russian). 22. Red’ko L. L., Shumakova A. V., Veselova V. G. Proektirovanie integrativnogo obrazovatel’nogo prostranstva pedagogicheskogo vuza [Designing an integrative educational space of a pedagogical university]. Stavropol’, 2010. 282 p. (In Russian). 23. Podgotovka budushhih pedagogov k resheniju professional’nyh zadach v uslovijah integracii sistem vysshego pedagogicheskogo, obshhego i dopolnitel’nogo obrazovanija. Uchebnometodicheskoe posobie dlja magistrantov, aspirantov, prepodavatelej vuza [Preparation of future teachers to solve professional problems in the context of integration of higher pedagogical, gene ral and additional education systems. Educational and meth odological guide for undergraduates, postgraduates, university teachers]. Cheboksary, 2021. 128 p. (In Russian). Инновационные практики образовательных организаций 176 Профессиональное образование в России и за рубежом 2 (54) 2024 cusses gamifi cation as a teaching method and educational technology. Gamifi cation and the game approach in learning are considered, and their comparative characteristics are given. Since gamifi cation helps to increase interest in various areas where it is applied, students become more interested in taking those courses where there are game elements. Options for implementing gamifi cation in education are usually carried out in the format of a PBL model: points, badges, and ratings. Examples of game scenarios include: quests, simulation contests. A number of gamifi cation mechanics that are used in education are analyzed and the result of the study is shown: a survey was conducted among teachers and students whether these mechanics and gamifi cation in general work well enough in education.

Oral Professional-Pedagogical Speech as a Means of Communication of the Future Primary School Teacher

Oral Professional-Pedagogical Speech as a Means of Communication of the Future Primary School Teacher

Formation of Financial Literacy as a Key Competence in the Content of Future Primary School Teacher`S Professional Training

The article presents the results of a study on the content of the concept of "financial literacy" and the current state of the issue concerning the development of financial literacy as a key competency in the professional training of future primary school teachers. To identify the content component of future teachers' readiness to instill financial literacy in primary school students, methods of pedagogical observation during undergraduate and graduate student teaching practices, and content analysis of existing methodological materials for primary education were used to detect economic (financial) themes within the technological educational domain. The analysis of theoretical and methodological literature revealed that the concept of "financial literacy" as a key competency for citizens has the same content for both primary education recipients and future teachers, explained by the very idea of "literacy" as a foundational level of knowledge and competencies. Observations showed a low level of financial competence and interest in exploring financial-economic aspects among future teachers during their practical teaching sessions. It is anticipated that in the professional training of primary education teachers, financial literacy as a personally significant competency should be combined with readiness to develop financial literacy in students. Conditions for such training include the use of personalized, competency-based, and coaching approaches. Based on the content of the concept of "financial literacy," key principles for developing financial literacy in students have been formulated: transparency of information, volunteerism and charity, autonomy of the child's budget; gradual accumulation of financial experience; combination of financial awareness and critical thinking; experience formation through play;

PREPARATION OF FUTURE PRIMARY CLASS TEACHERS FOR HEALTH-SAVING ACTIVITIES

The article examines the problem of preparing future primary school teachers to carry out health-saving activities. The experience of the Lipetsk State Pedagogical University named after P.P. Semenov-Tyan-Shansky in this direc- tion.

PSYCHOLOGICAL AND PEDAGOGICAL METHODS OF DEVELOPING BASIC COMPETENCIES IN PRIMARY SCHOOL TEACHERS FOR THE 21st CENTURY

The article analyzes trends in improving the training of future primary school teachers follow-ing the chal-lenges of the global educational landscape of the 21st century. As a result of the study, four basic compe-tencies of future primary school teachers were determined: construc-tive pedagogical interaction; the ability to gamify educational content; skills of determining areas of prospective development of profes-sional interests of junior high school students; and the ability to project a successful professional future.The proposed methods of forming the competencies of future primary school teachers con-tribute to the formation of a positive educational reality that integrates rational and sensory-emotional components through the implementation of effective strategies of pedagogical in-teraction, and the use of virtualization of the educational environment with the help of artistic and technological means, and are aimed at creat-ing a successful professional future. These methods make it possible to modernize the didactic principles of the educational process in institutions of higher education. Studies conducted in Polish and Ukrainian higher education institutions have shown that methods of transforming the content of education are effec-tive in developing the competencies of future primary school teachers, especially in the conditions of the modern world, where it is increasingly important to define what needs to be studied.

Особенности построения конструкта лекций по естественно-научной подготовке будущего учителя начальных классов

The article presents the experience of non-standard organization of lectures in the course “Natural scientific foundations of professional teacher training”, given to future primary school teachers. The author reveals five main distinctive features of designing lectures in fundamental disciplines related to the future professional activities of students. The relevance of the article’s materials is proven by the results of testing using the absolute assessment method using the modified diagnostic technique of E.M. Bukhvalova and L.V. Karpushina

ПРАКТИКО-ОРИЕНТИРОВАННЫЕ ЗАДАНИЯ КАК СРЕДСТВО ФОРМИРОВАНИЯ СОЦИАЛЬНО-ЛИЧНОСТНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА

The direction of the research determined by the author is confirmed by its psychological, pedagogical, social and practical relevance, taking into account the changes taking place in almost all spheres of life of the Republic of Kazakhstan. The article considers practice-oriented tasks as a means of forming the socio-personal competence of students of the educational program 6B01310 "Pedagogy and methodology of primary education". The author proves the relevance of the inclusion of future primary school teachers in conditions close to professional activity in order to develop the necessary abilities, the formation of social and personal qualities of the individual. The paper defines a key concept, shows an algorithm for constructing practice-oriented tasks for the preparation of future primary school teachers in social and personal interaction with the subjects of the educational process. The paper defines the key concept of «practice-oriented tasks», shows an algorithm for constructing practice- oriented tasks for training future primary school teachers in social and personal interaction with the subjects of the educational process. The study involved young professionals with less than 3 years of experience in primary school, and students of the educational program 6B01310 «Pedagogy and methodology of primary education» of Pavlodar Pedagogical University named after A. Margulan. The system of evaluation by a university teacher of the quality of students' performance of practice-oriented tasks is presented.

Exploring pre-service teachers’ experiences of engaging in sustainable environment: a Turkey-Italy eTwinning Project

The research initially delves into the outcomes of an international eTwinning project focused on heightening awareness among future primary school teachers about the causes and consequences of climate change within the framework of sustainable environmental education. Employing qualitative research methodologies, the investigation took the form of a case study. The participant group consisted of 13 pre-service teachers studying at Mersin and Balıkesir Universities in Turkey as well as the University of Palermo in Italy in the academic year 2021-2022. Researchers utilized a semi-structured interview format crafted specifically for the study. The objectives encompassed enhancing the understanding of pre-service teachers regarding sustainable environmental education, fostering their familiarity with eTwinning to enable cross-cultural interaction with other European pre-service teachers. Furthermore, emphasis was placed on elevating pre-service teachers' awareness about foreign language utilization and the integration of information and communication technology (ICT).

Підготовка фахівців до роботи з дітьми в умовах інклюзивної освіти в загально­освітніх закладах України [Training of specialists to work with children in the conditions of inclusive education in general educational institutions of Ukraine

The article proves the urgency of introducing inclusive education in general educational institutions; the system of vocational training of future primary school teachers in conditions of inclusive education is analyzed. The article actualizes that one of the prerequisites for Ukraine’s entry into a single European educational space is the introduction of European norms in education and science. The need for improving the Ukrainian education system, raising its level of quality is an important task, which is conditioned by the need to create positive conditions for the formation and realization of the student as a future professional and his personal self-realization. The solution of this problem is possible with the preparation of a future teacher with deep knowledge, has developed pedagogical abilities, perfect professional skills, professional self-awareness, pedagogical thinking, has the skills of self-education, self-improvement. Therefore, the formation of the readiness of the future teacher of an elementary school for professional work in modern conditions acquires special significance.

Stakeholders as a Factor of Quality Professional Training of Future Teachers

The article reveals the forms of extracurricular work of university students to ensure the cooperation of the graduation department with stakeholders. Extracurricular work with the participation of community representatives and stakeholders performs educational, regulatory, corrective, communicative, compensatory, evaluation and correction functions. The experience of the Department of Pedagogy and Education of the Mariupol State University regarding the organization of cooperation with representatives of the Mariupol community and stakeholders of the educational program “Primary Education” at the bachelor’s and master’s levels is described. The work is carried out in the direction of attracting external stakeholders (representatives of the Department of Education of the Mariupol City Council and the Centre for Career Development, heads and deputy heads of the city’s educational institutions, primary school teachers) and internal stakeholders (students of higher education) to participate in the scientific and methodological seminar “Pedagogical workshop of the future specialist”. The experience of reviewing and examining student scientific reports and presentations by stakeholders, presented within the framework of the seminar, is described. Emphasis is placed on the fact that such an examination provides a comprehensive impact on the motivational, intellectual, emotional and activity spheres of students. Based on the expertise, stakeholders formulate conclusions regarding the degree of readiness of future primary school teachers for pedagogical activity, the relevance and practical significance of qualification works in the speciality “primary education”; offer recommendations for improving educational and professional programs. An example of one of the seminar programs, which includes a pedagogical assembly and discussion platforms on the subject of student presentations, is given in the article. The analysis of the experience of conducting the ongoing scientific and methodological seminar “Pedagogical workshop of the future specialist” allowed us to draw a conclusion about its effectiveness as an active form of extracurricular work and a means of involving stakeholders in the process of ensuring high-quality professional training of specialists.

THE USE OF FLIPPED CLASSROOM TECHNOLOGY IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF ENGLISH IN PRIMARY SCHOOLS

The relevance of the study stems from the change in the educational paradigm from traditional to information and communication using various computer technologies as a result of the global pandemic and martial law in Ukraine. The organisation of the educational process has undergone significant adjustments and updates, in particular, the introduction of blended learning in primary schools. The article explores and clarifies the concepts of "distance learning" and "blended learning" based on the views of various national and foreign scholars. The authors of the article focus on one of the types of blended learning – the method of "flipped learning" or "flipped classroom".
 The history of this approach and its improvement by various innovative teachers are analysed. In the course of the study, the definition of the concept of "flipped learning" is clarified and it is found that there are different forms of organising this type of learning. It has been proved that the pedagogical phenomenon of the "flipped classroom" as a form of teaching English in primary school has not received sufficient coverage in the system of professional training of future primary school teachers of English, so this topic is relevant.
 The article analyses the content of the concept of professional competence of an English teacher in primary school and finds out that its information component is of particular importance. In accordance with the requirements of professional standards, a graduate of the pedagogical profile should possess and operate the necessary information and communication techniques, including: the ability to apply various means of communication, use non-standard forms and techniques in solving pedagogical tasks in the classroom in online/offline modes. On the example of the training of the Masters of the Institute of Pedagogy of Zhytomyr Ivan Franko State University in the speciality "Primary Education and English Language", examples of the use of the "flipped classroom" as a form of teaching various educational components were given: "Methods of teaching English in primary school", "Innovative technologies of teaching English", "Theory and practice of teaching a foreign language using information and communication technologies".

Инновационные игры как средство развития методической компетентности студентов – будущих учителей начальной школы

The article presents the theoretical justification and practical implementation of an educational environment aimed at developing the methodological competence of future teachers. Purpose of the study: to theoretically substantiate, practically define and experimentally create an educational environment aimed at developing methodological competence in future primary school teachers through game practice. Research methods: a) theoretical: analysis, synthesis, interpretation of scientific literature on the research problem; b) empirical: pedagogical experiment. The article describes approaches to defining the categories “competence”, “methodological competence”, “gaming practice”. The study shows the feasibility of using innovative games in teacher education and formulates the requirements for the development and implementation of innovative games. The results of the pedagogical experiment prove the effectiveness of using innovative games as a means of developing students' methodological competence. The practical significance of the study lies in the development of conditions for the use of innovative games in the methodological training of students - future teachers. The conclusions based on the results of the empirical study give reason to talk about the advisability of using elements of game practice in order to develop the methodological competence of future teachers.

Psychological and pedagogical conditions of training future primary school teachers using modern digital educational resources

Relevance. The relevance of the research is conditioned upon the need to consider the fundamental aspects of training future primary school teachers in the conditions of digitalisation and globalisation, which are constantly improving and changing, in this regard, it is quite essential to take into account the whole range of conditions for the training of a highly competitive future specialist.Purpose. The purpose is to analyse the psychological and pedagogical conditions for the development of future primary school teachers using modern digital educational resources.Methodology. The research used such methods as logical analysis, deduction, induction, synthesis, functional analysis, and survey method.Results. During the implementation of the work, the main features of the educational process in the conditions of digitalisation were identified, and the characteristic of inherent elements and principles of implementation were provided. A survey was conducted, in which 127 students participated. The significance of the questionnaire survey is conditioned upon the fact that it allowed identifying positive and adverse aspects of the introduction of information and communication technologies into the educational process, the main problems that arise for future teachers. In addition, a pedagogical experiment was conducted based on this university of 2 groups: group No. 1 (64 students) and group No. 2 (63 students). The perspective of introduction and further use of virtual reality in the learning process was considered. The main components of the successful professional realisation of a future specialist were considered.Conclusions. The practical value of the obtained results consists in obtaining information about the main difficulties that do not allow the educational process to be realised effectively in modern conditions, in this connection recommendations were provided for future teachers considering psychological and pedagogical conditions to prepare highly competitive future specialists and improve the level of quality of education in general.

Modern Tendency to Practice-Oriented Learning

Today, technology is changing quickly and apparently affects all parts of life. Compared to a few years ago, many things have changed, including thoughts, habits, social activities, and ways of life. Thus, this study determined the impact of virtual reality technologies as practice-oriented learning stimuli on the development of information competence and academic performance of future primary school teachers. One hundred eighteen students from the Pedagogy Faculty of the M. Utemisov West Kazakhstan University and 105 students from the Kyrgyz National University majoring in the same field were divided into two groups for the research. Respondents in the experimental group took virtual reality courses, and their progress was evaluated by contrasting their grades before and after the programme. Based on the preliminary analysis of the student's academic performance, it should be noted that most of them performed mediocrely. However, observations by tutors and teachers revealed that when classes were taught using virtual reality platforms such as EyeJack and CoSpaces Edu, students in the experimental group were more willing to participate in tasks and seminars. Furthermore, according to the results of Content Module 2, students in the experimental group performed significantly better than students in the control group in terms of their overall academic performance (p=4.187). The article's practical significance comes from considering how virtual reality technologies might enhance Kazakhstan's and Kyrgyzstan's educational systems.

PREPARATION OF FUTURE TEACHERS OF PRIMARY EDUCATION FOR THE ORGANIZATION OF A SAFE EDUCATIONAL ENVIRONMENT IN THE CONDITIONS OF MARTIAL LAW

Creating a secure educational environment is a crucial factor in shaping a well-rounded individual who feels comfortable, at ease, and engaged in the process of acquiring new knowledge. Providing an appropriate environment for children of primary school age is characterized by supporting their mental and physical health and well-being, responsibility, values, and benevolence. The task of future teachers of primary education is to ensure conditions in the educational environment that prevent manifestations of violence, aggression, bullying, bullying, limitations, etc. Training future primary school teachers to create a safe educational environment under martial law is characterized by the assimilation of knowledge, the formation of skills and abilities to act in emergency situations, respond in time to danger, psychologically adjust children to optimistic motives, inform them about the rules for handling dangerous and suspicious objects, on evacuation and air alert actions. The article highlights the factors affecting the organization of a safe educational environment. It was found that in the conditions of martial law, the future teacher must be aware and ready to act during the «Air alarm» signal, evacuation, staying in a storage or shelter, the use of various types of weapons (chemical, biological), radiation threat, fire, building collapse, detection of explosive objects, and provision of pre-medical and psychological assistance to children. In the author's opinion, the content of professional training of future teachers should include educational disciplines, innovative forms and methods that will help to understand the peculiarities of organizing a safe educational environment, which will allow them to be responsible in their own professional activities in the future. In order to increase the level of readiness to consciously treat the organization of a safe educational environment during the training of future teachers, it is worth holding thematic events, trainings, organizing meetings with emergency services workers, psychologists and medical specialists, etc. The direction of future research is shaped by an examination of the professional preparation of prospective primary education teachers to foster a secure educational environment within the framework of an inclusive educational setting.

THE DEVELOPMENT OF SOFT SKILLS OF PRIMARY SCHOOLTEACHERS IN FOREIGN LANGUAGE FOR SPECIAL PURPOSES LESSONS

The aim of the article is to reveal the potential of the academic discipline Foreign Language for Special Purposes (FLFSP) in the development of soft skills of future primary school teachers. The objectives of the study are to analyze scientific sources on the topic of the research; to identify the soft skills important for future primary school teachers; to present a lesson sample of how learning FLFSP can contribute to the development of soft skills in students. The research methods that are used in the article include the method of critical analysis of scientific literature – to analyze scientific sources on the problem under study and identify the most important soft skills; the method of studying and summarizing the positive experience of the development of students’ soft skills while learning FLFSP – to provide a sample lesson. The research has revealed that the most important soft skills that Ukrainian future primary school teachers should possess are: communication, problem-solving, leadership, teamwork, adaptability, decision making, initiative, critical thinking and creativity. The academic discipline Foreign Language for Special Purposes has a significant potential in the development of the soft skills mentioned. Studying this discipline involves a combination of different forms of organizing students’ learning activities in the classroom (individual, pair and group work), a combination of interrelated speech activities (listening, reading, speaking, and writing), teaching methods (role play, group debates, discussion, project work, public speaking, maintaining a blog or a discussion forum), and educational materials. The analysis of the impact of different methods of teaching a foreign language on the development of students’ soft skills may be a promising direction for future studies.

The photographic heritage as a motivational resource to learn and teach history

This article, linked to the research of new methods for teaching history, has as its main objective to analyse the motivation of future primary school teachers regarding the use of photographic heritage in the teaching of historical content. This investigation is based on a teaching experience carried out in the 22/23 academic year with 266 primary education student teachers, in which a key episode in the history of Spain is explored via a series of photographs. Data collection was done through a Likert-type questionnaire, which the students answered after the activity, with a response scale of 1 to 4 with some qualitative open-ended questions. Responses were also examined using the SPSS27 statistical programme. The results show how the analysis and interpretation of the photographs, as well as the activities developed from them, are a motivating resource for most of the participants. The latter consider photographs suitable, on the one hand, for their personal development, and on the other, for their professional training, since it allows them to design innovative and creative history teaching-learning programmes.

Self-education of future teachers in education of primary school children through national values

Relevance. Relevance of the study is due is a pedagogical conditions, the implementation of which in the educational process of universities, taking into account the aspect of transformation of the content of education from knowledge-centered to competence-based, wich will be contribute to the effective preparation of future primary school teachers for successful professional and pedagogical self-education through national values in today's rapidly changing world. Purpose. The aim of the study is to provide theoretical justification and develop pedagogical conditions for the successful formation of professional and pedagogical self-educational competence of future primary school teachers through national values in the educational process of higher education institutions. Methodology. As part of the study, we formulated the following hypothesis: if the process of professional training of future primary school teachers through the national values of the Republic of Kazakhstan will take place taking into account the pedagogical conditions developed and justified by us, this will lead to the successful formation of professional and pedagogical self-educational competence of future primary school teachers, since professional and pedagogical self-educational competence is not formed by default, for its formation, it is necessary to create adequate pedagogical conditions in the educational process of the university. Results. At present, there is an obvious contradiction between the need to prepare future primary school teachers through national values in the educational process of universities for successful professional and pedagogical self-education in a rapidly changing world, taking into account the transformation of the content of education from knowledge-centered to competence-based, and its insufficient development in modern higher pedagogical educational institutions and specialized scientific literature. Conclusions. National values allow the state to ensure its sovereignty, the continuity of generations, the identity and traditions of the people, so future primary school teachers through continuous self-education should be able to develop and apply current technologies for instilling them in younger schoolchildren.

Влияние дуального обучения на психолого-педагогические характеристики готовности к профессиональной деятельности выпускников педагогических колледжей

The modern educational paradigm of the Republic of Kazakhstan is focused on the training of qualified spe-cialists-teachers who are able to actively and creatively integrate into the social and professional environment, and, therefore, be ready to apply theoretical knowledge in practice. The very concept o f readiness is very ex-tensive and includes, among other things, psychological and pedagogical characteristics that are important for a future teacher and characterize the level of his professional competence. Dual training entering the practice of educational institutions allows developing not only professional but also personal qualities that are most im-portant for a teacher. The article discusses the results of the experimental study, the aim of which is to identify qualitative changes in the level of a number of psychological and pedagogical characteristics of readiness of future primary school teachers for teaching activities in the conditions of dual education. The results obtained during the empirical research show an increase in the level of such characteristics as general educational skills and teaching abilities. The results of the study can become the basis for further research in this area, for the development of special training programs in the system of dual training technology. Research methods: sur-veys, testing, analysis of student work, interviews.

Formation of sustainable development competencies in Ukrainian English for specific purposes students

PurposeThe purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.Design/methodology/approachThe research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.FindingsThe experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.Originality/valueThe study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.