Future School Teachers Research Articles

Инновационные педагогические технологии и роль преподавателей в обеспечении качественного педагогического образования в Саудовской Аравии

Saudi Arabia's education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers' colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor's or master's degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers' perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.

“Defense of Ukraine” degree program for future school teachers: a new element of ukrainian higher education

The article examines various aspects of professional training of future teachers of the “Defense of Ukraine” course for effective legal education among students. The key aspects in this process are the formation of practical skills, legal culture, socio-psychological and methodological readiness of teachers. Emphasis is placed on the use of modern technologies and interactive methods in pedagogical universities to develop legal thinking and patriotic values. Several theoretical methods have been used in the course of research. In particular, the article extensivеly refers to empirical research methods, such as observation, comparison, and monitoring. Modern challenges in the field of national security of Ukraine require active participation of teachers in the formation of legal awareness of students. It is emphasised that successful teacher training requires not only knowledge of law, but also taking into account of individual characteristics and application of innovative pedagogical approaches. In general, the article points out the importance of providing teachers with the necessary competencies to educate Ukrainian citizens who consciously observe their duties and execrise their rights (freedoms).

Helping Future Schoolteachers Discover and Teach Soil: An Example of Project-Based Learning

Helping Future Schoolteachers Discover and Teach Soil: An Example of Project-Based Learning

Peculiarities of Formation of Professional Motivation of Students of Pedagogical Specialties in the Educational Process at Higher Educational Institution

The article presents the results of an experimental study of the features of the formation of professional motivation of students of the pedagogical profession in the process of studying at a university. The former professional motivation of students of pedagogical specialties forms a competent, mobile, responsible future schoolteacher with a stable system of spiritual and moral values. The formation of professional motivation of students of pedagogical specialties is a psychological and pedagogical process that requires methods of diagnosis, analysis and development. The purpose of our research is to develop a model and program for the formation of professional motivation of students of pedagogical specialties and to determine the psychological and pedagogical conditions for the formation of professional motivation. The pedagogical conditions of students of pedagogical specialties are theoretically determined: ex-ternal (activation of activity) and internal (awareness of their own abilities, motivation for professional maturation, internal professional identity of the student; creative activity, readiness for professional self-improvement). The practical significance of the study lies in the fact that the results of the study can be used to diagnose and correct the professional motivation of students of pedagogical specialties, motivational training programs during training sessions. In order to form the professional motivation of students of pedagogical specialties, a model and a program for the formation of professional motivation in the form of a formative experiment have been developed and introduced into the educational process. Improving the efficiency of educational and professional activities of students of the experimental group, the formation of professional motivation of students, allows us to talk about one of the most important mechanisms for improving the professional development of students of pedagogical specialties.

An enquiry to ascertain attitude of B.Ed. trainees towards sex education in view of inclusion and promotion of reproductive health education in school curriculum for a sustainable future

The present study aims to find out the attitude of trainee teachers towards sex education. The attitude of trainee teachers matters a lot because it is them who are future school teachers and are agents of imparting reproductive health related knowledge which is an important issue of population education in bringing positive change in the attitude towards and management of reproductive health of the students. Estimation of trainee teachers’ understanding about sex education gives us idea of the need of inclusion of reproductive health education in teacher education curriculum and with that we are able to prepare a blue print of future road ahead to sensitize students at school level about management of reproductive health that is beneficial not only in maintaining wellbeing of reproductive health but attaining sustainable development goals ensuring gender equality, reducing inequalities and promoting peace and justice in society at large. 78 trainee teachers of semester III (2nd year) of B.Ed. course from Shri Shikshayatan College, Kolkata participated in a questionnaire survey regarding their attitude toward sex education in schools. Through analyzing their attitude, it has been tried to understand how perspectives of trainee teachers towards sex education irrespective of their subject of expertise are important to be effective and appropriate for the successful implementation of reproductive health education in schools.

Teaching undergraduate mathematics - a problem solving course for first year

In this paper we describe a problem solving course for first year undergraduate mathematics students who would be future school teachers.
 Subject Classification: 97B50, 97B70, 97D50, 97D60, 97F60, 97U30

PECULIARITIES OF FORMATION OF PROFESSIONAL MOTIVATION OF STUDENTS OF PEDAGOGICAL SPECIALTIES IN THE EDUCATIONAL PROCESS AT HIGHER EDUCATIONAL INSTITUTION

The article presents the results of an experimental study of the features of the formation of professional motivation of students of the pedagogical profession in the process of studying at a university. The formed professional motivation of students of pedagogical specialties forms a competent, mobile, responsible future school teacher with a stable system of spiritual and moral values. The formation of professional motivation of students of pedagogical specialties is a psychological and pedagogical process that requires methods of diagnosis, analysis and development. The purpose of our research is to develop a model and program for the formation of professional motivation of students of pedagogical specialties and to determine the psychological and pedagogical conditions for the formation of professional motivation. The pedagogical conditions of students of pedagogical specialties are theoretically determined: external (activation of activity) and internal (awareness of their own abilities, motivation for professional maturation, internal professional identity of the student; creative activity, readiness for professional self-improvement). The practical significance of the study lies in the fact that the results of the study can be used to diagnose and correct the professional motivation of students of pedagogical specialties, motivational training programs during training sessions. In order to form the professional motivation of students of pedagogical specialties, a model and a program for the formation of professional motivation in the form of a formative experiment have been developed and introduced into the educational process. Improving the efficiency of educational and professional activities of students of the experimental group, the formation of professional motivation of students, allows us to talk about one of the most important mechanisms for improving the professional development of students of pedagogical specialties. Keywords: pedagogical specialty, professional motivation, self-organization, psychological and pedagogical conditions, model, motivation structure.

Psychological aspects of the formation of professional motivation of students of pedagogical specialties

The article discusses the psychological aspects of the formation of professional motivation of students of pedagogical specialties, and also presents the results of an experimental study of the structure of motivation of university students. Modern requirements for the training of future specialists pose challenges to the university of the formation of professional commitment and motivation of students. A modern graduate who has mastered a particular pedagogical specialty should have such characteristics as high motivation in future pedagogical activity, mobility, purposefulness and competitiveness in the educational sphere. Therefore, it is necessary to create psychological and pedagogical conditions for the organization of the formation and development of professional motivation, contributing to the desire of students for self-realization in professional activities. The formed professional motivation of students of pedagogical specialties contributes to the formation of a competent, mobile, responsible future school teacher with a stable system of spiritual and moral values. The formation of professional motivation of students of pedagogical specialties is a psychological and pedagogical process that requires special, scientifically based methods of diagnosis, analysis and development. Therefore, one of the most urgent today is the problem of the formation of professional motivation of students. By professional motivation we mean a set of factors and processes that encourage and guide an individual to study future professional activity. Effective development of professional education of a person is possible only with a high level of formation of professional motivation, which is an internal determinant of the development of professional competence. Key words: university students, pedagogical specialty, professional motivation, self-organization, psychological and pedagogical conditions, model, motivation structure. &nbsp

ПСИХОЛОГО-ПЕДАГОГІЧНІ УМОВИ РОЗВИТКУ НАВЧАЛЬНОЇ АВТОНОМІЇ СТУДЕНТІВ У ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНОЇ МОВИ

The article considers a topical problem of creating the necessary psychological and pedagogical conditions for the development of learner autonomy of students in the process of acquiring professional competence of future school teachers in universities in Ukraine. Based on the analysis of professional literature and observations of the educational process in the courses «Practice of oral and written English» and «EFL Methodology» at the Foreign Languages Faculty at Nizhyn Gogol State University, Ukaraine, approaches and ways of dealing with the problem of forming students’ responsibility for their own learning are proposed: creating a favorable learning environment, developing the ability to reflect and transfer this behavior beyond the learning environment, students’ awareness of the structure of the course, educational goals, content, forms of control and the necessary learning strategies, knowledge of existing theories and approaches to learning and mastering a foreign language, creating opportunities for choice and decision making, development and support of positive motivation to study, introduction of active and interactive forms and methods of teaching, peer teaching, self-assessment, involvement of students in scientific work and philological research, changing the role of the teacher and acquiring the function of assistant, facilitator in education. Specific methods, techniques, recommendations for creating these conditions are offered. Possible risks and complications, which in the process of development of learner autonomy are associated with the tendency of teachers and students to use traditional forms of learning and teching, the lack of educational materialsthat promote the development of autonomous student behavior. are considered

Former les futurs professeurs des écoles à un « autre » regard sur les écrits d’élèves

Dans cet article, nous nous interrogeons sur la formation des enseignants à l’évaluation des écrits d’élèves. Nous avons mis à l’épreuve, auprès de futurs professeurs d’école, un module de formation présentant plusieurs phases : une mise en situation d’écriture, l’élaboration d’une grille de critères, la production de conseils de réécriture aux pairs ainsi que l’analyse d’un écrit d’élève. Notre hypothèse est que la mise en situation de produire des écrits à un niveau adulte influence les évaluations d’écrits d’élèves sur la même consigne. Ainsi, le regard sur le texte d’autrui est modifié pour devenir un regard « autre », moins normatif et plus à même d’apprécier les qualités du rédacteur.

EFL Education-oriented reading and speaking skills through critical thinking: a theoretical basis for the degrees in education

The development of skills in English as a Foreign Language (EFL) is a necessary requirement for communication, but equally for L2 enhancement. Thus, the aim of this paper is to propose a system of activities for the Degrees in Education. This system integrates two skills, that is, reading and speaking, in addition to enhancing the development of critical thinking skills. All these aspects will be intimately linked to the importance of the education-related context for future school teachers.

Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change

The aims of this research, based on a case study (trainee teachers of Primary degree and Secondary Education–MAES of the University of Valencia, Spain), are to analyse the students’ memories and perceptions of their training about floods; to examine the interest in teaching these contents in Social Science and/or Geography classes; and to analyse their proposals to improve teacher training. Methodologically, a questionnaire was distributed among 204 future teachers. The results indicate that the majority, in both groups, (degree and MAES) consider themselves to have a medium level of preparedness to teach these contents to schoolchildren (value of 3): 47.0% of the degree students and 47.4% of the MAES students. In both groups, the majority (89.2% degree; 57.9% MAES) indicate that they had not received training in the university or if they had, it had been insufficient. The study reveals that both those who have received training and those who have not believe themselves to have a similar level of preparedness. As the results of this study show, there is still a lot of ground to be covered in the field of education so that it may become an essential tool to generate a society that is more resilient to climate change.

MEDIA DIDACTIC SUPPORT OF THE PROCESS OF FUTURE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE TRAINING

The article reveals the essence of media didactic support of future primary school teachers’ foreign language training. It consists in providing students with methodological support in order to form their foreign language communicative competence through completeing tasks, solving professional and life situations. Media didactic support guids in creating a foreign language communicative environment, which provides clearly defined tasks (situations, instructions) within the subject of the discipline of the foreign language unit and ways to analyze, evaluate foreign media, create own ones and perform manual actions using media tools. The paper presents some elements of the author's media didactic support of future primary school teachers’ foreign language training in the content of foreign language disciplines, which testify to the diversity of future primary school teachers’ foreign language training with didactic tools, methods and forms of foreign language teaching. Applying theoretical research methods (analysis, comparison, generalization, systematization, synthesis and specification), emphasis is placed on aspects of media didactics development in the process of future primary school teachers’ foreign language training, which allows integration of future school teachers’ foreign language communicative competence and their media literacy. It is established that alongside with traditional methods of foreign language teaching (conversation, explanation, demonstration, etc.) innovative ones are being actively used (the usage of computer programs, the usage of mobile applications, creative tasks, webquest, filming, audio recording, analysis of problem situations and others). Media tools (digital images and photos, collages, comics, screenshots, websites, blogs, infographics, clusters, audio recordings, podcasts, cartoons, audiobooks, online dictionaries, social networks, mobile applications for others) expand the didactic tools of foreign language teaching.

Ethnopedagogical competence of students as a factor in the implementation of the ethnocultural education trend

The purpose of the study is to determine the need to study the ethnocultural trend in national education, its place at the state level, especially as a national-regional component. The author of the article substantiates the reasons and patterns of development of the ethnocultural trend of education in Russia as a multinational country and substantiates its role in formation of national unity due to inclusion of the ethnopedagogical component of training the future school teachers and university teachers in the educational environment. The scientific novelty of the study lies in the contrastive analysis of modern statistics of demographic data, the national composition of the Russian Federation; legislative acts stimulating development of ethnocultural trends in Russia; description of the nationalregional component as a fundamental element in the education system of the Republic of Karelia, clarification of the similarities and differences between the terms “ethnocultural competence” and “ethnopedagogical competence”. As a result, the practical experience of the flagship university of Karelia - Petrozavodsk State University - is presented as an organization that forms the ethnopedagogical competence of students and a leading platform that implements the principles of ethnocultural education in the system of education and upbringing in the region, indicating examples of ways to develop the ethnocultural trend of education in Russia.

Perceptions of Future Teachers of Audiovisual Education and Communication. Challenges in Training for a Sustainable Education

The education of future teachers is going through a crisis related to audiovisual education. Following what is known as the 2015–2030 Agenda, the world of education is being confronted with a new learning model that must respond to the proposals of the Sustainable Development Goals—SDGs. In this article, we want to emphasize the need for training future teachers to meet the new needs of media education, taking into account the increasing importance of sustainable development of children in relation to audiovisual media to maintain their welfare, skills and future prospects. For this reason, the objective of the study is to collect the perceptions of 278 future schoolteachers about the significance of audiovisual education and their own training on the subject, the socio-educational objectives of audiovisual tools, their positioning regarding audiovisual methodology and the concept of communication. Two ad-hoc questionnaires with an ex-post-facto design were used. The findings showed that a reduced percentage of students felt they had received full audiovisual training. Nevertheless, over half of the future schoolteachers considered their work in the classroom to be important for social and educational ends, both from a theoretical and a practical viewpoint. We believe it is necessary to provide audiovisual education to future schoolteachers based on students’ interests and needs.

Methodological basis for designing a digital simulator of pedagogical activities

Introduction. The article presents the foundations of the concept of a digital simulator of pedagogical activity. Its characteristics allow us to see the possibilities of modeling pedagogical activity from the point of view of implementing the principles of the activity approach. The purpose of this research is to create a concept and methodological toolkit as a plot composition for programming a simulator of pedagogical activities for teaching to solve geometric problems. The content of one of the storylines on the topic “Orthocenter of a triangle” is shownMaterials and Methods. The modern system of higher education trains teachers for professional activities in the global information society. The development of information and digital technologies involves active use of distant education tools, which means educational technologies implemented using information and telecommunication networks with the indirect interaction of students and teachers. Due to these requirements, the paper considers the possibilities of simulation in the process of professional training of future school teachers. The following research methods were used: pedagogical experiment, observation and modeling, as well as analysis of existing simulators in the higher education system of the Russian Federation [9, 10, 11, 14] and foreign educational systems as well [20].Results. There has been developed a concept and adaptation of the mathematical content of the simulator [16] to the level of specialized secondary education. To create such a simulator, a bank of pedagogical situations and options for their solution was created, the source of replenishment of which is the pedagogical practice of students at school. We see the prospect that the interaction of the simulator should be built in such a way as to meet the potential user needs and the requirements of the professional standard [19]. The concept of a simulator for teaching to solve geometric problems is based on the theoretical foundations of elementary geometry and methods (techniques) for solving problems of increased complexity in geometry (profile level, Unified State Exam, Olympiad problems), teaching methods for geometric problems, cognitive psychology.Discussion and Conclusions. The article presents a model for simulating the actions of a future mathematics teacher in the process of organizing the solution of a geometric problem from the point of view of didactics, psychology, methods and axioms of geometry. An experimental base has been prepared for a future pedagogical experiment on the introduction of a simulator into the educational process of training mathematics teachers.

METHODOLOGICAL POSSIBILITIES OF USING MUSIC LEARNING TOPICS IN THE IMPLEMENTATION OF INTEGRATED TEACHING

This paper focuses on the review of scientific articles and publications from the field of Teaching Methodology published in Serbia and the region that show the possibility of using music learning materials in the implementation of integrated teaching. The provided examples of these papers show that certain learning topics from the Music lessons are suitable for the intradisciplinary integration; however, they can also be used in other courses as well. Both the historical method and theoretical analysis method were used in this paper, which proved useful when it comes to theoretical research of this kind, and the aim of the paper is to promote the concept that music art is integrated with other learning topics through Music Education lessons in class teaching, in order to achieve the integrity of professional and pedagogical education of future school teachers and preschool teachers and thus make music art accessible to everyone.

Analysis of Educational Needs for Development the Educational Program to Enhance Teaching Competency for Future School Teachers

Analysis of Educational Needs for Development the Educational Program to Enhance Teaching Competency for Future School Teachers

FORMATION OF THE PROFESSIONAL COMPETENCE OF FUTURE PRIMARY TEACHERS WITH THE USE OF MODERN TEACHING METHODS

The article considers the problem of formation of professional competence of future primary teachers. The regulatory framework governing the professional activities of teachers in Ukraine (“Concept of development of Pedagogical Education”, “Professional Standard “Primary School Teacher of Secondary Education”) is analyzed. The urgency of the problem of future schoolteachers' professional training for the modern school, which is being studied within the framework of the project “New Ukrainian School – New Teacher” is proved. The definitions of “competence”, “professional competence”, “professionalism” of both national and international scientists are analyzed.It is proved that professional competence is an integrative characteristic of business and personal qualities of a specialist, reflects the level of knowledge, skills and experience required to achieve the goal of a certain type of professional activity, as well as the moral position of a specialist.The article presents modern methods of training future primary school teachers: “design-thinking” as a creative way of thinking, aimed at creating non-standard solutions and innovations for the formation of professional competence of future teachers of primary education (stages of “design- thinking”: empathy, focusing, ideas generation, prototyping, testing); interactive teaching methods (“lotus blossoming”, mixed media, jury, presentations, etc.), focus group research.The article proves the idea that the formation of key competences of students in the New Ukrainian School, competitiveness and ability to enter the world global space depend on the professional competence of the teacher.

Development of research skills in the future foreign language teacher in the system of continuing education

Modern education, implemented in specially targeted institutions, in most cases cannot ensure high performance of graduates. A future teacher should possess not only a high level of qualifications but also creative thinking, the ability to use innovative methods and technologies. The improvement of the integrated abilities of future teachers is based on the appropriate competent combination of the Russian educational tradition with innovative types of education. University programs usually only follow the state educational standards, without contributing to the individual self-identification of young citizens. Today, education should be positioned as a daily intellectual work that reveals the potential of a schoolchild or student and contributes to building the required competencies. Consequently, non-formal education should become part of a teacher’s life, implying both personal cognitive activity and spontaneous education, carried out due to a personal activity in a rapidly developing educational space. The student should not only know a foreign language and master teaching methods, but also demonstrate an adequate intellectual level, the ability to reflect, to conduct scientific research, to predict learning outcomes. Unfortunately, at this stage, the potential of non-formal education in the field of foreign languages is not sufficiently used, which makes it difficult to improve the research skills of future school teachers.