Training Of Future Teachers Research Articles

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.

Responsibilities and perception of course coordinating professors of the curso de Licenciatura em Matemática no IFSP regarding the scope of the function

This article, an excerpt from the author's thesis, presents the responsibilities and impressions of the teachers who served as Coordination of Degree in Mathematics, at the Federal Institute of Education, Science and Technology of São Paulo (IFSP), between 2008 (the first institutional offer of the course) and 2021 (date of data collection), regarding the exercise of the function. With the central objective of identifying how the function demands pedagogical and educational management dimensions, we started with institutional documents and qualitative research data, obtained in a questionnaire sent to all (former) coordinators of the aforementioned period. By opting to categorize the data, two dimensions were obtained: pedagogical and educational management. This movement resulted in the characterization of the function as articulating, formative and transformative, from the point of view of the pedagogical dimension. As well as educational management consisting of leadership, democratic processes, participatory management and organizational culture and climate. (In)directly impacting the initial training of future mathematics teachers.

IMPLEMENTATION OF STEM EDUCATION IN THE PROCESS OF PROFESSIONALTRAINING OF FUTURE TEACHERS

The article is devoted to the topical issue of introducing STEM-education into the process of professional training of future teachers. The introduction substantiates the relevance of the research related to the needs of information society for specialists who possess STEM-competencies. The problem statement lies in defining effective strategies, methods, and practices for integrating STEM-approaches into pedagogical education, as well as evaluating their impact on training future teachers for modern educational environments. The analysis of recent research provides insights into the theoretical foundations of STEM-education and the experiences of implementing STEM-approaches in education both in Ukraine and abroad. The theoretical framework of the study is grounded in the works of domestic and international scholars in STEM-education, pedagogy, and psychology. The research results reveal effective strategies, methods, and practices for implementing STEM-approaches in pedagogical education and assess their influence on the formation of STEM-competencies in future teachers. The conclusions summarize the research findings and outline prospects for further research in this field. The article underscores the importance of implementing STEM-education (Science, Technology, Engineering, Mathematics) in the training process of future teachers. The authors justify the necessity of integrating STEM-competencies into pedagogical practice in light of contemporary educational demands and the job market. They analyze approaches to integrating STEM-education into teacher training programs and highlight methods and tools that facilitate effective preparation of educational professionals with a STEM-component in mind. Furthermore, the article examines the challenges and prospects of implementing STEM-education in higher pedagogical education and provides recommendations for further research and development in this field. The conclusions of the article contribute to understanding and developing strategies for implementing STEM-education in the training of future educators with the aim of enhancing their competitiveness in the modern job market.

Personalized education: Features of training future teachers of the Russian language in a pedagogical university

The authors of the article explore the issue of personalized learning for students of a pedagogical university in the course of transition of modern education to a qualitatively new level. In the conditions of the departure from the Bologna system, new tasks have been set for higher education, their implementation requires a significant update of the syllabuses of all academic disciplines by attracting modern approaches, methods and teaching aids, developing methodological recommendations for authorial courses in accordance with new requirements. The novelty of the proposed study lies in the fact that we propose to include elements of personalization in teaching disciplines of the methodological cycle at a pedagogical university (based on the development of soft skills). In this regard, the article considers the personalization of learning as a vector of the modern educational process; competence-based approach to learning at a new stage; the competence model of educational programs. The presented didactic material for conducting classes in the discipline “Methods of teaching the Russian language” was developed taking into account the personalization of education and is aimed at developing students’ soft skills. The wide range of tasks that we offer will undoubtedly require additional knowledge and a large amount of independent work on the part of the students, which, in turn, will allow individualizing education for students with different levels of training and help them build their own educational trajectory.

Dynamic EFL teaching practices for students with visual impairment

This paper addresses a review of studies and research projects related to the teaching of English as a foreign language (EFL) to visually impaired students. The studies embody a variety of topics such as the challenges faced by visually impaired students, the use of assistive technology, and the need for inclusive education in higher education. The document emphasizes the importance of adequate training for teachers and the use of specialized resources to support students with visual difficulties. It also discusses the principles of didactics and the integration of technology in the classroom as a didactic practice. The article provides insights into effective teaching practices for visually impaired students and offers recommendations for future research and teacher training. The study highlights the need for proper teacher training and constant support for visually impaired students.

Formation of Professional Training of Future Chemistry Teachers in the Discipline 'Analytical Chemistry'

Today, the results of training in universities that train chemistry teachers are determined on the basis of the first level of Dublin descriptors for undergraduate studies and are reflected through specific competencies. Therefore, the results of training are formed at all levels of the educational program (EP) that trains chemistry teachers, that is, at the level of a separate discipline, module. High-quality organization of the content of basic disciplines is of particular importance for future chemistry specialists to achieve special competencies. In this regard, the presented article focuses on the methodological aspects of teaching chemical disciplines that contribute to the formation of a broad worldview, a high culture of thinking, an educated person in the training of chemistry specialists at the International Kazakh-Turkish university named after Khoja Ahmed Yasawi. The purpose of our research work is a comprehensive analysis of the components of the professional competencies of the Analytical Chemistry course and preparing for future professional activity by creating a methodology that forms the general and professional competencies of the future chemistry teacher. Therefore, as the object of research work, the course “Analytical Chemistry” is taken as a basis. Features, meaningful and effective opportunities for general and professional competencies are provided, which are analyzed for its content, the place and significance of the subject in the chemical education system is determined, and is also formed when teaching other chemical disciplines. The course of the study of the problem of organizing the education system with a focus on the principles of competence was organized in the field of control, data collection, analysis of statistical data, their generalization, oral and written requests. From the results obtained, it follows that in the formation of fundamental chemical-analytical knowledge and professional motivational and value relationships among students, the presence of various tasks focused on effective teaching methods and competencies is of great importance.

The effectiveness of the project method for the training of philology teachers

The evolution of technologies and the current dynamic development of the education system require the search for effective learning tools that will contribute to the acquisition of knowledge using technologies and the ability to use them for future teaching. The aim of the research is to study the impact of using project method for training future philology teachers. The study involved 398 third-year students. Students studied Ukrainian (native) language (n = 132), English (n = 129) and French (n = 137). A total of 15 teachers with a PhD degree and at least 7 years of teaching experience participated in the study to develop project topics used during training. The teachers developed 10 topics for projects that students who study their native (Ukrainian) and foreign languages (English and French) performed during the academic year. A questionnaire survey was used to determine the effectiveness of the project method. Eight hypotheses were put forward regarding the effectiveness of the project method for language learning and the acquisition of skills for further teaching. The obtained results confirm the advanced hypotheses, thereby proving the effectiveness of the use of project method for teaching students — future (foreign and native) language teachers. Prospects for further research may be comparing the use of project method with other pedagogical practices, determining the influence of different contents of the curriculum using project method for students studying different academic subjects.

“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).

Formation of Linguistic and Cultural Competence of Pre-Service Foreign Language Teachers through National Identity

Training future teachers of Foreign Language Education requires a methodological study of national identity in teaching English. National identity encompasses all aspects of cultural and traditional values. Based on qualitative research methodology, participants consisted of 120 pre-service foreign language teachers. Survey developed based on qualitative means, which included open-ended questions regarding the pre-service foreign language teacher's perceptions. The main features of the formation of linguistic and cultural competence of future English teachers are considered. Study aims to identify and form linguistic and cultural competence within the national identity of university students studying in Kazakhstan. The methodology aimed at identifying the ideas of students of universities in Kazakhstan about national identity is a descriptive study within the framework of the survey model. Data is collected using the national identity perception scale. A model for forming a national identity when teaching a foreign language is proposed. The study results, it can be concluded that students’ express opinions on the first stage, national identity and values on the second stage, which is the attitude to national identity and religion as part of national identity.

Семиотическая диагностика целей преподавания философии в педагогическом образовании

Modernization of domestic education and global diversification of pedagogical education make it relevant to analyze the role and place of the subject ‘Philosophy’ in order to diagnose new goals for teaching this discipline. Based on the methodological innovation of the semiotic approach proposed by I.V. Melik-Gaykazyan, the correspondence between the semantics of universal competencies and the pragmatics of the formation of individual trajectories for the training of future teachers is established. This correspondence captures the navigational role of philosophy, firstly, in the development of basic academic disciplines, and, secondly, in understanding the continuity of their curricula. The implementation of this role will not happen naturally, since the domestic tradition of university philosophy has its own characteristics, which are retrospectively indicated in the article. The retrospection emphasizes the context in which S.I. Gessen formulated his well-known thesis that pedagogy is an applied philosophy. This thesis is of essential importance for determining the role and place of teaching philosophy for the future teacher training, and also remains relevant in the situation of modern diversification of the goals of pedagogical education. The purpose of teaching philosophy is the propaedeutics of the development of special courses devoted to modern theories and the actual practice of education. At the same time, the actual practice of education takes place in social conditions that transform behavioral and ethical norms, therefore, the goals of teaching philosophy in the context of pedagogical education include explaining intellectual traditions and the limits of their effectiveness in order to find ways to solve situational problems generated by modern communication tools and systems. These situational problems are formed under the influence of multiple factors, and therefore, to solve them, it is necessary to understand the essence of transdisciplinarity. The simultaneous multiplicity of communications and the variability of their formats in specifi c psychological and pedagogical conditions make the modern understanding of theessence of the mediatization phenomenon relevant. Modern requirements for education to ensure the training of unique specialists fixes the need for the formation of tolerance, which is a condition for the implementation of inclusive education. The listed principles of modern philosophical anthropology andpost-non-classical methodology – tolerance, mediatization, transdisciplinarity, multidimensionality – coincide with those competencies which formation can be led by the teaching of philosophy.

Insights into UK Teachers’ Wellbeing and Workload during the COVID-19 Pandemic Lockdown: Testimonies from the Silent Voices and Lessons Learnt

This paper presents the findings of a national survey of over 3400 teachers across all phases of education in England, 10 weeks into school closure. In this paper we report on the teachers’ experiences and their testimonies of the effects of the lockdown on their wellbeing as they navigate the situation, trying to cope with teaching and adjusting to the use of new technology to deliver lessons in the confines of their home. We present their voices as they related their experiences and emotions in real time as the event unfolded. Teachers reported an increased workload with a proportionately large amount of time spent on administrative duties and planning, but less on actual teaching. On average, these teachers spent 15 h a week marking during the lockdown. Under half of the respondents said they felt happy and cheerful often, while only 17% said they did not feel this way often. Almost all teachers said they felt that what they were doing was important and worthwhile. The most common emotions expressed by teachers were fear, isolation, neglect, anxiety, and confusion. The inconsistency and lack of clarity of government guidelines added to teachers’ anxiety. The negative media portrayal of teachers did not help. The majority of teachers reported little previous experience in online teaching and only a quarter were confident in using edtech to deliver remote teaching. Only a third of teachers said they were adequately supported for online teaching. This has implications for future teacher development and initial teacher training. However, there were equally numerous positive experiences reported by teachers. Active support from parents and consistent school-home communication were seen as important in ensuring students’ continued engagement with learning. These lessons are beneficial in supporting the long-term sick and school refusers post-lockdown.

Development of artistic and imaginative thinking of the future choreography teacher in the process of professional training

ABSTRACT The relevance of the subject matter is conditioned by the fact that an important task of professional training of future specialists in the field of choreography is the development of artistic and imaginative thinking. The purpose of the study is to consider the structural components of artistic and imaginative thinking and analyse the features of the development of artistic and imaginative thinking of future choreography teachers in the process of professional training. The basis of the methodological approach in this research work is a qualitative combination of theoretical research methods, in particular analysis, synthesis, interpretation, generalisation and abstraction used to determine theoretical approaches to explaining the concept of artistic and imaginative thinking and its structural components. The results that were obtained in the framework of this study are the substantiation of various approaches to the definition of the concept of artistic and imaginative thinking, the structural components of imaginative thinking, identification of features of its development during the professional training of future choreography teachers, and the development of a special methodology aimed at the development of artistic and imaginative thinking.

Electronic educational methodical complex "Construction of car" in vocational training of future teachers of professional education

The paper presents the content, structure and approaches to using the author's electronic educational methodical complex (EEMC) "Construction of car" in vocational training of future professional education teachers in the transport field. The EEMC combines electronic educational resources - electronic textbooks, laboratories, tests, guidelines, reference books, etc. This allows students to organise various learning activities - studying theoretical material, performing lab experiments, knowledge assessment, and independent work. The quality of the EEMC was evaluated by 12 experts in the field using a competent estimation method. The high concordance index confirmed the good quality of the EEMC. Using the EEMC in vocational training increased students' learning motivation, developed representational thinking, shaped informational culture, and prepared them to apply ICT in future professional work. Prospects for further improvement of the EEMC are outlined.

State of physical education in urban and rural institutions of general secondary education

The quality of training of higher education students in specialty 014 «Secondary Education (Physical Education)» was and remains an important task of the state. The role of a highly qualified physical education teacher in general secondary education institutions is extremely important today. His professional formation begins even before entering a higher educational institution, namely in the walls of a gymnasium, a lyceum, when the motivation to choose a future profession is formed. However, experience shows that the school stage of training entrants to institutes (faculties) of physical culture is not used enough. First-year students have low physical preparedness, which, in turn, makes it difficult to acquire motor skills in various sports. The purpose of the research: studying the state of physical education in urban and rural institutions of general secondary education and determining its role in the training of future teachers. Research methods: analysis and generalization of educational and scientific literature, questionnaires, surveys. Results of the research. In the course of the study, it was found that the physical preparedness and motor skills of 36,4% of students who entered the first year of a higher educational institution in 2022 are insufficient for quality mastery of educational programs. The students did not possess the level of basic knowledge and skills in physical education that needed to be consolidated and improved within the walls of the lyceum, school, and on their basis to acquire new theoretical and methodical knowledge and form more complex skills in various sports. An anonymous questionnaire, in which 66 students took part (36 persons studied in the city, 24 - in the village, 6 - in urban-type settlements), made it possible to identify a number of reasons for insufficient professional preparation of the entrants to the Faculty of Physical Culture, Sports and Health. Conclusions. Among the reasons that slow down the process of obtaining programmatic learning outcomes by students in the specialty 014 «Secondary Education (Physical Education)» are violations in the system of organizing the educational process and methods of teaching sections of the physical education program in general secondary education institutions.

Formation of pedagogical skill of future teachers of physical culture by means of mobile games

The article is devoted to the problem of the formation of pedagogical skill among students of higher education institutions. The analysis of the sources proved that the formation of a highly moral personality of the future professional plays an important role in the preparation of a specialist with a higher education. It is natural that the development of a truly civilized society is impossible without the education of patriotic, civic, moral-ethical, cultural-ethical and general human qualities in people. It was found that the purpose of professional training of the future pedagogical community in the context of the requirements is the formation of a high general culture, personal qualities, readiness for independent, creative, personally-oriented pedagogical activity as a humane and culture-forming activity. It has been proven that the future teacher must be able to creatively organize the educational process, carry out scientific research of the pedagogical process, be fluent in the methodology of pedagogy, master new technologies and information systems, and generalize advanced pedagogical and methodical experience. It is substantiated that the quality of education of future specialists remains an important issue and the most important stage in the formation of the future teacher's personality is the first stages of training, when the foundation and base of the specialty is laid, the essence of professional activity is realized.
 It was determined that the educational process in institutions of higher education is characterized by flexibility, adaptability, modularity, economic efficiency, orientation to future professional duties and reliance on modern communication and information technologies. The analysis of the educational program for the training of future physical culture teachers made it possible to find out that a certain distribution of credits for mastering educational components is proposed for the formation of pedagogical skills of students. In order to form the signs of pedagogical mastery, we proposed innovative approaches to mastering mobile games and entertainment. Thus, mobile games in the system of training physical culture teachers contribute to the formation of professional competences in students, which will contribute to strengthening the health of schoolchildren, develop vital motor skills in them, and develop skills in the organization and methods of conducting game material. So, it has been proven that pedagogical mastery is a manifestation of a high result of professional activity, the ability to embody and realize one's own creative potential, combined with effective methods of building the pedagogical process at a high level.

Training of future physical education teachers to physical culture and health activities in the secondary school

The article examines the actual problems of training of future physical education teacher for physical culture and health activities in a secondary school. The process of preparing students of the Faculty of Physical Education and Sports for the organization of a physical culture and health environment at school has been revealed. The components of physical culture and health activities and the level of training of students for this type of activity are established. It has been proven that the issues of physical culture and health activities in Ukrainian schools are quite relevant for improving physical fitness, harmonious development and recovery of students. The purpose of the work is to establish the level of readiness of future physical education teacher for physical culture and health activities in a secondary school. The research methodology was to reveal the current state of solving the problem of training future physical education teachers for physical culture and health activities in a secondary school using analytical investigation methods and problem-based research methods. The following scientific methods were used in the study: analysis of literary sources, pedagogical observation, conversation, questionnaires, expert assessment and self-assessment of the level of knowledge, skills and abilities in physical culture and health activities, methods of mathematical statistics. The research was carried out at Zhytomyr Ivan Franko State University in 2021–2023, in which students of the third and fourth years (84 persons) of the Faculty of Physical Education and Sports took part, who are studying under the educational and professional bachelor's program in the field of knowledge 01 Education/Pedagogy, specialty 014, Secondary education in subject specialty 014.11 Secondary education (Physical culture). The scientific novelty consists in the disclosure of the dynamics of the formation of physical culture and health readiness of students of the Faculty of Physical Education and Sports for professional activities at school. Third-year students have a low level of readiness for physical education and health activities at school (61.1–65.1 points). The students of the fourth course showed good grades (73.2–76.9 points) in all components of readiness for physical culture and health activities. Conclusions. The preparation of future physical education teacher for physical culture and health activities at school can be presented as a system of organizational, psychological and pedagogical measures of a higher education institution aimed at acquiring knowledge, abilities and skills in health preservation and experience of implementing various forms of physical culture.

Methodical mastery of students of physical education faculties as future specialists in the field of teaching gymnastics

The article highlights the theoretical foundations of training future physical education teachers in gymnastics and its teaching methods, defines and substantiates the mastery indicators of this type of activity. At the present time, this problem is also due to the fact that at the current stage of development of the institution of general secondary education, the level of requirements for the professional training of future physical education teachers has significantly increased. The purpose of this work is the theoretical and methodological substantiation, the characteristics of indicators of methodical mastery of future teachers of physical culture in relation to the organization and conduct of gymnastics classes in general secondary education institutions. The analysis of scientific research shows that the training of a physical education teacher requires, first of all, professionally significant knowledge, abilities and skills, as well as the coordination of special personality qualities, namely: proper attitude to professional activity; development of methodical thinking of future teachers of physical education; the ability to work in a team and independently; availability of communication skills; effectively apply acquired knowledge, skills and abilities in professional activities, etc.
 The peculiarities and specifics of educational forms of gymnastics classes in higher education are substantiated for the effective formation of professional skills and skills for conducting various forms of gymnastics classes; mastering practical material and developing the skills of its optimal selection for organizing and conducting gymnastics classes; increasing the level of development of basic motor skills; realization of creative possibilities of students in modeling future professional activity.
 It was established that the methodical mastery of the physical culture teacher is most pronounced in the process of his professional activity in the educational institution, the correspondingly formed system of special knowledge, abilities and skills and the development of the thinking of future specialists.

Directions of modernization of professional training of future specialists in physical culture and sports in conditions of martial law

The professional training of future specialists in physical education and sports in institutions of higher education (hereinafter referred to as higher education institutions) in the conditions of martial law is an urgent problem today. Despite the large number of works devoted to the study of various aspects of the training of future specialists, it is worth stating that the study of the professional training of future specialists in physical culture and sports in the conditions of martial law requires special attention of scientists and practitioners.
 The purpose of the work: revealing the peculiarities of the professional training of future specialists in physical culture and sports in the conditions of martial law, highlighting the main directions of modernization of this process.
 Research has proven that modern requirements for physical culture and sports specialists are significantly different from those that existed a few years ago. Curricula as well as work programs for educational disciplines need to be updated in the aspect of increased attention to modern health systems, various innovative forms of physical activity, in particular, national-patriotic sports and folk games among schoolchildren and students.
 The article reveals the conceptual apparatus of the researched topic, the structure and content of the professional training of future specialists in physical culture and sports, identifies and characterizes the directions of its modernization. It has been established that the process of training future specialists in physical culture and sports under martial law needs not only renewal, but also modernization. The areas of modernization of the professional training of future teachers of physical education are highlighted and characterized: conducting effective career orientation work; update of educational and methodical literature on educational disciplines for higher education applicants in specialty 017 Physical culture and sport; introduction of innovative forms and methods of education into the educational process.

Formation of the skills of developing psycho-physical training methods as a key task of the training of future teachers

The purpose of the study was to clarify the views of the authors on the peculiarities of the formation of skills to use methods of psychophysical training in the educational preparation of students in the conditions of martial law and an extreme situation of education. Formation of students' skills in understanding the means of physical culture and their impact on the physical and mental state of a person as regulators of emotional states and training processes to resist stressful conditions. Methodology. The work sheds light on the views of the authors of scientific literature on the technology of regulating the psychological states of a person with the help of physical exercises; a review of the theoretical justifications of the interdependence of physical and mental states was carried out; references to the historical sources of the theoretical study of stress are presented. The authors presented the introductory part of the study of the psychological states of first-year students during the period of the military invasion and emphasized the need for empirical research in order to develop methodological recommendations for the formation of the ability to independently use the means of psychophysical training. The novelty of the study should be considered the forms and methods of research and methodical implementation proposed by the authors regarding taking into account the psychological states of students and their influence on the educational process with the further use of their results in pedagogical control and the process of developing methodological recommendations. The conclusions indicate that the use of psychophysical training methods can be an effective way to solve the problems of organizing the educational process. It is emphasized that the regulation of the consciousness of those who study with the help of psychophysical training is an effective opportunity to direct attention to the fulfillment of educational tasks, reduce emotional tension, and increase efficiency in achieving the planned results.

Shaping Educational Strategies: A Literature Review on Uncertainty and the Unexpected

A key feature of contemporary times is the high degree of complexity that impacts all spheres and aspects of today’s society, particularly within education. This complexity, deriving from a postdigital world in a polycrisis, causes continuous eventualities and results in these conditions of uncertainty. This contribution reviews the present literature on the issues of the unexpected and uncertainty. From the 13 articles included in the review, an attempt is made to define the terms “uncertainty” and “unexpected” in order to scan the management strategies proposed by various authors in diverse fields, highlighting the correlation between uncertainty, the unexpected, and anxiety. Although this review revealed a lack of a universal definition of the “unexpected” and “uncertainty”, the analysis seems to have revealed some common and essential features in various articles and perspectives on the topic. Suggestions drawn from the analysis prove particularly useful in investigating the implications that uncertainty and the unexpected have in education, especially in training future teachers.