Future Elementary School Teachers Research Articles

Development of future elementary school teachers' professional self-education readiness through interactive teaching methods

A modern specialist's ability to self-educate is a valuable professional quality. Education has been given the essential responsibility to develop the learners' readiness for self-education (RSE). However, university students experience difficulties organizing and implementing self-educational activities. The study's goal is to investigate the development of students' RSE and the impact of interactive training methods (ITMs) on ensuring the development of self-education skills in future elementary school (FES) teachers. The study used a pre- and post-test design for FES teachers' readiness for self-education (RSE). The study involved 240 learners at E. Buketov Karaganda University, Karaganda, Kazakhstan. The study found that university students experienced difficulties in organizing and implementing self-educational activities. The findings revealed that using integrative teaching methods increased students' readiness for self-education which is a significant improvement over traditional methods. This paper contributes to the methodological potential of university education by providing an innovative approach to improve university students' self-education preparation.

The use of Class Dojo in the preparation of future primary school teachers for the organization of distance learning

The urgent transition to distance learning has necessitated the preparation of teachers to organize the educational process based on the use of information and communication technologies in emergency situations. Therefore, research on the process of preparing future elementary school teachers for distance learning in higher education institutions using learning management systems, particularly ClassDojo, is relevant. The purpose of the study was to investigate the effectiveness of implementing the ClassDojo platform in preparing teachers to organize distance learning in elementary schools. The methodological basis of the research consisted of basic theoretical (analysis, synthesis, comparison, abstraction, and specification), empirical (observation, surveys, diagnostic practical work methods, pedagogical experiment), and statistical methods (variation characteristics, Student's t-test, Pearson's criterion). The article describes the main characteristics, functions, interface features, and advantages of using ClassDojo in the educational process of elementary school, namely: its positive impact on shaping behaviour, learning motivation, value orientations, character, and emotional intelligence of younger school students. The main ways of preparing future elementary school teachers to use distance learning platforms in their professional activities in higher education pedagogical institutions are presented. Examples of preparing students specializing in “Elementary Education” for organizing distance learning through practical work using the ClassDojo learning management system are described. The results of the research on the effectiveness of using the ClassDojo learning management system in preparing students specializing in “Elementary Education” at the Communal Higher Education Institution “Barsky Humanities and Pedagogical College named after Mykhailo Hrushevsky” are presented, analysed, and summarized. The effectiveness of the teaching methods used by education seekers is statistically verified. The research results demonstrate the effectiveness of the forms, methods, and techniques used in preparing teachers to organize distance learning in elementary school. The practical significance of the research results lies in their applicability by higher education institutions in the professional training of future teachers to organize distance learning and by practising teachers of elementary school classes

ТЕОРЕТИЧНІ ЗАСАДИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ТОЛЕРАННОСТІ МАЙБУТНІХ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ ВОЄННОГО СТАНУ

The article raises the problem and emphasizes the relevance of the formation of individual tolerance in modern conditions. In particular, the aim of the article is to study the theoretical foundations of the formation of pedagogical tolerance of future elementary school teachers in the conditions of martial law, which is achieved by applying a set of appropriate methods (analysis of philosophical, pedagogical and psychological literature; study and generalization of pedagogical experience, etc.). The presented research specifies and substantiates the essence the concept of «tolerance» - a means of achieving educational and educational tasks; one of the leading goals of the education process and «professional tolerance» is an integrated characteristic, a professionally important quality. The main signs of tolerant thinking are defined: the ability to take a person's point of view - decentration as opposed to infantile egocentrism; the ability to identify essential and minor features in the object being evaluated; the ability to ambivalence in the perception of an object, in which a person can see both positive and negative characteristics at the same time, as opposed to black and white univalent perception; the ability to establish similarities and differences between the same objects on different grounds, forming different groups; flexibility of thinking, which consists in the readiness to change one's ideas about the object in connection with the received new information. The essence, structure and functions of pedagogical tolerance of future primary school teachers are considered. The main ways of its formation during the education of students in a higher education institution are outlined. The importance of the teacher's guidance on the formation of a tolerant attitude towards others in younger schoolchildren is emphasized. The main ways of developing the professional tolerance of future teachers in higher education are outlined: the systematic formation of a stable position in students regarding strict compliance with the requirements of pedagogical ethics, the understanding of the unconditional value of each child, regardlessof his nationality, faith and level of development; organization of tolerant interaction during classes, group and collective educational and extracurricular activities of students; intercultural content of pedagogical education, in particular academic disciplines related to art; directing students to the formation of tolerance skills in children.

Methods and ways of preparing educational research activities for future elementary school teachers based on renewed education

Relevance. The article addresses the importance of research on modern education in the professional preparation of future elementary school teachers. The research relevance is determined by the fact that modern teachers have difficulties in stimulating attention and approaches to learning of elementary school children. In this regard, students in higher educational institutions of the Republic of Kazakhstan are in continuous search of new methods, techniques, and forms of organizing educational research activities based on updated education.Purpose. The research aims to study the methods and forms of research activity training for future elementary school teachers based on renewed education in Kazakhstan.Methodology. The methodological basis of the research consisted of general theoretical methods of scientific knowledge: analysis and synthesis, abstraction and idealization, and modeling.Results. The research results concluded that all modern elementary school teachers participate in pedagogical experiments in the modern education system, in all innovative processes, develop new educational programs and implement new educational technologies that require research skills based on renewed education. The issues discussed relate to the importance of curricula and experiments as well as the approach that students (future elementary school teachers) use in research activities.Conclusions. All of the studies reviewed included issues of professional development for future teachers over a long period, throughout their higher education. It should be noted that the entire education of elementary school teachers, as found in the study, includes the impact of a broader context, while all studies consider the impact of the same educational standard. All the activities described in the research contributed to the development of approaches to teaching science that were consistent with the current research literature. The practical significance of the research lies in the results that can be used as an instructional and practical material for students and researchers involved in school education and early childhood education.

KEMAMPUAN NUMERASI AND NEWMAN PROCEDURE: ANALISIS KESALAHAN MAHASISWA CALON GURU SD DALAM MENYELESAIKAN MASALAH MATEMATIKA

Numeracy is an essential skill that must be possessed to be successful in the 21st century. Numeration contains complex problems that link mathematics to everyday life. It is necessary to know the numeracy abilities of prospective elementary school teacher students as an initial effort to develop the numeracy abilities of future elementary school teachers. Apart from that, knowing what errors arise in solving numeracy questions is necessary to know what actions to use to develop the numeracy of prospective elementary school teachers. One theory that can be used to see student errors in solving numeracy questions is based on Newman's Errors Analysis (NEA). This research used a qualitative approach involving 154 students, of which 124 experienced errors. The research results showed that there were student errors in Reading Errors (R) at 9.68%, Comprehension Errors (C) at 27.42%, Transformation Errors (T) at 22.58%, Process Skills Errors (P) at 35, 48%, and Encoding Errors (E) of 4.84%. These errors are caused by students not being able to understand the basic concept of fractions, incorrect conceptual understanding regarding the concept of fractions, and students not understanding how to write fraction symbols and what two fractions have in common

Envisioning Future Elementary School Teachers’ Practices in The Post-Pandemic Era: A Visual Narrative Inquiry

The COVID-19 pandemic has revolutionised the educational landscape massively, including the way teachers enact their roles both inside and outside the classroom context. The abrupt changes also influence pre-service teachers’ way of envisioning themselves as future teachers in the post-pandemic era. The aims of this study is to analyze the underlying influences and concerns for their choice of future projection as post-pandemic elementary school teachers. This study using the photo-narrative frame construct of visual narrative inquiry, this study explored the way three first-year pre-service elementary school teachers imagined their. The data were collected from students’ self-portraits and written narratives narrating their past, current, and future projection as post-pandemic teachers. The multimodal narrative analysis was applied to analyse both the visual and written narratives. The findings suggest that technology integration and student-centred pedagogy became the most common themes when the pre-service teachers projected their future selves. At the same time, their previous schooling experiences and future concerns about becoming a teacher had certain impacts on the way they projected themselves as future teachers. Therefore, it is recommended that future pre-service teachers should be given opportunities to reflect on their previous teaching and learning experiences and project what they wish to emulate and enhance for their future teaching practices.

Innovative Learning Technologies for Future Elementary School Teachers in the Context of Neuropedagogy

The article reveals the study of current pedagogy of the essence of the concept of neuropedagogy, opens up the possibility of a new perspective on the pedagogical process, in particular, on the use of innovative technologies of teaching future elementary school teachers in the context of neuropedagogy. The topic is very relevant, as it allows to obtain scientific knowledge about the peculiarities of individual personal development and the impact of the development of psycho-cognitive processes on student learning. The objectives and content of the application of the neuropedagogical approach in the process of learning innovative technologies for future elementary school teachers in the context of neuropedagogy are characterized. The results of our analysis show that neuropedagogy is still not a universally recognized science, but part of the world scientific society has already begun to work in this direction. Scientific works in this field point to the profound potential of neuropedagogy as a future science for creating a favorable environment for learning and application of knowledge. The article shows the role of neuropedagogy in the complex educational system of innovative education and training of students on the basis of achievements of neuroscience; defines the importance of brain organization of cognitive processes of different activities; presents a differentiated approach to learning activities - the most important neuropedagogical factor of successful design of innovative lesson and the effectiveness of innovative educational environment of the university in forming innovative learning technologies of future teachers of elementary school.

Pelatihan Pembuatan Media Pembelajaran Interaktif Berbasis Android bagi Calon Guru Sekolah Dasar

This community service activity aims to develop the competency of future elementary school teachers to become professional educators by teaching creatively through Android-based interactive learning media. Training and assistance in this activity conducted through workshop. This activity was attended by 20 elementary school teacher candidates involved in the Pijar (Teaching Training) program held by the Forkom PGSD, University of Lampung. This activity consists of three stages which are introductory material, training and mentoring, and evaluating the creation of learning media toward pre-service elementary school teachers. Through this training and mentoring, the increase of knowledge and skills of pre-service elementary school teacher in running Android-based interactive learning media applications through the SAC (Smart Apps Creator) software is expected. They also gain the ability to design interactive learning media properly.

THE WORLD OF SCIENCE IN PRIMARY CLASS STUDENTS - IMPROVING THE INTERDISCIPLINARY FORMATION OF VIEW

In this article, the content of the interdisciplinary formation of students' scientific worldview in the teaching of natural and concrete sciences in elementary grades, the mechanism of improving the forms, methods and tools of its teaching, its implementation in practice, the pedagogical foundations of forming the scientific worldview of students based on interdisciplinary integration, Also, the ways of applying the technologies of ensuring the content and quality of the scientific-methodical process to the pedagogical process and the aspects of interdisciplinary improvement of the scientific worldview of the future elementary school teachers and students are described.

Formation of Professional Competence of Future Primary School Teachers Against the Background of Large-Scale Military Aggression (a response to the challenges of the times)

In contemporary European literature, the problem of shaping future educators against the backdrop of crisis (military) transformations has not been explored. Ukrainian teachers demonstrate valuable experience in the teaching under warfare conditions, which should be the subject of a separate study. In addition, the problem of the professional formation of future teachers is also relevant, given the numerous terminological debates between scientists. The article aims to analyze the formation of professional competence of future elementary school teachers against the background of large-scale military aggression. The work is formed on the use of theoretical pedagogical research methods. Noticeable attention is paid to the methods of generalization, abstraction, analysis, synthesis. Among the empirical methods, the methods of experiment and SWOT-analysis were used. With the help of the latter, the strengths and weaknesses of the formation of professional competence in the system of distance learning of future elementary school teachers against the background of military aggression are reflected. The results considered terminological discussions regarding the concept of “professional competence”, highlighted the main features of professionalism of modern teachers, analyzed the use of game techniques and their impact on the formation of important skills for future teachers, developed a training model to ensure maximum exposure to professional competence in future teachers. In the conclusion, it was noted that the appeal to game techniques allows to deepen the assimilation of professional competence, moreover, conducting games during the war has an additional psychological effect. The best training model for future teachers is to conduct distance learning sessions according to the established program, which provides an increase in the amount of practice and actualization of the experience of independent work.

The Use of Innovative Technologies in the Process of Forming the Competence of Future Elementary School Teachers as a Requirement of Postmodern Development of Society

The problem deserves special attention, given the urgent need to improve the process of forming the professional competence of future elementary school teachers associated with the need to optimize the components of the educational system in accordance with the needs of students, employers and conditions of postmodern social development. The analysis of the available developments allowed us to determine that the use of innovative learning technologies aimed at the development of the personality of future elementary school teachers is considered promising. The content of professional competence of future elementary school teachers has been analyzed. It was found out that there is no unified approach to the definition of its structure, but the necessary elements are reflexive, operational, methodical, motivational. The development of mobility, creativity and formation of individual pedagogical style are considered necessary for a future teacher. The directions for improving the professional training of future elementary school teachers have been proposed. In particular, they include the definition of ways of forming students' motivation to master the future profession and further continuous professional development, as well as updating the content and structure of professional training in view of the features of postmodern education. The introduction into the educational process of such innovations as methods of active and intensive learning, cooperative learning and coaching technology, which showed positive results in the process of their use, was substantiated. Further research on this aspect consists of the development of methodological recommendations for updating educational programs for training elementary school teachers in the conditions of postmodern development of education and experimental testing of the effectiveness of the proposed approach.

Формирование у студентов педагогических направлений подготовки коммуникативной компетенции в области математического образования

We present a theoretical substantiation and practical implementation of the educational environment for students to study a mathematics course focused on the formation of communicative competence. The purpose of the study is to theoretically substantiate, practically determine and experimentally create an educational environment to develop communicative competence in future primary school teachers in the study of mathematics, as communicative competence is a necessary condition for the further successful pedagogical activity of a graduate. Research methods: a) theoretical: analysis, evaluation, interpretation of scientific literature on the research issue; b) empirical: pedagogical experiment. Conclusions and recommendations: in conducted theoretical study we substantively characterize the main approaches to the definition of the category of “communicative competence”, show the importance of communicative competence of future elementary school teachers, taking into account the specifics of the language of meaningful and formal mathematics. The importance of forming the linguistic and pragmatic components of communicative competence in students in the course of studying the mathematical content at the university is theoretically substantiated. The effectiveness of the use of dialogue situations during the work of students in small groups with a mathematical text in order to develop the communicative competence of future teachers has been experimentally proven. The practical significance of the study lies in the development of an educational environment for studying the course of mathematics in the pedagogical areas of the university, focused on the formation of students' communicative competence in mathematical education. The practical results of the study can be used in the practice of the work of mathematics teachers at universities to form the communicative competence of future teachers in the study of the discipline “Mathematics”.

Influence of the state reform of primary education on the professional training of future teachers

The purpose of the study was the analysis of the implementation of the reform of primary education as a structural model of the formation of the preparation of the future elementary school, for the design of the educational environment. The research methodology used included the analysis of legislative documentation to determine the requirements for the professional activity of an elementary school teacher. The procedure and features of actions for the development of a structural-functional model, of the formation of the readiness of future elementary school teachers to design an educational environment include: analysis of objects; choice of the form of the model; theoretical, methodical, spatio-temporal, material-technical, legal substantiation; the choice of a factor of formation of the system; establishment of connections and dependencies of the main components. The content of the developed main blocks of the model: meta - purpose and task; methodological - approaches and principles; content-procedure - updated content of the discipline content of the vocational and practical training cycle, forms of organization of the educational process, methods, means of training and diagnostics; organizational and pedagogical conditions; stages: adaptation, intensification and identification. It is concluded that the developed model reflects the actual educational process of achieving the expected results.

누가 교대생이 되는가?

Purpose: The purposes of this study are to explore what changes appear in the characteristics of students entering the university of elementary education from 2011 to 2020, and to provide implications for the future elementary school teacher training curriculum.
 Methods: For these purposes, descriptive statistical analysis was conducted on the survey data of freshmen at ‘A’ National University of Education in the Chungbuk area. The survey content included 1) students’ demographic characteristics, 2) family backgrounds, 3) motivation for entering an elementary teacher education and perception of teaching profession, 4) expectations for teacher educators, and 5) their perception on social issues.
 Results: First, while the ratio of male students was maintained at about 30% or more, the average age, the ratio of re-entry students and those from the metropolitan area keep increasing. Second, the level of parental education and family SES is steadily rising. Third, in terms of motivation for entering teacher education, the ratio of intrinsic motivation considering aptitude and interest was high, and the overall perception of teaching profession was positive. Fourth, as for university professors, responses to expecting academic guidance rather than human ties increased significantly, while interest in political and social issues is continuously declining.
 Conclusion: Based on the main results, the implications for the future curriculum of elementary teacher education were discussed.

The Problem of Methodological Training of Future Teachers in the Digital Environment

Changes in modern socio-economic conditions and modernization of the global and Ukrainian education system impose new requirements for education policy, which should meet the progressive needs of the state and society. Given the changing paradigm of education, society and the state urgently need to prepare applicants for higher education - future teaching specialists for professional activities in the educational digital environment. The study aims to identify the factors affecting the quality of methodological training of future elementary school teachers in the modern educational environment. Methodology. To identify the factors influencing the effectiveness of methodological training of future elementary school teachers in the digital environment, the method of theoretical analysis was applied.To determine the advantages and disadvantages of distance learning, the method of comparative analysis of the elements of classroom and distance learning was used. Results. The theoretical and methodological analysis of the problems of teacher training in the conditions of digitalization allowed to identify the factors and obstacles affecting the effectiveness of methodological training of future elementary school teachers. Conclusions. The study of the problem of methodological training of future teachers in the conditions of digitalization in Ukraine and abroad allowed to identify gaps in the professional training of elementary school teachers today. The results of this theoretical study can serve as the basis for further research (theoretical and empirical) in the field of professional training of future teachers.

Development of reflective abilities of students – future primary school teachers

Introduction. The problem of the development of reflexive abilities in the process of professional training of a teacher is relevant in view of the formation of the student's subjective position as one of the significant results of learning at a university. Of particular research interest is the study of the influence of the development of professional intelligence on the reflective abilities of students – future elementary school teachers. The purpose of the article is to assess the impact of the process of vocational training on the development of reflective and cognitive abilities of students – future primary school teachers. Materials and methods. The sample of the study consisted of 104 students of the Pedagogical University studying in the field of "Primary Education". Reflective abilities were assessed by the test of reflection of V.D. Shadrikov, S.S. Kurginyan. Intellectual abilities were measured using R. Amthauer intelligence structure test. The data were analyzed by methods of primary descriptive statistics, non-parametric U-Mann-Whitney comparison test, linear and rank correlation methods of r-Pearson and r-Spearman. The results of the study. The partial nature of the development of the parameters of reflection of activity has been established, which is manifested in the fact that different tasks of vocational training require the intensification of individual reflexive abilities. The beginning of vocational training (1st year) is associated with a more intense reflection of motivation and goal setting, which is explained by the need to correlate expectations with the real conditions of study at a university; inclusion in a long and intensive pedagogical practice (3rd year) actualizes the reflection of the subject and subjective conditions of activity, as well as ways to solve pedagogical situations. A contradiction was found between the growth in the level of intellectual abilities during the learning process and the decrease in the reflection of educational and professional activities – about 80% of significant correlations between the parameters of intelligence and reflection are negative. This indicates both the specifics of the professional training of a primary school teacher and the need to reduce the volume of reproductive work in the process of educational and professional activities. Conclusion. The results of the study are of great practical importance for organizing and improving the process of professional training of students – future primary school teachers. The strategy for the formation of reflexive abilities should be non-linear, taking into account not only the individual characteristics of the student, but also the specifics of the tasks solved at different stages of professional training.

Mathematics, mindsets, and what it means to be do-ers of math

ABSTRACT In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as ‘do-ers’ of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math – e.g. only 38% agreed with the statement ‘I am good at math’. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as ‘do-ers of math’. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers.

Pedagogical foundations of the problem of forming communicative competence of future elementary school teachers

The article is devoted to the problem of forming communicative competence of future elementary school teachers. The objectives of the study were to highlight the conceptual pedagogical foundations and components on which the process of forming communicative competence in future elementary school teachers is based. The task of scientific exploration was to conduct a pilot study to identify the level of understanding of the future elementary school teachers of the phenomenon of “communicative competence” and its importance for further professional activity. The organized research was based on theoretical (study, analysis, systematization, and generalization of scientific-pedagogical, psychological, and methodological literature on the problem under study) and empirical (diagnostic evaluation, questioning, monitoring and educational experiment) methods. The concepts of “competence”, “competence”, “communicative competence”, “communicative competence of a future elementary school teacher” were revealed. The problem of development of communicative competence as a professional value of a modern elementary school teacher is outlined. The results of the survey of students-future teachers of primary classes on the understanding of the essence and necessity of formation of communicative competence during professional training in higher educational institutions of Ukraine are presented.

ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ГОТОВНОСТІ ДО РОБОТИ З БАТЬКАМИ УЧНІВ З ВИКОРИСТАННЯМ КОУЧИНГОВИХ ТЕХНІК

One of the components of a teacher's readiness for professional activity is his mastery of various educational and upbringing technologies. Coaching techniques develop the potential of people and teams on the basis of subjectivity, reveal the inner potential of the individual, contribute to the achievement of pre-agreed goals, self-generation of optimal ways and methods of achieving goals, self-assessment, monitoring and monitoring tasks, change behavior patterns, implement educational process. In terms of improving the preparation of future elementary school teachers in partnership with parents of primary school children, we pay attention to the use of coaching technologies in the work of teachers with parents and in vocational education. Coaching technology is new for future elementary school teachers, as it is practically not used in work with younger students. However, in working with parents of students, this technology is effective in terms of taking into account the peculiarities of interaction with adults who already have some life experience. The advantage of using coaching technology in working with parents of elementary school children is that it helps adult participants in the educational process to independently determine the goals of activities, quickly find ways to solve difficult situations in the upbringing and development of children based on their own experiences. The article reveals the components of the readiness of primary school teachers to work with parents of primary school children (value- motivational, cognitive, activity-operational and reflective) and gives examples of the use of coaching techniques (transformational conversation, "Cartesian questions"), case studies, R. Dilts ", method" SWOT ", techniques" What if? ") In teaching students of pedagogical specialties in order to achieve professionalism of teachers in further communication with participants in the educational process. Further research should be aimed at detailing the topics of educational and life situations that will inevitably arise in the pedagogical career of working with parents.

Development of metacognitive competencies of students in the process of constructing mathematical problems for younger students

The article presents a description of the study of the effectiveness of methodological tools aimed at developing metacognitive competence in future elementary school teachers in the classroom on the methodology of teaching mathematics to younger students.The aim of the study is to empirically test the effectiveness of a set of methodological techniques used in the classroom on the methodology of teaching mathematics to future elementary school teachers as a means of developing their metacognitive competencies. The hypothesis of the study is the assumption that one of the effective means of developing metacognitive competencies in future elementary school teachers is special classes for compiling original scenarios of verbal mathematical problems for younger students. A professionally developed verbal composition of a mathematical problem sets the vector of mental activity for the younger student. It requires the developer to build a forecast of the child’s mental actions, determine algorithms and levels of difficulty in obtaining the right solution. The study used methods for testing students’ cognitive characteristics (intelligence) and peer review of their “metacognitive knowledge”, “metacognitive skills”, “metacognitive experience” and “metacognitive strategies”. The methodological solutions implemented in the classroom have shown their effectiveness. For the practice of preparing future primary school teachers, it is important that the well-organized development of compositions of textual mathematical problems for younger students is an effective means of developing their metacognitive competencies.