Future Primary School Teachers Research Articles

DEVELOPMENT OF ICT COMPETENCE OF PRIMARY SCHOOL TEACHERS IN THE PROCESS OF CONTINUOUS EDUCATION

The article examines the problem of formation of informational competence of future primary school teachers in the process of continuous education . On the basis of the methodological provisions of systemic, personal-activity, competence, and acmeological approaches, the essence of the process of formation of information competence of future primary school teachers is revealed, the peculiarities of theoretical and practical training of future teachers are reflected under the conditions of implementation of the model of formation of information competence of future primary school teachers in the process of continuous education. The research defines the essence of the concept of "information competence of the future primary school teacher" as a systemic personality quality that reflects the theoretical and practical ability of the future primary school teacher to use ICT in the process of implementing training methods for students of the first level of comprehensive general secondary education, self-educational activities.

Gamification Elements in the Process of Ukrainian Language Training of Pedagogy Specialists

The article studies the problem of using gamification elements in the process of training future preschool and primary school teachers on the example of the methodology of teaching Ukrainian Language for Professional Purposes. The necessity of improving the methodology of teaching the language to students of different age groups while taking into account the main educational trends and public demand has been substantiated. According to the goal, the essence of the "gamification" concept has been defined regarding the modern education sector. The peculiarities of using gamification, which have a great impact on the effectiveness of teaching students at pedagogical institutions of higher education, have been determined.
 It is emphasized that the growth of the number of game means in the methodology of teaching Ukrainian Language for Professional Purposes is not always directly proportional to the increase of success. Since gamification is impossible without using information and communications technology, consideration of the factor of appropriate technological support is necessary. The age factor manifests itself rather in the information and technological skills and abilities of certain age groups than the effectiveness of completed tasks on the condition of unhindered mastery of the technology. In the process of gamification, the element of novelty has a significant impact, as well as the temporal and motivational dependence of the interest of the performers on the duration or algorithmization of the tasks. The psychological factor is manifested through gender, which substantiates the inefficiency of using gamification with elements of competition or open ranking of results for female audience. In the context of training pedagogy specialists, the process of gamification during the study of a certain discipline has a dual purpose: increasing the motivation and therefore the effectiveness of training, formation of necessary competencies of future teachers; mastering completed gamified tasks as possible ways and means of teaching the Ukrainian language in future professional activity.
 Based on the analysis of the information space of the problem, a system of tasks with gamification elements has been developed and adapted to the content of the Ukrainian Language for Professional Purposes academic discipline.

ТЕОРЕТИЧНІ ПИТАННЯ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

The article deals with the raising of requirements for the professional training of future primary school teachers. This predetermines qualitatively new theoretical and methodical approaches to the training of students, which will allow them not only to master the basics of science and professional skills and abilities, but also new pedagogical achievements, innovative technologies etc. while studying in higher pedagogical institutions Successful mastering of innovative pedagogical technologies helps bachelors, specialists and masters meaningfully start the process of independent professional activity. The long-term experience of scientists in the training of future primary school teachers gives reason to assert that the solution to the problem of person-oriented education and its productivity is connected with the use of innovative, in particular, interactive technologies in the educational process. Scientific research show that interaction in many ways solves the problem of strengthening and preserving the mental and physical health of students, contributes to increasing the motivation towards educational activities. Interactive technologies in all their diversity are focused on realization of cognitive interests and needs of an individual, therefore special attention is given to organization of the process of effective communication, in which the participants of the interaction process are more mobile, more open and active. Modern higher education should address the principle of multilateral communication, and such its organization promotes the use of appropriate teaching methods. This contributes to the fact that students acquire sufficient knowledge of didactics, professional methods of primary education etc. for the implementation of innovative education of primary schoolchildren. The future scientific search should be the introduction of interactive technologies in the educational process of training future primary school teachers.

ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

Innovative educational trends in the preschool education system require a new type of teacher and make extremely high demands on his professional competence. The article describes current issues of professional training of future specialists in preschool education. The need for professional training of pedagogical staff of preschool education institutions leads to the development of new approaches to technologies and methods of professional training of future specialists. An integral component of the professional training of future educators is the formation of professional qualities. The training of future specialists in preschool education is considered as a multifactorial structure, the main task of which is the acquisition by each student of a personal sense of activity, the formation of professional skills, an ever-growing interest in working with children and their parents, as well as in the development of success in activities. Qualitative training of a preschool teacher includes interdisciplinary and intradisciplinary integration, the implementation of personal-activity and systemic approaches. An analysis of approaches to the organization of the educational process in institutions of higher pedagogical education was made. Professional training of a future specialist in an educational institution is carried out in the pedagogical process and includes the following components analyzed in the article. The basic principles of training future preschool teachers and primary school teachers in the light of the concept of early childhood and preschool education and the concept of the New Ukrainian School define the provisions of the following approaches: humanistic; axiological; interdisciplinary; personally oriented; technological; activity; competent. The training of preschool teachers is characterized by the presence of two methods of integration: horizontal and vertical. The issues of organization of the learning process within the andragogic approach require further consideration.

ПРОБЛЕМА АКСІОЛОГІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НАУКОВИХ СТУДІЯХ

The article analyzes some aspects of axiologising the professional training of the future primary school teacher, presented in scientific studies. The problem of value orientation of higher pedagogical education, axiologising professional training of the future specialist, formation of his worldview position, value-targeted guidelines conceptualizing pedagogical activity, giving it meaning, integrity, universality and uniqueness is updated. The scientific discourse supports the opinion that the process of value formation of a future teacher at the stage of professional and pedagogical training involves a purposeful, systematic movement through cognition, value comprehension and evaluation to the creative transformation of knowledge, the formation of the ability for constant self-development and self-improvement, and the formed value orientations are the basis of formation value attitude of the individual to the future pedagogical activity. Attention is focused on defining the basic values of university education, which act at each stage of professionalization as moral imperatives and are the basis for self-organization and self-development of pedagogical activity, teacher-student interaction. An overview of the scientific ideas of the famous Ukrainian teacher, scientist O. Savchenko regarding values in the professional activity of a teacher, where, based on the idea that values characterize the socially and personally significant meanings of a teacher's professional activity, the addition of the theory and practice of the development of professional values of a teacher by filling new meanings of axiological concepts is emphasized, conclusions are made regarding the system- forming nature values in the activity of the teacher. It is summarized that positive changes in society indirectly depend on similar changes in the system of professional education, humanization of social life and humanization of education - on the axiological basis of the teacher, where the main criterion is his professional training from the standpoint of awareness of the realities of the modern world, axiological priorities as socially and personally significant meanings that actively stimulate the professional and pedagogical training of a modern primary school teacher in the conditions of personally oriented education.

УМОВИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПЕДАГОГІЧНИХ КОЛЕДЖІВ ДО ФОРМУВАННЯ ОСНОВ ФІЗИЧНОЇ КУЛЬТУРИ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

The article substantiates a set of conditions for the training of future teachers of pedagogical colleges for the formation of the basics of physical culture of primary school students. A survey of expert groups was used: applicants, primary school teachers, teachers of the pedagogical college. A number of conditions are distinguished, including organizational and pedagogical, pedagogical and didactic. There are four dominant conditions in each group, which play a decisive role in shaping the readiness of applicants to use physical culture and health technologies in their professional activities. Organizational and pedagogical conditions are proposed (sufficient funding and availability of material and technical base, professional and personal improvement of applicants, state of health of applicants and teachers, rationalization of pedagogical activity); pedagogical conditions (motivation to use physical culture and health technologies in professional activities, integrativeness of the pedagogical education system, dialogic approach to professional training, ability of future primary school teachers to reflective activity); didactic conditions (organizational, substantive, active, psychological, managerial). The essence of each condition of each block is revealed. It is proved that the justified conditions form a dynamic system based on a personal and active approach, which ensures the formation of methodological and theoretical knowledge, professional skills, personal qualities and individual methods of professional training among the applicants, one of the aspects of which is the formation of the readiness of the applicants to use physical culture and health technologies. It has been established that the conditions for training future teachers of pedagogical colleges to form the basics of physical culture of primary school students show the degree of readiness of future primary school teachers to use physical culture and health technologies in their professional activities.

Практика развития креативности будущего учителя начальных классов в современной цифровой образовательной среде с помощью технологии виртуальной реальности

The research paper is focused on revealing the possibilities of developing the creativity of future primary school teachers in e-learning environment with the help of means and technologies of virtual reality. The notion ‘teacher’s creativity’ has been defined in the article and the basics of vocational training of the creativity of future primary school teachers by VR-means within the digitalization of education have been described. In the modern context of training a creative teacher the VR-means and technologies become to be actual and obligatory for teacher’s professional development. The study is novel in that the authors have practiced the VR-technology for developing the creativity of future primary school teachers within their pedagogical training which allowed to define the features of using modern digital means in the process of pedagogical education of future teachers. As a result, the efficiency of using VR-technology in practical realization for developing the creativity of future primary school teachers have been proven.

ПРОБЛЕМИ МАТЕМАТИЧНОЇ ПІДГОТОВКИ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ

The article characterizes the problems associated with the increasing of the level of mathematical training of future primary school teachers, identifies the tasks of its improvement and ways of their implementation, emphasizes that the acuteness of the problem of mathematical training of future teachers and the effectiveness of its solution depends on a group of factors, both external and internal. Moreover, the article ensures the increase in the level of mathematical and methodical training of future primary school teachers.

Pedagogical technologies for the development of professional communicative competence of future primary school teachers

In the modern period of higher education development, the problem of formation of a future specialist, whose main characteristics are the ability to conscious personal growth, orientation to overcome social and professional stereotypes, strengthening of professional responsibility, leadership qualities is relevant. This process is connected with the formation of educational models and technologies. The urgency of the article is caused by the acute necessity to change the content of modern education. The problems of forming professional and communicative competences of students are considered. The authors regard the competence approach as the basic approach in the conditions of humanization of modern education. Emphasis is placed on the fact that there was a change of the vector of the educational process in the direction of learning outcomes from knowledge-based approach to practice-oriented one. In the article the pedagogical conditions promoting effective formation of communicative competence of the future teacher are revealed, which include: realization of interrelation of academic disciplines at formation of communicative competence; use of active and interactive methods of teaching in the educational process; use of integrated courses at formation of communicative competence of the future teacher; introduction of the activity approach in communicatively-oriented practice. In the article, the authors emphasize the need to form the communicative competence of a future teacher in the process of professional formation. Since communicative competence is basic in the professional activity of a teacher and is the main component of the professionalism. Significant skills of a teacher's communicative competence are the ability to build a dialogue, a communicative attack, while showing tact, politeness, correctness, etc. A systematic approach makes it possible to form a teacher's communicative culture, develop his competencies, enrich intellectual potential, and form communicative competence.

Opportunities to use educational resources in the context of distance learning

The article describes the importance and necessity of using Internet resources and digital educational resources in the context of distance learning. The content of the concepts “Internet resources”, “educational platform”, “educational resource”, etc. is given, the effectiveness of their use in teaching students is revealed. Definitions of electronic resources, digital educational resources, Internet resources are given. The importance of distance learning today is emphasized. The authors classify the most widely used educational platforms in Kazakhstani schools and focus on their capabilities. To educate an independence-oriented person, you need not only a fairly large amount of information, but also a large variability of information that reflects different approaches to solving the same problems. Only in this case, a person has a subject to search for truth, facts, and evidence to support or refute a particular idea, point of view or task. The effectiveness of the special course “Methods of using digital educational resources in primary school” is considered in the preparation of future primary school teachers for the effective use of digital educational resources.

Studying mathematics at university level: a sequential cohort study for investigating connotative aspects of epistemological beliefs

In modern information societies, evaluating information, data, or knowledge claims is crucial. As these activities are influenced by epistemological beliefs, such beliefs are a key element of education in the sense that educational institutions intend to prepare students for professional and social life. Hence, this study aims to examine the development of students' epistemological beliefs about mathematics in the course of studying mathematics at university level. In a sequential cohort study, 1774 responses of mathematics students were surveyed in three consecutive years. The participants rated claims about the nature of mathematical knowledge in a spontaneous manner - a research procedure stimulating their connotative aspects of epistemological beliefs. Analyses showed that students hold different epistemological beliefs regarding ‘mathematics as a scientific discipline’ and ‘mathematics as a school subject’ - with mathematics major students and future upper secondary school teachers rating ‘mathematics as a school subject’ to be relatively simple and superficial compared to future primary school and lower secondary school teachers. Nonetheless, all student groups find ‘mathematics as a scientific discipline’ to be significantly more complex and profound than ‘mathematics as a school subject’. Interestingly, the domain-specific beliefs remain rather stable in the course of studies regardless of the students’ study programme.

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.

Enhancing out-of-class independent learning in a cloud-based information and communication learning environment: insights from students of a pedagogical university

This paper addresses the challenges associated with students’ out-of-class independent work in an information and communication learning environment that relies on cloud technologies. The study utilizes survey data gathered from students at a pedagogical university to inform the development of a course titled “Educational Electronic Resources for Primary School” designed for future primary school teachers. The findings reveal several prominent issues, including the need for more explicit instructions tailored to the task requirements, limited experience in self-management, and a lack of intrinsic motivation. Students emphasized the importance of detailed instructions, either orally or in written form, and emphasized the necessity of careful time planning to ensure successful completion of tasks. Furthermore, the article discusses students’ learning activities and achievements in the course amidst the challenges posed by the COVID-19 pandemic. Drawing from this analysis, the study formulates key requirements for effectively managing students’ out-of-class independent work in a cloud-based learning environment. This research contributes valuable insights to improving the design and implementation of remote learning initiatives, enhancing student engagement, and fostering meaningful learning outcomes.

Exploring the relationship between transphobia and homophobia and other demographic factors among practicing and future primary school teachers

Based on an existing measure of homophobia, we developed an instrument to measure both transphobia and homophobia, as well as their relationship with other demographic variables that included attributed sex, gender identity, sexual orientation, religious affiliation, and political affinity. Research was designed to establish the relationship between homophobia and transphobia, by comparing the results of a validated Homophobia Test with a Transphobia Test that has been designed by adapting the same items; and to explore the relationship between homophobia/transphobia and other socio-demographic variables, specifically including gender, geographic origin, sexual orientation, political ideology, and religious conviction). Our research with 1,133 trainee and 182 practicing teachers demonstrated the reliability of our instrument, suggesting a correspondence between the two types of prejudice. Our results also found that these two prejudices followed similar trends with respect to other variables: respondents who identified as men showed higher levels of both homophobia and transphobia, as did those who professed religious conviction and were affiliated with the right wing of the political spectrum. We found that people who identified as gay, lesbian, or bisexual were less homophobic and transphobic that those who identified as heterosexual. Based on these data, we hypothesize that the two types of prejudice explored here derive from a common factor, the broader social construct of cisgenderism, so that any deviation from the heterosexual matrix, whether in terms of gender identity, gender presentation, or sexual orientation, results in social stigma. The professionals included in our sample are entrusted with well-being of all children, and are responsible for teaching about human diversity as part of the curriculum. Our findings will help us understand how teachers might respond to children who transgress, or are perceived to transgress, cisgendered norms, and to design more effective teacher training concerning sex and gender diversity.

Digital Competence of Training Teachers: Results of a Teaching Innovation Project

Today’s society is characterised by the impact of technology in all areas of life, which is why promoting the development of digital competence in future preschool and primary school teachers is key to achieving a digitally competent population and promoting social progress from schools. This paper describes the implementation of a funded teaching innovation project developed with students of the Degrees in Preschool Education and Primary School Education at the University of Valencia, Spain. The main objective was the development of digital competence from a cross-cutting perspective. The analyses confirm the improvement of the participants in all areas of digital competence and the influence of gender on the results obtained. This highlights the impact of the intervention for the improvement of technological skills for future teachers.

DIDACTIC CHANCES OF OPTIMIZING THE CONTENT OF HIGHER AND GENERAL SECONDARY EDUCATION IN PREPARING FUTURE PRIMARY CLASS TEACHERS TO TEACH THE SCIENCE OF "EDUCATION"

This article talks about effective ways to achieve specific efficiency in teaching the subject of "Education" in the primary classes of general education schools, to fulfill the requirements of social order, to acquire social skills and competencies specific to the 21st century in students, and to intensively develop the professional methodological competencies of future primary school teachers.

Climate Change Education and Preparedness of Future Teachers—A Review: The Case of Greece

Climate change is a global issue with implications at many levels. Mitigation and adaptation to its growing impacts are of paramount importance for human livelihoods. Shaping beliefs, attitudes, and values is important in this respect. This shaping takes place mainly during the sensitive childhood years, so the orientation in primary education is particularly targeted. Our overall goal is to lay the foundations for a decent education on climate change that can lead to the desired results. On this basis, the first thing to be considered is the information that will be provided to students by their teachers. The beliefs that are held by primary school teachers in relation to climate change are an important issue for the proper performance of their work. Previous surveys of teachers have had disappointing results. In this paper, an attempt is made to review the research that has been conducted in relation to the knowledge, beliefs, and attitudes of future primary school teachers (either during their studies or during their internship and pre-service training). Emphasis is placed on the case of Greece. Our aim is to highlight the existing research in Greece, by comparing and contrasting data from other countries. Climate change is a very complex issue, and addressing it requires clearly defined actions. Is it possible to achieve the result we need by adding another competence to the already complex role of the teacher? As this review reveals, the little research on the readiness of future teachers suggests that they are not qualified to teach about climate change. It remains to be investigated whether it would be preferable to entrust this responsibility to individuals who have a fuller and more comprehensive understanding and education towards the issue of climate change.

Training Technologies as a Means of Forming Sustainable Development Competencies in Future Primary School Teachers

The article deals with the role of training technologies in teaching higher education students of the educational and professional program "Primary Education" for sustainable development. The research is dedicated to the meaning of the term "training technologies", analyses approaches to the definition of the studied concept. In accordance with the content of the sustainable development concept, it were identified trainings in environmental, economic and social areas and it was developed the training programme called "Challenges of Sustainable Development: Learning Sustainability". The main goal of the proposed trainings is to form in future primary school teachers' knowledge, practical skills and abilities of sustainable development, to develop their ability to make decisions in the interests of sustainable development and to be aware of their own responsibility for its achievement, to increase positive attitude to the role of teachers in achieving sustainable development of society, etc. The focus is made on the methods that are directly related to the formation of sustainable development competences of applicants for higher education. The focus is made on the methods that are directly related to the formation of sustainable development competences in applicants for higher education. It is proposed exercises and tasks for the future primary school teachers’ development systemic and critical thinking skills, self-reliance, collective interaction, professional skills, etc. The author’s training programme was tested during the study of the elective course "Education for Sustainable Development in Primary School". An experimental study was conducted with applicants for higher pedagogical education (students of Ternopil Volodymyr Hnatiuk National Pedagogical University) with the aim to study its impact on the improvement of sustainable development competences of future primary school teachers. Using the author’s methodology, the levels of key competences of sustainable development (systemic and prognostic thinking, cooperation, critical thinking, modelling sustainable behaviour) are determined before and after the experiment. After implementation the training programme, an increase in future teachers’ the level of development of the studied qualities was revealed. It is proved the positive impact of training technologies on the respondents’ development of sustainable development competencies.

Development of English Phonetic Competence in Future Primary School Teachers: Contemporary Challenges

The modern paradigm of language training for future primary school teachers is oriented towards the implementation of a competency-based approach to student learning, which is a key element of the New Ukrainian School. This paradigm takes into account fundamental changes and everyday challenges faced by contemporary teachers, and is characterized by high quality, versatility, and flexibility. This article examines English phonetic competence as an important component of the language and methodological training of future primary school teachers. In order to investigate this relevant issue, a set of complementary scientific and theoretical methods were used, including critical analysis and synthesis of psychological-pedagogical, scientific-methodological, and linguistic literature on the research problem, as well as analysis of educational normative documents to determine the state of development of the problem. The theoretical foundations of the concepts of “language competence”, “phonetic competence”, “English phonetic competence”, and “phonetic competence of future teachers” were examined. The review of specialized literature allowed for the synthesis of a definition of “English phonetic competence of future primary school teachers”, which is the first attempt to formulate this competence and its components. Based on the characteristics of the basic concepts under study, the role and place of English phonetic competence in the structure of foreign language communicative competence were determined. Additionally, an analysis of the main trends and directions in the formation of English phonetic competence in higher education students was conducted. The article provides a detailed overview of various aspects of this problem and highlights relevant issues related to the development of phonetic competence in future primary school teachers. The research findings can be useful for the practical work of teachers and tutors involved in the preparation of future English language teachers in primary school.

Особливості організаційно-педагогічних умов формування емоційного інтелекту майбутніх вчителів початкової школи

The article reveals the peculiarities of forming the emotional intelligence of future primary school teachers in view of the new changes in pedagogical education according to the «New Ukrainian School» Concept and the professional standard «Primary school teacher of general secondary education». A review of foreign and Ukrainian scientific research on the features of emotional intelligence as a psychological and pedagogical phenomenon and a component in the professional training of a future teacher is carried out. The article provides a definitional analysis of the concept of «emotional intelligence», and considers the content and structural characteristics of future primary school teachers’ emotional intelligence as a necessary component of a teacher’s professional competence. The organisational and pedagogical conditions for the formation of emotional intelligence in accordance with the peculiarities of the formation of emotional intelligence in the professional and personal development of the future teacher are presented: the development of emotional intelligence affects the professionalism of the activity and the professionalism of the personality of a future primary school teacher, the formation of pedagogical skills as an indicator of professional success; the projection of the educational environment for the training of a future primary school teacher should provide for emotionally positive influences in the system of components – socio-cultural, spatial-subject, activity, resource, information and communication, axiological; systemic changes in the organisation of primary school teacher training to introduce emotional intelligence content in the components of the pedagogical process for relevant disciplines of the normative and elective cycle, as well as in non-formal education; conceptual introduction of the idea of developing emotional intelligence a professional skill formed within the framework of the educational and professional programme in the speciality 013 «Primary Education». Recommendations are given for the implementation of organisational and pedagogical conditions in the process of training future teachers in order to improve the formation of their emotional intelligence. Keywords: primary school teacher training, emotional intelligence, New Ukrainian School, organisational and pedagogical conditions, emotional competence.