Future Teachers Research Articles

When creativity wakes up emotions: an illustration of a creative course for pre-service teacher training

In the current dynamic society, creativity stands as a crucial asset, empowering individuals to devise new and inventive solutions to navigate the shifts accompanying societal evolution. This trend significantly influences both the preparation of future educators and the ongoing professional growth of practicing teachers. It's essential to consider the connection between students' emotional experiences during the learning process to foster their creativity. The correlation between a person's emotional state and their creativity shows that both negative and positive emotions can influence creative expression. Furthermore, emotional intelligence (EI) is assumed to help prioritize thinking and manage emotions in different life situations, with the initial EI process being assessing and expressing of emotions. This study evaluates the emergence of emotions experienced by students in an academic context, focusing on action-research with Master’s students (n = 10), who are future teachers for Secondary schools in Switzerland. Throughout the creative course, participants utilized a Creative Process Report Diary (CRD) to document the emotions they experienced while engaging in the diverse creative activities. The findings of this study indicate that participants predominantly encountered positive emotions during creative activities, such as enthusiasm and pleasure. Initial emotions sometimes leaned towards the negative spectrum, characterized by frustration or fear. However, as the creative activity unfolded, these emotions evolved into more positive ones, such as pleasure or interest. This study contributes to our understanding of the interplay between emotions and creativity and provides insights into how managing these emotions can foster a productive and creative learning environment for future teachers, even though emotional intelligence was not directly tested in this research.

Failing successfully with dance in physical education teacher education

ABSTRACT Background Studies underline physical education teacher education (PETE) students’ unfamiliarity and discomfort with dance in physical education (PE) and PETE and place dance outside students’ comfort zones. At the same time, research highlights PETE students’ athletic background and how this continues to be rewarded in PE. Hence, many students enter the PETE programme without any experience of failing – not mastering – activities done in PE. When students enter the PETE programme, they are faced with the expectation of being able to teach dance as future PE teachers, and many students experience unfamiliarity with the content and teaching and working methods in PE for the first time. This unfamiliarity creates emotional tension and uneasiness among the students. Purpose In this project, we borrow Nancy Stark Smith’s concept of failing successfully to investigate how students’ worries about failure can be turned into more successful achievements and considered valuable for learning processes in higher education. The research question guiding this article is: How can risk-taking and fear of failing become significant assets for gaining teacher competence in PETE? Methods This paper is a combined teaching and research project focusing on PETE students’ experiences as they were given the task of developing and performing breaking series. All students participated in two dance lessons. The data material consists of the PETE educator’s notes, Post-it notes from an emotional poll and the students’ subsequent written reflections. Findings Our analysis shows that all students were worried and even dreaded performing their breaking series. The students’ written reflections revealed that they were challenged on a personal and emotional level. For most students, the assignment changed from being perceived as (almost) impossible to becoming an experience of mastery that exceeded their expectations. The study underlines the importance of risk, conceptualises challenging situations, and makes the process of learning a common concern. Conclusion This study emphasises that dreading failure and the experience of failing can be turned into success, and such understandings not only allow examining students’ experiences in new ways but also redirect dance teaching in PETE and PE in new, more challenging, and expanded directions.

Formation of the readiness for inclusive volunteering among future teachers in the project of pedagogical universities of Russia and Azerbaijan

Formation of the readiness for inclusive volunteering among future teachers in the project of pedagogical universities of Russia and Azerbaijan

METHODOLOGICAL RECOMMENDATIONS FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS FOR PRIMARY SCHOOL TEACHERS' STRATEGIC COMPETENCE: INTERCULTURAL COMMUNICATION

The article provides methodological recommendations for improving the educational process for the formation of strategic competence for future teachers in the aspect of intercultural communication. The purpose of the training, its content, the approaches on which the appropriate methodology should be based, its stages, the specified means of training and their sources of selection were described. The purpose of training is the formation of a secondary language personality; the content includes substantive and procedural aspects: areas, topics, subtopics, types and styles of communication, situations, problems, linguistic and sociocultural material, non-verbal means of communication, educational and communicative strategies, texts; among the approaches, we distinguish competence, reflexive, linguistic, sociocultural, cognitive, communicative-activity, level approaches; formation of basic intercultural professionally oriented foreign language communicative competence of future primary school teachers (normative foreign language course); formation of advanced intercultural professionally oriented foreign language communicative competence of future primary school teachers (variable foreign language courses); formation of highly specialized intercultural professionally oriented foreign language communicative competence of future primary school teachers (selective specialization courses taught in a foreign language); we recommend video phonograms, phonograms, and texts as teaching aids. We emphasize that it is advisable for future primary school teachers to teach pedagogical discourse, taking into account the personal, public, professional, and educational spheres of communication.

HISTORICAL AND PEDAGOGICAL KNOWLEDGE AS AN ELEMENT OF THE PEDAGOGICAL CULTURE OF A FUTURE TEACHER (MOUNTAIN EDUCATORS ON THE PROBLEM OF TEACHER TRAINING)

The article reveals the democratic trends in the pedagogical heritage of the mountain enlighteners, their views on the problem of teacher training. The implementation of this task would contribute to a certain extent to the improvement of the system of training future teachers at university. It follows from the provision about critical assimilation of the cultural heritage of the past.

Methodical Principles of Using Mobile Applications in the Professional Training of Future Biology Teachers

The article explores the methodical principles of using mobile applications during the professional training of future biology teachers in higher educational institutions. It is determined that the significance of using modern mobile learning tools is driven by the informatization of the educational process and the necessity to develop key information and digital competencies among future teachers. It is emphasized that forced distance learning requires new teaching methods and tools. It has been found that recently almost all students in general secondary education institutions possess and use mobile phones at a professional level. It is proven that smartphones or tablets can be effective learning tools for the educational process, provided that teachers are skilled in their application. The possibilities of using mobile applications in the educational process of the professional training of future biology teachers are analyzed, revealing methodical approaches to their use: in lectures and laboratory sessions on the methodology of teaching biology, in completing independent work tasks, and in informal or non-formal education.

Psychological and Pedagogical Support for Future Technology Teachers in the Educational-Scientific-Production Cluster

The article examines the importance of psychological and pedagogical support in the training process of future technology teachers, particularly in the context of modern educational challenges and the full-scale war. This support is aimed at developing emotional intelligence, stress resilience, preventing professional burnout, improving communication skills, and providing supervision. The research emphasizes the formation of teachers' professional identity, as well as their ability for self-analysis and self-reflection. Special attention is given to methods of coping with emotional stress during the war, including relaxation techniques, stress management, the use of positive thinking, and maintaining a work-life balance. The article is based on the experience of the Social and Psychological Center of the Lviv Educational-Scientific-Production Cluster, which focuses its efforts on supporting future teachers through supervision, training, and consultations. The cluster integrates theoretical knowledge, scientific research, and practical training for specialists in the fields of vocational education and production. This model of teacher training is aimed at enhancing their qualifications, developing professional competencies, and adapting to the demands of the modern labor market. The study explores the key stages of teacher training, which include foundational theoretical preparation, scientific research, practical internships at production enterprises, and further professional development. Special attention is paid to the implementation of innovative teaching approaches and the use of modern technologies that enable future teachers not only to master new teaching methodologies but also to integrate contemporary production processes into educational programs.

Blended Learning for Skill Development in EFL Teacher Preparation

Background: Blended learning, which integrates online and face-to-face instruction, is increasingly essential in teacher education, especially for English as a Foreign Language (EFL). Gap: Research is limited on its specific effectiveness in building EFL pedagogical skills. Aim: This study examines whether blended learning better supports teaching success for EFL prospective teachers than traditional methods. Results: Blended and face-to-face methods equally boost educational success, but the blended approach better prepares future teaching skills. Novelty: This study reveals blended learning's unique value in EFL teacher preparation. Implications: Institutions should adopt blended learning to enhance adaptive teaching skills for modern classrooms. Highlights: Blended learning enhances teaching skills by combining online and face-to-face methods. This approach uniquely prepares EFL teachers for modern, adaptive classrooms. Institutions should integrate blended models for effective teacher development. Keywords: Blended Learning, EFL Teacher Training, Pedagogical Skills, Educational Success, Hybrid Teaching

Language awareness survey among university students

In this study we examined the linguistic awareness and dialect attitudes of university students studying at the University of Nyíregyháza. It is particularly important that the future teachers have a positive attitude towards the varieties of the Hungarian language and share their knowledge with their learners in an effective way. However, the results of various research studies show that in many cases, mother tongue education in schools does not build on a multi-standard approach to language varieties, and as a consequence, non-standard varieties are perceived more negatively than standard ones. The aim of this research is to find out what the university students in the research study know about the regional variation of language, conscious language use and how they view dialect speech. The study was conducted through an online questionnaire survey involving 70 respondents. As a starting point for the research, it was assumed that the respondents’ dialect attitudes and language awareness would be determined by their experiences at school, and thus negative attitudes towards dialect speech would be observed in their value judgments. It was also assumed that respondents would be less accepting of the occurrence of dialect phenomena in their own language use and in the speech habits of others in their locality. The results showed that the majority of the students surveyed did not have a negative opinion of dialect phenomena, so the first hypothesis was not confirmed. However, the second hypothesis was partially confirmed, as far fewer respondents acknowledged the occurrence of dialect phenomena in their own language use than in the speech of the people in their locality. Overall, the majority of respondents to the survey have a positive attitude towards linguistic diversity and strive to use the language consciously. It is hoped that the students surveyed here will adopt the right approach to teaching about linguistic diversity in their teaching practice, thus positively influencing learners’ attitudes towards dialects and linguistic diversity.

Modelling project activities for future teachers within the innovative infrastructure of pedagogical universities: integrative solutions

Introduction. In the quest to enhance the training of future teachers, particular emphasis is placed on identifying the educational potential of new learning environments within pedagogical universities under the Ministry of Education of Russia. These institutions have undergone infrastructure updates as part of federal programs designed to support education. Aim. The aim of this study is to develop an original model for organising the project activities of student teachers, taking into account the contemporary infrastructural capabilities of pedagogical universities under the Ministry of Education of Russia. Methodology, methods and techniques. The methodological foundation of this research is grounded in the principles of community development pedagogy and the design of evolving educational systems. The integration of integrative, synergetic, environmental, and system-activity approaches facilitated the identification and development of components within the author’s model for organising project activities for future teachers in the context of pedagogical technoparks, such as “Quantorium”, and technoparks focused on universal pedagogical competencies in higher education institutions under the Ministry of Education of the Russian Federation. The validation of the developed model was conducted through expert assessments. Results. The authors developed the model for organising project activities for future teachers within the innovative infrastructure of pedagogical universities. The main components of the model are outlined, including integrative objectives and anticipated outcomes of students’ project activities, interdisciplinary project content, and a technological component that facilitates the transformation of interdisciplinary project content into personally meaningful experiences through the technology of collaborative distributed project activities. The study identifies and justifies the conditions necessary for the effective implementation of the developed model, focusing on the management of processes, resources, and participants involved in interdisciplinary project activities. Scientific novelty. Integrative processes, within the context of this study, are regarded as a pedagogical phenomenon that reflects the interconnections among the objects, processes, and subjects involved in project activities. Practical significance. The research materials can be utilised in the development of programmes aimed at enhancing the infrastructure of pedagogical universities. They can also assist in the refinement of educational curricula for training teaching staff, particularly in disciplines that prepare future educators to effectively organise project-based activities within contemporary educational environments.

DEVELOPMENT OF INDEPENDENT AND CREATIVE ACTIVITIES AND SKILLS OF FUTURE PRIMARY SCHOOL TEACHERS BASED ON A COMPETENCY-BASED APPROACH

This article explores the development of independent and creative activity of mastery of future primary school teachers based on the competency-based approach, it considers the process of creative activity of mastery of future primary school teachers. Key approaches such as the competency-based approach are discussed. The study results allow us to better understand the development of independent and creative activity of mastery of future primary school teachers based on the competency-based approach.

PROFESSIONAL COMPETENCE ISSUES OF THE FUTURE LANGUAGE TEACHER

The evolving landscape of education necessitates that future language teachers possess a multifaceted set of competencies. This article examines the professional competence issues faced by these educators, emphasizing technological proficiency, intercultural competence, pedagogical adaptability, and the importance of continuous professional development. It explores the challenges inherent in integrating digital tools, addressing diverse learner needs, and maintaining ongoing professional growth. The discussion culminates in recommendations for enhancing teacher training programs to better equip future language teachers for the demands of modern education.

Meta-Comprehension and Reading Comprehension in Future Teachers: Implications for Educational Quality in the Context of the SDG

Objective: Reading comprehension is a fundamental component to achieve quality education at all educational levels. This study aimed to analyze the relationship between metacomprehension strategies and reading comprehension in university students. Theoretical framework: The research is based on the Metacognition Theory, the Construction-Integration Theory and the Transactional Reading Model, which highlight the importance of self-regulation and metacognition in the comprehension of complex academic texts. Method: A quantitative approach and a cross-sectional correlational design were used, a sample of 138 students selected through stratified probability sampling of a population of 215 was studied. Data were collected with the Inventory of Strategies of Reading Metacomprehension and a reading comprehension test. Results and discussion: The findings show that reading metacomprehension allows students to monitor and improve their comprehension of texts, applying effective corrective strategies. This skill is crucial for addressing dense texts, improving literal and inferential comprehension. The research showed that there is a relationship between metacomprehension strategies and the level of reading comprehension. Research Implications: The results impact curricular planning and the development of teaching programs, suggesting the need for practices that promote meta-understanding to improve academic performance. Originality: This research provides evidence on the relevance of meta-understanding in higher education, providing guidance for pedagogical practices that promote self-regulation and metacognition in university learning.

PREPARATION FOR EDUCATIONAL ACTIVITY BASED ON DEVELOPING CRITICAL THINKING OF FUTURE PRIMARY CLASS TEACHERS

This article discusses the types of critical thinking, critical thinking in the preparation of future primary school teachers, and critical thinking is the concept of objective thinking, which combines various types of human intelligence.

Research on the design of gamified classroom teaching mode based on fuzzy conjoint analysis method

Operations research is an applied mathematics discipline aimed at providing optimal solutions for complex systems and decision-making processes. However, the theoretical aspects of operations research can often be abstract, making it challenging and potentially tedious for students with a weaker foundational background. To address this issue, game-based learning has been introduced into operations research education in recent years, demonstrating promising results. In this context, gamified learning is seen as a potential solution to enhance student motivation and classroom engagement. Although gamification has been explored in education, its application in operations research, especially within a complex mathematical domain, remains under-researched. These games transform abstract operations research theories into concrete scenarios and problems, allowing students to learn and apply operations research knowledge through interactive play. This study aims to investigate students’ perceptions and attitudes toward game-based operations research classrooms using fuzzy set joint analysis. By employing fuzzy conjoint analysis, we aim to provide a nuanced understanding of student preferences and optimize gamified teaching strategies. In the investigation process, 83 students from School D were selected as the research subjects, and a questionnaire encompassing 16 items was administered. These items covered various aspects of integrating operations research board games into the classroom, including students’ engagement, cooperation, understanding, and application of operations research knowledge during the game process. By utilizing a Likert seven-point scale to collect students’ responses to each item, the data were subsequently converted into fuzzy sets to assess students’ views on game-based operations research classrooms. The results were used to provide targeted optimization for gamified teaching. Group experimental results involving the 83 students showed that gamified teaching in operations research has a positive impact on students’ learning of the subject. This finding holds significant implications for educators and teaching practices, offering valuable insights for the design and implementation of future operations research teaching methods.

Walking Art: How Can Artistic Cartography Be Used in the Training of Future Teachers?

Walking Art: How Can Artistic Cartography Be Used in the Training of Future Teachers?

Metadisciplinary competencies and assessment of their maturity in the organisation of the educational process at teacher training colleges

Introduction. The labour market-driven changes in educational requirements, the development of information technologies and transformation of social relations require students’ new subject-specific and metadisciplinary competencies which should be formed at all levels of education. The aim of the study is to substantiate the role of metadisciplinary competencies and assessment of their maturity in the organisation of the educational process in teacher training colleges. Materials and methods. The study involved 1,742 students of teacher training colleges of the Chechen Republic, Republic of Ingushetia, Republic of North Ossetia–Alania, Republic of Dagestan, Kabardino-Balkarian Republic and Karachay-Cherkess Republic (Russian Federation). Methods: source analysis, author’s questionnaire for diagnosing metadisciplinary competencies in students of pedagogical colleges, methodology of assessing communication and organisational aptitudes COA-1 (V.A. Sinyavsky, B.A. Fedorishin). Results. The monitoring of the maturity level in metadisciplinary competencies revealed the deficiency in students’ goal-setting, information search abilities, cooperation and self-assessment. The following maturity level of metadisciplinary competencies in students of teacher training colleges was revealed: the majority of learners showed a goal-setting level (67.4%), information search and analysis ability (67.4%), cooperation level (68.1%), and self-assessment level (68.6%) – as specific of the average level. The elaborated model of educational process continuity covering schools, pedagogical colleges and teacher training colleges was based on the development of metadisciplinary competencies. Network interaction of pedagogical workshops was set up in secondary vocational schools of the North Caucasus Federal District (NCFD) of the Russian Federation – as a mechanism for ensuring consistency and continuity of future teachers’ training in the system of secondary vocational and higher pedagogical education. Conclusion. The implementation of the research results into the practice of pedagogical colleges and universities allows to improve the quality of future teachers’ schooling. The graduates of educational institutions involved in the network interaction of pedagogical workshops will possess not only subject-specific knowledge but also metadisciplinary competencies necessary for successful professional activity.

Formation of cultural identity of students as a subject of pedagogical discussion

Introduction. Geopolitical challenges of our time encourage teachers to search for optimal means to counteract the deformation of the ideological positions of students, the mixing of cultures, and the devaluation of traditional cultural and historical values. In this context, the formation of cultural identity among students and schoolchildren, which unites all-Russian and regional cultural meanings at the content level, acquires great theoretical and practical significance. As an example, the Novgorod cultural identity is given as an integrative symbol of the cultural and historical heritage of Russia and the Novgorod region. The purpose of the study is the scientific substantiation of the concepts of “cultural code” and “cultural identity” as pedagogical phenomena containing national and regional components. Materials and methods. Using theoretical methods (interdisciplinary analysis, synthesis, generalization), a study of scientific sources was carried out, which made it possible to identify the relationship between the concepts of “cultural code” and “cultural identity”. In order to determine the components and levels of formation of cultural identity among students, a survey was conducted of 327 students and schoolchildren of the Novgorod region aged 14 to 21 years. Statistical data processing was carried out using the Google Forms service. Results. Based on a theoretical analysis of scientific sources, it was established that cultural identity as a conscious position of young people can be purposefully formed by pedagogical means, and the cultural code can be generated and transmitted by various institutions of socialization. The survey data recorded a fairly high level of development of the cognitive component of the cultural identity of students and an average level of development of the affective and behavioral components. Based on the results obtained, the problematic field of cultural categories was translated into the plane of pedagogical discussion and their characteristics as social and pedagogical phenomena were given. Conclusion. The conducted research made it possible to identify the relationship between the concepts of “cultural code” and “cultural identity”, to determine the general civil and regional aspects of the cultural identity of students. The comprehensive educational program for training future teachers developed by the authors, which includes the history of education and enlightenment of the Novgorod region, the theoretical foundations of educational tourism, museum and excursion pedagogy, will be of practical interest for university teachers and school teachers who carry out educational work with students.

Preparing future teachers for early adaptation of junior schoolchildren to future professional choices

Preparing future teachers for early adaptation of junior schoolchildren to future professional choices

Preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory: Methodological and tech-nological aspects

Introduction. The article deals with the problem of preparing future teachers for delivering historical education and the formation of historical memory in primary schoolchildren. The purpose of the article is to clarify methodological and technological aspects of preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory. Materials and Methods. The study follows the value-semantic approach. The research methods employed include the survey, the unfinished sentence method, statistical methods and content analysis. Results. The authors summarized the existing theoretical research on this problem, identified the level of future teachers’ awareness about the history of our country, justified the need to apply a value-semantic approach to the process of preparing students for delivering historical education in primary school with the main focus on the formation of historical memory, and proposed ways of preparing students for delivering historical education. Conclusions. The authors conclude that the preparation of future teachers for historical education with the main focus on the formation of historical memory among students should be carried out on the basis of a value-semantic approach. The basis of readiness for the implementation of this process is high level of teachers’ awareness about the history of our country, as well as their understanding and practical application of the mechanism of historical education in conjunction with the formation of historical memory.