Preschool Teacher Education Research Articles

Pedagogical Mentoring as a Condition for the Quality of Practical Training of Undergraduate Students of Preschool Profile in a University

The article discusses the problematic aspects caused by the increased requirements for the level of practical training of future teachers of preschool education in a university. Currently, one of the key directions in the development of education is mentoring, which is a process of accompanying and supporting a student in personal and professional development. In the professional development of a future teacher, mentoring is determined by an effective tool for increasing motivation, developing self-regulation skills, social responsibility and career prospects. Practical training of pedagogical university students through pedagogical mentoring is an important stage in the process of preparing future teachers for the profession and provides them with the opportunity to acquire the necessary experience and knowledge for successful work. This article presents a theoretical analysis of the current state of the implementation of pedagogical mentoring as an indicator of the quality of training of preschool bachelor students in the conditions of the Republic of North Ossetia-Alania. The main attention in the article is paid to the problem of the implementation of pedagogical mentoring in the developed model “high school teacher-university student-teacher-mentor of a preschool educational institution (head of practice); disclosed its stages in the content of the methodological practice of university students. The conclusions state that this model will improve the quality of practical training of future teachers of preschool education in a university environment, ready to work with preschoolers, as well as improve the professional level of pedagogical skills of university teachers and preschool teachers. The implementation of the main idea of the project of pedagogical mentoring will make it possible to determine promising opportunities for the further professional development of future preschool teachers.

Discursive Norms and Incentives for Equipping Students with Religion and Worldview Literacy in Swedish Preschool Teacher Education Policy

The increasing societal diversity of religions and worldviews (R&W) in Swedish preschools affects what competencies today’s preschool teachers need and what needs to be taught in Swedish Preschool Teacher Education (PTE). The study aims to investigate the content and discursive norms regarding religion and worldviews in Swedish PTEs on a national policy level and contribute to knowledge in the research field of Religious Studies and Higher Education. The PTE curricula of all the twenty Higher Education institutions offering PTE in Sweden in 2022 are investigated using text-centred discourse analysis, together with a theoretical and analytical tool for analyzing different dimensions of the PTEs and the potential for them to function as socially sustainable communities of care. The results show that even though there might be implicit incentives for teaching about R&W, all but one of the educational curricula of the twenty PTEs in Sweden lack explicit mention of ‘religion’. Based on the results, we can see that at a national policy level, the content of the educational curricula reproduces liberal secular and humanist worldviews as norms for the PTEs. There is also a lack of explicit policy-related incentives for the PTEs to promote social sustainability regarding equipping students with proper knowledge and skills for developing care-centered and norm-critical R&W literacy.

A Research on The Education of Child Observation and Assessment

Child observation and assessment are deemed as some of the key issues in the field. The objective of this research is to depict a holistic perspective on the significance, necessity, and competency of those training for child observation and assessment, based on the experiences and recommendations of preschool teacher candidates and instructors of the course in the preschool teacher education programs. The participants are comprised of 142 preschool teacher candidates who have taken the child observation and assessment course in six universities in the same province and six instructors responsible for the child observation and assessment course in these universities. A variety of instruments were utilized to gather data, including document analysis, face-to-face interviews, online questionnaire forms including both open-ended, and close-ended questions in this qualitative descriptive study. The findings led to the conclusion that the practices of those involved in preschool education for observing and assessing young children are crucial. The practice and theoretical knowledge base should be aligned when teaching undergraduate students about child observation and assessment. After graduation, field practices will reflect the improvements that are made on undergraduate courses. The significance of raising their awareness of assessment was emphasized in order to close the gaps in the assessment practices of preschool candidates.

Teaching innovation factors: analysis from three Iberoamerican countries

ABSTRACT The main aim of this research is to describe and understand the main elements comprising the teaching innovation in teachers. For this purpose, a mixed research design was used, combining the survey method with case studies in three Iberoamerican countries (Spain, Brazil and Portugal) with teachers of pre-school, primary and secondary education. The results yielded adequate values of reliability (ωSpain = .86; ωBrazil = .82; ωPortugal = .87) and validity for the Teaching Innovation Factors Questionnaire, which is composed of three factors that explain approximately 55% of the variance: institutional participation, psycho-pedagogical openness, and didactic planning. Statistical differences were also found in each of these variables depending on the country (F = 306.22; sig. = .00). These same dimensions were also revealed in the case study. In conclusion, institutional participation, psycho-pedagogical openness and didactic planning are factors of teaching innovation for teachers present in Spain, Brazil and Portugal, although with differences.

Teachers’ perceptions of educational apps use: Psychometric properties of a new instrument (PEAU-t), validation, and measurement invariance

Modern digital technologies have radically changed communication and learning, especially for young children who, from a very young age, get familiar with a variety of educational apps. These technologies pose a challenge among parents and teachers in regards of deciding about the values and suitability of these applications because of the multiple criteria involved, both positive and negative aspects. The rise of educational apps as formal or informal learning aids decisively depends on teachers’ perceptions and beliefs about their appropriateness and their function, while research in the field needs and presupposes valid means for assessing those perceptions. The present endeavor contributes by developing and validating a new instrument, PEAU-t (Perceptions about Educational Apps Use-teachers). Data were collected from preschool and primary education teachers (N = 756) via an online survey and analyzed with exploratory and confirmatory procedures to study the psychometric properties of PEAU-t. Principal Axis Factoring extracted four factors that explained 51.1% of the total variance, namely Worthiness, Skill Acquisition, Worries, and Enjoyment, with eigenvalues of 5.46, 4.15, 4.10, and 2.80, respectively, while the corresponding portions of variance explained were 16.6%, 12.6%, 12.4%, 8.5%, respectively. Reliability analysis showed satisfactory values of internal consistency measured by McDonald's omega και Cronbach's alpha (ω = 0.835 to 0.893, α = 0.837 to 0.884). Exploratory and confirmatory Factor Analysis suggested that PEAU-t is a valid instrument that can be used to assess teachers’ perceptions about educational apps use, while the measurement invariance assumption holds for the variables tested.

Trait emotional intelligence as buffer of mood of in-service and pre-service teachers of preschool and elementary education during the impact of COVID-19

Background: Trait Emotional Intelligence (EI) is a personal characteristic that can act as a buffer factor against vital challenging circumstances and be a predictor of mood in a variety of natural situations such as those derived from the social context of the COVID-19 pandemic. The general aim of this research was to study the relationship between trait EI and teacher moods during confinement. Method: The study included 478 participants, 316 Preschool teachers and Elementary teachers from public centers in the Region of Murcia and 162 university students of Preschool and Elementary education degrees. The instrument used to assess trait EI was the TEIQue-SF; to assess the moods experienced during the impact of COVID-19, a short version of the POMS was used. Results: Teachers with high trait EI were perceived to be more energized and kinder, as well as less nervous, moody, sad and tired, just the opposite pattern of teachers with a low trait EI profile. In addition, female teachers obtained higher scores in negative mood states. Conclusions: Although the study is correlational, the results support the idea of trait EI as a protective factor against stress, which reinforces its role as a promoter of teacher well-being. Antecedentes: La Inteligencia Emocional (IE) rasgo es una característica personal que puede actuar como factor protector contra circunstancias vitales desafiantes y ser un predictor del estado de ánimo en situaciones naturales como las derivadas del contexto social de la pandemia COVID-19. El objetivo general fue estudiar la relación entre IE rasgo y los estados anímicos docentes durante el confinamiento. Método: Se contó con 478 participantes, 316 docentes de Educación Infantil (EI) y Primaria (EP) de centros públicos de la Región de Murcia y 162 estudiantes de los Grados de EI y EP. Los instrumentos empleados fueron: para evaluar la IE rasgo, el TEIQue-SF; para evaluar los estados de ánimo vividos durante el impacto de la COVID-19 se utilizó una versión breve del POMS. Resultados: Los docentes con IE elevada se percibieron más enérgicos y considerados con los demás; así como menos nerviosos, malhumorados, tristes y cansados, justo el patrón contrario al de docentes con perfil de IE baja. Además, las maestras obtienen puntuaciones mayores en los estados emocionales negativos. Conclusiones: Si bien el estudio es correlacional, los resultados avalan la idea de la IE rasgo como factor protector frente al estrés, lo que refuerza su papel como promotor del bienestar docente.

Formation of the Operational Skills of Using Information and Communication Technologies in the Professional Activity of a Future Pedagogue

This article highlights the issue of forming future preschool teachers’ competence in using information and communication technologies in their professional activity, particularly creating their operational skills. This paper presents the results of diagnosing the peculiarities of developing functional skills to use information and communication technologies in the professional activity of the future preschool education teacher. The article aimed to highlight the process and results of the research on the formation of operational skills in the use of information and communication technologies in the professional activity of future preschool education teachers in higher educational institutions. The analysis was carried out before and after classes on the subject “Information and communication technologies in preschool education.” The authors described the levels of developing operational skills of using information and communication technologies in professional activity of the future preschool education teacher as sufficient, intermediate, and low. They also offered and introduced the methods of forming operational skills using information and communication technologies in professional activity of the future preschool education teacher. Implementing these methods facilitated the formation of the operational component of future preschool education teachers’ competence in using information and communication technologies in the professional activity. A statistical study based on the multifunctional criterion of agreement χ2 – Pearson proved that the indicators of the formation of future preschool education teachers’ functional skills of using information and communication technologies in professional activity before and after classes on “Information and communication technologies in preschool education” differ significantly.

PROBLEMATIC ASPECTS OF HEALTH-PRESERVING COMPETENCE DEVELOPMENT IN PRESCHOOL TEACHERS

The article substantiates the problem of health-preserving competence development in teachers of preschool education: as an important task of the modern world, as a priority personal characteristic, as a component of professional training. The essence of the phenomenon of “health-preserving competence” is revealed, the following structural components are distinguished: emotional and motivational, cognitive and activity-centered. The goal of the research is to determine the conceptual foundations of the development of health-preserving competence in teachers of preschool education; data collection and processing of information to clarify problematic aspects of the phenomenon being under consideration. In the course of empirical research, the authors used the method of anonymous thematic survey (questionnaire) and its analysis. The research group consisted of: students of the 4th year of dual mode of study (who work on specialty) – 38 participants (group A); students of the 4th year of part-time mode of study who work on specialty (in preschool educational institutions) – 45 participants (group B) and students of advanced training courses – 53 participants (group C). The total number is 136 respondents. The conducted research proved that the respondents are aware of the main categories of health; are motivated and aware of the importance of health-preserving behavior, but are not sufficiently aware of modern health-preserving technologies. Therefore, the activity-centered component requires to be strengthened for the development of health-preserving competence in teachers of preschool educational institutions. Prospects for further scientific work will consist in the implementation to the system of higher education and advanced training courses for preschool teachers of the elective course “Formation of health-preserving competence in the subjects of the educational process” and determining the effectiveness of its implementation.

“Teach Your Classmates About the Behavior of Water with School-Level Science Models”: An Experience in Initial Preschool Teacher Education

AbstractProspective preschool teachers (PPTs) need to have learning experiences with the practice of scientific modelling to be able to design appropriate lessons as teachers. In the literature on research in science education, scarce experiences of PPTs in scientific modelling can be found. This study aims to fill the knowledge gap about PPTs’ representations of water and its states by means of models. To this end, an analysis is made of the models designed by PPTs and the difficulties they found in such a design process. The participants were 47 PPTs, working in groups of 2 or 3, forming 19 groups in total. The data source for analysis was the report written by each group. The oral presentation of these reports in class also served to clarify any doubts about the models elaborated by the PPTs. The models were analysed and categorized using qualitative content analysis methods, by combining inter- and intra-rater evaluation strategies. The results reveal that PPTs in general used a variety of resources to make models about the water molecule. Nonetheless, they found it harder to model the differences between the three aggregation states of water from a molecular perspective. The PPTs also acknowledged having had difficulties, such as when choosing and handling the materials they used to create the models or when thinking how to adapt them for the explanations to their peers. It is concluded with a discussion and implications of this study towards the PPTs’ training in scientific modelling and its didactics.

ІНКЛЮЗИВНЕ ОСВІТНЄ СЕРЕДОВИЩЕ В ЗАКЛАДАХ ДОШКІЛЬНОЇ ОСВІТИ

The article highlights the main principles and theoretical aspects of forming the readiness of future teachers of preschool education to implement interactive technologies in an inclusive educational environment. The topical problem of preschool education is revealed - ensuring equal rights and opportunities for children of early and preschool age who have disorders in psychophysical development in the system of modern preschool education. The article presents an analysis of scientific literature on the problem of research; emphasizes the need to create appropriate pedagogical conditions for the preparation of future preschool education teachers to implement interactive technologies in an inclusive educational environment; identifies a number of pedagogical conditions that ensure the formation of the readiness of future educators for the organization of inclusive education in the process of professional training. The indicators of formation of preschool educational teachers professional competence their work in educational institutions with children who have special needs are analyzed and determined. It was found that the use of interactive technologies in combination with information and communication technologies provide an opportunity to expand, systematize, and generalize the competencies of teachers of preschool education institutions regarding the peculiarities of working with children in the conditions of an inclusive educational environment of preschool education institutions in an accessible form. Skills that optimize the socio- pedagogical activity of a preschool teacher provide more opportunities to take into account various problems of pupils with special educational needs, thereby ensuring their inclusion in the social environment, creating conditions for the comfortable development of pupils, and in the future, the self-development of their full-fledged socialization. Considering the importance of forming the readiness of teachers of preschool education institutions to work with children in the conditions of an inclusive educational environment of preschool education institutions and the fact that in Ukraine this concept is underused and insufficiently researched, there is a prospect of further deeper and more detailed studies of the essence of this socio-psychological and pedagogical phenomenon, practical ways of its formation.

Investigation of the Conceptual Knowledge of Preschool Teacher Candidates on Science Education

Purpose: This study aims to investigate the conceptual knowledge of preschool teacher candidates toward science education. Design/Methodology/Approach: Thirty-eight junior teacher candidates at a state university in the Black Sea Region of Turkey participated in the research. The study is a qualitative type of research, and Interviews and activity plans were used for data collection. The content analysis method was applied in the analysis of the data. After the responses of the teacher candidates were noted, they were coded and divided into categories. Then, themes were created according to these categories and the findings were interpreted under these theme headings. Findings: The research findings revealed that preschool teacher candidates lack adequate conceptual knowledge toward science education, especially in using science process skills, determining the role of preschool teacher in science education. Highlights: The education given in preschool teacher education undergraduate programs should not remain only at the theoretical level, teacher candidates should be allowed to practice in the preschool science education course, and it is believed that each teacher should be given information about current and different methods to use in their professional lives, and encouraged to use them in their teaching profession.

The influence of didactic games on the development of preschool age children: attitude of preschool education teachers

Playing for a child is not only fun, but also one of the main and most important methods of education, which, properly organized, helps to develop various child's qualities. Through play, children gain new knowledge, get to know the world around them, interact and collaborate with other children and adults. Jakimavičienė (2017) highlights the extraordinary significance of play for a child's education and development: the play implements the child's essential needs (independence, movement, communication, cognition), it is important for the child's mental development, and also other activities are developed through play. One of the types of play is didactic games, which have a significant impact on child's development. Hakkarainen et. al. (2015) state that play will always be associated with learning. Often, learning and play seem to be at odds: science is defined as serious and very important work, and play is defined as something free and non-binding. However, as far as learning through the games is concerned, this opposition seems to disappear. When working with children, educating them in the form of play is the most attractive and, as many studies show, very effective. The author argues that play is not the same as learning, but it is the most effective form of learning. According to Genius (1929), play is the school of a child’s life: when a child plays any game, it remains in memory as a certain value. Games are essential in the children's lives and play an important role in their development and upbringing, especially in the pre-school age. During didactic games, children get motivated in organized and creative way, taking into account their abilities and getting to know the world around them. Didactic games influence the general development of a child, encourage speech, enrich vocabulary, communication, develop logical thinking (Petrovska et. al., 2013). Analysing the influence of didactic games on the development of preschool children, the author reviews the theoretical ideas of the significance of play, emphasizing didactic games and their impact on the child's development. The results of an empirical study are also presented – the attitude of parents and teachers about the influence of didactic games on a child's development. The aim of the article is to determine the impact of didactic games on the development of preschool children. In order to reveal the aim of the research, the following goals are formulated: 1. Discussion on the concept, type, organization, and structure of didactic play. 2. Emphasis on the benefits of didactic games for the development of preschool children. 3. Revealing the opinion of teachers about the influence of didactic games on the development of preschool children. The following research methods were used in the preparation of the conference (April 28, 2022) presentation: review of scientific literature; questionnaire; statistical analysis of survey data. The research was conducted in February–May 2021. 104 preschool teachers who work in kindergartens were selected for the survey. The survey was conducted online via webpage www.apklausa.lt. The main results. The research shows that preschool teachers play didactic games with children, and the influence of didactic games on child's development is significant. Didactic games benefit preschool children in many aspects: they help to develop the child's language, fine motor skills, fantasy, memory, self-expression, collaboration skills, perception of space, logical thinking. Through didactic games, pre-schoolers also develop their values, perception of discipline as well as they learn to follow established rules.

Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages

Inclusive education is fundamental, consisting of enabling all students, irrespective of their characteristics, to receive appropriate education and actively participate in school life. Teachers play an important role in this regard; thus, this study aims to analyze teachers' perceptions regarding their preparation for inclusion by assessing possible differences depending on the educational stage (early childhood, primary, or secondary education). A total of 1098 Spanish teachers, from Extremadura, responded to three dichotomic answers about their inclusive education preparation perception and the Evaluation of Teachers' Inclusion Readiness (CEFI-R) questionnaire, a 19-item tool composed of four dimensions: (1) conception of diversity, (2) methodology, (3) support, and (4) community participation. Pearson's chi-square test was used to assess differences between the dichotomous questions and educational stage; Kruskal-Wallis was used to determine whether the educational stage conditioned the CEFI-R dimensions responses, and the Spearman rho was used to test the association between age groups and the CEFI-R dimensions. Statistical differences were found between secondary education and preschool education and primary education teachers in the dimensions (1) conception of diversity, (2) methodology, and (3) support. Significant differences in dimension (4) community participation between preschool education teachers and secondary and primary education teachers were found.

Formation of the Operational Skills of Using Information and Communication Technologies in the Professional Activity of a Future Pedagogue

This article highlights the issue of forming future preschool teachers’ competence in using information and communication technologies in their professional activity, particularly creating their operational skills. This paper presents the results of diagnosing the peculiarities of developing functional skills to use information and communication technologies in the professional activity of the future preschool education teacher. The article aimed to highlight the process and results of the research on the formation of operational skills in the use of information and communication technologies in the professional activity of future preschool education teachers in higher educational institutions. The analysis was carried out before and after classes on the subject “Information and communication technologies in preschool education.” The authors described the levels of developing operational skills of using information and communication technologies in professional activity of the future preschool education teacher as sufficient, intermediate, and low. They also offered and introduced the methods of forming operational skills using information and communication technologies in professional activity of the future preschool education teacher. Implementing these methods facilitated the formation of the operational component of future preschool education teachers’ competence in using information and communication technologies in the professional activity. A statistical study based on the multifunctional criterion of agreement χ2 – Pearson proved that the indicators of the formation of future preschool education teachers’ functional skills of using information and communication technologies in professional activity before and after classes on “Information and communication technologies in preschool education” differ significantly.

Психолингвистический анализ процесса чтения и позиционный принцип как основа обучения чтению на этапе предшкольного образования

The article provides the results of a psycholinguistic analysis of the reading mechanism, which allows teachers of preschool and primary general education to understand the scientific foundations of the methodology of teaching to read. The aim of the study was to systematise the preschool educational content, its objectives and requirements for the results of mastering the Federal Educational Program for preschool education, and to analyse the mechanism of anticipation in the process of reading a direct syllable, as well as the essence of the reading positional principle. To achieve this aim, a comparative analysis of normative documents and modelling of the mechanism for recreating the sound form of a word in the process of reading were used. The author describes the typical methodological difficulties faced by teachers in the process of teaching preschoolers to read, and gives recommendations on how to overcome them.

THE USE OF HYFLEX TECHNOLOGY IN TEACHING FOREIGN LANGUAGES TO STUDENTS OF PEDAGOGICAL SPECIALTIES UNDER MODERN CHALLENGES

The article highlights the use of the HyFlex technology in teaching foreign languages to students of pedagogical specialties, in particular, 013 “Primary Education” and 012 “Preschool Education” under modern challenges. In accordance with the research target, the following tasks are defined as clarifying the essence of basic concepts; describing the HyFlex technology of teaching a foreign language; and determining the prospects of further research of the HyFlex technology of teaching a foreign language for future teachers of primary and preschool education. The method and procedure of an ascertaining stage of the pedagogical experiment is presented in this research which includes self-assessment surveys and diagnostic tools to evaluate students' readiness to learn foreign languages in the HyFlex model. Intuitive, reproductive, searching, and creative students' readiness levels are defined by the authors in terms of the HyFlex model. The results of the research suggest that most students exhibit a reproductive level of skills in this context. The article provides insights into the organization, principles, and structure of HyFlex foreign language teaching for students specializing in primary and preschool education, emphasizing the importance of technological and linguistic criteria. The authors present an array of educational tools and digital resources that enhance language learning within the HyFlex framework (Google Services (Google documents, presentation, sheets, forms, Jamboard), Quizlet and Anki, Mentimeter, Quizalize, WordWall, Flip, Canva, Vocaroo, Metaverse Studio Application). Future research is expected to focus on the formative stage of the pedagogical experiment, aiming to further develop students' abilities in foreign language learning within the HyFlex model.

Case technology based on art as a way to form communicative competence in future teachers of pre-school and primary education

Case technology based on art as a way to form communicative competence in future teachers of pre-school and primary education

ВЗГЛЯДЫ В.А. СУХОМЛИНСКОГО НА ВОПРОСЫ ОДАРЕННОСТИ

The article is devoted to the modern state educational paradigm, which focuses on the identification and development of the talents and abilities of each child, which is an important factor for achieving high results in education and in life in general. It is noted that thanks to national projects, more students have the opportunity to use educational platforms of a single high level, as well as equal access for children and youth to competitions that allow everyone to show and develop talents and abilities. One of these projects is Every Child’s Success, which aims to identify, develop and realize abilities. The article also analyzes the Modern School project, which contributes to the modernization of educational institutions and the provision of conditions for obtaining a quality education. The article presents a retrospective analysis of the views of the outstanding Soviet teacher Vasily Alexandrovich Sukhomlinsky on the identification and development of giftedness, talents and abilities of students, who noted that each child is unique and has his own talent. That is why V.A. Sukhomlinsky considered it necessary to create pedagogical conditions for its disclosure and development. An important aspect in the concept of Sukhomlinsky’s views on the upbringing and development of the child is labor, including through which, through diligence and patience, a growing person is given the opportunity to learn how to do something with his own hands, without fail, best of all. The study, comprehension and application of the humanistic views of outstanding representatives of Russian pedagogy in educational activities will certainly allow modern teachers and teachers of preschool and additional education to find a unique approach to recognizing and developing giftedness, talents and abilities of a growing personality.

Nauczyciel edukacji przedszkolnej (w świetle opinii mężczyzn studiujących na kierunku pedagogika przedszkolna i wczesnoszkolna)

The issue of men’s work as pre-service education teachers is an important link in research on pre-service education and public perceptions of male teachers in international studies – but in Poland it is rarely the focus of researchers’ attention. This article supplements the modest state of research to date with information gleaned from interviewing male preschool and early childhood education teacher trainees.

Životni stilovi i preduzetnička orijentacija studenata - budućih prosvetnih radnika

Based on the importance of the teacher's directions to developing pupils' value systems, value orientation, and professional orientation, the connection between future teachers' value orientation and their entrepreneurial orientation, as an important component of entrepreneurial behaviour, is considered in the paper. The scale of lifestyles and the scale of entrepreneurial orientation are applied. The sample consists of 258 university students from three faculties with departments of education of preschool teachers, class/primary school teachers, and subject teachers. The following results were obtained: the students preferred the working lifestyle, the utilitarian lifestyle, the esthetic lifestyle, and the hedonistic lifestyle (these are the lifestyles oriented toward one's wellbeing) more than the others, and they preferred a lifestyle of orientation toward power and respect less than the others. They assessed their entrepreneurial orientation as moderate. Entrepreneurial orientation as a composite measure and some of its separated components - readiness for risk and competitiveness correlated positively with the level of preferring two lifestyles: the lifestyle of orientation toward power and respect and the lifestyle of Prometheus activism; proactivity correlated with Prometheus activism and altruistic lifestyles, that is, with prosocial lifestyles. The main conclusion is that systematic educational interventions for the development of the entrepreneurial orientation of future teachers are necessary. These interventions should be integrated into future teacher pre-service education both directly as programmes of entrepreneurship education and indirectly as activities enhancing lifestyles and value orientation, which are formative for their professional engagement in the educational process.