Preparation Of School Teachers Research Articles

Prospective primary school teachers’ mathematical knowledge of sampling

Sampling is a fundamental stochastic concept that bridges statistics and probability. Due to its importance, some elementary sampling ideas have been included in the latest Spanish primary education decrees; however, teachers may not be familiar with the topic, and research on the sampling knowledge of teachers is scarce. To fill this gap, the aim of this study was to assess common and advanced mathematical knowledge of sampling of 105 prospective primary school teachers by analyzing their responses to a questionnaire with open-ended questions. Common content knowledge was assessed by asking for definitions and examples of sample and population and by discriminating between correct and incorrect sampling methods. Advanced knowledge was tested by asking for an estimation of the population mean from the sample mean and of the population and proportion in a new sample from the sample proportion. Results indicated better common content knowledge than previous studies and gaps in advanced knowledge. Most participants had a multi-structural understanding of sampling concepts, where several aspects were described but not related to each other. We conclude that there is a need for better preparation of prospective primary school teachers’ sampling knowledge considering the current curricular deepening on this topic, and new research should be oriented toward designing and evaluating related teaching actions.

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.

BO‘LAJAK BOSHLANG‘ICH SINF O‘QITUVCHILARINING О‘QUVCHILАR О‘QISH SАVОDXОNLIGINI RIVOJLANTIRISHGA METODIK TAYYORLASHNING O‘ZIGA XOS XUSUSIYATLARI

This article reflects on the peculiarities of methodological preparation of future primary school teachers for the development of reading literacy of students.

Novice Teacher Recruitment and Retention in a Midwestern State: An Exploration of Contextual Factors

Teacher recruitment and retention consistently emerged as problematic in research and practice. This was particularly true in difficult-to-staff areas, such as rural school districts in the United States. As the teacher pipeline continued to decrease and various challenges plagued the field, this problem quickly became a crisis. The present study aimed to lift novice teachers' voices in rural and remote rural areas of a Midwestern State better to understand individuals' experiences in a rural setting and contribute to the current knowledge base of rural teacher recruitment and retention. Eleven participants in this qualitative phenomenological study aimed to uncover the specific contextual factors that influenced their experiences as novice teachers in a rural Midwestern State. Interviews revealed the need for direct support from administrators and colleagues to create a sense of belonging, which was imperative to positive novice teacher experiences. The need for appropriate preparedness within their preservice experiences and coursework, as well as solid induction and mentoring programs once hired, surfaced during the interviews. Rural-specific field experiences paired with comprehensive induction and mentoring programs focused on specific feedback prepare preservice teachers and novice teachers for successful rural teaching and living. Intentional recruitment efforts, including grow-your-own programs for future teachers and partnerships between rural school districts and teacher preparation programs, boosted the pipeline of novice teachers for rural areas.

Підготовка майбутніх учителів початкової школи до природничо-екологічної освіти учнів

The article emphasizes the importance of natural and ecological education, defines it as one of the leading ways to overcome the ecological crisis. The publication reveals the essence of training future primary school teachers for natural and ecological education of younger students. The article reveals the theoretical principles of the essence of natural and ecological education, it is interpreted as: a complex of knowledge about the environment, its interrelationships, features of protection, preservation and restoration of natural resources; acquisition of practical skills and skills of rational nature management; a way of developing ecological thinking and nurturing a humane attitude to nature, which is a manifestation of ecological ethics, high culture of society. The scientific publication determined that the preparation of future primary school teachers for natural and ecological education of students is based on the organization of classroom classes (lectures, practical and laboratory classes); extracurricular activities (environmental projects, challenges, quests, contests, etc.); independent work (preparation for classes, own research, participation in professional development courses), pedagogical practice. The article presents a survey of teachers of the Valentyna Voloshyna Faculty of Preschool and Primary School Education and teachers of the Natural and Geographical Faculty of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. In the course of the survey, the leading educational practices that contribute to the preparation of future teachers for the natural and ecological education of younger schoolchildren were determined, the main ones among them are: project activities, creative and search-research activities, own observations of the natural environment, participation in nature conservation activities, etc. The article also presents a survey of future elementary school teachers regarding the most effective methods that contribute to better learning of educational material. In addition, we offered methodological recommendations to teachers of higher education institutions, which will allow to improve the process of preparing students for natural and ecological education of elementary school students.

CONTENTS AND ORGANIZATION ASPECTS OF PREPARING FUTURE ELEMENTARY SCHOOL TEACHERS FOR PROFESSIONAL CREATIVE ACTIVITIES

This article is dedicated to the issues of improving the professional training of future elementary school teachers. The article justifies the relevance of developing the creative abilities of younger students and preparing future elementary school teachers for professional creative activity. To determine the organizational and substantive aspects of preparing future primary school teachers for professional and creative activity, a survey was conducted among 114 teachers, including 93 teachers of grades 1-4 and 21 teachers of preschool education. The results of a search and analytical work are presented. The authors considered the methodological approaches that underlie the preparation of future teachers, the structure and content of the preparation of future elementary school teachers, as well as the conditions and organizational-content aspects of preparing future elementary school teachers for professional-creative activity, which include interdisciplinary interaction and integration of disciplines within the educational program

Systemic Success in Physical Education: A PLC Before Its Time

Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce development of physical education professionals. Physical education professionals belonging to the participating school district and teacher preparation program have sustained a working partnership based on sound professional learning community (PLC) principles (e.g., ongoing professional development, collaborative teaming, common vision, mission, and language, strong support from the central office) long before PLCs became fixtures in districts and schools. Indeed, this partnership could, in many respects, be described as a PLC before its time. This article highlights the partnership’s early days and several features that have supported its success and longevity. It also offers supporting evidence from the perspectives of the students, parents, and teachers who have been associated with this partnership.

Arab teacher educators and the moral work of teaching in Israel

ABSTRACT This qualitative study explores how 14 Arab teacher educators perceive the moral preparation of teachers for Arab schools in Israel. The first theme highlights the contingent (institutional) factors that influence and may restrain the teacher educators’ mission of moral preparation. It highlights the importance of an organisational culture that supports student teachers’ learning to provide moral education, of empowering and unsilencing of student teachers, and of promoting morally oriented reflective practice in students’ clinical experiences. The second theme illustrates the teacher educators’ psychological assumptions about morality as represented by the possibilities and constraints of role modelling in preparing moral teachers. The third theme addresses the teacher educators’ socio-educational (universal, counter-hegemonic, and liberal) assumptions about the moral purposes of schooling. These assumptions are influenced by the asymmetrical structure of Arab-Jewish power relationships, as well as by the transitional status of Arab society in Israel.

PROSPECTIVE PLANS FOR THE DEVELOPMENT OF EDUCATION

In the world, the young people are paid great attention to the education, their relevant professions, the reform of the education system and the training of national personnel to the level of modern requirements. In our republic, one of the main directions of the society's needs is the organization and updating of content in primary school in accordance with modern requirements, connection of continuing education with science and industry, further improvement of the system of higher education institutions in the field of pedagogy, strengthening methodological training of competitive teachers, that article , some issues of improving the methodological preparation of future primary school teachers to teach the subject of education will be considered.

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

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

FROM FIXED TO FLEXIBLE: NEEDED CONDITIONS TO PROMOTE ELEMENTARY TEACHERS’ EQUITABLE USE OF WITHIN-CLASS ABILITY GROUPING

Within-class elementary grouping is a staple of modern elementary instruction, as it ideally provides a structure in which classroom teachers can better manage academic diversity. However, it is often implemented ineffectively and/or inequitably due to various structural, cultural, and political features of school systems and teacher training programs. In this essay, I seek to delineate solutions via flexible grouping that combat historical inequities associated with student ability grouping, ultimately to equip teachers to both manage academic diversity and ensure that all students receive appropriately challenging instruction each day. The arguments put forth are informed by my ten years of work as an educator, instructional coach, and researcher, in which I have witnessed a strong, practical need for elementary small group instruction but have also grappled with how ability grouping often inequitably sorts and fixes students into groups that fuel de facto tracking. This work will benefit school and district leaders and teacher preparation programs, as they seek to address systemic issues related to teachers’ ability grouping practices. Most importantly, it will provide tangible strategies and descriptions that equip elementary educators to leverage more flexible, equitable grouping practices in their classrooms. Keywords: Ability grouping; elementary teaching; differentiation; flexible grouping; small group instruction

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

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

INNOVATIVE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS: ANALYSIS OF TRAINING LEVEL AND DEVELOPMENT PROSPECTS

The article is devoted to an innovative approach to the organization of high-quality education in the training of future primary school teachers from the point of view of modern education and methodology. As an urgent research problem of the modern education system in the formation and development of innovative opportunities for future teachers in their professional activities, their own judgments and conclusions are presented. The article conducts research and presents the results related to determining the meaningful level of preparation of future primary school teachers for innovative professional activities. The authors analyzed the works of foreign and domestic scientists, guided by regulatory documents. As a result of the analysis, the directions of training future specialists were discussed, which will serve as an impetus for the trajectory of professional development based on the innovative activities of students. The authors of the article also developed an author’s survey “What do you know about innovative professional activity” in order to determine the meaningful level of research work. The survey was organized on the basis of empirical methods. 123 students of the educational program 6B130100 - “pedagogy and methods of primary education” took part in the author’s survey, an analysis of the results of the content level and ideas about the need for innovation in future professions was carried out. Analyzing the results of the author’s survey, it was found that students have difficulty understanding the meaning of the concepts of “professional activity”, “innovative activity”, have a desire to use innovative technologies in the educational process, but have low knowledge of new technologies, as well as conclusions that innovative activity is necessary and should be developed for the professional growth of a teacher.. During the analysis of the research results, innovative training of future primary school teachers is being formed. Keywords: future teacher of primary school; innovative activity; professional specialty; experiment; author questionnaire.

Interfaol Training Combined In Operation

This article discusses the solution to the problem of using pedagogical systems in the preparation of future primary school teachers for professional activities.
 This article can be used by those involved in the intellectualization of the preparation of future professionals for professional activities.

ПРАКТИКО-ОРИЕНТИРОВАННЫЕ ЗАДАНИЯ КАК СРЕДСТВО ФОРМИРОВАНИЯ СОЦИАЛЬНО-ЛИЧНОСТНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА

The direction of the research determined by the author is confirmed by its psychological, pedagogical, social and practical relevance, taking into account the changes taking place in almost all spheres of life of the Republic of Kazakhstan. The article considers practice-oriented tasks as a means of forming the socio-personal competence of students of the educational program 6B01310 "Pedagogy and methodology of primary education". The author proves the relevance of the inclusion of future primary school teachers in conditions close to professional activity in order to develop the necessary abilities, the formation of social and personal qualities of the individual. The paper defines a key concept, shows an algorithm for constructing practice-oriented tasks for the preparation of future primary school teachers in social and personal interaction with the subjects of the educational process. The paper defines the key concept of «practice-oriented tasks», shows an algorithm for constructing practice- oriented tasks for training future primary school teachers in social and personal interaction with the subjects of the educational process. The study involved young professionals with less than 3 years of experience in primary school, and students of the educational program 6B01310 «Pedagogy and methodology of primary education» of Pavlodar Pedagogical University named after A. Margulan. The system of evaluation by a university teacher of the quality of students' performance of practice-oriented tasks is presented.

Self-education of future teachers in education of primary school children through national values

Relevance. Relevance of the study is due is a pedagogical conditions, the implementation of which in the educational process of universities, taking into account the aspect of transformation of the content of education from knowledge-centered to competence-based, wich will be contribute to the effective preparation of future primary school teachers for successful professional and pedagogical self-education through national values in today's rapidly changing world. Purpose. The aim of the study is to provide theoretical justification and develop pedagogical conditions for the successful formation of professional and pedagogical self-educational competence of future primary school teachers through national values in the educational process of higher education institutions. Methodology. As part of the study, we formulated the following hypothesis: if the process of professional training of future primary school teachers through the national values of the Republic of Kazakhstan will take place taking into account the pedagogical conditions developed and justified by us, this will lead to the successful formation of professional and pedagogical self-educational competence of future primary school teachers, since professional and pedagogical self-educational competence is not formed by default, for its formation, it is necessary to create adequate pedagogical conditions in the educational process of the university. Results. At present, there is an obvious contradiction between the need to prepare future primary school teachers through national values in the educational process of universities for successful professional and pedagogical self-education in a rapidly changing world, taking into account the transformation of the content of education from knowledge-centered to competence-based, and its insufficient development in modern higher pedagogical educational institutions and specialized scientific literature. Conclusions. National values allow the state to ensure its sovereignty, the continuity of generations, the identity and traditions of the people, so future primary school teachers through continuous self-education should be able to develop and apply current technologies for instilling them in younger schoolchildren.

STEM Education in the Primary School: Are Teachers Ready?

STEM is an increasingly high-priority educational field on a global and national scale, which aims to prepare young people from an early age for active participation in their own future. This is evident in various international and national programs and projects, and the efforts of many scientists are focused on preparing teachers to use appropriate integrative approaches to STEM education. The present study is also in this domain, and it focuses on the perspectives, attitudes and preparation of primary school teachers for teaching STEM, which build the basis of their competences in this area. For this purpose, at the end of the academic year 2021/2022, an online survey was conducted with 150 primary teachers. It included questions in different aspects related to teachers' readiness for STEM education (their knowledge, preparation, attitudes, and perspectives). The results of the study demonstrate the positive attitude of primary teachers towards teaching STEM, but also highlight some deficiencies in their competences, mostly related to resource provision and specific methodological requirements. The findings of the study can serve as a guideline for the design of courses intended both for the university preparation of pre-service primary teachers and for the professional qualification of in-service teachers.

Preparation of future primary school teachers for the implementation of professional activities with students for whom Russian is not their native language

Preparation of future primary school teachers for the implementation of professional activities with students for whom Russian is not their native language

A Taxonomic Analysis of the Questions Prepared by Prospective Primary Teachers for Primary School Mathematics and Turkish Language Courses

The aim of this study is to investigate the cognitive process dimension of the revised Bloom’s taxonomy in the question preparation of prospective primary school teachers in fourth grade Turkish and mathematics courses. This research is a descriptive study carried out following the survey model, one of the quantitative research methods. The study group consisted of 85 prospective teachers in their final year of the undergraduate programme in primary education at a state and foundation university in Turkey. The data were obtained through questions prepared by the prospective teachers through question preparation forms on Turkish and mathematics courses. These data were analyzed using the descriptive analysis method. The study concluded that the majority of questions prepared by prospective primary teachers in both courses were in the lower levels of the cognitive process dimension of revised Bloom’s Taxonomy (remember, understand and apply). It was found that the questions in the Turkish language course were mostly prepared in the remember and understand dimensions and in the mathematics course were mostly prepared in the apply and understand dimensions. In light of these results, it can be suggested that the preparation of high-level questions in terms of the revised Bloom’s taxonomy should be included more in undergraduate education.

БОЛОЧОК БАШТАЛГЫЧ МЕКТЕПТИН МУГАЛИМДЕРИН ТЕКСТТYY МАСЕЛЕЛЕРДИ ЧЫГАРУУДА МОДЕЛДЕШТИРYYГӨ YЙРӨТYY

The article deals with the problems of teaching the solution of text problems for younger schoolchildren in the preparation of future primary school teachers. The results of a survey of students, which was conducted in order to find out about the problem of modeling when solving text problems, are presented. Based on the results, we saw that students are able to solve problems associated with processes, but it was noted that they have difficulties in choosing an auxiliary model and solving it. The results were analyzed and reviewed using methodological techniques with auxiliary models of the work of solving text problems. Also, in the preparation of future primary school teachers, diagnostic work was carried out among students of different groups and the results were derived. Examples were given of the use of auxiliary models with the help of which solutions to text problems were shown. Thus, summing up, it was revealed that auxiliary models allow you to correctly find ways to solve text problems and develop general methodological logical thinking skills.