Primary Teacher Training Research Articles

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Science, Technology, Engineering, and Mathematics (STEM) education has been piloted by the Vietnamese Ministry of Education and Training for primary school teachers since 2022. This research aims to evaluate awareness, confidence and the correlation between those variables with the demographic factors of Vietnamese elementary school teachers after nearly a year of implementing integrated STEM teaching. This study used a questionnaire survey method consisting of 30 items on a 5-point Likert scale for 148 elementary school teachers in the Central and Central Highlands of Vietnam. Data was analysed using SPSS software. Descriptive statistics results showed that Vietnamese elementary school teachers have good awareness but lack confidence in STEM-integrated teaching. Correlation analysis showed a positive correlation between teachers’ awareness, confidence, and some demographic factors (educational level, work area). The outcomes of the one-way ANOVA analysis revealed a positive correlation: increased levels of teachers’ education corresponded to heightened awareness and confidence in STEM-integrated teaching. Additionally, teachers located in urban areas demonstrated greater awareness and confidence compared to their counterparts in rural countryside and highland areas.. Some recommendations to increase awareness and improve confidence in teaching STEM integration for Vietnamese elementary school teachers are presented at discuss session.

캄보디아와 한국의 초등교사양성제도 비교연구

[Research purpose]This study compares primary school teacher training systems in Cambodia and Korea, aiming to provide insights for future reforms in Cambodia.
 [Methodology]Through a literature review, an analysis, and a survey of Cambodian educators, we identify similarities and differences in the development processes of the two systems.
 [Results]Cambodia's system resembles Korea's during the 1980s and 1990s, reflecting transitions to four-year university-level training. However, challenges persist in Cambodia's system, with limitations in evaluating candidate’s teaching suitability, curriculum adaptability, and a loose certification and recruitment framework. Survey responses from Cambodian educators express positivity towards the implications drawn from the study.
 [Conclusion]The study recommends gradual reforms in Cambodia, emphasizing removing traditional testing and curriculum components and integrating competence-based elements, mirroring Korea's successful trajectory.

Educational and Methodological Support for the Theoretical Foundations of Initial Mathematics Course Discipline

The article examines the issues of the educational and methodological complex of the discipline of the theoretical foundations of the initial course of mathematics in teacher training colleges, which is of great importance in the training of future primary school teachers. It includes a combination of theoretical and methodological concepts. An analysis of work experience in this direction showed that professional and pedagogical orientation in teaching mathematics to future primary school teachers can be successfully implemented if certain conditions are met, such as motivation for various types of profession that involve the use of mathematics; orientation of methods and forms of teaching mathematics to prepare students for future practical work as a teacher; orientation of all classroom, extracurricular and research work with students towards practical needs and skills. In addition, the issues of motivation to study the course of theoretical foundations of the initial mathematics course were discussed. To achieve this goal, ideas have been put forward to link this college course with the elementary school mathematics course. It has been suggested that in this direction it is possible to successfully create the scientific foundations of an initial course in mathematics. The results of the study showed that with the targeted and systematic use of school textbooks, students’ assimilation of the basic concepts of the course becomes more meaningful and informative. Based on the educational program for training primary school teachers, ways to implement the educational and methodological complex in the Theoretical Foundations of the Primary Course in Mathematics discipline have been identified. A theoretical analysis of the approach to constructing an educational and methodological complex for the discipline was carried out. The model, structure, and content of the educational and methodological complex for the Theoretical Foundations of the Initial Course in Mathematics discipline at the Pedagogical College of Osh State University have been established. The results obtained will help improve the quality of teaching mathematics courses and improve the qualifications of teachers.

ORGANIZATION OF FUTURE TEACHERS PROFESSIONAL TRAINING OF PRIMARY GRADES AT THE COLLEGE

The article examines the professional training of the organization of future primary school teachers at the pedagogical college. An effective form of organization of continuous professional training of future primary school teachers is the pedagogical college. The main indicators of professional training in the pedagogical college are outlined. The conditions for the successful implementation of professional training of students at the pedagogical college are highlighted. Three main components in the educational environment of the pedagogical college are distinguished.The existing system of pedagogical education is not fully focused on the purposeful preparation of students to implement the standards of the new generation: textbooks and teaching aids most often do not reflect modern trends in the development of education, their content is conservative and considers the educational process mainly in a known paradigm; there is no adequate preparation technology. As you know, active abilities are not formed, and active technologies are not transferred through lectures, therefore we consider it necessary to build a new model of student training, which would immerse future teachers at all stages of training in the space of educational activities and create an adequate educational environment.

Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden

Learning in diverse settings during pre-service teacher training equips future primary teachers with the knowledge and skills to teach in authentic learning environments later in their work lives. This experience helps to meet the varying needs of their future students who have increasingly diverse cultural and socio-economic backgrounds with varying levels of access to learning and knowledge. During their university studies, pre-service teachers need to recognise the value of outof-school environments, reinforce awareness in practice, and reflect on experiences to deepen pedagogical thinking about learning environments. This multiple case study describes the common practices in the pre-service training of primary teachers at Tallinn University, University of Helsinki and Uppsala University concerning teaching in out-of-classroom learning environments. Our aim was to explore the ways that the three universities support pre-service primary teachers in using out-ofschool learning environments in their future practice. We intended to identify practices regarding our respective national curricula and university courses for pre-service primary teachers. We have three main suggestions for teacher educators regarding learning to teach in diverseenvironments: enable meaningful and reflective practical tasks in out of university learning environments for pre-service teachers; ensure the sustainability of external partnerships by stating collaborative practices in course programmes while leaving flexibility in the details; and reflect on professional networking across the boundaries of institutions.

Подготовка студентов к здоровьеориентированной деятельности с младшими школьниками

Based on the conducted research, the article examines the problem of preparing future primary school teachers for health-oriented activities. The main research methods were system-analytical, comparative, questioning, and mathematical processing of empirical data. Data on the health status of younger schoolchildren and students is disclosed. The content of the concept of “health-oriented activity” is clarified and specified and its semantic characteristics are highlighted. The value of health and the role of a healthy lifestyle in the development of the younger generation are substantiated. The authors analyzed legislative and regulatory documents in the field of education from the perspective of the problem of developing a healthy lifestyle among the younger generation and youth. Contradictions have been identified between the professional requirements for a primary school teacher and the absence of this competency in the Federal State Educational Standard of Higher Education. The need for targeted and systematic training of future primary school teachers for health-oriented activities with students is substantiated. The results of the ascertaining experiment conducted on the basis of the Institute of Pedagogy and Psychology of Education of the Moscow City Pedagogical University and the Pedagogical Institute of Derzhavin Tambov State University, to identify the value of health and students’ readiness for health-oriented activities with younger schoolchildren. Conclusions are drawn about the formal approach and the insufficient focus of the professional training of future teachers on this type of activity with different age categories of students.

Online lecture strategies for quality training of future primary school teachers

The purpose of the study is to determine the features of online lectures, essential characteristics and possibilities of implementing strategies for their implementation in the training of future primary school teachers. The research was conducted with students of the first (bachelor's) and second (master's) levels of higher education in the speciality 013 Primary education of one of the state universities of Ukraine. For its implementation, the analysis of literature was carried out in the direction of scientific research, which made it possible to determine the conceptual apparatus and theoretical basis of this study. Based on this, strategies for quality training of future primary school teachers were determined. What found practical implementation in the construction of the structure of the online lecture, which will contribute to its effective conduct. Based on the generalization of practical experience for each of the structural parts of the online lecture, means, tools and techniques that promote active interaction, student involvement and reflection have been selected and organized. We see prospects for further research on this topic: in the development and improvement of existing strategies and structures of online lectures for effective training of future primary school teachers; in the study of the impact of online lectures on academic achievement and motivation of students; in the development and implementation of new technologies and tools to improve the quality of online lectures. The results of the study can be used by scientists, teachers of higher education institutions, academic leaders and managers to ensure high-quality and effective training of future primary school teachers in the online environment.

Teacher readiness for the prevention and correction of emotional disturbance in primary school children with attention deficit hyperactivity disorder

Introduction. Psychological and pedagogical support for learners with attention deficit hyperactivity disorder (ADHD) has currently become crucial in the Russian and foreign systems of education. The problem has been caused by the increasing number of children suffering from this disorder and insufficient readiness of a modern teacher to implement preventive and corrective work with the specified category of school students in a comprehensive school. One of the most common complications of ADHD in primary school children, along with learning difficulties, are emotional disorders (inadequately underestimated or overestimated self-esteem, anxiety, depression, affective outbursts). The current situation in education actuates the necessity of modern teacher’s readiness to prevent complications of ADHD as well as to provide corrective help to children with this disorder.Aim. The present research aims to determine the structure of the future teacher’s readiness to prevent and correct emotional disorders in primary school children with ADHD in the comprehensive school environment.Methodology and research methods. As methodological basis of the research served the activity-based, systemic, and competency-based approaches. Two groups of methods were applied in the study: theoretical (analysis, synthesis, classification, and generalisation) and empirical (survey methods, documentation analysis). The research methodology included the author’s questionnaire “Identification of Theoretical, Methodological and Psychological Difficulties in Primary School Teachers to Prevent and Correct Emotional Disorders in Junior Schoolchildren with ADHD”, the techniques “Self-Assessment of Empathic Abilities” (Yu. M. Orlova, Yu. N. Emelyanova) and “The Psychological Portrait of a Teacher” (Z. V. Rezapkina, G. V. Rezapkina). In addition, the interviews were conducted.Results. The analysis of diagnostic results showed that the respondents had superficial theoretical and methodological knowledge about psychophysiological characteristics of children with ADHD, as well as about children’s education organisation in a comprehensive school. On average, less than half of the respondents gave correct answers to the questions of the theoretical block. In the methodological block, the lack of professional knowledge on the organisation of education and upbringing of children with ADHD in a comprehensive school was revealed.The study identified the following organisational and content problems related to the prevention and correction of emotional disturbance in primary school children with ADHD in a comprehensive school: the lack of psychological and pedagogical support for this category of school children; a low level of theoretical and methodological knowledge of school teachers in the field of psychological and pedagogical support for school students with ADHD; the shortage of teachers’ skills and abilities to prevent and correct emotional disorders; the deficit of special programmes for psychological and pedagogical support of students in a comprehensive school; teacher’s unwillingness to work with this category of students; indisposition of parents having children with ADHD to cooperate with the teacher regarding their child’s education and upbringing.Scientific novelty. The structure of the future teacher’s readiness to prevent and correct emotional disorders in younger students ADHD in a comprehensive school was determined on the basis of the described professional qualities of a modern teacher; it includes the following components: motivational, theoretical-methodological, psycho-pedagogical, and methodical. Qualitative characteristics of these structural components were given to determine the possibility of preventing and correcting emotional disorders in younger schoolchildren with ADHD.Practical significance. The research results can be applied in the process of primary school teachers training in the system of higher education, as well as in the system of additional professional education to implement teacher training programmes on key issues of modern education in general, and, in particular, on the problems of the prevention and correction of emotional disturbance in primary school children with ADHD in the comprehensive school.

Projekt międzynarodowy „Digitally Improving Social and Emotional Skills of Primary School Teachers (DigiSEL)” dla nauczycieli edukacji wczesnoszkolnej

The problems of the 21st century contributed to the creation of the project in cooperation with Italians, Spaniards, Turks, Croats and Poles. The Erasmus+ international project “Digitally Improving Social and Emotional Skills of Primary School Teachers (DigiSEL)” offers digital training and online teaching methods for primary school teachers in Europe with a focus on SEL. With a new generation of students growing up fast and learning differently from others, teachers need to digitally educate themselves to meet their needs and engage their attention in class and e-classes. The project was created to support teachers in building e-relationships using ICT. The author collected information about the project and pointed out practical solutions in social-emotional learning.

Problems of Improving the Quality of Training of Future Primary Education Teachers

A key factor in the dynamic development of the economy is the improvement of the staffing process in domestic higher education. In accordance with this, Kazakhstan's higher education faces the task of ensuring the necessary quality and recognition of education at the world level. The article will be devoted to the problem of improving the quality of training of future primary education teachers. The article analyzes the current state of the quality of education in the higher education system based on the study of scientific literature, the experience of the accreditation system for quality assurance in the field of higher education is considered. The main pedagogical factors affecting the quality of students' education are determined. The analysis of the rating of educational programs at the NAAR (independent agency for accreditation and rating) of primary education programs Abai Kazakh National Pedagogical University for 2015–2020, 2022 years. The opinions of students of the primary education program related to factors directly affecting the quality of education are analyzed based on the results of the questionnaire. The results of the survey of 3rd-year students of the Abai Kazakh National Pedagogical University in the direction of “Primary education programs” clearly showed the attitude of students to the quality of education. It substantiates the need for adequate financial, social and academic support for the teacher and the student, support for students from small groups, provision of consulting services.

ФОРМУВАННЯ КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ НЕВИЗНАЧЕНОСТІ

Among the program outcomes of higher education applicants of the first (bachelor) level of specialty 013 Primary education at the Faculty of Psychological and Pedagogical Education and Arts of Berdіansk State Pedagogical University, the ability to critically assess the credibility and reliability of information sources, to comply with legal and ethical requirements regarding the use of information, communication and digital technologies in the course of pedagogical activity in primary school. During the study of the educational component «Fundamentals of academic writing», the following general competence was formed in the students of higher education: Ability to use modern means of information and digital technologies, search and critical analysis of open information sources in the national language, responsible use of them for solving professional tasks and self-development. At the second stage, in our opinion, it was appropriate to study the educational component «Fundamentals of culture and speech technique of the primary school teacher», which aimed to improve the skills of writing academic texts in students of higher education, to form the ability to compose their own statements in different speech styles, to select appropriate situation type of speech; it is advisable to use general language vocabulary, terms, professional vocabulary depending on the communicative task; to observe the basic rules of ethics in communication. At the third stage of the formation of critical thinking of future primary school teachers, which coincided with the passing of industrial practice and the study of selective educational components, the main attention was focused on the ability to analyze any problem, generalize approaches to its solution, make balanced decisions, reflect and on the basis of this, build your own trajectory of professional and personal improvement. Taking into account the peculiarities of the organization of the educational process of training future primary school teachers using distance learning technologies, it was considered necessary to form the critical thinking of the applicants. For this purpose, it was suggested in classes and for independent work to perform practice-oriented tasks, the solution of which requires higher-level thinking; introduction of project technologies; making one's own judgments thanks to the application of certain methods of thinking. A positive impact in conditions of uncertainty is the constant evaluation of results with the use of «students – teacher» feedback during direct communication in classes and on the MOODLE electronic platform, involvement in scientific research. The creation of such an educational environment contributes to the formation in future primary school teachers of the ability to cooperate as the most important condition for critical thinking, to operate with evidence and formulate conclusions, to find and interpret original documents and sources of information, to analyze, argue, and justify conclusions. Keywords: professional training of future primary school teachers, formation of critical thinking of future primary school teachers, educational process in higher education institutions using remote technologies, practice-oriented tasks.

KHẢO SÁT NĂNG LỰC NGHỀ NGHIỆP CỦA SINH VIÊN TỐT NGHIỆP NGÀNH GIÁO DỤC TIỂU HỌC, ĐƯỢC THỤ HƯỞNG CHƯƠNG TRÌNH ĐÀO TẠO TIẾP CẬN CDIO TẠI TRƯỜNG ĐẠI HỌC VINH

The university training program according to the CDIO approach is built in the direction of developing learners' qualities and capacities through a scientific, logical and measurable learning-outcome system. As the first course to benefit from the CDIO approach training program at the University, 120 students of K58 need to be surveyed and evaluated on their professional competencies to evaluate the effectiveness of the training program after one cycle of application, which is the basis for promptly improving and adjusting the training program. This study conducted a survey of these graduates on four groups of professional competencies. The obtained results reflect the improvement in training quality of the Primary Education sector, and at the same time serve as a practical basis for activities to improve and develop primary school teacher training programs in the future, to meet the innovation requirements of the country's education in the context of industrialization, modernization of the country and international integration.

To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye?

ABSTRACT This study examines how distance learning, which took place during COVID-19 restrictions, influenced the attitudes of primary education trainee teachers in Türkiye and England towards inclusive education for students with special educational needs and disabilities. In total, 136 Turkish, and 25 English primary trainee teachers completed the TAIS survey, and a further, 14 Turkish and two English trainees, participated in semi-structured and scenario-based interviews. The quantitative data showed that both countries’ trainees’ attitudes level were high, but English trainees` attitude were more positive than the Turkish trainees. However, the qualitative data indicated that the absence of direct, practical experience was a major concern, and most felt the need to gain direct experience starting from their first year of teaching about inclusive teaching practices.

EFFECTIVENESS OF SLOW-MATION PACKAGE AND POWERPOINT PRESENTATION ON ACHIEVEMENT OF PRIMARY SCHOOL PUPILS HEALTH EDUCATION

The traditional method of teaching and learning dominate the method of learning that is prominent in Nigeria. The uses of technology for educational system enhance effective teaching learning activity. Therefore, the study investigates the effectiveness of slow-mation package and power point presentation on achievement of primary school pupils Health Education. A quasi-experimental of pre-test, post-test and control single groups design was used for the research. Sixty pupils from the two selected schools formed the sample for the study. The pupils assigned to both and were later tested with Ceramics Achievement Test for data collection. Mean and standard deviation used to test the research questions while t-test analysis used for the formulated hypotheses. A quasi-experimental design was used to determine differences in academic performance of male and female pupils as well as those in private and public school taught with slow-mation package and those taught with power point presentation. The results of the findings indicated that there was no significant difference between male and female students, there was no significant difference between private and public pupils taught with slow-mation package and those taught with power point presentation. As a result of the research, it was recommended that the State Ministry of Education should organise training for primary school teachers on the use of slow-motion and power point presentations which facilitate effective teaching and learning activity.

Satisfying students' psychological needs in the classroom: Benefits of an online intervention to help primary school teachers during a pandemic academic year

Using a self-determination theory framework, this quasi-experimental study focused on designing and implementing online training for primary school teachers to help them develop a motivating style, reduce their burnout and support their students' psychological needs, autonomous motivation, agentic engagement, and academic achievement during the COVID-19 pandemic. Forty-two teachers and their students (N = 682) were randomly assigned to an experimental or a control group. Teachers who participated in the intervention increased their motivating style and reduced their controlling style compared to the control group. The intervention for teachers increased students' autonomy and competence satisfaction, autonomous motivation, and agentic engagement.

Fundamental Innovation in Primary School Teacher Training in the Primary Education Sector at Tan Trao University

The article is based on theoretical issues regarding the fundamental innovation in primary school teacher training and the practical activities of primary school teacher training in the primary education sector at Tan Trao university. It aims to analyze the advantages and limitations of primary school teacher training. Based on practical research, the article highlights new changes in primary school teacher training at Tan Trao University in terms of goals, system structure, content, teaching methods, and assessment. These innovations have proven effective in education, enabling learners to actively participate in the learning process and transform training into self-learning.

THE PROBLEM OF PSYCHOLOGICAL SUPPORT OF STUDENTS OF PEDAGOGICAL SPECIALTIES IN THE PREPARATION AND PASSING OF A DEMONSTRATION EXAM ACCORDING TO WORLDSKILLS STANDARDS RUSSIA

Currently, a demonstration exam is being introduced into the educational standards of secondary vocational education as one of the forms of final state certification, taking into account the requirements of the competence approach. The demonstration exam has great potential in assessing the professional training of future primary school teachers. However, the organization and conduct of a demonstration exam affects the increase in exam stress and the growth of exam anxiety among students.
 Exam stress is a situation that leads to negative physiological and psychological manifestations; a test situation for a student that requires increased self-control, activation of communicative and intellectual and other resources. Exam anxiety can negatively affect students’ learning outcomes and lead to disappointment in the profession. Therefore, it is important to organize psychological support of students in preparation for the demonstration exam.
 This article describes a study in which the level of anxiety (Spielberger-Khanin Anxiety Scale) and psychological stress (Psychological Stress Scale) of students were diagnosed at all stages of the organization of psychological support. This work included three areas: psychological education, training work with a group of students with the highest rates of anxiety and stress, and individual psychological counseling. The scientific data obtained from the results of the questionnaire and psychological diagnostics (using methods of mathematical statistics) showed that the most effective direction of work is to conduct group training sessions.

Becoming women teachers: gender and primary teacher training in Ireland, 1922–1974

ABSTRACT Drawing on archival material and oral testimony of former students, this paper examines the lives and experiences of women in Catholic primary teacher training colleges in Ireland in the period 1922–1974. It commences with a brief overview of the historical context in which these colleges emerged, situating their development within the socio-political and cultural context of the emerging Free State and the changing primary school curriculum. Residential and single-sex, the paper argues that the colleges promoted a gendered ideology and culture of femininity which mirrored the conservative, nationalistic and ultramontane agenda of post-Independence Ireland. Paradoxically, while this often led to a limited, anti-intellectual experience and a hegemonic framing of women teachers’ professionalism, many graduates used their new-found professional status as teachers to embrace high-profile leadership roles in twentieth-century Ireland, often in male-dominated fields.

Emotional education for sustainable development: a curriculum analysis of teacher training in Portugal and Spain

The challenges before us indicate that the current model of societal development is creating problems for our planet, such as the climate crisis, the increase in inequalities, and the emergence of new phenomena of exclusion and social malaise. The 2030 Agenda for Sustainable Development presents 17 Sustainable Development Goals (SDGs) that define priorities for a more sustainable world. Education is one of the main ways to create a peaceful and sustainable world for the survival and prosperity of present and future generations. The literature highlights the importance of teachers’ socio-emotional skills and the promotion of socio-emotional skills in their students. The Emotional Education approach proposes a new pedagogical paradigm, in which the individual is encouraged to develop intra-and interpersonal skills, enabling them to deal creatively with their conflicts and those encountered in the environment, and increasing their self-confidence and emotional balance. These skills will contribute to the achievement of the objectives of the SDG. Based on these arguments, the study and systematization of social–emotional education is urgent. In this study, a documentary analysis was carried out of the programs of study offered as part of the degrees (undergraduate and master’s level) provided for the training of preschool and primary teachers in Portugal and Spain, with the aim of understanding whether these courses offer content relating to Emotional Education. Programs of study from 127 public and private higher education institutions across both countries were analyzed. The analysis revealed that in Portugal, despite an increase in interest in issues relating to emotional intelligence in schools, this interest is not yet reflected in the initial training of preschool and primary teachers (with only two universities, both private institutions, offering Emotional Education content). In Spain, there is already a considerable number of institutions (29) that offer Emotional Education, but this corresponds to only 30% of the universities listed. The results of this study indicate that there is still some distance to go to make Emotional Education an effective component of the curricula of future teachers and thus contribute to achievement of the SDGs.

Training of future primary school teachers to preserve and strengthen the physical health of students with special educational needs in distance learning

The article is devoted to the problem of professional training of future primary school teachers using digital educational technologies on the example of H.S. Skovoroda Kharkiv National Pedagogical University. The purpose of the article is to highlight the peculiarities of distance training of future primary school teachers to preserve and strengthen the physical health of children with special educational needs in inclusive education in the course of studying the discipline "Physical Education with Teaching Methods". To achieve this goal, the conceptual ideas of inclusive education based on the principles of democratization, non-discrimination, consideration of human diversity, effective involvement and inclusion of all participants in the educational process, taking into account their individual needs, capabilities, abilities and interests, and the professional competencies of the future primary school teacher, in particular, inclusive, health-saving and designing needs, which allow to execute the task of preserving and strengthening of the physical health of the children with special educational needs. In order to highlight the peculiarities of professional training of future primary school teachers in a distance format, the experience of teaching the discipline "Physical Culture with Teaching Methods" for students of the first (bachelor's) level of higher education in the specialty 013 "Primary Education with Special Education Methods" was analyzed. The discipline was taught using the educational platform Moodle of H.S. Skovoroda Kharkiv National Pedagogical University and Google applications. It is determined that the execution of the tasks of training future primary school teachers should be carried out both through the analysis, transformation and optimization of the content of theoretical and practical professional training, as well as updating the content of educational programs and curricula, taking into account the realities of today.