Professional Competence Of Teachers Research Articles

Supervisory Performance Approach in Improving the Professional Competence of Islamic Religious Education Teachers in Madrasah Aliyah, Gorontalo Province, Indonesia

Purpose: This research aims to investigate Islamic Education supervisors' performance in enhancing teachers' professionalism in Madrasah Aliyah in the Gorontalo Province. Methods: Employing a qualitative approach, this descriptive-analytic study involves 72 teachers and 8 supervisors from 32 Madrasah Aliyah. Primary data are gathered through interviews, observations, and questionnaires, while secondary data are derived from official documents related to education in the region. Using the Interactive analysis model, the results indicate a significant improvement in the supervisors' performance, characterized by a harmonious, cooperative, and partnership-oriented approach with teachers. Result and Conclusion: The result of studies are that the performance of supervisors of Islamic Religious Education at Madrasah Aliyah in Gorontalo Province has experienced a significant increase. The supervision carried out is harmonious, cooperative, and prioritizes the concept of partnership with teachers. Supervisors not only act as superiors, but also as creative partners in providing guidance to teachers. An open attitude towards criticism and recognition of one's own shortcomings is a characteristic of the supervision approach carried out. The supervisory measures implemented to improve the professional competence of Islamic Religious Education teachers cover a number of aspects. Alignment of vision, mission and perception of implementation of supervision and Islamic religious education is the main focus. Creating a conducive work environment, building cooperation, guiding personnel, and increasing mutual commitment are also strategic steps in efforts to improve the quality of education. However, there are several internal and external obstacles that affect supervisory performance. Internal obstacles involve the awareness and responsibility of supervisors, professional abilities in supervision, and religious motivation which is still uneven. Meanwhile, external constraints involve teachers' attitudes towards supervision, differences in seniority, and welfare conditions that influence teaching performance. Supervisory facilities and infrastructure, unsupportive means of transportation, and lack of communication between parties are also inhibiting factors. Thus, it is necessary to take corrective steps and strategic planning to overcome these obstacles in order to increase the effectiveness of supervision and increase the professional competence of Islamic Religious Education teachers at Madrasah Aliyah in Gorontalo Province. Research Implications: The implications of this research underscore the need for improvement strategies and planning to enhance the effectiveness of Islamic Education supervision and the professionalism of teachers in Madrasah Aliyah in the Gorontalo Province. Originality/ Value: The results indicate a significant improvement in the supervisors' performance, characterized by a harmonious, cooperative, and partnership-oriented approach with teachers. Supervisory measures involve aligning visions and missions, creating a conducive working environment, building collaboration, and enhancing collective commitment. Internal and external constraints are identified as inhibiting factors that require remediation.

The Influence of the Teacher’s Psycho-Physiological States on the Development of Professional Competencies in the Course of the Military Aggression

The aim of the article is to determine the specifics of the impact of the correctional programme of psycho-physiological conditions on the development of the professional competence of general secondary school teachers. The Diagnostics of Mental States of the National Academy of Sciences and the Impact of Event Scale - Revised (IES-R) were used to obtain reliable data on the psycho-physiological state of the individual. A specialized online test for teachers was used to obtain data on the teachers’ competence aimed at determining informational competence, testing to determine the teacher’s subject methodical competence, observation of communicative competence. A formative experiment was planned and conducted. It was established that average indicators of psycho-physiological state prevail among teachers. The positive impact of the developed corrective programme on the teachers’ activity and mood was proved. It was concluded that the change in the psycho-physiological states of “invasion” and “avoidance” significantly depends on current social conditions, in particular, on the stability of the safety component. It was found that the correctional programme levelled the connections between the teachers’ subject methodical competence and the current psycho-physiological state. It was established that the teachers’ communicative competence continues to correlate after the completion of the programme with psycho-physiological comfort and general emotional background. In general, we can talk about the relative effectiveness of the developed corrective programme. The obtained results can be used to optimize programmes of continuous postgraduate education in the context of the development of resistance to the stresses of wartime. The prospects for further research are expanding the arsenal of methods for studying the teachers’ psycho-physiological state and clarifying gender differences in the teachers’ experience of stress. Received: 2 February 2024 / Accepted: 25 April 2024 / Published: 5 May 2024

Analisis Kompetensi Profesional Guru Dalam Meningkatkan Hasil Belajar Sosiologi

The purpose of this study was to determine the professional competence of teachers in improving the learning outcomes of sociology in class X IPS 1 at Kapan State High School and the obstacles faced by Sociology teachers at Kapan Public High School in increasing their professionalism. This research uses a descriptive qualitative research method. Data collection techniques were carried out using observation, interviews, and documentation. The subjects of this study were the school principal and sociology teacher. The data analysis technique uses data reduction, compilation, categorization, and conclusions. Based on the results of this study show that teachers at Kapan State High School cannot be said to be professional; this is because, first, the learning process does not have a sociology subject teacher; some teachers are required to teach sociology even though the teacher is not a sociology subject teacher so that the delivery of sociology subjects is not according to the material presented by the teacher. Second, there are learning barriers that do not include the criteria for completeness of KKM in schools due to teachers who are not always in their scientific field in improving learning outcomes, such as teachers having difficulty in dividing teaching time between sociology and geography, lack of professional educators in the field of sociology, and lesson planning. Thus, the results of learning sociology at the Kapan State High School are ineffective. This is because schools still face many obstacles in providing educators who work in the field of sociology.

The model of tandem content and language integrated learning: Justification and evaluation of its effectiveness by education stakeholders

Introduction. The need to master a foreign language in the professional field of education is determined by contemporary challenges: the rapid growth of intercultural interaction, as well as the processes of globalization and informatization of education. The article examines the problem of using tandem content and language integrated learning focused on developing future teachers’ readiness and ability to communicate effectively in a foreign language in the professional environment. The purpose of the article is to propose the model of tandem content and language integrated learning and evaluate the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. Materials and Methods. The study was conducted during 2020–2023 period. The sample included 86 students of 3–5 years majoring in Primary education and English as a Foreign language. The authors used the following research methods: theoretical and methodological analysis, comparison, interpretation, modeling, questionnaires, analysis and systematization of accumulated experience of tandem content and language integrated learning. Results. The main results consist in substantiating the model of tandem content and language integrated learning and in assessing the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. The authors identified a mechanism of interaction between all education stakeholders in dynamic groups based on task level-differentiation within the framework of content and language integrated learning (CLIL). Conclusions. The study concludes that the model of tandem content and language integrated learning was substantiated and the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers was assessed.

Competencies of Junior High School Physical Education Sports and Health Teachers

The purpose of this study is to analyze the level of pedagogic and professional competence of Physical Education Teacher for Sports and HealthFirst High School in Payakumbuh City. This type of research is quantitative using descriptive methods. The population in this study amounted to 18 people. The sampling technique used total sampling, thus the number of samples in this study amounted to 18 Physical Education Teachers for Sports and Health Junior High School in Payakumbuh City. The data analysis technique used is the percentage. The results of the study obtained that; The level of teacher competence of Sports physical Education and health Junior High Schools in Payakumbuh City are in the less category (62.56), which consists of pedagogic competence in the less category (63.17%), and professional competence in the less category (61.94%).

Fostering Pre-Service Teachers’ Professional Abilities in Art Education through Reflective Teaching Practices

Reflective teaching practices are essential in art education, serving as a cornerstone that encourages pre-service teachers to engage in thoughtful analysis and adaptation of instructional methods. This crucial professional skill enables pre-service teachers to navigate the dynamic landscape of teaching, fostering a continuous cycle of self-reflection and improvement. The central challenge revolves around the imperative task of improving pre-service teachers professional skills, as they navigate the complex endeavor of transforming artistic expertise into effective pedagogy. The objective of this research is to explore the professional competencies of pre-service art teachers utilizing reflective teaching practices within the field of art education. The research design involved conducting a library research, encompassing the reading and analysis of literature from academic journals and books. The research findings reveal crucial insights into the professional abilities of pre-service art teachers and effective teaching reflection methods. In terms of professional abilities, the study identifies key areas, including teaching design ability, teaching efficacy, and teaching reflection, shedding light on the multifaceted skills required for effective art education. Additionally, the investigation delves into various teaching reflection methods, encompassing assessment tools, lesson planning integration, technology utilization, interactive strategies, and creative approaches. In summary, this research emphasizes the crucial role of reflective teaching practices in art education, enabling pre-service teachers to continually refine their instructional methods. The study findings contribute valuable knowledge to the ongoing discourse on enhancing art education practices, providing a comprehensive understanding of both the skills required by teachers and the diverse methods available for fostering reflective teaching practices in the field. To address the identified challenge, teacher training programs should prioritize teaching design, efficacy, and reflection modules. Encouraging pre-service teachers to engage in reflective practices and integrating diverse methods into training programs will better equip educators for the dynamic demands of art education.

Implementation of Training Design to Improve Teacher Competence Based on Googleform Journal Teacher Agenda in SMPN 27 Pesawaran

Professional teachers are the main determinants of educational success. One indicator of teacher professional competence is the ability to manage teaching and learning programs using the use of information technology. The reality of teacher professionalism in the learning process at this time is still diverse, one of which is that teachers have not been able to show good performance. To measure teacher performance, supervision is carried out by the principal, as one of the steps to monitor and provide direct follow-up on the teacher's performance. Based on the findings of the researchers, it is known that the inability of teachers to show good performance is influenced by the lack of information, design, implementation in improving the professional performance of teachers, especially in teacher competencies based on google form, for this reason teacher competency training is needed. This research uses the method method (SLR). regarding research methods: "Literature" which means it is a critical analysis of the research that is being carried out on a special topic or in the form of a question to a part of science. helps us in compiling a framework that is in accordance with the theory, findings, and results of previous research in solving the problem formulation in the research that we make. The SLR method is used to identify, review, evaluate and interpret all available research with the topic area of the phenomenon of interest, with specific relevant research questions. With the use of the SLR Method, a systematic review and identification of journals can be carried out. The results that researchers find are basically training is a series that guides, guides and develops something that previously did not know to be known by someone, the hope is that the training of google foam-based teacher competencies can support teacher performance as a driving force in the successful implementation of learning

Correlation Analysis of Teachers' Educational Technology Quality and Teachers' Professional Competence by Integrating Collaborative Filtering Algorithm

In today's educational landscape, the effective integration of technology into teaching practices is paramount for fostering engaging and impactful learning experiences. Central to this integration is the competence of educators and the quality of educational technology utilized. This study presents a novel approach to correlating teachers' educational technology quality with their professional competence, utilizing a fusion of collaborative filtering algorithm and Weighted Collaborative Mamdani Optimization (WCMO). By leveraging collaborative filtering, the model extracts patterns from historical data to recommend educational technology tools tailored to individual teachers' needs and preferences. The WCMO framework further refines these recommendations by incorporating weighted factors related to teachers' professional competence, ensuring a more nuanced understanding of their instructional requirements. WCMO considers the collaborative input from multiple stakeholders or sources, assigning weighted values to each input based on their relevance or significance. This collaborative approach allows for a more comprehensive analysis of the problem space, ensuring that diverse perspectives and factors are adequately accounted for in the decision-making process. Additionally, by leveraging Mamdani fuzzy logic, WCMO can handle imprecise or uncertain input data effectively, enabling more robust and adaptive optimization outcomes. Through extensive analysis and evaluation using real-world educational datasets, proposed approach demonstrates a significant correlation between teachers' technology quality and professional competence, achieving a correlation coefficient of 0.92. Moreover, qualitative assessments reveal the effectiveness of the WCMO-enhanced recommendations in enhancing teachers' instructional practices and technology integration.

Induction Program for Beginning Teachers’ Implementation and Professional Competence of Teachers : Basis for School Management Plan

This study theorized that a higher level of IPBT implementation is associated with increased teachers' professional competence. It explored the respondents’ characteristics, the implementation level of the Induction Program for Beginning Teachers (IPBT) and the professional competences of teachers. It also examined the relationship between the implementation of IPBT and the teachers’ professional competence, and the difference in teachers’ professional competence when grouped according to the highest educational attainment, key stages area, and teaching experience in private and public. Correlational Research Design was used in this study. Using the population sample, the study surveyed 302 public school teachers of the Division of Misamis Oriental. Data were collected using the researcher-made survey questionnaire, which was subjected to pilot testing with 30 respondents revealing the result of Cronbach Alpha of 0.96. Data shows that the level of implementation of IPBT is very high so as the level of teachers’ professional competences. Findings also reveals that there is a significant relationship between the implementation of IPBT and the respondents’ professional competence. Findings also exposes that overall, there is no significant difference in the teachers’ professional competence when grouped according to their characteristics. However, data reveals that there is a significant difference between teaching experience in private schools and teachers’ professional competence in values. There is no difference observed between educational attainment, teaching experience in public schools, and key stage taught with respect to knowledge, skills, attitude, and values. The study concludes that the program has met their expectations and has effectively addressed the needs of the beginning teachers. It is recommended that the DepEd should prioritize and invest in the enhancement of IPBT since it has significant relationship with the professional competences of teachers. Finally, the study also recommends the application of the 3-year comprehensive School Management Plan developed by the researcher.

Unlocking Vital Professional Skills of EFL Educators to Cultivate Student English Core Competencies in the Digital Era

With the rapid development of artificial intelligence (AI) technology, the education sector has witnessed transformative changes. In the domain of secondary English language teaching, the advent and implementation of intelligent teaching systems have necessitated a reevaluation of Teacher Professional Competency (TPC). However, there is limited research exploring English as a Foreign Language (EFL) teachers’ perspectives on the TPCs required for fostering student English core competencies in the ear of AI. This study aimed to investigate the need for relevant TPCs among English teachers. A sample of 1089 English teachers from 335 schools across China participated in this research. The findings identified a total of 12 TPCs, with variations observed based on gender, years of teaching experience, school type, school level, and school location. Notably, Teaching Design Competency (TDC), English Knowledge and Application Competency (EKAC), and Teaching Implementation and Management Competency (TIMC) were identified as the most crucial TPCs. These results provide valuable insights into the components of EFL teacher professional competencies and offer guidance for competency-based teacher digital education programs.

Modern technologies in the development of higher education teachers’ professional competence

The relevance of the research. The current stage of the historical development of the world community is characterized by the acceleration of scientific, technical and social progress, the large-scale dissemination of new ideas and technologies. Therefore, the reproduction of knowledge carriedout on an innovative basis is relevant and has an increasing impact on the rate of economic growth. The problem statement. The modern education system is gradually beginning to fully use theresources of the competency-based approach. In vocational education this approach is the conceptual basis for the implementation of an innovation system. The problem of the research is to identify the features of the formation of professional competence of higher education teachers. The purpose of the article is to substantiate modern technologies for developing the professional competence of vocational education teachers to increase their readiness to train future specialists on innovative principles. The research methods used are theoretical analysis of scientific literature on the research problem; study of regulatory documents in the field of education; analysis and synthesis; systematization and generalization; survey. The results and key conclusions. The need for continuous professional development of teachers based on innovative principles and updating of the problem under consideration has been identified. The use of modern pedagogical technologies of distance learning, project-based learning and production technologies for the formation of professional competence of higher education teachers, as well as modern forms of training future qualified specialists, have been justified.

Doskonalenie warsztatu metodycznego nauczyciela języka specjalistycznego w kontekście kształcenia nieformalnego. Wyniki badania pilotażowego

The importance of foreign language skills has increased in the labor market in recent years. A 2012 survey in Poland shows that effective communication and language skills are the most important skills sought from job applicants. It is therefore not surprising that private language schools and companies are offering more and more foreign language courses for professional purposes. In the context of thinking about informal learning of a language for specific purposes (LSP), it is worth reflecting on how a LSP teacher is prepared for work. It seems that attending workshops or practical training should be part of the repertoire of enhancing the professional competence of LSP teachers. However, discussions with experienced language teachers reveal that the reality is quite different. Therefore, given the growing demand for specialized language courses, diagnosis and discussion of the difficulties faced by LSP teachers is of academic relevance. The first part of this article presents a pilot study conducted in 2023 among LSP teachers. Following this, the difficulties of teaching professional languages will be presented. The last part refers to the presentation of methods, techniques and forms of work that can improve the methodological repertoire of LSP teachers.

CHALLENGES OF ELEMENTARY TEACHERS IN TEACHING ENGLISH: INSTRUCTIONAL SUPERVISION AND PEDAGOGICAL PRACTICES IN FOCUS

The main purpose of this study is to discover the instructional supervision and pedagogical practices as major strategies used by teachers who are currently teaching in the elementary schools. This study will focus on the commitment of the teachers to teaching elementary students and how they boost perseverance in achieving their goals in teaching English. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers lack of commitment to their job. KEYWORDS: Instructional supervision, pedagogical practices, challenges, elementary teacher

Development of professional-pedagogical competence in future English language teachers

The study examines the professional pedagogical competence of future English language teachers. The concept of "professional pedagogical competence" is increasingly relevant in Kazakhstan's higher education reform. It reflects teachers' pivotal role and professional qualities in achieving high-quality education and upbringing. Our literature review defines the professional pedagogical competence of future English language teachers as an integrative set of qualities that indicate their personal and socio-moral experience. It also reflects their capacity to foster motivational, cognitive, and operational aspects within their professional domain. The outcomes of their pedagogical endeavors evidence this. Our model of professional pedagogical competence for future English language teachers is a pedagogical system that includes four blocks: target, conceptual, content-procedural, and criteria-evaluative. The criteria and indicators of professional-pedagogical competence are communicative, cognitive, operational-activity, and motivational-valuable. The communicative dimension emphasizes foreign languages as a means of personal and professional communication. The cognitive dimension emphasizes skills to solve non-standard lingua-pedagogical tasks. The operational-activity dimension reflects personality, professional development, and pedagogical activities. The motivational-valuable dimension emphasizes linguistic-cognitive motivation, professional self-awareness, the need for self-realization, and self-development. Our research findings contribute significantly to the discourse on teacher education in Kazakhstan. Our comprehensive model aligns with contemporary educational needs. It serves as a valuable guidepost for educational stakeholders and offers insights that can inform policy, curriculum development, and teacher training programs. Ultimately, it advances the overarching goal of enhancing the quality and impact of English language education in Kazakhstan.

Pengaruh Sarana Prasarana, Kepemimpinan dan Kompetensi terhadap Kinerja Guru dan Implikasi pada Prestasi Peserta Didik di SMP Negeri 4 Mandau dan Pinggir Tahun Pelajaran 2022/2023

This research aims to determine and analyze the influence of Infrastructure, Leadership and Competence on Teacher Performance and the Implications for student achievement at SMPN 4 Mandau and Pinggir. This research uses quantitative descriptive methods. The data used are primary data and secondary data resulting from distributing questionnaires, observations and recorded documents. Data collection techniques use questionnaire and documentation techniques. The analysis technique used is statistical analysis, namely multiple linear regression analysis with hypothesis verification through the t test to prove the relationship between the independent variable and the dependent variable partially. The F test is to prove the relationship between the independent variable and the dependent variable simultaneously. The population in this study were teachers at SMPN 4 Mandau and Pinggir, totaling 114 teachers and also the sample. This research also uses a purposive random sampling technique. The results of this research prove that (1) Infrastructure influences teacher performance, (2) Principal leadership simultaneously influences teacher performance (3) teacher professional competence is the variable that dominantly influences teacher performance

DEVELOPMENT STRATEGY FOR THE USE OF "GEO EXPLORER BLOGSPOT" BASED ON LOCAL WISDOM IN HIGH SCHOOL GEOGRAPHY LEARNING IN TOBA DISTRICT TO ENHANCE TEACHERS' TEACHING IMPROVISATION SKILLS TOWARDS SOCIETY 5.0 ERA

This study examines the use of technology in the digitalization era of education towards Society 5.0 within the framework of local cultural wisdom in Geography Education subjects, which is expected to strengthen students' understanding of local wisdom to prepare them to face future challenges. This study aims to analyse the knowledge, understanding, and skills of teachers in using "Geo Explorer Blogspot". This type of research is descriptive quantitative conducted in the Geography Teachers Association of Toba District High Schools, North Sumatra, with a sample of 9 Geography subject teachers. Data collection used questionnaires and analysis was conducted using descriptive statistics. The results showed that 44% of teachers using Blogspot were in the category of underutilized by teachers in their teaching. However, as much as 56% understand well the use of Geo Explorer Blogspot. In addition, 44% of teachers also have good skills in operating and using features in Blogspot. 44% of teachers also realize that Geo Explorer Blogspot can improve student learning outcomes and motivation. However, teachers need to integrate more local wisdom in learning using the Geo Explorer Blogspot teaching media because there are still teachers who never raise Toba’s local wisdom in Geography learning even though the related material is about local wisdom. Alternative strategies are recommended to improve the professional competence of Geography teachers in developing Geo Explorer Blogspot using the ADDIE training model.

Influence of early childhood teachers' psychological contracts on teacher competency: Chain mediating role of job crafting and professional identity

In response to the epochal demand for high-quality development in early childhood education in China, it is imperative and necessary to improve the competency level of early childhood educators. The study aims to investigate the relationship between psychological contracts and teacher competency, and to verify the mediating roles of job crafting and professional identity in the relationship between psychological contracts and teacher competency. This study employed validated measurement scales regarding psychological contracts, teachers' professional identity, job crafting, and teacher competency. Each of these scales has established internal consistency coefficients. Data were collected from 318 early childhood teachers in Sichuan, China. The results highlight the significant impact of psychological contracts on the prediction of teacher competency. It is worth mentioning that the psychological contracts, together with their distinct components such as normative responsibility and development responsibility, have a direct and favorable impact on teacher competency. This implies that developing the psychological contracts might be an effective technique for improving teacher competence. The individual mediation of job crafting and professional identity in the link between psychological contracts and teacher competency has been well-established. However, the combined or chain mediating influence of these factors provides a unique and valuable perspective on the phenomenon of job crafting leading to professional identity, which in turn impacts teacher competency. The study found that psychological contracts have a positive predictive effect on teacher competency, while job crafting and professional identity both have independent and chain mediating roles in the relationship between psychological contracts and teacher competency. Therefore, this study suggests a comprehensive enhancement of the psychological contracts level from aspects such as normative responsibility, interpersonal responsibility, and development responsibility. By stimulating job crafting and professional identity levels in both internal and external environments, we can improve the competency level of early childhood educators.

Science-literacy-based teaching materials Training Management Model: Improving the Professional Competence of Middle School Teachers

This research aims to (1) determine the effectiveness of the Scientific Literacy-Based Teaching Materials Training Management Model based on material experts, learning design experts, and teacher responses. (2) determine the effectiveness of the scientific literacy-based teaching materials training management model. This research was conducted at SMP N 11 Medan in June–October 2023, using descriptive data analysis techniques. The development of the training model was carried out using the Thiagarajan Four-D (4-D) development model, which consists of four stages, namely definition, design, development, and dissemination. The resulting product is a training model that will be used by teachers at SMP N 11 Medan. The feasibility of the model was assessed by validation experts. The results of the material expert assessment show that it is in the very good category, with an average percentage of 90.05% (very good), design experts at 90.50% (very good), and teacher respondents at 91.6% (very good). Test the effectiveness of the model with the results of the known value tcount = 3.263 while ttable = 2.042, which means that there is an influence of using a model based on scientific literacy in the ecosystem in increasing students' grades in class, so it can be concluded that the research product for the development of scientific literacy-based teaching material training management is a training model that is suitable for use as a training model for teachers.

The impact of virtual learning environment on future teachers’ professional competence in lifelong learning

The study aimed to empirically test the impact of a virtual learning environment on the professional competence of future computer science teachers in lifelong learning by conducting a survey and comparing the professional competence of bachelor and master students, as well as their opinions on the impact of the virtual learning environment on future teachers’ professional competence in lifelong learning. The surveying methods were cognitive, motivational, activity-based, and value-based. A survey of students found that a virtual learning environment has the most significant impact on the activity component of professional competence, and most students are motivated to use virtual learning environments to improve their professional competence. The survey of teaching staff revealed a positive attitude towards professional development through virtual learning environments, the prevalence among students of high and sufficient levels of professional competence and digital literacy. The obtained results can be used to adjust the virtual educational process of future teachers’ professional training in the system of Ukrainian HEIs.

The Use of Digital Technologies in Professional Training of Primary School Teachers

The growing significance of digital technologies in society creates a need to train teachers who can use these technologies in the educational process and prepare students for life in the digital world. The aim of this study was to analyse the impact of digital technologies used in professional training of primary school teachers on increasing their professional competence level. The adapted versions of Ferrell & Daniel’s test for Measuring Teacher Career Motivations, the Orshanski’s orientation of future teachers towards humanistic and professional value were used to diagnose the state of development of professional competence. The level of the development of the subject-subjective model of pedagogical communication (modified test based on Sternberg & Williams, Alexander & Winne) and the level of projective skills in primary school teachers were also diagnosed. The students’ performance was assessed based on the results of the examinations. Chi-squared test (χ2) was used for statistical confirmation of the conducted research. Positive dynamics were found in both groups after the formative stage of the experiment. However, the experimental group was noted for greater quantitative and qualitative improvement for the selected criteria. The largest changes were observed for the operational criterion with a difference of 15.40% (against 7.90% in the control group). The cognitive criterion showed the smallest increase: 8.5% in the experimental group compared to 3.4% in the control group. The high general mean showed a difference of 11.22% for the experimental group and 5.1% for the control group. It is also important to note a greater increase in the average indicator at the general level in the experimental group of 52.04% compared to 40.82% in the control group. The differences in the distributions of the control and experimental groups according to the levels of each criterion are statistically reliable and testify to the effectiveness of using digital technologies for the development of professional competence of future primary school teachers. The areas for further research include the analysis of the impact of digital technologies on the development of information literacy skills and critical thinking.