Training Of School Teachers Research Articles

«Линия Уварова» vs «линия Магницкого»: идеологическая борьба в Министерстве народного просвещения в 1817–1821 годах и первая отставка С. С. Уварова

The article discusses the resignation of S. S. Uvarov from the post of trustee of the St. Petersburg educational district in 1821, a kind of fork in the history of the capital district, but also in the entire policy of education of the Alexander reign. Since the establishment of the Ministry of Spiritual Affairs and Public Education in 1817 and the appointment of a trustee of Emperor A. N. Golitsyn, the composition and mode of operation of the expert body of the MNP — the Main Board of Schools — has changed. In it, active exposing activities were launched by new members of M. L. Magnitsky and D. P. Runich, who became the mainstay of Golitsyn, in essence, his personal experts. S. S. Uvarov fought for several years with the “Golitsyn party” for the preservation of the principles of school and university reform, laid down in the legislation of 1802–1804. The confrontation within the MNP, which determined for a decade the fate of not only the metropolitan university, but also the general course in the management of education, unfolded between the “Magnitsky line” and the “Uvarov line” and began as early as 1817 on the issue of the “second category” of the Main Pedagogical Institute, in which Uvarov intended to concentrate the training of elementary school teachers using the Lancaster method. The confrontation turned into open forms in 1819 on the issue of closing the Kazan University. In the second half of 1819, Uvarov's opponents blocked a constructive discussion in the GPU and the adoption of a special charter for St. Petersburg University. In 1820, the confrontation between the two parties was aggravated by the history of the prohibition of the book of Professor A. P. Kunitsyn “Natural Law” and the exclusion of the subject itself from the program not only of St. Petersburg, but also of other universities. Then the Noble boarding school at St. Petersburg University became the object of denunciation, which led to personnel changes, a change in the mode of education and a tightening of disciplinary supervision. Based on archival and published sources, a chronicle of the dramatic events of the turn of the 1810s–1820s is presented, when, as a result of ideological sabotage, M. L. Magnitsky and D. P. Runich, there is a change in the vector in the policy of education in the direction of fighting the principles developed in 1802-1804: the autonomy of universities, the European orientation in scientific and personnel policy, the selectivity and softness of the class framework in the school system.

Ethical competence in German teacher training for inclusive schools

ABSTRACT Teaching in inclusive schools comes with a variety of ethical challenges, for which student teachers of general and special needs education should acquire ethical competence as part of their inclusion-oriented teacher training. Due to the lack of empirical studies on this area of teacher training in Germany to date, students in Masters degree programmes (N = 585; age: M = 25.35; SD = 3.28; 71.6% female) were asked to assess the need and relevance of acquiring ethical skills in an online survey. The prospective teachers considered ethical competencies to be necessary for everyday tasks in inclusive schools; nevertheless, only 18.9% stated that they had acquired the relevant skills in their previous studies. Accordingly, they wished for a higher priority of imparting ethical competencies in future teacher training. Here they preferred application-related competence goals, such as being able to reflect critically on ethical decisions or to justify ethical decisions in communication with others. In addition to poorly developed ethical skills, students reported a lack of acquisition of further competencies that are proven to be success factors for the implementation of inclusive education. Student teachers for special needs education held a more positive attitude towards school inclusion and placed a greater value on imparting ethical competence in future teacher training than student teachers for general education

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.

Towards Flexible Authoring and Personalization of Virtual Reality Applications for Training

Virtual reality applications offer the promise to immerse end users in a synthetic environment where several actions could be observed, simulated, and reproduced, before transferring them to reality, which makes them particularly appropriate for training. Yet, when the training requires complex handling of information, the tasks become cognitively intensive, and developing adequate applications becomes challenging. To address this challenge, we define a method for developing head-mounted-display-based virtual reality applications for modular training tasks, composed of a training model with parameters, a step-wise approach for supporting this development, and a software framework enacting the application of this approach. Authoring such applications is expected to become more flexible and provide personalization facilities. To evaluate the impact of this method, we define a case study concerning an application for training school teachers who deal with a variety of situations in a classroom for an experiment involving N= 7 participants for a set of tasks. Pre-study and post-study acceptances reveal the impact of the software framework and a workload evaluation is conducted using the NASA TLX questionnaire.

Awareness of the spectrum condition of autism among pre-primary school teachers in Western Kenya

BACKGROUND 
 Autism is a spectrum of neurodevelopmental disorders exhibited in early childhood with variable manifestations as children grow up. However, the level of awareness of the condition is poorly understood among pre-primary school teachers. This study, therefore, assessed the awareness of the spectrum condition of autism among pre-primary school teachers in western Kenya. 
 MATERIALS AND METHODS 
 A descriptive cross-sectional study design was employed and data collected from 321 participants using semi-structured questionnaires and Key Informant interviews. The participants were selected using purposive sampling. The quantitative data were analyzed using SPSS version 20 and qualitative data analyzed thematically 
 RESULTS 
 The response rate was 76.9% with 16.8% (41) males and 83.2% (203) females. A total of 41.5% (n=110) of the teachers had never heard of autism. Of all teachers who had heard of autism, 100% (7) were from special needs schools, and 64.4% (67) and 45.1% (60) were from public and private schools, respectively. About 78.8% (105) of teachers perceived autism as a neurodevelopmental disability and academically challenged children, 15% (20) as a psychiatric illness similar to madness, 4.5% (6) as spiritual affliction/demon-possessed children and 1.5% (2) as parental neglected children. 
 CONCLUSIONS AND RECOMMENDATIONS 
 This study shows that pre-primary school teachers have inadequate awareness of the spectrum condition of autism, and this limits educational service delivery. This study therefore recommends special training for pre-primary school teachers and improvement of the curriculum and training to include the spectrum condition of autism.

PRINCIPALS’ DIGITAL TRANSFORMATIONAL LEADERSHIP, TEACHERS’ ORGANISATIONAL COMMITMENT AND JOB SATISFACTION DURING COVID-19 IN LAGOS STATE EDUCATION DISTRICT V, NIGERIA

Several leadership specialists have studied the impact of principals' transformational leadership on school administration. Yet, studies and research on the digital transformational leadership of school administrators have received little attention from academics. As the COVID-19 pandemic has caused countries all over the globe to switch to online teaching and learning paradigms, it is imperative to close the gap. The principal had to adopt a new position as a digital leader, working online with teachers and students, according to the changing circumstances. The goal of this study is to ascertain how school principals' leadership in digital transformation during COVID-19 in senior secondary schools in Education District V, Lagos State, Nigeria, and teachers' organisational commitment and work satisfaction are related. Information from 300 educators in the School District is used to support the research. The results show that principals' digital transformational leadership and teachers' organisational commitment have a strong significant and positive relationship. They also show a strong significant and positive relationship between principals' digital transformational leadership and teachers' job satisfaction. The findings of this study reveal that principal digital transformational leadership behaviour play a critical role in fighting the COVID-19 pandemic by encouraging teachers to be creative, innovative, and undertaking active actions for the achievement of organisational commitment and job satisfaction, as well as to ensure the school organisation’s sustainability. Based on these conclusions, the study suggested that the Lagos State government, through the Education District V, should support professional development initiatives like conferences, workshops, seminars, and training for secondary school teachers to keep their knowledge current, particularly their knowledge of digital technology.

The academy of pedagogy: From a teacher training college to a vibrant university

Based mainly on archival documents gathered from Bahir Dar University (BDU) record office and the UNESCO Head Office in Paris, this qualitative study chronicles and analyzes the history of the Academy of Pedagogy from its inception until it transformed itself into Bahir Dar University. The establishment of the Academy of Pedagogy was the result of a meticulous but ambitious feasibility study conducted by two education experts from the University of London employed by UNESCO as consultants. The consultants recommended the establishment of a college specializing in training teacher educators in a four-year program in Bahir Dar. The study also recommended the construction of a primary school and a teacher training institute to enable teacher trainers to undertake teaching practice, curriculum revision, and action research. Other recommendations included the installation of an educational broadcasting service and the commencement of in-service training for primary school teachers. The study was so ambitious that it suggested the establishment of a Child Development Research Unit, an Ethiopian Arts Center, a Textbook and Journal Publishing Unit, a Comparative African Studies Institute, a Rural Sociology Research Unit, a Health Education Unit, an Evaluation and Archives Unit, and a Model Community. However, the outbreak of the Ethiopian revolution in 1974, forced the academy to follow a different path. Since then, a lot of changes including curriculum revision took place. In 1980, the Academy was renamed Bahir Dar Teachers College (BDTC). Finally, in 2000, BDTC joined the Polytechnic Institute to form Bahir Dar University.

ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА ДІЄВОСТІ СТРУКТУРНО-ФУНКЦІОНАЛЬНОЇ МОДЕЛІ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ПРОЄКТУВАННЯ НАВЧАЛЬНОГО СЕРЕДОВИЩА

In the professional standard for the profession «Primary school teacher of a general secondary education institution», one of the main labor functions is «participation in the organization of a safe and healthy educational environment», which implies the ability formation to design cells for teaching, educating and developing students. Significant changes must be made in the process and content of the training of primary school teachers who are capable of designing a learning environment according to the modern Ukrainian school requirements. The article describes diagnostic tools for assessing the formation component levels of the future primary school teachers readiness to design the learning environment according to personal, content-procedural and evaluative-regulatory criteria: determining personality orientation vectors according to B. Bass; analysis of goods activity; motivational essay; short orientation test according to E. Vanderlik; self-assessment scale of meta-cognitive behavior according to D. Lacoste; creative thinking test according to S. Mednik; determination of the reflectivity level; methodology for determining the emotional intelligence level according to N. Hall; methodology for the volitional self-regulation research according to E. Eidman An experimental data analysis showed qualitative changes at the low and medium levels of the future primary school teachers readiness formation to design the learning environment, which is due to a decrease in the number of applicants for higher education in these categories during the pedagogical experiment in the CG (by 6,97% and 6,33%, respectively) and EG (by 13,92% and 17,73% respectively). Sufficient and creative formation levels of this readiness also demonstrated positive qualitative changes: an increase in the number of applicants for higher education in the CG (by 10,13% and 3,17%, respectively) and the EG (by 22,16% and 9,49%, respectively). The obtained results are confirmed using mathematical statistics methods, particularly, Pearson's criterion calculation = 11,2 and Student's t-test t=8,4. In all respects, there were statistically significant changes in the formation level of the future primary school teachers’ readiness to design the learning environment, which is the basis for asserting the high effectiveness of the developed structural and functional model, particularly, the proposed organizational and pedagogical conditions, forms, methods and means. Key words: readiness, experimental research, diagnostics, model, elementary school, teacher.

ЄВРОІНТЕГРАЦІЙНИЙ ВИМІР МОДЕРНІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ У НАУКОВІЙ СПАДЩИНІ АКАДЕМІКА ОЛЕКСАНДРИ САВЧЕНКО

In her research work, O. Savchenko identified new conceptual foundations of pedagogical education related to its European integration processes: reforming the content of professional training of future teachers in the context of school education innovations and higher education standardization processes; introduction of the humanistic paradigm of education and upbringing of students; design of the individual educational trajectory of the applicants; implementation of a competence-oriented model of education in pedagogical higher education institutions. The scientist emphasized special attention on personally oriented professional education, designing the individual trajectory of professional development of each student during the of his studies. Unfortunately, this leading idea was not sufficiently implemented in practice for a long time. And only in modern conditions do we realize that the transition of university education to a student-centered model is becoming a through line of changes. This is reflected both in the development of educational programs based on the requests of education seekers, and in their more active involvement in the design of their studies, the creation of opportunities for choosing and constructing individual educational trajectories, and the development of a system of independent student evaluation of teachers' activities. In the scientific heritage of O. Savchenko, the problem of the formation of the «ability to learn» in future teachers, which she considered a meta-skill, is highlighted. The scientist claimed that mastery of this skill programs the acquisition of individual experience to become a successful teacher who knows how to prevent overloading of students, rationally use time, calmly and stress-free navigate in various life situations, independently search for sources of information, ways to solve non-standard problems. And in general, the ability to learn, according to O. Savchenko, changes the style of thinking, determines the ability to learn throughout life, creates guidelines for long-term and personally important learning incentives. The analysis of academician O. Savchenko's scientific heritage allows us to state that the scientist actively studied the experience of training future teachers in European countries. She had a unique ability to see better than others the examples of European practices of training future teachers and to submit her own ideas for their implementation in higher education institutions. The works of the famous pedagogue are an example of a successful combination of general theoretical provisions with practice, which testifies to high scientific achievements in the Ukrainian educational space. Key words: professional training of future primary school teachers, academician Oleхandra Savchenko's scientific heritage, European integration dimension, scientific achievements of an outstanding pedagogue.

Analisis Sikap Pustakawan dalam Berinteraksi dengan Pemustaka Perpustakaan Sekolah Perguruan Islam Al-Ulum Terpadu Medan

Attitude is an individual's response to an object, whether positive or negative, influenced by personal judgment of the object. Attitude can be seen as an individual's way of responding to or reacting to something. The librarian's attitude is one of the important factors in the success of a library. A librarian with a good attitude will be able to provide better service to library users and help improve the quality of the library's collection. This study aims to identify the attitudes of librarians in interacting with the users of the Library of Islamic Integrated Teacher Training School Al-Ulum Medan. The method used in this study is qualitative descriptive with data collection techniques through observation and interviews. There are 3 sources used in this study, all of whom are users of the Library of Islamic Integrated Teacher Training School Al-Ulum. The results of this study indicate that the librarians of the Library of Islamic Integrated Teacher Training School Al-Ulum have a friendly, reliable, and attentive attitude in interacting with library users.

In-service training governance, for elementary school teachers in Indonesia

This research seeks to explore the governance of in-service training for elementary school teachers so they can be involved in various types, techniques, and training materials. The research design was categorized as mixed methods using both quantitative and qualitative methods. Applied to the concurrent transformative strategy model. The author analyzes perspectives from various frameworks, to get comprehensive results. The finding is that there are still a group of elementary school teachers who have not received in-service training, some have repeatedly received in-service training, and some have even received in-service training more than 5 times. The governance of in-service training in the form of a roadmap has the values of fairness, equity and proportionality in distributing training services to elementary school teachers which are supported by digital-based platforms. So that teachers can easily access, download, document training materials and evidence, and the government as teacher managers can use their track record to assess professionalism and give them the opportunity to become teacher leaders.

Research on the Training Mode of "Dual-track Parallel and Fixed Post Training"

"Dual-track parallel, fixed post training" rural primary school teacher training mode is to take normal colleges and rural primary schools as the main body of dual-track education, through regular tripartite meetings, improve the rural teacher enrollment, employment system and other education mechanism, to complete the teaching and education work. Through the supply and demand analysis of the current situation of rural primary school education, the disadvantages of the existing training mode are clarified. This paper will combine the general education mode of local colleges and universities, and continuously improve the construction of teachers and improve the quality of rural education from the aspects of constructing multi-party collaborative training program, optimizing the teaching system of general teachers in rural primary schools, and establishing a scientific and effective assessment and evaluation system.

Community Advanced First Aid Training for Day-to-Day Emergency and Disaster Response in Nepal

Introduction:Nepal is a country with geographical difficulties in tackling day-to-day emergency healthcare and disaster preparedness. The aim is to develop community preparedness by training for day-to-day emergency and disaster response in Nepal to generate preventive and first aid awareness of consequences and complications of simple to severe emergency conditions during day-to-day emergencies and disasters.Method:It is an analysis of five years of advanced first-aid training at the Nepal Disaster and Emergency Medicine Center from July 2015 to March 2020. In April 2015, the earthquake affected 15 districts of Nepal.Results:During July 2015 to March 2020, NADEM has been training 3,995 Community First Aiders for Male Leaders and Active Community people: 1,315 special mothers’ group–Adolescent Maternity & Child Health First Aiders; 794 Ambulance Drivers–Advanced First Aid Trained of remote districts of Mountain and hilly region’s ambulance’s Drivers and Assistants ; 637 ToT First Aiders for Community School Teachers (Training of Trainers); Total AFAT Trained by NADEM = 6,741 (Province 1 to 5); Total Population AFAT Trained = 52,610 (Province 1 to 5); Total Population Benefit by AFAT = 902,100 and its ongoing. NADEM Study Reports of Nepali community with ‘Incident Rate of First Aid Required’ is 9% per day with First Aid Services for 87.4% minor causes, 5.4% major causes, 0.5% gynecological causes, 1.7% AMCH causes, 4.5% trauma causes, 0.5% Prehospital Cardiac Arrest. With NADEM advanced first-aid training, now we are preventing 70% of deaths in remote parts of those districts before reaching the health care centers.Conclusion:It is a great challenge to train community laypersons to be Community First Aiders who can tackle day-to-day emergencies and disasters in their community with knowledge, skills practice, and attitude to prepare and prevent the increased tendencies of disability, deformity, morbidity, and mortality in Nepal.

Application of the Project Based Learning Model in Elementary Schools: Obstacles and Solutions of Science and Environment Content

The Project Based Learning (PjBL) model has been widely applied in elementary schools. However, in practice, not a few teachers and students encounter obstacles when implementing the PjBL model. This research was conducted with the aim of identifying, compiling and describing studies regarding the obstacles in implementing the PjBL model in elementary schools and their solutions. This research is a library research. Researchers collected data from books and 40 articles related to the implementation of the PjBL model in elementary schools. Data analysis was performed using content analysis techniques. The results of the research show the fact that there are obstacles in implementing the PjBL model in elementary schools. These obstacles are: (1) poor time management; (2) teachers and students do not understand the essence of PjBL; (3) lack of motivation of teachers and students; (4) teachers and students have not been able to understand the relationship between PjBL and real life; (5) the inequality in the ability of students in groups makes the project implementation not run smoothly; (6) teachers are confused about adapting learning to the PjBL model, in other words the teacher is not able to understand when PjBL should be implemented; (7) lack of training for elementary school teachers on the PjBL model; and (8) inadequate facilities. At the end of the article, the researcher presents alternative solutions that can be further considered by teachers, schools and curriculum designers to overcome problems that occur during the implementation of PjBL in elementary schools

Training Digital Competencies in Future Primary School Teachers: A Systematic Review

Technology proliferated in our daily lives, including in the educational system. To make good use of it, it is so important that teachers have the best training in its use and possibilities. The main objective of this study was to analyze the different methods of training for future primary school teachers and assess the efficacy of the methods. We used SCOPUS, and Web of Science databases to carry out this systematic review and we followed the PRISMA statement. Two authors independently conducted the literature search, and then, they reached a consensus. A total of 13 relevant articles were selected to be analyzed in detail. Our results showed that the training programs carried out improved the digital competencies of students of primary education degrees. Moreover, they improved the knowledge of theoretical content, improved linguistic competence and fostered cooperative work and creativity. In conclusion, we encourage teachers, not only future teachers but also current teachers, to take these types of training programs in order to improve their digital competency, which is a necessity in current society.

Hand hygiene knowledge and demonstrated technique among Malawian kindergarten children: A quasi-experimental study.

To evaluate hand hygiene knowledge and demonstrated technique before and after implementation of the hand hygiene programme and its sustainability among Malawian kindergarten students. Quasi-experimental design, utilizing a repeated measure at three points, namely, before intervention (T0 ), soon after intervention (T1 ) and follow-up (T2 ). The hand hygiene programme consisted of integrating hand hygiene protocol into the school health curriculum, setting up proper handwashing facilities, training school teachers, health talks and developing reminders on hand hygiene. Fifty-three kindergarten children aged 3-6 years were enrolled in the programme. Data were collected at 3 months' intervals (T0 , T1 , and T2 ). Parents, teachers, school authorities and children were involved in the implementation and evaluation of the intervention, utilizing a multilevel approach. There was a significant difference in knowledge scores across three time points (T0 , T1 and T2 ), Chi-Square (2, n = 53) = 79.02, p < 0.005 and handwashing technique across the three time points, Chi-Square (2, n = 53) = 88.04, p < 0.005. There was a large effect size of 0.62 on the effect of handwashing technique scores from T0 to T1.

ORGANIZATIONAL FORMS OF QUALIFICATION IMPROVEMENT FOR PRIMARY SCHOOL TEACHERS IN WESTERN REGIONS OF UKRAINE (1970s-1980s)

This article addresses the issue of postgraduate education for teachers in its historical development in the western regions of Ukraine. Despite the challenging conditions for the development of Ukrainian pedagogical education during wartime, the problems of quality training and retraining for primary school teachers remain relevant. Pedagogical education is the strong foundation on which all educational reforms, including the New Ukrainian School, are based. For Ukraine, which is evolving in the context of European educational processes, the issue of continuous pedagogical education (lifelong learning) is crucial. Ukrainian educational theory and practice have accumulated certain experience in the development of postgraduate education, particularly in the western region of Ukraine in the 20th century (Ivano-Frankivsk, Ternopil, Chernivtsi, Lviv, Zakarpattia, Rivne, Volyn regions). Continuous pedagogical education for primary school teachers in the western regions of Ukraine in the 1970s-1980s was provided by regional institutes for teacher improvement. The development of the postgraduate education system was based on relevant legislation. In addition to traditional forms of qualification improvement (courses for primary school teachers), various lectures, seminars, conferences, elective and practical classes, individual and group consultations, exams, excursions, and organizing teaching practice in the best schools in each region were conducted. Technical teaching aids and computers were actively used, along with role-playing and business games, lesson simulations, and more. This organizational work was particularly intensified after the educational reform in 1985. Special attention was given to the promotion of advanced pedagogical experience, which was studied, disseminated, and contributed to the professional development and self-education of teachers. Still relevant and requiring separate additional research is, for example, the experience of Yavoriv Secondary School (headed by the pedagogical innovator P. Losyuk) and the experience of Serednoberezhivska Secondary School (headed by the pedagogical innovator V. Bilavych) in the Kosiv district of Ivano-Frankivsk region, which researchers during the studied period considered as an important organizational form of postgraduate education for teachers.

Knowledge, Acceptance and Readiness to the K-12 Program Among Technical–Vocational Teachers

The study sought the preparedness among technical-vocational teachers towards the K-12 Program implementation. This descriptive-correlation study determined the level of knowledge, acceptance and readiness to the K-12 program implementation among technical-vocational high school teachers. There were 63 respondents included using the stratified random sampling. The study intends to seek answers towards the level of knowledge, acceptance and readiness of the respondent before the implementation of the K-12 Program. Findings served as the bases for intervention scheme through an orientation plan for the recommended programs. There is a very high level of knowledge, high level of acceptance and readiness among technical-vocational high school teachers towards the K-12 Program. There is no significant relationship between the level of knowledge and the level of readiness and no significant relationship between the level of knowledge and the level of readiness and level of acceptance and level of readiness towards the K-12 Program implementation among the respondents. The technical-vocational high school teachers of the Division of Davao City, possessed, practiced, and are prepared to implement the K-12 Program under R.A.10157 and have strengthened the program. The proposed intervention scheme through an orientation plan as programs for technical-vocational high school teachers training after thorough study should be implemented, monitored and evaluated by both the respective school heads, division education supervisor on technical-vocational program education of the Division of Davao City, Philippines.

Modeling and Analysis of TPACK Ability and Training of Primary School Teachers Integrating Information Technology in the Context of Mobile Internet

Modeling and Analysis of TPACK Ability and Training of Primary School Teachers Integrating Information Technology in the Context of Mobile Internet

ТЕОРЕТИЧНІ ПИТАННЯ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

The article deals with the raising of requirements for the professional training of future primary school teachers. This predetermines qualitatively new theoretical and methodical approaches to the training of students, which will allow them not only to master the basics of science and professional skills and abilities, but also new pedagogical achievements, innovative technologies etc. while studying in higher pedagogical institutions Successful mastering of innovative pedagogical technologies helps bachelors, specialists and masters meaningfully start the process of independent professional activity. The long-term experience of scientists in the training of future primary school teachers gives reason to assert that the solution to the problem of person-oriented education and its productivity is connected with the use of innovative, in particular, interactive technologies in the educational process. Scientific research show that interaction in many ways solves the problem of strengthening and preserving the mental and physical health of students, contributes to increasing the motivation towards educational activities. Interactive technologies in all their diversity are focused on realization of cognitive interests and needs of an individual, therefore special attention is given to organization of the process of effective communication, in which the participants of the interaction process are more mobile, more open and active. Modern higher education should address the principle of multilateral communication, and such its organization promotes the use of appropriate teaching methods. This contributes to the fact that students acquire sufficient knowledge of didactics, professional methods of primary education etc. for the implementation of innovative education of primary schoolchildren. The future scientific search should be the introduction of interactive technologies in the educational process of training future primary school teachers.