Special Teacher Training Research Articles

Difficulties of distance learning

The difficulties encountered by teachers during distance learning are described. These include the teacher's inability to work with new educational technologies, the low level of information culture among individual teachers, psychological problems, the inability to organize joint cognitive activities with students, and others. The content of special training of teachers for the conditions of distance learning is proposed. It was noted that professional development should become a continuous and constant process. The tasks of the advanced training system have been updated, namely: training teachers in the ideology of distance learning, studying the organizational and technological environment, continuous assimilation of promising information technologies of education, continuous training in the latest achievements of psychology and pedagogy, training in forms of control of students' knowledge. The skills of a teacher necessary for the successful organization of communicative interaction with students in the distance learning system are considered.For the successful organization of communicative interaction with students in the distance learning system, the teacher must be able to apply the forms of verbal and non-verbal communication; conduct a virtual discussion, establish contact with the audience on-line; involve in discussion, expressing one's own opinion and establishing interpersonal interaction; conduct training sessions taking into account the psychological characteristics of student behavior in a virtual environment; find an individual approach to students during distance learning; create a positive emotional atmosphere between the subjects of distance learning. Prospects for further research are in the development and creation of a special adaptation program for teachers who teach in a distance learning environment. The program for training teachers should cover the main issues of distance learning: legislative framework, computer literacy, the use of information systems, psychological and pedagogical features of the implementation of distance learning.

THEORETICAL PRINCIPLES OF FUTURE ENGLISH TEACHERS PROFESSIONAL TRAINING BY MEANS OF DISTANCE LEARNING IN POLAND HIGHER EDUCATION INSTITUTIONS

The article analyzes the theoretical foundations of professional training of future English teachers by means of distance learning in higher educational institutions of the Republic of Poland. The use of distance learning tools in the training of future English teachers, psychological aspects of distance learning, changing the role of the teacher, the theory of multilateral education are the subject of active research by scientists. The research of Polish scholars highlights the methodological and didactic features of the training of future English teachers by means of distance learning. The importance of innovative forms and methods in the training of future foreign language teachers is revealed. The need for constant monitoring of the learning environment in the lifelong learning process is emphasized. It is noted that the global informatization of soci-ety and the rapid development of information and communication technologies place new demands on edu-cation. The directions of research singled out by Polish and Ukrainian scientists in the process of informatiza-tion of education are generalized.The expansion of international relations and the growing interest in learning foreign languages as a means of communication encourages European countries, in particular the Republic of Poland, to reform and improve the special professional training of English teachers in both traditional and alternative forms of ed-ucation. The works analyzed in the bibliographic analysis are an important source of information for a com-parative analysis of the training of future English teachers in distance learning in order to justify ways to use constructive ideas of the Polish experience of distance learning in higher education in Ukraine

The role of information literacy in the formation of professional competence of future special educators

The article is devoted to determining the place of information literacy in the structure of professional competence of special teachers. The analysis of the works of domestic and foreign researchers made it possible to reveal the specifics of the interpretation of the concept of “information literacy”, ideas about its meaning in the general training of future special teachers. Professional competence as a result of vocational education presupposes the presence of specific elements that serve as criteria for assessing the level of its formation. Indicators of information literacy are clearly expressed in characteristics that describe the current requirements for a future special teacher, and are part of the content of professional competence. The ability to satisfy one's own information needs, collect, exchange, store information and assess its quality are essential components of the general culture of a modern person. In the development of professionalism of future special teachers these abilities perform significant functions. The empirical research was organized in order to identify the degree of understanding in special educators necessary for effective teaching. The study involved 120 defectologists who studied at the Pavlodar Pedagogical University. The experiment is a survey of working special teachers, which was carried out using the author's questionnaire. The study showed a high need for practice in special teachers who have information literacy. The article discusses the development of information literacy as a fundamental component of the professional competence of special teachers through improving the organization of dual education.

Teachers' perception of functional and problematic aspects of home schooling for children with medical needs

Many students with medical needs are benefitting from the home-schooling service. However, such service has seldom been investigated. The present qualitative study investigated the characteristics of home-schooling service in a sample of 43 teachers who provided such service during the 2018/2019 school year. The most salient problematic aspects refer to the relationship with illness, the complexity of several organizational and logistical tasks and work dispersion. Information and communication technologies are mentioned in an ambivalent way; a good relationship with the class of belonging of the child and the teacher’s capability to fully take care of all the educational and developmental needs of the student are mentioned as an effective way to proper home-teaching practice. Home-schooling for students with health care needs requires a particular organization and specific teacher training and in-service supervision. Some of these solutions are also discussed in relation to the international literature in the field.

Креативний компонент STEM-освіти: від осмислення потреби – до формування успішного досвіду

The article substantiates the need to use a creative component of content and teaching aids in STEM-education. The author highlights the successful experience of implementing the creative component in modern educational systems of other countries and proves its impact on the level of learning productivity. The regularities of building a model of STEM-lesson based on the creative component are determined, in particular: between the level of divergent thinking about educational process subjects and educational activity productivity in general, between the continuous development of creative abilities and mastering the new professional competences and ways of thinking. The author notes that considering the above patterns during the construction of STEM-lesson helps the teacher form in students a responsible attitude toward innovation as a product of their own development and as a driving force of social development. The stages of productive occupation are characterized as follows: students' comprehension of different ideas and finally the choice of one proposal of changes, the most relevant and which can be embodied in a new educational product; generating and accumulating ideas, the teacher's position should not dominate, which will promote free choice of students from many proposals of one or two of the most progressive; stages of «incubation» and «enlightenment», and especially «verification». Practical advice for teachers is described. The first piece of advice is to create a group of expert students whose task is to assess the «value» of each proposed idea according to such criteria as compliance with the purpose of the educational program, technological efficiency, nonstandard, rationality and integration, duration and scope. The second piece of advice is to «measure» the cost of the practical implementation of the proposed ideas, which helps recalculate the potential of students, the conditions of STEM-classes, and the search for additional resources. The third piece of advice is to develop an action plan for the practical implementation of the idea chosen by the students. Both expert students and other STEM participants can develop their plan in groups of 3–5 people. When presenting an action plan, only well-grounded practical steps are taken into account, which will form the basis of a single developed plan. Some problems that need to be solved to effectively use the creative component in the STEM education system are outlined: special training of teachers, development of the corresponding educational and didactic material, development of creative and productive thinking at both pupils, and teachers.

Креативний компонент STEM-освіти: від осмислення потреби – до формування успішного досвіду

The article substantiates the need to use a creative component of content and teaching aids in STEM-education. The author highlights the successful experience of implementing the creative component in modern educational systems of other countries and proves its impact on the level of learning productivity. The regularities of building a model of STEM-lesson based on the creative component are determined, in particular: between the level of divergent thinking about educational process subjects and educational activity productivity in general, between the continuous development of creative abilities and mastering the new professional competences and ways of thinking. The author notes that considering the above patterns during the construction of STEM-lesson helps the teacher form in students a responsible attitude toward innovation as a product of their own development and as a driving force of social development.The stages of productive occupation are characterized as follows: students' comprehension of different ideas and finally the choice of one proposal of changes, the most relevant and which can be embodied in a new educational product; generating and accumulating ideas, the teacher's position should not dominate, which will promote free choice of students from many proposals of one or two of the most progressive; stages of «incubation» and «enlightenment», and especially «verification».Practical advice for teachers is described. The first piece of advice is to create a group of expert students whose task is to assess the «value» of each proposed idea according to such criteria as compliance with the purpose of the educational program, technological efficiency, nonstandard, rationality and integration, duration and scope.The second piece of advice is to «measure» the cost of the practical implementation of the proposed ideas, which helps recalculate the potential of students, the conditions of STEM-classes, and the search for additional resources.The third piece of advice is to develop an action plan for the practical implementation of the idea chosen by the students. Both expert stu-dents and other STEM participants can develop their plan in groups of 3–5 people. When presenting an action plan, only well-grounded practical steps are taken into account, which will form the basis of a single developed plan.Some problems that need to be solved to effectively use the creative component in the STEM education system are outlined: special train-ing of teachers, development of the corresponding educational and didactic material, development of creative and productive thinking at both pupils, and teachers

DESIGNING PROGRAMS FOR TRAINING ENGINEERS ON THE BASIS OF THE CDIO APPROACH

The article is dedicated to the topical problem of finding and evaluating new approaches to the design of engineering programs. It presents the analysis of the requirements for the design of those programs presented in 12 CDIO standards. CDIO is an effective approach to the modernization of such programs and it has already proven its efficiency both in our country and abroad. The use of the life cycle of the engineering process as a context of engineering education being the fundamental principle of this approach contributes to the preparation of graduates who are able to apply the obtained theoretical knowledge in their practical engineering activities and manage the process of creating and operating engineering objects, processes, and systems. The analysis of the requirements of the CDIO standards showed that the features of the CDIO educational program that contribute to its effectiveness include an integrated curriculum; integration of the planned learning outcomes into the disciplines of the program; compulsory introductory course and projects of a design and implementation nature; availability of a workspace for students to gain practical experience in engineering at all stages; the use of active learning methods; special training of teachers; assessment used to support, diagnose and improve the quality of learning; compulsory internal or external audit of the educational program.

University professors and blended learning from the perspective of the students

This article is developed with the purpose of making possible the strengthening of the diversification of educational modalities and institutional decision-making in the Autonomous University of Baja California. The results of a descriptive exploratory study are shared, which contributes in a relevant way to the construction of a diagnosis of current needs for specific teacher training for the operation and assurance of educational quality in blended learning. It reflects on the origin of the blended modality, its current configuration and characterization in the institution, as well as an initial quantitative exploration of the training needs of teachers who operate in this modality, from the perspective of the students. It is reiterated that teachers from all over the world, particularly those of higher education, must be prepared to guide future generations for the appropriation of their learning processes, with a positive attitude and developing technological skills.

MEDIATION IN EDUCATION AND DEVELOPMENT OF CONFLICTOLOGICAL COMPETENCE OF THE TEACHER

The history of mankind confirms: both harmony and conflict are characteristic of communication in society. This article is devoted to the problem of conflicts in education. Unfortunately, conflict interaction occurs in school life, therefore, teachers need to learn how to apply innovative technologies in resolving conflicts, focus on respecting the rights and freedoms of all participants in the educational process, and act in accordance with the interests of the parties. The article discusses the technology of mediation, which orients the participants in the interaction towards cooperation in the conflict with the help of a mediator. The implementation of mediation practice requires special training of teachers, the formation of completely new competencies and, first of all, conflict management, which should be developed within the framework of continuous pedagogical education, using interactive training technologies and role-playing games. The authors present the experience of implementing the advanced training program “successful strategies of behavior in conflict and the development of a teacher's resistance to conflict”.

APPLICATION OF GRAPHIC EDITORS IN SEARCHING THE COMPOSITION OF PAINTING WORKS

The article examines certain directions in the technological process of creating a composition of an artistic painting that have arisen in the modern creative world. digitalization, affecting not only business, but also cultural life. The introduction of computer technologies and graphic editors, with the help of which many tasks are solved when creating a composition, becomes a good help for a modern artist and is quite acceptable for study and application in the training program for students of artists. In this regard, appears the need for special training of future teachers of painting to work with digital devices, their mastery of methods of working on a computer with graphic tablets and various programs. An artist-teacher who has knowledge in the field of computer technology and the use of specialized software in his arsenal can significantly speed up the process of mastering theoretical, practical and visual material, improving the way of presenting the necessary information, the opportunity to reach a qualitatively new level of education by changing the methods and forms of searching for a compositional solution. Several directions of using "computer art", its advantages and disadvantages are examined, the most acceptable forms of artistic creation using a computer are described, using the experience of artists who turn to them. The analysis is carried out on the examples of the work of teachers and students of the Department of Fine Arts of OGASA, as well as practicing professional artists. This will directly affect the level of training of students and their further competitiveness in the profession market.

Social Invisibility and Socio Cultural Construction of Gender in Historical Narratives of Chilean High School Students

<p style="text-align:justify">This research seeks to evaluate the degree of inclusion of the gender perspective and the promotion of education in and for equality in the historical narratives of students in Chilean Secondary Education (<em>n</em> = 105). The study focuses on the analysis of the discursive-narrative mechanisms employed by the students and, in particular, of their representations of gender relations. To this end, the place given to men and women in past and present societies is analysed in the narratives generated by the students (n = 780). A mixed methodology is applied, combining quantitative (descriptive and inferential) and qualitative analyses of the manifest content. The results obtained report the persistence of stereotypical, exclusionary and androcentric perspectives, evidenced in hegemonic gender attributions and in the maintenance of the sex/gender system. These data confirm the need to implement specific teacher training programmes aimed at the acquisition of critical competences and the effective inclusion of the gender perspective in history education.</p>

ФОРМУВАННЯ ЛІНГВІСТИЧНИХ КОМПЕТЕНТНОСТЕЙ НА ЗАНЯТТЯХ ЗІ «ВСТУПУ ДО СЛОВ’ЯНСЬКОЇ ФІЛОЛОГІЇ»

The article deals with the ways offorming of linguistic competencies in the course of «Introduction to Slavic philology». The author formulates the goal of the course: to enhance the special training of future Ukrainian language and literature teachers; prepare them for the linguistic disciplines of historical cycle «Historical grammar» and «History of Ukrainian literary language». Determines the main questions, answers to which promote forming of linguistic competencies, which are important for comprehensive education of a future philologist. What is the origin of Slavs and what territory can be considered their ancestral home? What does Proto- Slavic language represent, when did it exist, did modern Slavic languages retain their most ancient features? When and how did Old Slavic language emerge, what effect did it cause on other Slavic languages and why did it stop its development? Did Slavs have script in pre-Cyrillic age and when and how did Ukrainian script form? What is the relation between two Slavic alphabets - Cyrillic and Glagolitic, and how did Cyrillic script influence the formation of Ukrainian language’s graphic system? What traits must be at the basis of modern classification of Slavic languages? The main goals of the course are: to gain knowledge about ancient history of Slavs and Proto-Slavic language, its general laws and partial processes that left a mark in modern Slavic languages, Ukrainian among them; to determine the origin of Slavic script; gain knowledge about the first written literary language of Slavs - Old Slavic; master Cyrillic graphic, learn to read and interpret ancient Slavic texts; gain knowledge about the modern Slavic nations, as well as traits and classification of modern Slavic languages. The goals of the course determine the structure of its content modules: Module 1. Slavs in ancient times. Module 2. Proto-Slavic language. Module 3. Old Slavic language. Module 4. Origin of Slavic script.Graphic of the ancient Slavic monuments. Module 5. Slavic nations and languages. The course develops the students’ linguistic thinking, teaches them to understand and illustrate the use of language laws, analyze, synthesize and see the cause and effect connections that exist in language.

ANDRAGOGICAL APPROACH TO THE PROCESS OF PROFESSIONAL DEVELOPMENT OF TEACHERS

Рассмотрен один из современных подходов в образовании к повышению квалификации педагогов – андрагогический, в основе которого лежат особенности взрослых обучающихся. Использование подхода осуществляется на основе принципов андрагогики, интеграции в процесс обучения компетентностного и модульного подходов, а также применение современных технологий, методов, приемов и техник обучения. Необходима специальная подготовка преподавателей-андрагогов.

Teachers' attitudes and knowledge about the COVID-19 pandemic in the Canary Islands.

A cross-sectional study was carried out to determine the teachers' attitudes and knowledge about the COVID-19 pandemic in the Canary Islands region in Spain, between May 14 - 18, 2020. A virtual questionnaire based on a validated instrument was applied. We included 1,503 surveys, which showed that teachers are unwilling to work if there is risk of infection at the school (76.6%). However, they state that they would go to work if they had the appropriate hygiene (69.2%) and protection (67.0%) measures. In conclusion, it is important to guarantee the necessary preventive measures to avoid contagion in educational centers, promoting specific training of teachers in primary prevention.

MICRO TEACHING: A WAY TO BUILD UP TEACHING SKILLS

Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. The impact of this technique has been widely seen in various forms of education such as health sciences, engineering sciences, and other areas. With the emerging changes in the education sector and the academic ills in the country, the role of teachers envisages the need for this special training of teachers and monitoring of their skills for their continued efficient performance at any stage. This article aims to emphasize the need for using microteaching techniques more frequently and efficiently with maximum available facilities and the impact of microteaching on teachers' education. A systematic literature search of research articles and reviews was undertaken from various educational databases.

Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?

Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.

Training of special teachers using distance learning technologies: the experience of Russian pedagogical universities

Training of special teachers using distance learning technologies: the experience of Russian pedagogical universities

Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education

More than a billion people in the world have disabilities, and therefore face barriers in various areas of life. Digital technologies in inclusive education can help integrate these people into the active social and economic life of society. The purpose of this study was to analyze new educational technologies from the point of view of providing a new level of inclusive education. This article analyzes and presents visual graphs on the number of people with disabilities, their involvement in the higher education system of the Russian Federation, regulatory documents relating to people with disabilities and inclusive education. Studied the problems that arise in people with disabilities. Personal and professional requirements for teachers are formulated. An analysis of the requirements for educational institutions in the context of teaching people with disabilities was carried out, digital technologies and additional tools used in inclusive education, as well as the tasks they perform, the experience of implementing inclusive education and digital technologies in this area were analyzed. This article also proposes the concept of the Center for the Education of Persons with Disabilities under the President of the Russian Federation, the purpose of which is to implement the principles of humanism and economic expediency by developing the prospects of persons with disabilities with its further application. The main tasks of the Center are: modernization of the inclusive education system, modernization of the regulatory framework with the involvement of persons with disabilities, selection and special training of domestic teachers, attraction of a foreign professor-teacher for the development of inclusive education, involvement of Russian-speaking students in the Russian education system, regardless of citizenship , temporarily or permanently living abroad, stable stereotypes in a society with limited physical abilities, as limited, but not limited in the realization of oneself as a full-fledged member of society.

Training of special teachers to use the resources of Moscow E-School

This article discusses the issues of training special teachers for using modern digital educational technologies, in particular innovation resources of Moscow E-School (MES). The aim of this work is in development of technology of specialists’ training, capable to work with the resources of MES, in the frames of higher education. The following research methods were applied: surveying students, expert appraisal of students by teachers, aiming at formed skills and habits to work in MES environment. The obtained experimental results evidence that in the frames of higher education, the proposed technology of specialists’ training, capable to work with the resources of MES in the frames of optional courses, demonstrated sufficiently high results. The study revealed high satisfaction of teachers with the level of students’ qualification, namely: creative potential was enhanced, during the practice the students demonstrated higher involvement. Thus, in 2020, the teachers supervising the practice marked high level of skills of operation with MES resources demonstrated by 57% of students, which was nearly by two times higher than in 2018 (31%). In 2020, the average level was recorded for 28% of students, the low level – for 15% of students, which was nearly by two times lower than in 2018 (27%). Introduction of such optional course is exclusive, since it is oriented at training students specializing in special (defectology) education and solves the following tasks: firstly, to arm with the skills and habits of operation in digital environment, namely, MES, and secondly, to arm with specific knowledge and skills of development of electronic content for disabled children.

PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF IN SWEDEN ON EXAMPLE OF RESEARCH UNIVERSITY

The article deals with the professional development of teaching staff in Sweden on the example of Lund Research University. The author reveals the national strategy for the development and support of higher education staff in Sweden, as well as the features of the educational activities of Swedish higher education teachers on the example of Lund University. The author reveals the university's approach to improving the activities of teachers, namely the introduction of a teaching course in higher education is mandatory for all who teach at Lund University. We are talking about the course "Teaching and learning in higher education" or "Development of a course in higher education". Accordingly, teachers who supervise doctoral students must undergo special teacher training.