Teacher Knowledge Research Articles

Development of Academic Achievement in Systemic Anatomy Course Through Flipped Classroom Teaching

Background and Aims: With the rapid development of modern information technology, the popularization of computers and networks not only changes the way of entertainment but also has a profound impact on the reform of teaching. With the diversification of knowledge acquisition methods, traditional teaching ideas and teaching methods have to face reform. The traditional infusing teaching method does not give play to the students' subjectivity, but also seriously blows the students' enthusiasm for learning. The flipped classroom teaching approach, on the contrary, pays more attention to the principal position of students, transforms the one-way transfer of knowledge in traditional teaching into a two-way interaction between teachers and students, to help students better understand and master knowledge, promotes the internalization of knowledge, and enhance students' learning initiative. The purposes of this study were; 1) To develop learning activities for the flipped classroom teaching approach in the Systemic anatomy course and 2) To compare academic achievement scores between pre-test and post-test using the flipped classroom teaching approach. And 3) To study the students’ satisfaction with the flipped classroom teaching approach in the Systemic anatomy course. Methodology: The sample consisted of 40 first-year students of Luzhou Vocational College of Medical Devices. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, academic achievement tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1) The development of learning activities for the flipped classroom teaching approach in the Systemic anatomy course has an average suitability value for all plans equal to 4.31, which is at a high level. 2) Students who studied using flipped classroom teaching approach learning activities had higher academic achievement scores post-test than pre-test at a statistical significance of.05 and 3) Students who learned using the gamification teaching model had overall satisfaction at a high level. Conclusion: The Systemic Anatomy course's flipped classroom teaching strategy greatly increased students' academic progress and garnered high marks from them, according to the study. The post-test results were much higher than the pre-test results, and the learning activities that were devised were highly appropriate.

Exploring the Integration of Artificial Intelligence into Special Education Teacher Preparation through the TPACK Framework

With the introduction of artificial intelligence (AI), specifically generative AI and large language models (e.g., ChatGPT, Google Gemini), into education, there is a conversation regarding what knowledge teachers still need and will need moving forward. In this article, we describe how AI can, and should, be aligned to the Technological Knowledge, Pedagogical Knowledge, and Content Knowledge (TPACK) framework, as a part of special education teacher preparation. Additionally, we explore the implications of AI on the TPACK framework, specifically how AI can be integrated within each of the three components, specific tools that support each aspect, and guiding questions that teacher-educators and pre-service teachers should be using when considering AI. We will provide teacher-educators with example activities they can use with their pre-service teachers to introduce AI and integrate its use within their curriculum, framed within the TPACK.

Pengaruh Penggunaan Media Sosial Instagram Terhadap Pemahaman Akhlak pada Mahasiswa PAI Angkatan 2021 di Universitas Ibn Khaldun Bogor

Understanding morals is one of the important components that students must have in an effort to deepen their knowledge and values ​​of Islamic teachings as the basis of a Muslim's knowledge. There are two factors that can influence each individual's understanding of morals, namely internal factors and external factors. Internal factors come from within students such as thought patterns, attitudes and self-motivation. Meanwhile, external factors include family, school, social environment and social media. Support for achieving understanding of student morals through the social media Instagram can be obtained if students have the ability to act and behave critically, carefully, wisely, think objectively and appreciate the diversity of Islamic information obtained. This research aims to find out whether there is an influence of the use of Instagram media on students' understanding of Islam at Ibn Khaldun University, Bogor. The research method used is a quantitative method. The data collection techniques used were questionnaires and documentation. The analysis technique used by researchers is an inferential statistical analysis technique with an analysis stage in the form of an analysis prerequisite test stage consisting of a normality test and linearity test, hypothesis testing consisting of a simple linear regression analysis test and a t test with the help of the SPSS version 27 application. Results from Research shows that there is an influence of the use of social media on the understanding of morals of PAI students class of 2021 at Ibn Khaldun University, Bogor. The magnitude of the influence that social media has on Islamic understanding shows a figure of 17.9%. Social media has an influence in shaping students' understanding and behavior regarding morals. Students who have good personalities and are not easily influenced by anything can determine their understanding of the information received via Instagram social media.

Metacognitive awareness and mathematics teaching anxiety on knowledge of content and teaching of pre-service mathematics teachers

The problem and the aim of the study. Anxiety while teaching mathematics is one key component that may influence both teaching and learning. By investigating the relationship between anxiety levels and metacognitive awareness, the result of such investigation is expected to be able to assist pre-service teachers in overcoming obstacles and developing confidence in their abilities to teach mathematics. Based on that, this study attempts to find out how metacognitive awareness and anxiety in teaching mathematics influence the knowledge of content and teaching of pre-service mathematics teachers. Research methods. The metacognitive awareness and mathematics teaching anxiety questionnaires were used to assess pre-service mathematics teachers’ knowledge of content and teaching as well as their teaching abilities. The research employed a mixed-method approach, which combines quantitative and qualitative research. The quantitative research sample consisted of 135 pre-service mathematics teachers, with 75 being females and 60 being males. In the next step, two research participants were randomly selected to investigate the impact of metacognitive awareness and mathematics teaching anxiety on topic knowledge and instruction in the qualitative research. The two selected subjects were selected based on their knowledge of content and teaching. One had high levels of metacognitive awareness and the other one had low levels of metacognitive awareness, as well as teaching anxiety in mathematics. Results. This study found that the impact of metacognitive awareness and mathematics teaching anxiety on knowledge of content and teaching was confirmed by a multiple linear regression analysis. The results of the multiple linear regression analysis using SPSS 25 showed the influence of metacognitive awareness (X1) and anxiety (X2) on knowledge of teaching and teaching (Y). The regression model Y = – 27,077 – 0.621 X1 + 1,205 X2. According to the results of the multiple regression test, pre-service mathematics teachers with high metacognitive awareness were able to maximize their existing knowledge of content and teaching, whereas those with low metacognitive awareness were unable to do so. Additionally, pre-service mathematics teachers with low mathematics teaching anxiety were able to employ effective ways to maximize knowledge of content and teaching, but pre-service mathematics teachers with high mathematics teaching anxiety struggled to convey knowledge of content and teaching. In conclusion, the study showed that pre-service mathematics teacher students with a high level of metacognitive awareness were more able to explore their understanding of material and teaching to prepare for teaching and learning activities effectively. On the other hand, pre-service mathematics teachers with low metacognitive awareness might find it difficult, as they might struggle with content understanding and instruction. Mathematics teaching anxiety was found to have a considerable negative impact on knowledge of content and teaching. High mathematics teaching anxiety can have an impact on both material understanding and teaching.

Exploring Quadrilaterals: An Interactive Task for 7th Grade Students Using GeoGebra Classroom

Using a Dynamic Geometry System (DGS) students can engage in a dynamic learning process that allows them to experiment, create strategies, make conjectures, argue, and deduce mathematical properties. A DGS enables the introduction of proofs, by providing visual aids. The proof of the conjectures made emerges as the next step towards formalising and understanding the contents covered and the introduction of automated deduction systems at schools can be an added value. The implementation of automated deduction systems in schools faces several challenges, such as curriculum-issues, teacher knowledge and the discrepancy between automated theorem provers and traditional practices of proving in schools. Synthetic provers based on a set of inference rules and forward chaining reasoning may provide a possible help to these challenges. With the aim of introducing formal proofs and inspiring students towards this goal, a geometric conjecture was chosen for 7th grade students to engage with, based on a rule set discussed in a previous work, “A rule based theorem prover: an introduction to proofs in secondary schools”. The study also aimed to showcase the application of a Geometry Automated Theorem Prover within the classroom setting. A sequence of tasks was created for students to complete using GeoGebra Classroom. In the first phase, they were asked to identify quadrilaterals, construct a parallelogram, and measure sides and angles until they formulated a conjecture, which was strengthened by the dynamic possibility of changing the constructed parallelogram. In the second phase, the students were provided with four rules and were asked to justify their results using these rules. By the end of these justifications, the students had a complete proof of the initial conjecture. A short video of the proof made using JGEx (Java Geometry Expert) was also shown to the students.

Knowledge, attitude, and practice among kindergarten teachers regarding vision and eye screening of preschool children

Abstract: PURPOSE: To estimate the level and determinants of knowledge, attitude, and practices (KAPs) of kindergarten teachers regarding vision and eye screening of preschool children of Qassim region of Saudi Arabia. METHODS: As a part of a study to evaluate the KAP of stakeholders in the Qassim region, we surveyed kindergarten teachers from July to September 2023. The responses to ten knowledge-related and five attitudes and practices of teachers about eye and vision screening were collected using a graded Likert scale. The KAP score was associated with teacher-related variables. Teachers’ current and desired sources of knowledge were also reviewed. RESULTS: We surveyed 60 KG teachers. All were female. The good level of knowledge was in 85% of teachers. The positive attitude and good practices were in 90% of teachers. Teachers’ education levels were not associated with teachers’ knowledge (Kolmogorov–Smirnov [KS] P = 0.456), attitudes (KS P = 0.71), and practice (KS P = 0.06). Social media and computer-based sources provided knowledge on eye and vision screening of children in nearly half of the teachers. More interaction between ophthalmologists and optometrists was desired to learn about the topic. CONCLUSIONS: The high awareness, positive attitude, and practices noted among KG teachers in this study are promising and favor their involvement in universal vision and eye screening initiatives in the Qassim region of Saudi Arabia.

Practices and Effects of Child Abuse on Learner’s Academic Performance in Primary Schools

This study investigated the practices and effects of child abuse on learners’ academic performance in selected primary schools in Budaya Sub-county. The study concluded that parents ranked highest in promoting child abuse. They subject their children to both physical and psychological abuse, which consequently affects their performance at home and school. In addition, the study revealed that physically and emotionally, the abused child becomes aggressive towards fellow pupils and elders and suffers stunted physical and mental development. According to the findings, the study calls for social welfare agencies (public and private organizations) to redouble efforts in educating, counseling, and rehabilitating victims of child abuse. These efforts could encourage many victims of child abuse to continue their education or engage in other meaningful activities. Furthermore, the knowledge of both teachers and other school personnel, along with representatives from health care services, social services, and law enforcement, regarding child abuse is severely limited. Therefore, the government should educate all stakeholders about ways to reduce child abuse. Finally, the government should make and enforce strong laws to isolate the abuser from the victim, impose harsh sentences, and provide treatment services to the sexually offended victims. Keywords: Academic performance, Child abuse, Culture, Primary school, Students

Conceptual divergence and its causes in English for academic purposes abroad from the perspective of legitimation code theory

The reform of English for academic purposes (EAP) teaching requires clear understanding of its conceptual connotation. Based on the legitimation code theory, this study analysed the development of EAP in major English-speaking countries and the debates on the concept of EAP in the academic community. The study finds that EAP has evolved from a knowledge code, a knower code to an elite code. The core elements of EAP are embodied in a hierarchical knowledge structure, a systematic curriculum framework, and the integration of knowledge and knower in teaching. Therefore, in response to the current debates and problems in China’s EAP teaching and research, it is suggested that EAP teaching should focus on the dialectical unity of language knowledge and disciplinary knowledge, academic skills and academic literacies, knowledge creation and personal development, so as to achieve the resonance of talent cultivation and national development. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .

Perspective of Private Kindergarten Teachers on Pre-Coding Program in Early Childhood Education / Pandangan Guru Tadika Swasta Terhadap Program Pre-Coding dalam Pendidikan Awal Kanak-Kanak

Nowadays, learning coding has become a highly demanded teaching method to apply basic skills such as programming and computational thinking (CT) in line with current technological developments. Malaysia also takes this issue into account by introducing a pre-coding program for early childhood education. Pre-coding is an activity that teaches the concept of coding which is looking at computational thinking (CT) such as problem solving, logical thinking and creative thinking without involving the use of digital devices. This is because pre-coding is seen as more appropriate to be implemented for children in line with their developmental level who are in dire need of exploring the real world through physical activity. Therefore, this study aims to identify the views of private kindergarten teachers on pre-coding in early childhood education. This teacher's view is seen from the aspects of knowledge, awareness, interest and acceptance of the teacher about the pre-coding program in early childhood education. This study uses a quantitative research design with a cross-sectional survey method. A total of 144 private kindergarten teachers around the states of Perak, Selangor and Putrajaya were selected as the study sample. The research instrument uses a set of questionnaires to answer the research objectives by looking at the median value for each aspect. The findings of the study show that the median value is high for the aspects of knowledge, awareness, interest and acceptance of teachers about pre-coding for children. The study found that the median value of all four aspects is equal to a value of 4. Therefore, the implementation of the pre-coding program is very important to be introduced and implemented in the early teaching and learning of children to help children acquire new basic skills in line with the development of the world of technology.

The school strategy from the teacher's perspective in building a profile of Pancasila students

Character crisis is experienced by elementary school students, and forming a student profile of Pancasila is a challenge in shaping the character of the nation of Indonesia. This study aimed to identify the problems faced by schools in building student profiles of Pancasila and to find school strategies for building student profiles of Pancasila students in elementary schools. This study used a phenomenological approach. The participants of this study were 12 elementary school teachers who teach fourth grade in Yogyakarta. A total of 4 teachers from public elementary schools and 8 teachers from private elementary schools. The data of this study were sourced from the selected school research subjects, namely SD Muhammadiyah Sapen and SD Negeri Ungaran 1 because the school had succeeded in character education. Data were collected through observation, in-depth interviews, and FGDs with respondents. Data analysis was performed using Cresswell. The results of this study addressed teacher knowledge about the Pancasila student profile and school strategies for building the Pancasila student profile. Keywords: Pancasila; national character; primary school; student profile

End-to-End Technologies in Medicine, Pharmacy and Biology

The article raises the topical issue of the use of end-to-end technologies for medicine, pharmacy, and biology. The analysis of the use of new technologies in these areas is carried out at the present time. The authors are looking for ways to solve the problem of teaching humanities and natural sciences at a medical university using the capabilities of modern technologies. A random sampling method using the capabilities of Goole forms was used to conduct a survey of 2nd year students of the medical university and teachers working with them. The level of training, the needs of students for new knowledge on modern end-to-end technologies, and the possibilities of implementing training programs are discussed. The survey showed that despite the widespread introduction of end-to-end technologies, the knowledge of students and teachers in this area is extremely limited. Students have a need to acquire new knowledge that can be applied in their future profession. Several solutions to the problem of teaching student’s new technologies and their practical application in medicine, pharmacy, and biology are proposed. The survey also showed that there are two possible options: 1) the introduction of a separate optional course into the curriculum; 2) teachers can talk about the possibilities of new technologies and their use during the study of the discipline. For effective teaching, teachers must improve their skills in a timely manner by taking courses. With an integrated approach, a quick and effective solution to the task is possible.

Responding to a global crisis: challenges of and strategies for online emergency remote teaching of media production courses

ABSTRACT The current investigation deepens our knowledge of emergency remote teaching’s (ERT’s) impact on tertiary-level media production courses during the COVID-19 pandemic. We draw on the accounts of instructors of media production courses to identify the repercussions of ERT on the teaching of such courses. We also unearth strategies used by instructors during pandemic ERT as they confronted disruptions to the delivery of their curricula. We gathered qualitative data using semi-structured interviews and conducted a thematic analysis. In doing so, this study reveals pedagogical, sociopsychological and other tensions arising from the sudden shift in teaching media production courses in a physical classroom to a virtual space. The findings identify an array of strategies employed during ERT to ameliorate these tensions. This study’s insights provoke a discussion about integrating disaster response and crisis management as part of curriculum design and educational planning for media education in higher education institutions.

Pre-service teachers’ use of the jump strategy on the empty number line for mental computation

Background: South African teachers’ mathematical knowledge for teaching and number sense are markedly low, evidenced in national and international research. There is a call for supporting teachers in developing their knowledge and confidence in teaching mathematics.Aim: The aim of this article is to share how pre-service teachers (PSTs) used the empty number line (ENL) to demonstrate the jump strategy (JS) for efficient mental computation, related to the national Mental Starters Assessment Project (MSAP).Setting: This study was conducted at a tertiary institution in the Eastern Cape province of South Africa, with 40 first-year intermediate phase PSTs, during their mathematics didactics course.Methods: The data comprised 40 micro-teaching videos, analysed thematically, following an analytical model for video-recorded data. Videos were categorised according to the way they faithfully followed or departed from the MSAP teacher resources.Results: Findings suggest that more than 70% of the PSTs faithfully followed the teacher resources to teach the JS on the ENL, with regards to use of at least three of the four key elements, namely: ENL, jumps, gesturing, and key phrases and terminology.Conclusion: We suggest PSTs receive explicit instruction on the above-mentioned key elements for teaching mental calculation strategies with the ENL and opportunities to practise teaching these to their peers.Contribution: Most PSTs successfully used the ENL to demonstrate the JS for efficient mental computation, enabled by the opportunity to engage in developing (and reflecting on their) micro-teaching videos.

Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practices linked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students and reflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathematical and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction and the workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associated with the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epistemic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their own solving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable for students. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredom in relation to the characteristics of the optimization problems and the cognitive activity of the subject when solving them. These results highlight the need to enhance the education of pre-service mathematics teachers through training that helps regulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students.

Facilitating collaborative inquiry into practice around artifacts of mathematics teaching

AbstractAlthough there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities. Drawing on a situative perspective, we trace the development of six novice teacher leaders as they were mentored to lead online collaborative lesson design groups focused on analyzing artifacts of K-8 mathematics instruction in a large urban district in the US. Our framework articulates how leaders facilitated the discussions in ways that both built on teacher knowledge, experiences, and contributions while also focusing on professional learning goals. Our analysis also shows how rich learning opportunities were co-constructed and sustained by the mentors, teacher leaders, and participants in each group over time. Through narrative descriptions of one group, we show how the teacher participants began to take on some of the facilitation practices themselves as they apprenticed into the practices of the community. This approach to professional learning positions teachers’ experience and knowledge as important assets while supporting them to try out and reflect on new classroom practices.

FIDWATCH: Federated incremental distillation for continuous monitoring of IoT security threats

The fast evolutions of Internet of Things (IoT) technologies have been accelerating their applicability in different sectors of life and becoming a pillar for sustainable development. However, this revolutionary expansion led to a substantial increase in attack surface, raising many concerns about security threats and their possible consequences. Machine learning has significantly contributed to designing intrusion detection systems (IDS) but suffers from critical limitations such as data privacy and sovereignty, data imbalance, concept drift, and catastrophic forgetting. This collectively makes existing IDSs an improper choice for securing IoT environments. This paper presents a federated learning approach called FIDWATCH to continuously monitor and detect a broad range of IoT security threats. The local side of FIDWATCH introduces contrastive focal loss to enhance the ability of the local model (teacher) to discriminate between diverse types of IoT security threats while putting an increased emphasis on hard-to-classify samples. A fine-grained Knowledge Distillation (KD) is introduced to allow the client to distill the required teacher's knowledge into a lighter, more compact model termed the pupil model. This greatly assists the competence and flexibility of the model in resource-constrained scenarios. Furthermore, an adaptive incremental updating method is introduced in FIDWATCH to allow the global model to exploit the distilled knowledge and refine the shared dataset. This helps generate global anchors for improving the robustness of the mode against the distributional shift, thereby improving model alignment and compliance with the dynamics of IoT security threats. Proof-of-concept simulations are performed on data from two public datasets (BoT-IoT and ToN-IoT), demonstrating the superiority of FIDWATCH over cutting-edge performance with an average f1-score of 97.07% and 95.63%, respectively.

UPAYA PENGENALAN EDITORIAL DAN PENULISAN JURNAL ILMIAH PADA TENAGA PENDIDIK DI SMP NEGERI 2 KAMPAR KIRI HILIR KABUPATEN KAMPAR

Abstract: Partner situation analysis, teachers become professional educators, especially for those who have received teacher certification. Teachers are required to write scientific articles published in scientific journals so that their work can be read by various groups in need. Partner problems, teachers are still not familiar with scientific editors in the context of publishing scientific manuscripts, there is still a lack of teacher knowledge about how to submit scientific manuscripts to scientific journal editorials to be published in scientific journals. Submitting scientific manuscripts is the first step for teachers in order to publish their scientific work during teaching. So far, teachers still do not understand what scientific journals are and also how to submit scientific manuscripts to editors so that they can be published in scientific journals. The target output to be achieved in this activity is a form of change in the knowledge and ability of teachers as educators to submit scientific manuscripts to editors to be able to publish their scientific manuscripts to scientific journals. The solution provided in this activity is to provide training on submitting scientific manuscripts to editorial to be published in scientific journals. Based on the results of the service that was carried out on December 15, 2016, information was obtained that there was a change in teacher knowledge about what scientific journal publishers are, the usefulness of publishers, submitting manuscripts to publishers and how strategies for writing articles so that they can be published in scientific journals.

Improving the statistical competence and collaborative skills of preservice teachers through learning by teaching and project-based learning

The purpose of the current study was to investigate the impact of an integrated approach, combining Learning by Teaching (LbT) and Project-Based Learning (PBL), on the statistical knowledge, attitudes, and collaborative abilities of preservice teachers in the Thai educational context. The research, which was designed as a one-group experimental study, involved a sample of 27 preservice teachers from the Faculty of Education at Mahsarakham University in Thailand. We conducted participant selection using cluster random sampling. The study employed a set of instruments, including: 1) an LbT-PBL integrated learning management plan, 2) a collaborative skill evaluation form, 3) a statistical skill evaluation form, and 4) a statistical attitude evaluation form. Descriptive statistics and a one-sample t-test were employed for data analysis, utilizing a predefined criterion of 80. The findings indicate the enhancement of statistical knowledge and attitudes as well as collaborative skills among participants through the integrated LbT and PBL approaches. This empirical support confirms the success of the integrated model in advancing statistical competence and collaborative skills, especially in the context of teacher education. The positive impact on statistical knowledge and collaborative abilities highlights its potential to shape future pedagogical practices, underscoring the significance of this innovative approach in enhancing the skillset of preservice teachers.

Content knowledge for language teaching: dialectical materialist stance on developing teacher language awareness

Morton’s language knowledge for content teaching (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers’ knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on epistemology. We further propose an expanded construct that builds on LKCT and includes content knowledge for language teaching (CKLT). To address these gaps, focusing on two teachers in a Japanese context, we report on a study whose goal was developing English teachers’ (n = 24) in Japanese schools knowledge base, TLA, and practices in an intervention informed by dialectical materialism. The instructor created conditions for teachers to co-construct knowledge by introducing theoretical concepts, which he invited the participants to use as a lens to understand their practices, while using their practices to build an understanding of these concepts. To trace the teachers’ development, we analysed their interviews and forum interactions. We illustrate how dialectical materialist epistemology allows for simultaneously uncovering and provoking teacher development, focusing on a transformation of TLA towards the role of language as a meaning-making tool as teachers began to embrace CKLT.

KEY PRINCIPLES OF FUNDAMENTALIZATION ASSESSMENT OF THE QUALITY OF KNOWLEDGE OF FUTURE PHYSICS TEACHERS

The article defines and characterizes a number of key principles of fundamentalization of the assessment of the quality of knowledge of future physics teachers: effective monitoring, generalization of knowledge, complexity, phasing, technological innovations, strategic planning, active use of scientific and pedagogical knowledge. Thus, the principle of effective monitoring involves taking into account three main aspects of monitoring, which are important in the context of improving the quality of student training in the university environment (organizational-management, procedural-didactic, intra-personal) and implements a number of management functions of monitoring the quality of knowledge of future physics teachers through planning and forecasting, organizational leadership, administrative activities, motivational measures, control and diagnostic measures, information analysis. The principle of generalization of knowledge as a key principle of foundationalization of the assessment of the quality of knowledge of future physics teachers is aimed at determining the necessary minimum knowledge that will allow the specialist to successfully solve the professional tasks facing him in modern society. The principle of complexity provides orientation to the evaluation of the quality of the educational process by components (target, motivational, content, operational-activity, control-regulatory, evaluation-resultative) and compliance with a number of requirements when evaluating the quality of knowledge of future physics teachers (planning, systematicity and systematicity, objectivity, openness and transparency, economy, subject matter, taking into account the individual capabilities of students, unity of requirements). The principle of phasing as a principle of foundationalization of the quality of knowledge assessment of future physics teachers implies that this process should be considered as the creation of a holistic system of evaluation of the professional activity of future physics teachers, which meets the standard of higher education, which includes the professionalization stage, the foundationalization stage and the stage of practical readiness. The principle of technological innovation involves the selection of new methods, means and forms of organization for assessing the quality of knowledge of future physics teachers, thereby designing an innovative system for assessing the fundamental knowledge of physics students. The principle of strategic planning provides: the orientation of the process of professional training of physics teachers on the development of the personality of the future specialist through the creation of an objective evaluation system in the context of academic integrity; development of a strategic evaluation plan; compliance of the didactic process with modern trends in the development of science, technology and educational and scientific trends; optimal combination of various forms and methods of assessing the quality of knowledge of future physics teachers; rational application of digital tools for assessing the quality of knowledge at various stages of training at the university; compliance of the training results of future physics teachers with the requirements set forth by the field of their professional activity, ensuring their competitiveness in the market of educational services. The principle of active use of scientific and pedagogical knowledge provides that the creation of a system for assessing the quality of knowledge of future physics teachers should reflect the current state of pedagogical science in the context of monitoring the quality of education, predict future directions and prospects for development, as well as consider cause-and-effect relationships, interrelationships and the influence of the content of professional training on program results at the level of theoretical generalizations. It was found that the process of assessing the quality of knowledge of future physics teachers is planned as follows: conduct an analysis of the course (each educational component) to develop an assessment that will meet the goals and methods of the course; drawing up a calendar plan for control, which covers different stages of training: before the start, during training and at the end of the course; the choice of control methods that correspond to the goals and phases of control; selection of assessment tools, such as tests, surveys, problem-solving, in particular, tools based on the use of digital technologies; determining the weight of the current control in the final result.