Professional Training Of Teachers Research Articles

Professional Education for Social Work in Britain: An Historical Account (A Book Review)

This article is a review of Marjorie J. Smith's book, Professional Education for Social Work in Britain: An Historical Account, 2022. We present a comprehensive historical expression of the evolution of vocational education for social workers in the United Kingdom in the late 19th and early 20th centuries. The focus was on the initial training methods in social workers institutions, the transition to formal training schemes, the establishment and challenges of the School of Sociology, as well as the merger with the London School of Economics (LSE). This paper explores the ongoing tension between academic education and practical professional training in social work. As a valuable resource, this paper outlines the philosophical foundations, pedagogical approaches, and institutional challenges that shape social worker training. Through historical exhibitions, committee reports, and practical work reports, this paper provides a rich narrative that emphasises the importance of comprehensive education that integrates theoretical knowledge with practical skills. The review assesses the content, structure, and contribution of this book to the field of social worker education, exploring the target audience, advantages, and potential constraints as well as their relevance in contemporary discussions on training and preparation of social workers. In conclusion, the merger of the School of Sociology with the London School of Economics is not only a strategic step to maintain the quality and coverage of social worker education but also depicts further reflection on narratives that integrate social thinking and action into a more sustainable institutional framework.

O QUE REVELAM OS DOCUMENTOS OFICIAIS PARA A FORMAÇÃO INICIAL DE PROFESSORES DA EDUCAÇÃO BÁSICA NO BRASIL E NO ESTADO DE SÃO PAULO

This investigation is part of research in the field of teacher training. It is the result of an ongoing doctoral study and its main objective is to analyze the conceptual guidelines for professional teacher training recommended in the resolutions on teacher training in Brazil. Based on the National Curriculum Guidelines for teacher training, the article asks: what is the professional teacher profile expressed in these documents for working in basic education schools? Documentary analysis was used to answer this question. The documentary corpus of this research comprises the following public documents available online: a) CNE/CP Resolutions 1/2002 and 2/2002; b) CNE/CP Resolution 2/2015; c) CNE/CP Resolution 2/2019; d) CNE/CP Resolution 1/2006; e) CEE/SP Deliberations 111/2012 and 154/2017; f) Political Pedagogical Project of the Pedagogy Course at São Paulo State University, Presidente Prudente Campus. The study signals a profound setback for teacher training. CNE/CP Resolution 2/2019 determines the organization of a standardized curriculum in line with the learning prescribed in the National Common Core Curriculum for Basic Education, with the centrality of practice as its guiding principles. In this way, it imposes a curriculum for the country's degree courses that vehemently affronts the constitutional principle of didactic-scientific and administrative autonomy and the plurality of pedagogical conception of Brazilian universities. In addition, the distance between the university and the school has an impact on the compulsory supervised internship.

Development of artistic and imaginative thinking of the future choreography teacher in the process of professional training

ABSTRACT The relevance of the subject matter is conditioned by the fact that an important task of professional training of future specialists in the field of choreography is the development of artistic and imaginative thinking. The purpose of the study is to consider the structural components of artistic and imaginative thinking and analyse the features of the development of artistic and imaginative thinking of future choreography teachers in the process of professional training. The basis of the methodological approach in this research work is a qualitative combination of theoretical research methods, in particular analysis, synthesis, interpretation, generalisation and abstraction used to determine theoretical approaches to explaining the concept of artistic and imaginative thinking and its structural components. The results that were obtained in the framework of this study are the substantiation of various approaches to the definition of the concept of artistic and imaginative thinking, the structural components of imaginative thinking, identification of features of its development during the professional training of future choreography teachers, and the development of a special methodology aimed at the development of artistic and imaginative thinking.

Directions of modernization of professional training of future specialists in physical culture and sports in conditions of martial law

The professional training of future specialists in physical education and sports in institutions of higher education (hereinafter referred to as higher education institutions) in the conditions of martial law is an urgent problem today. Despite the large number of works devoted to the study of various aspects of the training of future specialists, it is worth stating that the study of the professional training of future specialists in physical culture and sports in the conditions of martial law requires special attention of scientists and practitioners.
 The purpose of the work: revealing the peculiarities of the professional training of future specialists in physical culture and sports in the conditions of martial law, highlighting the main directions of modernization of this process.
 Research has proven that modern requirements for physical culture and sports specialists are significantly different from those that existed a few years ago. Curricula as well as work programs for educational disciplines need to be updated in the aspect of increased attention to modern health systems, various innovative forms of physical activity, in particular, national-patriotic sports and folk games among schoolchildren and students.
 The article reveals the conceptual apparatus of the researched topic, the structure and content of the professional training of future specialists in physical culture and sports, identifies and characterizes the directions of its modernization. It has been established that the process of training future specialists in physical culture and sports under martial law needs not only renewal, but also modernization. The areas of modernization of the professional training of future teachers of physical education are highlighted and characterized: conducting effective career orientation work; update of educational and methodical literature on educational disciplines for higher education applicants in specialty 017 Physical culture and sport; introduction of innovative forms and methods of education into the educational process.

Methodical mastery of students of physical education faculties as future specialists in the field of teaching gymnastics

The article highlights the theoretical foundations of training future physical education teachers in gymnastics and its teaching methods, defines and substantiates the mastery indicators of this type of activity. At the present time, this problem is also due to the fact that at the current stage of development of the institution of general secondary education, the level of requirements for the professional training of future physical education teachers has significantly increased. The purpose of this work is the theoretical and methodological substantiation, the characteristics of indicators of methodical mastery of future teachers of physical culture in relation to the organization and conduct of gymnastics classes in general secondary education institutions. The analysis of scientific research shows that the training of a physical education teacher requires, first of all, professionally significant knowledge, abilities and skills, as well as the coordination of special personality qualities, namely: proper attitude to professional activity; development of methodical thinking of future teachers of physical education; the ability to work in a team and independently; availability of communication skills; effectively apply acquired knowledge, skills and abilities in professional activities, etc.
 The peculiarities and specifics of educational forms of gymnastics classes in higher education are substantiated for the effective formation of professional skills and skills for conducting various forms of gymnastics classes; mastering practical material and developing the skills of its optimal selection for organizing and conducting gymnastics classes; increasing the level of development of basic motor skills; realization of creative possibilities of students in modeling future professional activity.
 It was established that the methodical mastery of the physical culture teacher is most pronounced in the process of his professional activity in the educational institution, the correspondingly formed system of special knowledge, abilities and skills and the development of the thinking of future specialists.

Improving the Quality of Primary Education Institutions Through Strategic Management Implementation

Basic education is the primary foundation for the development of individuals and societies. The quality of basic education plays an important role in shaping the character, knowledge, and skills of future generations. The research is aimed at analyzing the quality of primary education institutions, the process of improving the quality of the primary educational institutions through the implementation of strategic management, and the problems and solutions to improving the quality of basic education. His research method uses qualitative research methods, and his data analysis uses Miles Huberman's model of quantitative data analysis. The results of his research are: the quality of the educational institute MIN 1 East Kutai has achieved a good quality, even though there is still evil that continues to be fertilized. The quality improvement process is carried out through the implementation of strategic management, which consists of curriculum renewal, teacher training, technology investment, and enhanced partnerships. While the problems are: limited resources, budgets, and facilities; lack of training and professional development; attachment of students' parents and local communities. The solution is to conduct professional training and development for teachers, revision of curricula, investment in facilities and resources, involvement of parents and communities, and efficient financial management. These solutions can also help institutions become inclusive, innovative, and results-oriented learning centers.

Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective

BackgroundRegular participation in physical activity (PA) benefits children’s health and well-being and protects against the development of unhealthy body weight. A key factor in children’s PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children’s MC development and understand the potential avenues for supporting children’s MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5–12 years) from a CSPAP perspective.MethodsThis study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866).ResultsTwenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children’s MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges’ g = 0.41−0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings.ConclusionsThis study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children’s MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children’s MC development.

Development of professional competence of future mathematics teachers in the HEI educational process

Relevance. The importance of this study is due to the evolution of modern education towards excellence and the need to constantly monitor the relationship between teacher�s self-education, knowledge culture, professional training and social requirements. For that reason, it is important to use modern approaches and methods to prepare a mathematics teacher. Purpose. The purpose of the study is to describe and diagnose the methodological and technical features of teacher training, to determine the level of competence of mathematics teachers in their work, their ability to use self-education techniques and the main methods of theoretical and methodological preparation for students' educational activities. Methodology. Typical methods used in research on this topic � analysis, classification, reasoning, synthesis and comparison of approaches � make it possible to identify and highlight key areas for improving the professional training of future teacher. Results. The study examines methods for developing students' competence, analyses the literature, determines the components of mathematics teacher competence, highlights the functions and levels of development, provides the structure of the highest levels of teacher professional competence, determines the content of professional competence of a future mathematics teacher, presents models for the development of methodological knowledge about the professional competence of students and improving educational culture, diagnoses problems, related to the professional competence of students. Conclusions. Professional development is an ongoing, cyclical process because professionalism requires continuous enhancement. The advancement of this process largely depends on an environment that encourages self-development. A key objective in the professional training of mathematics teachers is to cultivate professional competence. This competence reflects students' readiness to apply both theoretical and practical knowledge in science and education, as well as their ability to enhance and refine their qualifications. The study indicates that the professional competence of a future teacher encompasses several aspects: motivational, cognitive, operational, creative, and reflective. Keywords: mathematics teacher; educational process; quality of methodological training; methodological knowledge; methodological culture; professional competencies

CURRENT PRACTICES OF PROFESSIONAL TRAINING OF TEACHERS IN FINNISH UNIVERSITIES

The work is devoted to the study of the issue of the peculiarities of the higher education system of Finland from the point of view of professional training of teaching staff in Finnish universities. It is noted that becoming a teacher in Finland is a very competitive process. It is shown that the concept of professional training of teachers in Finland is comprehensive and continuous, covering all stages of the teaching career. It is highlighted that there is no detailed “curriculum of teacher education” in Finnish universities, however, there are principles and general features that all universities follow in the field of education. It is also highlighted that Finnish universities offer opportunities for individual course selection, allowing students to adapt their studies to their interests and career goals. It is shown the main methods, on which current system of professional training of teaching staff in Finland is based. Our recommendations, which are important from our point of view to become the aspects for the implementation of the successful Finnish experience in training teaching staff in the activities of higher education institutions of Ukraine, are presented. Some results of the empirical research of the peculiarities of the training of teaching staff in the higher education system of Finland through the prism of the experience of students of Ivan Franko Lviv National University – participants of international academic mobility in the University of Turku and the University of Jyväskylä under the Erasmus+ program as well as the experience of students of the University of Turku and the University of Jyväskylä are also presented.

Development of vocal and performing abilities of future music teachers

Relevance. The crisis in music education threatens the quality of teaching, highlighting the need to enhance teachers' vocal skills to attract more students to music. Purpose. This study aimed to investigate the impact of developing vocal-performance skills on the professional training of future music teachers in Kazakhstan. Methodology. Various research methods were employed, including analysis of existing educational programs and teaching materials, comparative analysis with international practices of vocal training, study of available resources, and comparison of research results with foreign standards and recommendations in music teacher training, focusing on vocal-performance skills. Results. Improving the quality of education for future music teachers through the development of vocal-performance skills enhances their professional competence. Well-prepared teachers are better equipped to deliver music education and design curricula tailored to their students' needs. Integration of modern vocal training techniques, use of technology in music education, active engagement with musical instruments and multimedia resources, and collaboration with professional singers and vocal coaches contribute to effective learning and enhance the quality of vocal education. Conclusions. The study underscores the importance of developing vocal-performance skills in music teacher training in Kazakhstan. Educational institutions and music teacher training programs can optimize curricula and vocal teaching methods based on these findings. This optimization will improve professional competence and create a stimulating educational environment, ultimately enhancing the quality of music education in Kazakhstan. Keywords: preparation; quality of education; practical teaching methods; evaluation of training programs

THE MODEL OF INCLUSIVE EDUCATION OF PRESCHOOLERS AS A BASIS FOR EDUCATIONAL BARRIER-FREE EDUCATION

The modern educational paradigm recognises inclusive preschool education as an important aspect that requires attention. The relevance lies in rethinking the attitude of society and the state towards children with special educational needs, taking into account changes in pedagogical theory and practice. The article is aimed at highlighting the key aspects of inclusive preschool education, as well as analysing changes in the modern pedagogical paradigm aimed at improving conditions for children with special educational needs. The article analyses the essence of inclusive education, identifying key aspects such as an individual approach to children and creating conditions for their equal participation in joint groups. This was made possible by using the method of documentary research and analysis of the current regulatory framework. The authors emphasise the importance of inclusive preschool education as a key step towards creating a more inclusive and equal society. The article highlights that inclusive education provides an opportunity for children with special educational needs to become equal members of society, reducing the risks of isolation and segregation. The authors examine other aspects of inclusive preschool education, such as the professional training of teachers and specialists, the organisation of developmental environments for children with different needs, and the importance of partnerships with families. The article emphasises that inclusive preschool education is a key step towards creating a more inclusive and equal society.

IBN SINА AND HIS CONTRIBUTION TO SPIRITUAL AND MORAL EDUCATION: RETHINKING THE HERITAGE OF EASTERN THINKERS

The article examines the relevance of spiritual and moral education in modern society, especially in conditions of moral crisis and geopolitical problems. The author emphasizes the importance of a harmonious combination of national and universal values in creating a new model of the educational process. Special attention is paid to the study of the heritage of thinkers of the past, in particular, the contribution of Ibn Sina, an outstanding thinker of the East. Ibn Sina presented education as a complex process, including mental, physical, aesthetic and moral development. His ethical ideas, especially in the field of morality and friendship, can be valuable for modern teachers and specialists in the field of spiritual and moral education. The article calls for rethinking and using the heritage of Eastern thinkers in the process of raising children and adolescents, as well as in the professional training of future teachers.

Changes and Development of Teaching Patterns in Basic Education in the Network Era

Against the backdrop of highly developed information technology in the Internet age, the shape of basic education teaching and learning has undergone systemic changes, contributing to the rise of online education and education digitization. Based on the network era's background, this paper first examines the teaching characteristics of basic education in the network era from the three perspectives of teaching time and space, teaching resources, and teaching information, including the learning mode of inter-temporal learning, massive teaching resources, and rapid updating of educational information. Subsequently, the article provides a detailed exposition of the framework for developing the pedagogical model of basic education, examining this process through the integrated lenses of teaching spaces, pedagogical agents, and instructional methodologies. Finally, three strategies for advancing and reforming teaching and learning patterns are proposed: innovation and improvement of the teaching and learning evaluation system, professional development support and training for teachers, and development and sharing of teaching and learning resources. These measures are intended to adapt basic education practices to the needs of the network era and to ensure their adaptation to the rapidly evolving digital environment.

The use of Class Dojo in the preparation of future primary school teachers for the organization of distance learning

The urgent transition to distance learning has necessitated the preparation of teachers to organize the educational process based on the use of information and communication technologies in emergency situations. Therefore, research on the process of preparing future elementary school teachers for distance learning in higher education institutions using learning management systems, particularly ClassDojo, is relevant. The purpose of the study was to investigate the effectiveness of implementing the ClassDojo platform in preparing teachers to organize distance learning in elementary schools. The methodological basis of the research consisted of basic theoretical (analysis, synthesis, comparison, abstraction, and specification), empirical (observation, surveys, diagnostic practical work methods, pedagogical experiment), and statistical methods (variation characteristics, Student's t-test, Pearson's criterion). The article describes the main characteristics, functions, interface features, and advantages of using ClassDojo in the educational process of elementary school, namely: its positive impact on shaping behaviour, learning motivation, value orientations, character, and emotional intelligence of younger school students. The main ways of preparing future elementary school teachers to use distance learning platforms in their professional activities in higher education pedagogical institutions are presented. Examples of preparing students specializing in “Elementary Education” for organizing distance learning through practical work using the ClassDojo learning management system are described. The results of the research on the effectiveness of using the ClassDojo learning management system in preparing students specializing in “Elementary Education” at the Communal Higher Education Institution “Barsky Humanities and Pedagogical College named after Mykhailo Hrushevsky” are presented, analysed, and summarized. The effectiveness of the teaching methods used by education seekers is statistically verified. The research results demonstrate the effectiveness of the forms, methods, and techniques used in preparing teachers to organize distance learning in elementary school. The practical significance of the research results lies in their applicability by higher education institutions in the professional training of future teachers to organize distance learning and by practising teachers of elementary school classes

Use of ethnopsychological features and ethnopedagogical traditions of kazakhs in the professional training of future primary class teachers

Use of ethnopsychological features and ethnopedagogical traditions of kazakhs in the professional training of future primary class teachers

Professional Training of a Future Teacher for the Organization of Pupils' Innovative Activity in the Educational Process

The study concept is based on the awareness of the process of training of a future physics teacher for the organization of pupils' innovative activity as an important component of modern professional education, which makes it possible to form a teacher as a competitive specialist capable of creative pedagogical work. The main study method was statistical methods: the methods of testing statistical hypotheses using Pearson, Wilcoxon-Mann-Whitney and binomial tests, the method of empirical data analysis using convolution matrices, the methods of visualizing experimental results. Four universities of Ukraine were the base for the formative pedagogical experiment: Zaporizhzhya National University, Berdyansk State Pedagogical University, Pavlo Tychyna Uman Pedagogical University, and Kherson State University. The measurement and comparison of the levels of readiness of the members of the control and experimental groups for the organization of pupils' innovative activity was carried out for separate components of readiness (motivational-value, cognitive, activity-creative ones) and as a whole.

Blended learning in professional training of teachers

Relevance. The issue of blended learning in professional training of teachers is extremely relevant. This increased interest is due to the spread of the acute infectious disease COVID-19, as all public spheres of activity of citizens have been transferred to a blended format. Purpose. The aim of the work is to analyze the main features of the blended format of training, as well as to establish the necessary level of knowledge and training of teachers for its effective implementation. Methodology. The article used a number of scientific and methodological tools that helped to reveal important elements of the studied question. Accordingly, an important place in the work is occupied by functional and system approaches, in addition, such logical methods as the method of analysis and synthesis, comparison, generalization, deduction. Results. The main results of the study are the theoretical and practical bases of the question under consideration. In the theoretical part the basic concepts, their properties and attributes, undoubtedly related to the sphere of professional competence of the teacher were revealed. On the practical side, it compares the main approaches used so far to train future teachers in the delivery of learning services, namely in a blended format. In addition, the article considered the experience of other countries, which helped to study in depth the features of the studied issue and to establish promising directions that can be applied in Kazakhstan. Conclusions. In future scientific works on this topic it is necessary to analyze the main differences between distance and blended learning in order to distinguish the directions of teacher training. Keywords: teaching and learning process; teacher; advanced training; competence; distance learning

Practice in the system of training the future educator: Opportunities and advantages

Relevance. The article theoretically and innovative substantiates the need to strengthen the practical component in the process of professional training of the future teachers of Hryhorii Skovoroda University in Pereiaslav; the features of pedagogical practice organization are covered; the attention is paid to the importance and consistency of pedagogical practices; the advantages and disadvantages in organization and carrying out of the educational practice in secondary educational institutions are identified; the role of methodical and practical training support by the executives of pedagogical practice is revealed.Purpose. Purpose of the article is to investigate and test the effectiveness of the future teacher�s competent professional practical training in the course of educational-productive practice in secondary schools. To substantiate the possibilities of organizing pedagogical practice through building of an individual trajectory for the development of a future teacher.Methodology. Used for research methods theoretical: analysis, generalization, comparison; empirical: observation, studying of the products of students� activity, questionnaires, conversations, interviews, discussion, testing, pedagogical prognostication, pedagogical experiment for revealing the results of experimental work; methods of mathematical statistics.Results. The findings reveal that structured pedagogical practices contribute significantly to the professional growth of future teachers, enhancing their motivational, value-oriented, practical, communicative, and creative competencies. The study confirms that a well-organized practice setting supports the theoretical knowledge with practical skills, facilitating a deeper understanding and application of educational concepts.Conclusions. The study concludes that pedagogical practices are crucial for the holistic development of future teachers, enabling them to apply theoretical knowledge practically and creatively in educational settings. The structured approach used in organizing these practices ensures the effective development of necessary professional competencies, affirming the relevance of practical training in teacher education programs.

Multilingual interventions in feedback: communication strategy in teacher professional development training

ABSTRACT In Indonesia, most recent studies about teacher professional development have commonly focused on the programme’s employment, effectiveness, problems, and the skills teachers gained due to the programme. Little focus has been placed on the consistent investigations of how multilingual interventions take place in feedback-giving practices, notably in teacher professional development training. Through a case study, we sought to establish a sociocultural framework for examining what instructors learn from the uncertified teachers’ exchanges in delivering spoken feedback and how this influences instructors’ approach to multilingual interventions. All language use during encounters, reflections, and interview responses were recorded. Uncertified instructors valued bilingual feedback for meaning-making interactions, which improved their comprehension and provided a model for multilingual interventions in feedback-giving practices. The research sheds new light on how instructional practitioners and teachers can effectively offer feedback for highly valuable interactions and knowledge.

СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ

This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teaching staff dealing with adult education in professional training programs is a neglected topic. The law provides for promotion in the ranks of teachers, as well as prescribed benefits that accompany professional development, but they are absent in practice. The specific work of schools for basic adult education requires great commitment and expertise, and initial education does not always meet the requirements regarding teacher expertise. Content analysis revealed that teachers have limited opportunities for professional development through accredited training in the domain of adult education. Current trends in the field of adult education offer significant opportunities for connecting with other actors and encouraging practitioners through numerous European organizations and projects of learning, professional training and teacher mobility. Greater support from the competent ministry, adequate valuing of professional staff and promotion of the teaching profession can be a significant part of solving the perceived problems in this area