Technologies In Teacher Training Research Articles

GIS as a way to individualize teaching Earth science in secondary school

The latest computer and geoinformation technology developments allow the improvement of spatial thinking skills of secondary school students and expand their view on the world around. The speed and simplicity of processing of geospatial data in GIS make it possible to individualize the process of training students. The article considers the main aspects of the individualization of secondary school education using GIS in teaching Geography. Differences between individual and individualized forms of education are formulated. The typical structure of a modern school course in Geography is described. The role of project-based learning as an element of the individualization of secondary school education is noted. The place of GIS in the school educational process is indicated. The use of GIS technologies in teacher training is characterized. Examples of geoinformation items developed for secondary school Geography are given. Conclusions are drawn about perspectives on teaching and learning secondary school Geography with GIS, which would be a subject of further research.

ПРОБЛЕМЫ РАЗРАБОТКИ И ИСПОЛЬЗОВАНИЯ VR-СИМУЛЯТОРОВ В СИСТЕМЕ ПОДГОТОВКИ УЧИТЕЛЕЙ

Introduction. In the era of digitalization, the tasks of developing and using pedagogical simulators, as well as analyzing the effectiveness of the use of virtual technologies in teacher training, are becoming increasingly important. It is important to understand what exactly and how will be practiced with their help. What exactly and how will be measured with their help? Research objectives. The aim of the study is to determine the degree of study of the feasibility and methodology for introducing digital simulations of pedagogical activity into the teacher training system; determine the priority tasks facing thedevelopers of virtual simulators of pedagogical activity; to determine the prospects for scientific research on the use of digital simulations of pedagogical activity for educational and diagnostic purposes. Methodology, methods and techniques. The descriptive method and the classification method were used at the first stage of the search for publications in the e-library, Scopus, Web of Science databases. At the same time, a critical analysis of the articles was carried out for the presence in them, first of all, of the authors’ exit to the problematic level of understanding the issue of introducing digital simulations of pedagogical activity into teacher training. At the second stage, the method of comparative and aspect analysis of the selected materials was applied. The method of constructive problematization was used at the third stage in order to formulate the problem of developing a digital simulator of pedagogical activity to identify and/ or eliminate pedagogical deficits. Results. It was found that scientific research on the possibility of using digital simulators of teacher activity for educational or diagnostic purposes in our country and abroad has not been carried out. Scientific novelty. We have identified and systematized the problems that have arisen in connection with the attempts made around the world to develop digital virtual simulators of pedagogical activity. We also state a new problem of conceptualization of digital simulation of pedagogical activity used to identify and eliminate teachers’ pedagogical deficits. Practical significance. With the solution of this problem, the obstacles to the creation of pedagogical simulators for teacher training and their use for educational and measuring (diagnostic) purposes will be removed.

The Engineering Pedagogy Evolution: The Foundation and Three Measurements

The status, subject area and structure of engineering pedagogy are still at the center of the academic and scientific community. It develops as a professional pedagogy section, although it tended to be viewed as an educational module, as a field of teacher practical activity. The role of engineering pedagogy in developing engineering thinking should become increasingly important, taking into account the integration processes – inter-disciplinary, inter-subject, trans-professional, and the transformations in the industrial sphere in general and in engineering in particular. The transfer of its accumulated experience and ideas to new application areas can enrich other branches of knowledge with ideas, principles and cognitive approaches. Both methods of acquiring scientific knowledge and heuristic and practical technologies are equally essential for the system of continuous fundamental engineering and technical education development. Engineering pedagogy’s goals revision and clarification lead to a multidimensional space for engineering thinking development, including training of engineering educators for a lifelong learning system. Based on the general foundations and laws of pedagogy, three measurements of engineering pedagogy enable to reveal its interdisciplinary strategy in different subject areas. Engineering pedagogy can participate in various formats– as teacher training technology both for school and university teachers.

TECHNOLOGY OF COMPETENCE FORMATION IN THE FIELD OF PROTECTION AND PROTECTION OF TEACHERS 'INTELLECTUAL PROPERTY RIGHTS IN THE PROCESS OF QUALIFICATION IMPROVEMENT

The paper presents a theoretical justification of the technology of competence formation in the field of protection and enforcement of intellectual property rights of teachers of general secondary education in the process of professional development. This technology is aimed at forming a base of knowledge, skills and abilities in the field of intellectual property, which will teach teachers to perceive the results of their own innovative activities as an economic product that can benefit, promote compliance with the rules and regulations of academic integrity in teaching.The outlined technology involves the implementation of five stages: preparatory-diagnostic, motivational-target, cognitive-orientational, activity-operational and control-evaluation.The preparatory and diagnostic stage of the technology consists in carrying out a set of diagnostic actions to determine the state of formation of competence in the field of intellectual property at different stages of professional development to ensure its effective formation.Motivational and target stage of teacher training technology in the field of protection and protection of intellectual property rights is based on information obtained at the preparatory and diagnostic stage, and is to develop a hierarchy of objectives and presentation of learning outcomes aimed at developing teacher competence in the field of protection and protection of rights intellectual property.During the cognitive-substantive stage of in-service teacher training in the field of protection and protection of intellectual property rights, a meaningful part of the process of forming competence in the field of protection and protection of intellectual property rights of teachers in the process of in-service training is realized. courses according to our goals and objectives.The activity-operational stage of the technology of advanced training of teachers in the field of protection and defense of intellectual property rights aims at the direct formation of knowledge, skills, abilities and professional qualities in the field of intellectual property of teachers of general secondary education. The control and evaluation stage of the technology of in-service training of teachers in the field of intellectual property involves the creation of a system for assessing the degree of formation of competence in the field of intellectual property of teachers based on the results of in-service training.

Semiotic Diagnostics: Methodology for Measuring Education Transformation Efficiency

Education restructuring projects require efficiency criteria for the assessment and monitoring of management efforts to achieve set goals. The article focuses on understanding the efficiency itself and the essence of its assessment. The key points of formation and methodological innovations of the presented concept of diagnostics which substantiates the relevance are discussed: interpretations of education systems as semiotic systems; management of the transformation of education systems based on the measurement of the parameters of the order of self-organization of complex open systems; selecting, as a control parameter, the order of the characteristic “information efficiency”. This characteristic makes it possible to implement a procedure for measuring two competitive interactions: the process of selecting the optimal ways to achieve an asymptotically distant goal and the process of the competition of semiotic attractors as an expression of asymptotic goals. The specificity of self-organization mechanisms puts forward requirements for managing these processes. These requirements are the need to conduct such a selection which does not cut off other paths to other goals but changes the hierarchy in the subordination of ways to achieve goals. Ignoring the requirement leads to the selection out of “one” path. Conclusions regarding the determination of the place of pedagogical education in the context of modernization of the entire system of national education are drawn. Firstly, the implementation of technologies that demonstrate their efficiency in foreign experience into the practice of national education should be guided by the fact that this efficiency was obtained to achieve substantially different goals. Secondly, the implementation of innovative educational technologies in teacher training should be ahead of this implementation in teaching practice at all educational levels, which will ensure that the advantages of these technologies are effectively tuned to achieve the goals of national education.

Currículo, conhecimento e o uso de tecnologias na formação docente

RESUMO: Este artigo discorre sobre o currículo, seus atravessamentos com o conhecimento e o uso das tecnologias na formação docente. Apresenta conceitos com base nas ideias discutidas por Ivor Goodson, Michael Young, Nelson Pretto, Cesar Monereo e outros. Tem como objetivo principal questionar o papel do currículo na docência universitária e a interação com o uso das tecnologias digitais. Para isso, traz uma pesquisa realizada com professores e alunos de cursos de Licenciatura, na perspectiva de uma aproximação sobre o tema. A elaboração desse artigo deu-se a partir de leituras, discussões e inquietações derivadas das aulas de mestrado e doutorado e da prática docente na graduação.

Digital Technologies in Teacher Training: New Experience

In the field of training higher educational institution teachers, an era of significant change is beginning. For long, this area has remained the most conservative and was not noticeably subject to changes in society. However, the situation has changed dramatically. First of all, this is due to the rapid development of other areas of human activity, and in particular digital technologies. It is already difficult to imagine a modern society without such technologies, and the main task of a higher education teacher is precisely to train highly qualified specialists with new competencies to solve the challenges facing humanity. Strengthening the explicit link between the needs of society and the objectives of higher education is one of the prerequisites for significant changes in the field of education. The concept of training a teacher of higher education for the future today is largely determined by the development trends of digital technologies. The absence of objective reasons to assume the cessation of the use and development of digital technologies allows us to make an assumption that virtual educational worlds will appear in the foreseeable future, which will become the same familiar environment for acquiring the necessary competencies as higher schools existing in the physical world. This largely determines the relevance of the chosen research topic and determines the need for a thorough analysis of the educational technologies used in the training of teachers. The purpose of this work is, using a combination of analysis, synthesis, idealization and analogy, to generalize at the national and international levels the existing ideas about effective approaches to teaching a higher education teacher, including continuous improvement of competence in his professional field, and modern practice of using digital technologies, and also highlight the most interesting new learning experiences. The necessity of applying the so-called “integrated approach to teaching a higher education teacher” by the authors is proved. The main advantages and disadvantages of using digital technologies are highlighted. Reasonable conclusions are made on the existence of an ideal recipe for combining accumulated educational practices in the framework of traditional education and digital technology.

Sex Education in Brazil: A Proposal for Education and Research - Body, Gender and Sexuality in the Process of Self-Knowledge and the Construction of an Active Citizenship

Objective: Developing proposals of sex education in school. Brazil has vast and qualified bibliography resulting from research carried out by diligent researchers, mostly from research groups from universities in the country. Sex education is an important space for the realization of concrete proposals for actions that combats discrimination, prejudice and sexual violence, both symbolic as real, and that the insertion of issues of diversity and gender in teacher education in sex education will enable its success and its wide reach. Design and Method: The proposal that guides the development of this work turns to the continuing education of teachers and health professionals in sexuality education, with an emphasis on promoting a culture of recognition of sexual diversity, gender equality and adolescent sexuality as an integral part of the process of construction of an active citizenship, using Information and Communication Technologies (ICT). Results: The project inserted the issue of citizenship and human rights as one of the pillars of gender equality and of a full sex life with the least of possible distress, anxiety, guilt and misinformation. And we verified the efficiency of the use of the Information and Communication Technologies in teacher training. Conclusions: The use of Information and Communication Technologies in sex education can stimulate the development of technological thinking and the increasing of a new mentality of continuing education for teachers, not common in Brazil.

CULTURE OF SELF-DEPENDENT LIVING ACTIVITIES PERSONALITY IN CONSTRUCTS PEDAGOGICAL METHODOLOGY

The paper describes the possibility of defining and visualizing productive personal choice defined in the system options of formation of independent work of the individual culture. Methodological constructs macro-, meso-, micro-level simulation can clarify and examine the quality of formation of culture of self-dependent living activities of the individual. Summary of the article. Theorization bases of formation of self-dependent living activities culture of the person in the continuing education system has determined the technology of system-pedagogical modeling, guaranteeing the individual personified accounting of conditions and opportunities for development and productive formation in the chosen field of activity. Technology system-pedagogical modeling is a resource, methodical and methodological possibilities which are expressed in the development of software and teaching software courses enable students in productive self (research and teaching) work, determination and a relentless increase in the level of the individual achievements in the preferred direction of activity and communication, vocational teacher education and pedagogical activities and practice. In the structure of teacher training technology is a system-pedagogical modeling ensures quality improvement solutions of problems of the student determines the possibility of entering the future teacher in the scientific and pedagogical research, autonomy and productivity which can be defined in scientific publications, students and educators, teachers, researchers, professional and additional teachers education.

Forming of Future Teachers’ ICT-Competence: Canadian Experience

AbstractThe article deals with the phenomenon of digital divide in the education in Canada. The domestic and foreign scientific and educational publications have been studied and analyzed. It has been found out that traditional means for training pedagogical specialists are gradually losing their relevance due to lack of educational dialogue between a teacher and a student. Information and communication technologies have entered today’s youth everyday life and become an essential means of communication, receiving and transmitting information. Based on the source study, the essence and reasons of digital divide have been revealed. Canadian researchers consider that it is possible to overcome this problem by revising the approach to teacher training which will focus on the forming of future teachers’ information and communication competence. Various definitions of the terms “information competence”, “ICT competence”, “digital literacy”, “e-literacy” have been described. The model of ICT competence, its structure and the process of its integration into education have been analyzed. The examples of forming future teachers’ ICT competence in universities of Canada have been given. It has been revealed that the problem of effective ICT implementation into educational activities is in the range of many Canadian studies, but in fact the phenomenon of digital divide in education is still topical due to insufficient activity of teachers of pedagogical faculties and students’ ignoring the problem. A number of studies have been examined, the authors of which give practical recommendations aimed at enhancing the role of new technologies in teacher training in Canada.

Aiming at Sustainable Innovation in Teacher Education - from Theory to Practice

The paper composes a framework for learning design, using Web 2.0 technologies in teacher training, transferring the advancement in technology to become an affordance in the teach- ing/learning process, based on Bloom's Extended Digital Taxonomy in order to enhance the Tech- nological Pedagogical and Content Knowledge of teachers. As a case study, it shows how ELTE University tries to develop sustainable innovation of competencies in digital literacy and mod- ern teaching/learning methodologies directly among the teaching staff in teacher training and stu- dent/future teachers as well as indirectly within public education in order to transfer innovation there. The complex aims of a specific course Educational Technology are described with detailed explanation of the methodology used in attaining the prescribed aims, giving links to the concrete tools and resources used. The description of course requirements are tagged with features of the nature of the learning design as being transmissive, dialogic, constructionist and co-constructive, illustrating how each element contributes to the adaptation of theory into practice. The role of a newly established T@T Mentoring Network is explained, which presumes sustainability for inno- vation within teacher training and the network of in-service and practicing teachers.

Information and communication technologies in teacher training and professional development in Nigeria

This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

IT in teacher training in France

Abstract To understand what is going on in France at the moment in the domain of computers and related communication technologies in teacher training, there are two major developments that have to be kept in mind. Firstly, the ways of becoming a teacher in France underwent major changes in 1991. It is therefore too early to come to general conclusions about the effects of this reform in the field of new information technologies. Secondly, French IT in schools policy has shifted from a large‐scale centralized equipment operation, which provided microcomputers in each school from 1985 to 1987, to a more regional management of equipment funding, with less national piloting in the field. This paper describes what happened during the previous period and what is taking place now. With matters still evolving the paper represents a snapshot rather than an exhaustive survey; such a survey remains to be done.

Teacher Training Technology Revisited

(1985). Teacher Training Technology Revisited. PLET: Programmed Learning & Educational Technology: Vol. 22, No. 4, pp. 358-361.