Thinking Of Future Teachers Research Articles

Development of computational thinking of students – future teachers by means of solving problems on the processing of structured data

The problem and the purpose. Computational thinking is one of the categories that currently assesses the quality of specialist training, including that of a future teacher. The mentor of a digital school needs computational thinking skills for the successful implementation of work functions and for determining the trajectory of his personal development. The purpose of the study is to identify the possibilities of structured data processing tools for the development of computational thinking of future teachers. Research methods. Structured data is information organized in the form of tables and files of other formats. The research was conducted on the basis of Vyatka State University (Russian Federation). The experiment involved 330 students studying in the field of training: 44.03.05 Pedagogical studies (with two specialties). The use of structured data processing tools was purposefully carried out in the classes of the design discipline from the block “Digital technologies in education”. A set of techniques was used to determine the level of computational thinking such as “Geometric figures”, “Quantitative relations”, “Complex analogies”. For statistical processing of data, Pearson's χ2 (chi-square) criterion is used. Results. Interaction in the experimental group was implemented in stages: the study of basic tools; development of skills of graphical interpretation; the use of functions that allow analyzing and protecting the contents of structured data. The features of the proposed information interaction are: students with different educational paths are involved; the technology of reasoned discourse is applied at every stage. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 7.024; p < 0.05). Conclusion. The tasks on the processing of structured data that maximize the development of computational thinking are formulated: conditional formatting; establishing links between the source data and the result; automatic recalculation of the result; filtering, sorting, etc. The difficulties that complicate the use of the proposed innovations are defined: how to state a task and to adapt it to the specifics of the field of training; how to organize a reasoned discourse.

Possibilities of the academic discipline «Pedagogy» in the development of critical thinking of students – future teachers

The article provides the author’s definition of the concept of «teacher critical thinking.» The potential of the academic discipline «Pedagogy» is revealed in the formation of critical thinking of students – future teachers. The possibilities of lectures and seminars in the development of critical thinking of students at a pedagogical university are outlined. Lectures allow you to demonstrate manifestations of critical thinking in the professional activities of a teacher: mechanisms for choosing methods, techniques, means of teaching and education, ways of constructing lessons and extracurricular activities. Seminar classes contribute to the development of students’ ability to detect the supra-situational problematic nature of a pedagogical situation, the formation of intellectual and personal qualities necessary for making pedagogical decisions. The logic of how students solve pedagogical situations is proposed, which contributes to the formation of critical thinking of future teachers: 1) orientation of students in the situation (analytical process), which becomes the starting point for determining the pedagogical task (constructive process); 2) obtaining information about the teenager (analytical process), on the basis of which the process of interaction with the teenager is organized (constructive process); 3) analysis of the achieved results (analytical process), leading to the determination of directions for further activities (constructive process). Examples are given of the formation of critical thinking of students – future teachers at lectures and seminars in the academic discipline «Pedagogy».

РОЗВИТОК КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ ВЧИТЕЛІВ ІНФОРМАТИКИ ТА МАТЕМАТИКИ З ВИКОРИСТАННЯМ ЗАСОБІВ ШТУЧНОГО ІНТЕЛЕКТУ

The article examines the problems of developing critical thinking of future teachers of computer science and mathematics using artificial intelligence tools. The experience of domestic and foreign researchers regarding the use of artificial intelligence in education for the development of critical thinking, in particular, the United States of America, the Republic of Poland, and the Republic of Slovenia, was analyzed. The necessary components of critical thinking are defined: the use of logical thinking to analyze problems, make decisions and solve problems; obtaining, interpreting and using knowledge/facts/data in the process of solving problems; demonstration (manifestations) of creativity and non-standard thinking. In order to investigate the specifics of the application of critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems, a survey was conducted. The "Klochko Questionnaire: Peculiarities of using critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems" was created. The possibilities of using artificial intelligence tools in education have been clarified, in particular: analysis of educational data, creation of educational content, professional development, adaptive learning, and others.The results of the study showed that 92.2% of respondents use or plan to use artificial intelligence tools in the educational process. The vast majority of students studying to become computer science and mathematics teachers actively use artificial intelligence to solve various problems, applying critical thinking and developing their critical thinking skills. The development of critical thinking skills of future computer science and mathematics teachers is a necessary condition for their academic success, personal and professional development, competitiveness, preparation for future challenges, solving new problems, teaching students to think critically. The implementation of artificial intelligence tools for the development of critical thinking in future teachers may have certain risks, such as excessive trust in artificial intelligence and the reduction of the role of one's own experience, intuition, etc. It is important to note that the field of using artificial intelligence technologies in education is just beginning to develop and needs additional research, however, it has great potential for the development of critical thinking of future teachers.

Analysis of the level of computational thinking of future teachers: a diagnostic proposal for the design of training actions

El pensamiento computacional supone una forma de alfabetización emergente que busca fomentar el aprendizaje de la programación de forma progresiva utilizando principios básicos de codificación informática. En este estudio se evaluó el pensamiento computacional de 164 estudiantes universitarios de los grados de maestro/a en educación infantil y primaria. Se examinaron las diferencias según el género y la experiencia previa en programación robótica. Para ello, se empleó el Test de Pensamiento Computacional (TPC). Los resultados revelan que los hombres obtuvieron mejores resultados y que la experiencia previa en programación influyó en el nivel de desarrollo del pensamiento computacional. Además, se identificaron tres perfiles de estudiantes mediante un análisis de clúster. Las mujeres con experiencia previa en programación robótica y el uso de lenguajes de programación mostraron los mejores resultados en el TPC. Estos hallazgos resaltan la importancia de realizar evaluaciones diagnósticas para conocer el nivel de competencia de los estudiantes en este ámbito, ya que puede ayudar a identificar áreas de mejora y adaptar las acciones formativas de acuerdo a las necesidades de cada grupo de estudiantes.

Psychological Fundamentals of Formation of Creative Thinking of Future Teachers

Objectives: The primary objectives of this article revolve around exploring the psychological fundamentals that contribute to the development of creative thinking in future teachers. The focus is on nurturing creativity, fostering flexible thinking, enhancing emotional intelligence, boosting self-esteem, and promoting critical thinking. Additionally, the article aims to highlight the importance of sharing experiences as a key element in the overall process.
 
 Methods: To achieve the stated objectives, the article emphasizes the continual development of skills and knowledge among prospective teachers. It delves into the strategies and methods required for aspiring educators to become not only successful but also inspirational figures in the classroom. Special attention is given to shaping creative thinking in students, and the methods discussed include cultivating curiosity, fostering a research-oriented approach to teaching, and encouraging the asking of questions to stimulate independent and critical thinking.
 
 Results: The anticipated results of implementing the psychological foundations outlined in this article are expected to manifest in the form of future teachers who possess well-developed creativity, flexible thinking, emotional intelligence, and critical thinking skills. These educators should be equipped to inspire and shape creative thinking in their students, creating a positive and intellectually stimulating learning environment.
 
 Conclusion: In conclusion, the article underscores the significance of psychological foundations in shaping the creative thinking of future teachers. By fostering key attributes such as curiosity, a research-oriented mindset, and the ability to ask questions, prospective educators can develop the skills necessary to instill independent and critical thinking in both themselves and their students. The continual pursuit of knowledge and the incorporation of these psychological principles are crucial for the success of aspiring teachers in their mission to inspire and mold creative minds.

Formation of Critical Thinking of Future Teachers While Designing Quest Rooms for Didactic Purposes

Formation of Critical Thinking of Future Teachers While Designing Quest Rooms for Didactic Purposes

CREATIVE PEDAGOGICAL THINKING OF FUTURE MUSIC TEACHER: WAYS OF FORMATION

The article deals with the problem of forming the creative pedagogical thinking of a future music teacher in the process of vocal and choral training in the aspect of intensifying the intellectual and creative development of students. The author notes the need to increase the level of creativity of future teachers in order to effectively solve problematic situations of professional pedagogical activity from the stand point of situational and supra-situational problematic. The substantiation of the practical formation of creative pedagogical thinking of students of art faculties is based on the pedagogical stimulation of the thinking functions of setting and solving musical and pedagogical tasks and reflection. The ways of forming the creative pedagogical thinking of future teachers of music are presented in the context of targeted modelling of problem situations of vocal and choral teaching, involvement of theoretical methods in the methodological toolkit, as well as development and implementation of targeted trainings on the creativity of pedagogical thinking.Keywords: creative pedagogical thinking, future music teacher, functions of thinking, problems ituation, setting and solving musical and pedagogical tasks, psychological and pedagogical training.

Training future primary teachers in historical thinking through error-based learning and learning analytics

Current pedagogical trends move towards the implementation of active methodologies; however, little research has been conducted in the field of history teaching. Purely memorised learning no longer has a place in today’s age of information and technology. Simulating the role of historians in the classroom, what is known as promoting historical thinking, makes more sense. Thus, training teachers on how to develop historical thinking by active methodologies such as error-based learning (EBL) becomes necessary. Moreover, the traditional summative test does not demonstrate the assessment of the level of historical thinking. Nevertheless, technology enables formative assessment by different techniques and tools such as learning analytics (LA). Then, to analyse the potential of combining EBL and LA to foster and evaluate historical thinking can be interesting. To this end, in the present quantitative quasi-experimental study, the impact of EBL and LA to encourage and assess historical thinking skills have been analysed with 107 pre-service teachers. To this end, while 66 students worked with EBL with sources where errors were introduced in a controlled way, the other 41 students worked with the same unmodified sources. At the end of each session, LA was used to analyse the students’ level of knowledge in the six dimensions of historical thinking through interactive questionnaires. The results obtained show an improvement in the historical thinking of future teachers due to the use of EBL. Furthermore, it has been proven that the data obtained from the LA enables predicting the results obtained by the students in a later test. In this way, the usefulness of active methodologies such as EBL combined with LA in the training of future teachers in our area of knowledge contrasts with the methods currently used.

Культура як фундаментальна категорія гуманітарного дискурсу у контексті дослідження формування культури професійного мислення майбутніх педагогів

The article is devoted to the study of the issue of developing the culture of professional thinking of future teachers. In this context the conceptual and terminological analysis of the essence of key concepts is carried out. Considering that culture is a system-forming, generic concept, the key categories («personality culture», «professional and pedagogical culture», «culture of professional thinking», etc.) are considered as generic. The author of the article analyzes the approaches of researchers to the interpretation of the essence of culture as a fundamental category of the humanitarian discourse in philosophy, cultural studies, sociology, psychology, and pedagogy. Based on the study, it is concluded that interpretations of the essence of culture have become widespread in humanitarian discourse, focusing on the ontological, anthropological, axiological, activity, heuristic, mental and semiotic aspects. It is determined that the difference in the approaches of scholars to the interpretation of the essence of culture is due to the complexity, ambiguity, multidimensionality and multifunctionality of the analyzed phenomenon, and is also related to the problematic field of specific scientific research. It has been found that culture, society, professional (social) community and personality are connected by multifaceted interconnections and mutual influences in the system: «culture–society culture–professional (social) community culture–individual culture». We consider the professional and pedagogical culture as the culture of a professional community, which organically combines the culture of professional thinking, pedagogical orientation, values, pedagogical abilities, professional competence, pedagogical experience, creative activity, personal and professional qualities of a teacher, etc. Keywords: discourse, category, culture, personality culture, society culture, culture of professional community, culture of professional thinking of a teacher, professional and pedagogical culture.

Development of expert thinking of future teachers

The paper is devoted to the problem of the development of expert thinking of students. The urgency of this issues is in the changes in the functional duties of teachers of secondary general educational organizations and the need to develop expert competence. The axiological aspect of professional consciousness is common in expert and pedagogical activity. It is expressed in the adoption of professional and moral values and the definition of professional actions that ensure the quality of the learning and upbringing process. In a practical aspect, the expert thinking of a teacher reflects a complex of intellectual processes: analysis, synthesis, criticality and consistency. Intellectual process in expert activity of a teacher is aimed to solve problems formulated as tasks. The peculiarities of the solution of expert problems consist in the choice of methods and technologies of expert activity. Expert thinking is closely related to research activities. In the course of an expert study, the elements are identified that affect the quality of educational systems and problematic ones that require development. Expert thinking manifests itself at the methodological, tactical and operational levels. Like pedagogical thinking, expert thinking approaches scientific thinking and includes a systematic understanding of theories, laws, principles of education development, as well as knowledge of scientific methods and possession of the logic of thinking, scientific evidence in the determination of practical approaches to the solution of problems. The tactical level of expert pedagogical thinking is expressed in the assessment of pedagogical educational practice, its contradictions and the formulation of problems as pedagogical tasks. Expert thinking approaches diagnostic and includes the process of choosing methods and making diagnostic decisions. Operational level includes the manifestation of professional self-awareness, when personal results are evaluated and the connection with critical thinking is clearly traced and the ability to creatively generate innovative ideas. In particular, the paper reveals the general and special components in the manifestation of professional pedagogical and expert thinking. The main manifestations of the expert thinking of a teacher are shown as the ability to analyze, synthesize, identify cause-and-effect relationships, draw conclusions and highlight contradictions in the activities of an educational organization. The paper substantiates the need for a new theoretical vision and practical rethinking of the educational process of the development of expert thinking of students in a university.

Культура мислення, інтелектуальна культура, розумова культура у контексті дослідження проблеми формування культури професійного мислення майбутніх педагогів

In the context of the study of the problem of forming the culture of professional thinking of future teachers, the article analyses the conceptual and terminological approaches of scholars to the interpretation of the essence of key concepts. The study takes into account that the concepts of «mind», «intellect» and «thinking» are generic concepts in relation to the analyzed concepts («mental culture», «intellectual culture», «culture of thinking»), which are considered to be species-specific concepts. The article highlights the main approaches of scholars to the interpretation of the essence of the concepts of «mind» and «mental culture», «intellect» and «intellectual culture», «thinking» and «culture of thinking». The difference in the interpretation of the essence of the studied concepts, revealed on the basis of the conceptual and terminological analysis of the common and different in the approaches of scholars to their definition, is associated with the problem field of specific studies. We explain the ambiguity, identification and interpenetration of mental culture, intellectual culture and culture of thinking by the complexity, ambiguity and multidimensionality of such phenomena as mind, intelligence, and thinking. On the basis of the study, the definition of the essence of the culture of professional thinking of a teacher within the framework of our research is clarified. We consider the culture of professional thinking of a teacher as an integrated formation that characterizes the degree of development of the types of thinking of a teacher, his/her art of operating with forms of thinking and applying mental operations, individual characteristics and style of his/her thinking, the level of teacher’s mastery of the strategies of professional thinking activity, and is an indicator of the formation of his/her professional and pedagogical culture, ability to cognize and transform the phenomena of pedagogical reality. Keywords: mind, intellect, thinking, intellectual culture, mental culture, culture of thinking, culture of professional thinking of a teacher.

FORMATION OF TRANSCULTURAL COMPONENT OF INNOVATIVE THINKING OF FUTURE TEACHERS

The article substantiates the relevance of including a transcultural component in the structure of innovative thinking of future teachers and determination of the ways of forming this component. The authors point to the increasing internationalization of society relations and, consequently, of the educational system, the need to overcome national and cultural divides in order to form a transnational identity of a person as an important element in the scenario of the future of mankind. Transculture is considered as a complex social and psychological formation of a person which is based on the characteristics of a person’s worldview. The authors emphasize that the innovative type of thinking helps to determine the ways of connecting cultures without reducing them to commonality and to see and understand humankind as a whole in a new way. The process of transcultural component formation is described in detail and the criteria for its formation are singled out: sociocultural and personal. It is noted that in order to increase the effectiveness of formation of transcultural component of students’ innovative thinking in the educational process, it is necessary to use communicative situations that give students the opportunity to demonstrate transcultural communication skills, increase self-confidence, and improve the formation of social skills. It is proved that communicative situations allow increasing the level of formed transcultural component of innovative thinking.

Formation of critical thinking of future teachers while designing a quest as a collection of puzzles

Problem and goal. An urgent problem in higher education is the search for effective forms of learning that have didactic potential in terms of developing systematic, critical, creative, and other types of thinking demanded by the digital society. The authors propose to actively involve students in designing quests in the format of a collection of puzzles to develop critical thinking as a universal skill that meets the challenges of transformation and globalization. The purpose of the study is to study the influence of the participation of future teachers in the activity of constructing a quest as a collection of puzzles on the level of formation of their critical thinking. Research methods. At the stage of obtaining theoretical generalizations, an analysis of scientific works on the problem of gamification of learning and the use of digital resources for the intellectual development of the individual was used. The questions of the author's test for diagnosing critical thinking were compiled taking into account Bloom's classification. The quest, as a series of tasks united by a single didactic plot, is implemented in the environment of the Kvestodel designer. 60 students of Vyatka State University (Russian Federation) were involved in the design of a collection of puzzles for educational purposes. Training program - Pedagogical education, bachelor's level. Statistical processing of data was performed using Pearson's χ2 (chi-square) criterion. Results. Collections of puzzles are designed and used in the study of the disciplines “Modern Information Technologies” and “Technologies of Social and Professional Interaction” according to the following plan: analysis of educational needs and capabilities of teachers; studying the digital resource and its functionality; working in an environment for designing an escape room; presentation and defense of the project; application of a complete series of tasks in practice. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 6.533; p < 0.05). In conclusion, the conditions are formulated under which, involving students in the design of quests as a collection of puzzles, will contribute to the creation of additional resources for the development of critical thinking: highly creative activity, participation in discussions, selection of sources and search for information, analysis of opinions (decisions), individual and group work on thinking through a series of tasks.

DIDACTIC POSSIBILITIES OF INFORMATION TECHNOLOGIES IN THE TRAINING OF FUTURE TEACHERS OF UKRAINIAN

The article reveals the didactic possibilities of information technology in the training of future teachers of the Ukrainian language. Screen and sound means as a kind of information technologies and requirements for their use are singled out. Considerable attention is paid to the use of video film both in academic classes and in extracurricular activities; its functions are revealed. Didactic requirements to technical means of training are defined. The significance and specifics of mass media in the formation of worldview and critical thinking of future teachers of the Ukrainian language are revealed. The specifics of the use of printed mass media and the peculiarities of their use in Ukrainian language classes are determined. Attention is paid to the personal computer as one of the means of information technology. It has been compared with other media (film, television, press, video). The functions of the computer as a tool of cognitive activity and a means of learning are highlighted. Its advantages and disadvantages are revealed. The need for a flexible rational combination of computer and traditional teaching methods is noted. The advantages of multimedia, features of electronic educational programs, in particular electronic textbook, are characterized. Didactic criteria and functions of the electronic textbook are revealed. The difference between the electronic textbook and the traditional linear one has been established. Its significance for distance learning and features of distance learning via the Internet are proved. Active methods of distance learning as a means of computer-mediated communication are proposed: debates, modeling, role-playing games, discussion groups, brainstorming, forums, and project groups. The specifics of the use of information technology by Ukrainian language teachers in the educational process are determined.
 Keywords: didactic opportunities; information technologies; training; future teachers; Ukrainian language; electronic textbook; screen and sound means; media; Internet.

USING THE GO-LAB PLATFORM TO ORGANIZE INQUIRY-BASED PHYSICS LEARNING

The article reveals the essence and analyzes the features of the use of inquiry-based technology in the training of future teachers of natural sciences. The comparative characteristics of traditional technology and inquiry-based technology are given. The possibilities of the Go-Lab ecosystem for the formation of research thinking of future teachers of natural sciences are analyzed. The methodology, structure and content of all stages of inquiry-based learning based on the Go-Lab platform are presented. The component of the Go-Lab ecosystem is the Graasp environment for the creation and use of Inquiry Learning Spaces (ILS). This student-centered model also allows students to move at their own pace of learning and feel successful. The implementation of the proposed approach is demonstrated by the example of the development of Inquiry Learning Spaces in general physics “Movement of a body thrown at an angle to the horizon”. This ILS will help students to determine the dependence of flight range/altitude/flight time on the initial parameters (throwing angle/initial speed), etc. A model of the Go-Lab research cycle with five main stages is described. The possibilities of organizing collaboration for teachers and students with the help of digital services and applications Go-Lab are presented. Students’ collaboration is carried out through communication to exchange ideas, share responsibility for the result, joint research and reporting, and facilitate their preparation for professional selection and professional team’s work. In this way, Go-Lab enables inquiry-based learning that promotes the acquisition of deep conceptual domain knowledge and inquiry skills. Prospects for further research are associated with the formation of digital competence of future teachers of natural sciences, in particular with the development of research spaces (ILS) in the Graasp environment. This task can be realized during the students' educational (subject) practice on the basis of the university.
 Keywords: inquiry-based learning; innovative learning technologies; Go-Lab; Graasp; Inquiry Learning Space (ILS); general physics; competencies; science teacher.

The Basic Principles of Training Future Teachers to Work With Younger Students With Experience of Traumatic Effects

The article shows that the unstable situation in the world leads to possible armed conflicts, affecting primarily children, experiencing various traumatic consequences. Such a situation arises in post-conflict regions and creates a need for teachers who possess the necessary competencies when teaching children with experience of traumatic effects. The purpose of the article is to study the state and trends in the development of psychological and pedagogical issues related to the use of collaborative learning technologies to form the psychological culture of future teachers in order to further work with children with experience of traumatic effects. It is shown that the analysis of the formation and development of the problems of group psychological corrective work is grounded on the basic principles identified by representatives of various directions. The authors propose to build the training of future teachers on the basis of a model of joint thinking for the subsequent organization of teachers’ interaction with children who have experience of traumatic effects. The authors analyzed the basic principles of group psychologically corrective work from the point of view of the possibilities of organizing joint thinking. The basic principles of the organization of training of future teachers were highlighted, their meaningful characteristics for the purposes of organizing joint thinking were given. A comparison of the principles of group psychological corrective work and the principles of the organization of joint thinking of future teachers is carried out. Their correlation and the importance of using joint thinking in organizing the training of future teachers and for conducting psychologically corrective work with children are shown.

DEVELOPMENT OF CREATIVE ABILITIES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS AS A REQUIREMENT OF MODERN TIMES

The scientific publications on the relevance of the development of creativity of future teachers in the 21st century are analyzed. The most successful interpretations of psychologists and teachers of the concepts "ability" and "creativity" are revealed. The main features of the process of developing creative thinking (intrinsic motivation, mobility, willingness to take risks, etc.) are identified. Among the parameters of divergent thinking (creative thinking) the author highlighted productivity, originality and flexibility. The author characterizes the features of professional and pedagogical thinking of future teachers, including versatility, global purpose, specificity and comprehensive development. The main functions of creative thinking (informational, cognitive, design, prognostic, reflexive, problem solving) are singled out. It has been found out that creativity is a necessary component of any teacher's professional activity. The necessity of developing creative abilities of future teachers during their professional training in higher education institutions is argued. An important stage of teacher training is taking pedagogical practical training, where students have the opportunity to demonstrate their knowledge and practical skills of developing children's creative abilities. Active methods and techniques that can be used by the teacher to motivate the development of children's creative abilities are highlighted: they are role-playing games, creative competitions, search tasks, staging, etc. The creative potential of individuals must be constantly improved through extracurricular activities and self-education (social networks, conferences, webinars, trainings, etc.). In addition, every teacher is a role model: a creative teacher has creative children. The author emphasizes the need to develop an individual style of professional creative activity of the teacher, namely the methods of presenting educational material, children's motivation, interaction in the classroom with students, the use of the latest information technologies. The main purpose of the development of creative abilities of future teachers in higher education institutions is the formation of children's creative abilities through imagination, games and projects. Creativity should be a teacher's lifestyle, his/her main goal when gaining professional experience.

Task Approach as a Methodological Basis for the Process of Forming Pedagogical Thinking of Future Teachers

The article considers the problem of formation of new pedagogical thinking of future teachers in the context of the task approach as a methodological basis of the professional training process in the institution of higher pedagogical education. The purpose of the article is to reveal the essential characteristics of the problem approach in the formation of professional pedagogical thinking of future teachers. In the process of work methods of analysis, synthesis, observation, conversation, etc. were used. The results. The interpretation of the category "pedagogical thinking of future teachers" is analyzed, the essence of the concepts "task", "task approach", "professional activity" in modern research is revealed. It is proved that the developed pedagogical thinking is the basis of the teacher's professional competence and the key to its successful professional activity. Pedagogical thinking is crucial in shaping the readiness of students as future teachers to: qualified reasoning in a particular subject area; qualified decision-making and solving professional tasks; qualified analysis and evaluation of their activities, emotions, values; qualified effective interaction in interpersonal relationships. The author proposes a task-solving approach to the study of pedagogical disciplines in higher education. Emphasis is placed on providing a task-based, heuristic type of learning. The main provisions for determining the essence of professional pedagogical thinking are identified: 1) pedagogical thinking is a defining component of the future teacher’s professional competence; 2) pedagogical thinking, together with other professional competencies is extremely important for the successful professional activity of a teacher; 3) teacher’s pedagogical thinking consists of a system of professional psychological and pedagogical knowledge and skills to identify pedagogical facts, situations, phenomena, to penetrate into their nature, to design or predict possible results, etc.; 4) the formation of future teacher’s pedagogical thinking carried out in the process of mastering professional knowledge, skills and abilities, while solving problem situations and solving selected tasks. Conclusions. The author defined that the problem of forming a new pedagogical thinking of future teachers is extremely relevant today; only a teacher with developed thinking is able to solve the problems of a modern school, be able to interact with students effectively and create an interesting educational environment.

Geometric Thinking of Future Teachers for Primary Education—An Exploratory Study in Slovakia

Various studies show that the level of knowledge achieved by pupils is influenced by the level of knowledge of their teachers. In this article, we focus on geometric thinking and the solutions for geometric tasks through a study of future teachers of primary education. The research sample consisted of 59 master’s students from the Teacher Training for Primary Education (TTPE) program. To determine the level of geometric thinking of TTPE students, the van Hiele geometric test was used. Two geometric multi-item tasks were proposed and the students’ solutions to these tasks were quantitatively and qualitatively evaluated. The main goal was to analyze students’ misconceptions while solving tasks and to compare and reveal the connections between their solutions and their achieved level of geometric thinking. A statistical implicative analysis was used for a deeper analysis, namely the statistical software C.H.I.C. The research findings show that more than 40% of TTPE students in the research sample did not reach the required level of geometric thinking. The achieved level of the geometric thinking of students is also influenced by the type of high school education. We observed problems with understanding the concept of the triangle and square in TTPE students. The connections between the solutions of two geometric tasks and the achieved level of geometric thinking were also revealed.

APPLICATION OF CONTENT ANALYSIS METHOD IN PEDAGOGICAL RESEARCH

The article presents the possibilities of applying the method of content analysis in pedagogical research carried out by future teachers. The authors emphasize the importance of preparing future teachers of geography for the organization and implementation of scientific and pedagogical research in professional activities. It is noted that research activities of students are a natural continuation and deepening of the educational process by studying specific topics and problems using a system of methods of pedagogical research, which contributes to the development of scientific and pedagogical thinking, the need for intellectual development, self-development and self-education.
 It is stated that content analysis is an important tool of scientific research, which provides a step-by-step procedure for studying the basic category (concept, pedagogical phenomenon) in the system of psychological and pedagogical sciences. The essence of this method is to consistently and systematically record the units of the studied content (certain meaningful concepts), identify the frequency of their use, as well as to trace the relationship with the content of the entire document and group them for different purposes within a conceptual scheme or theory, in particular to study their specifics.
 The step-by-step procedure of content analysis in the process of studying the essence of pedagogical concepts is determined. Different approaches to the application of content analysis are presented on the example of such categories as "talent", "strategic competence", "practice-oriented learning". The prospects and capabilities of the method under study in the field of construction of definitions of the analyzed concepts are illustrated.
 It is concluded that content analysis in pedagogical research is an up-to-date and relevant method, which provides a powerful toolset for working with the conceptual apparatus of pedagogy, and contributes to the development of theoretical thinking of future teachers.