Training Of Future Teachers Research Articles

Emotional Intelligence and Critical Thinking: Relevant Factors for Training Future Teachers in a Chilean Pedagogy Program

Emotional Intelligence and Critical Thinking: Relevant Factors for Training Future Teachers in a Chilean Pedagogy Program

Theoretical and methodological foundations of training future musical art teachers to play wind instruments

The purpose of the article was to clarify the theoretical and methodological foundations of training future musical art teachers to play wind instruments in an interdisciplinary discourse. Among the theoretical foundations of training future musical art teachers to play wind instruments, a number of domestic musicological and music-pedagogical dissertation studies have been identified. To implement the purpose of the publication, a complex of general scientific (analysis, synthesis, comparison, analogy, systematization, generalization, concretization), specific scientific analytical (problematic, genetic, comparative analysis of scientific sources) methods was used, with the help of which an array of domestic scientific research in the field of musicology and music-pedagogical education was systematized regarding the theoretical and methodological problems of brass performance, in particular saxophone performance, and the training of future musical art teachers to play wind instruments. It has been established that domestic performing musicology in the field of wind music began to develop actively in Independent Ukraine. The growth of research interest in the phenomenon of saxophone training and performance in the research of scientists in both art history and theory and pedagogical fields has been noted. The methodological foundations of learning to play the saxophone include instruction on holding the instrument, positions of the body, head, hands, and fingers; breath setting and embouchure; articulation; application; optimal coordination of actions of the performing apparatus. We see the prospects for further research on the problems of instrumental training of future musical art teachers in the realization of the interdisciplinary potential of musicology and music pedagogy.

Training Future Teachers to Conduct Trial‐Based Functional Analyses Using Virtual Video Modeling and Video Feedback

Training Future Teachers to Conduct Trial‐Based Functional Analyses Using Virtual Video Modeling and Video Feedback

On the mathematical aspects of the methodology of training future teachers of the subject "Technology" in the digital age

In the digital age, high-tech industries of modern production are constantly being updated in the process of their accelerated automation and robotization and the introduction of Artificial Intelligence in them. This is the great importance of modern mathematics as the mathematical basis of the language of modern high technologies (HiTech). Therefore, the problem of ensuring the advanced mathematical training of future teachers of the subject "Technology", which plays an important role in the socialization of students, especially in their entry into the world of technology, is urgent. The purpose of the work is to study the mathematical aspects of the methodology of training future teachers of technology. The research is based on methods of analysis of philosophical, mathematical, cultural, psychological, pedagogical, methodological and normative literature on mathematics, computer science and the subject area "Technology". It is proved that knowledge of the mathematical apparatus of this subject area in the realities of the digital age contributes to the development of new key competencies among future technology teachers, allowing them to find complex technological solutions based on an interdisciplinary synthesis of knowledge of mathematics and natural sciences. In this, their training in mathematical modeling using a computer and discrete (computer) mathematics plays a leading role. These areas of mathematics, as the most striking manifestations of the modern mathematical culture of research, are of fundamental importance in the formation of interdisciplinary thinking and project skills among future teachers of technology. They underlie the methodology of forming important elements of their technological culture through the formation of ideas about the types of tasks of mathematical and other types of modeling of an object, process or phenomenon. The results of the article will contribute to the modernization of the methodological system of specialized training of future teachers of technology in the realities of the digital age. They can serve as a practical basis for selecting the content of special courses for their preparation and courses on the methodology of specialized training of schoolchildren in project activities. В цифровую эпоху происходит постоянное обновление высокотехнологичных отраслей современного производства в процессе их ускоренной автоматизации и роботизации и внедрения в них Искусственного интеллекта. В этом велико значение современной математики как математической основы языка современных высоких технологий (Hi-Tech). Поэтому актуальна проблема обеспечения опережающего характера математической подготовки будущих учителей предмета «Технология», играющего важную роль в социализации учащихся, особенно в их вхождении в мир технологий. Целью работы является исследование математических аспектов методологии подготовки будущих учителей технологии. Исследование основано на методах анализа философской, математической, культурологической, психолого-педагогической, методической и нормативной литературы по математике, информатике и предметной области «Технология». Обосновано, что знание математического аппарата этой предметной области в реалиях цифровой эпохи способствует развитию у будущих учителей технологии новых ключевых компетенций, позволяющих находить комплексные технологические решения на основе междисциплинарного синтеза знаний математики и естественных наук. В этом ведущую роль играет их обучение математическому моделированию с использованием компьютера и дискретной (компьютерной) математике. Эти области математики как наиболее яркие проявления современной математической культуры исследований имеют фундаментальное значение в формировании у будущих учителей технологии междисциплинарного мышления и навыков проектной деятельности. Они лежат в основе методики формирования у них важных элементов технологической культуры посредством формирования представлений о видах задач математического и других видов моделирования объекта, процесса или явления. Результаты статьи будут способствовать модернизации методической системы профильной подготовки будущих учителей технологии в реалиях цифровой эпохи. Они могут служить практической основой отбора содержания специальных курсов их подготовки и курсов методики профильного обучения школьников проектной деятельности.

Formation of the readiness of future physical education teachers to organize competitive activities in sports games

This article attempts to reveal the content of the formation of readiness of future physical education teachers to organize competitive activities in sports games. Through the analysis of the literature, it was found that the effectiveness of the activities of future physical education teachers is determined by the coherence of team actions in competitions; the trainer-teacher must have high professionalism (high level of knowledge and skills); the preparation of future physical education teachers to organize competitive activities of students should be carried out at the stage of professional training in higher education institutions; the professional training of future physical education teachers should have a systematic and holistic approach. The analysis of psychological and pedagogical literature and practice helped to develop criteria and indicators of the formation of readiness of future physical education teachers to organize competitive activities in sports games. Cognitive (knowledge about the organization of competitive activities in sports games, students' understanding of the importance of the formation of readiness and personal self-determination); emotional-value (a conscious interest of higher education students to be ready to organize competitive sports activities through the establishment of personal self-determination); voluntary impulse (the readiness of students to take responsibility, to act independently during the organization of competitive sports activities despite doubts (completion of an act); activity (the ability of higher education students to overcome challenges in the process of organizing competitive sports activities, the ability to implement ideas into practical sports activities).

ADAPTATION OF A YOUNG SPECIALIST TO PROFESSIONAL ACTIVITY

The article focuses on ways of adapting a young specialist to pedagogical professional activity. It is noted that the true formation of a teacher occurs with the beginning of professional activity. Only in the classroom does a young teacher understand whether this is his vocation or whether he wants to devote his life to it. Emphasis is placed on the importance of mutual visits for improving the teacher's skills. A young teacher has the opportunity to enrich his teaching experience and plan his professional growth. The goal of collective forms of methodological work is to improve the skills of all teachers in the process of purposefully planned and implemented activities. It is emphasized that the most common collective forms of methodical work in an institution of general secondary education are open lessons. The purpose of the article is a theoretical justification of the importance of forming pedagogical conditions for the professional self-development of future teachers and determining the level of professional training of future teachers for practical activities. Also, in addition to improving professional growth, there are ways to improve the methodical training of the teacher and the adaptation capabilities of the specialist to professional activity. It was noted that the subject methodical associations of teachers, as centers of methodical work, have an extremely important function of adapting young specialists. Four components of one's own «I» and specific stages of formation of a teacher's professional competence are singled out. It is emphasized that an effective form of self-improvement is imaginary entry into the role of an experienced colleague. But using the experience of others carries the threat of inhibiting one's own initiatives and creativity. Therefore, it is necessary to solve a number of issues: conduct a diagnosis of the work of a young teacher; to promote the study of regulatory and legal documents on education; to improve educational and methodical training of modern teachers; promote the mastery of innovative technologies, advanced methods of teaching and education; to encourage the study and application of best practices in pedagogy. During the adaptation period of a young specialist in an educational institution, special attention should be paid to the level of methodical work. They will be divided into three: school level, city level, regional level. It is noted that in order to improve the professional training of pedagogical personnel in schools, special methodical work is carried out, which encourages teachers to improve their qualifications, contributes to the mutual enrichment of the pedagogical team with pedagogical experience, enables young teachers to learn pedagogical skills from experienced colleagues, ensures the desire of the pedagogical team to find new ones forms and methods of work.

Ценностно-смысловые основы системы подготовки будущих педагогов исторических регионов Российской Федерации (на примере Азовского государственного педагогического университета)

The purpose of the study is to identify the value-semantic foundations of the training of future teachers and describe the experience of introducing these foundations into the practice of educational activities of one of the pedagogical universities of the historical regions of the Russian Federation. The article analyzes the regulatory framework for the formation of the value-semantic foundations of the training of future teachers, scientific research in this area of pedagogical work and the structural characteristics of the personal and professional values of teaching staff. The scientific novelty of the research consists in substantiating the content of activities aimed at introducing a value-based approach into the system of training future teachers of the Donetsk and Lugansk People's Republics, Zaporizhia and Kherson regions. As a result, the normative and legal framework of the spiritual and moral education of student youth is analyzed; the theoretical aspects of the formation of value-semantic orientations of the teacher's personality are studied; the value-semantic foundations of the system of training future teachers in modern conditions are identified; and the relevant experience of one of the pedagogical universities of historical regions is described.

Pre-service teachers' perceptions of physical, socioemotional and cognitive traits in gifted students: unveiling bias?

Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability. Following a mixed methods research with between subjects design and using a convenience sampling, 455 last-year pre-service teachers enrolled during 2023-2024 in one of three university degrees or one Master's degree related to teacher training at University of Murcia were randomly assigned a vignette in order to rate the intellectual ability, motivation, prosociality, and physical characteristics of a fictitious 12-year-old student whose ability level (gifted/non-gifted) and gender (girl/boy), varied. Additionally, participants were asked to describe how they imagined the fictitious student's physical appearance. After exploring measurement invariance (SPSS AMOS 29), a MANCOVA was performed to compare the results across vignettes (SPSS 28). The study delves specifically into the physical characteristics attributed to gifted students through qualitative analysis addressing co-occurrence coefficients (Atlas.ti 9). The results suggest that pre-service teachers described gifted students as more intelligent and with better physical attributes, especially gifted females. Furthermore, gifted students of both genders were defined as more intelligent, creative, and tall. They considered gifted girls to be attractive and gifted boys to be good at sports, highly fit, formally dressed, and wearing glasses. The results are relevant as they allow a greater understanding of the perception of these students. As pointed out by pioneering studies in the field, implicit theories relate intelligence to physical appearance. This evidence could improve the training of future teachers, and therefore, the identification and assessment of gifted students from different areas.

Effectiveness of pedagogical conditions for the development of logical thinking of future primary school teachers in professional training

The author's research proposes a model of development of logical thinking of future primary school teachers in their professional training. The pedagogical experiment concerning the development of logical thinking of future primary school teachers in professional training is described. The pedagogical conditions for the effective development of logical thinking are formulated and substantiated: the use of active learning methods and game modeling in the professional training of future primary school teachers, the organization of independent activities of future primary school teachers to develop their logical thinking, the use of tasks for the development of logical thinking of future teachers in the process of professional training. The system for assessing the levels of development of future primary school teachers' logical thinking is characterized and the results of a pedagogical experiment are presented. To determine the level of development of logical thinking according to the motivational criterion, the indicators of knowledge and skills of future primary school teachers, revealed during classroom classes and independent work in academic disciplines, the study of which is aimed at forming a general understanding of work in primary school, impressions of future professional activity, were used. To determine the level of development of future primary school teachers' logical thinking according to the cognitive criterion, the results of students' performance in the disciplines whose main task is to perceive theoretical knowledge about future professional activity, planning and organization of the educational process, methods of primary school students' development were used. The basis for the diagnostics according to the activity criterion was the performance of future primary school teachers in the subjects “Computer-oriented learning technologies”, “Technologies of distance education in primary school”, pedagogical practice in general secondary education institutions, coursework, writing a diploma (qualification) work and a comprehensive exam on pedagogy and methods of forming the competencies of students. The results of the experiment revealed a significant increase in the average qualitative indicator of logical development, which indicates the effectiveness of the use of the obtained scientific results and gives the right to recommend their use in the educational process at universities.

Correction of clip thinking among pedagogical students in the process of solving practice-oriented tasks

Introduction. One of the characteristics of modern society is the emergence of a phenomenon known as clip thinking. The presence of clip thinking in a future teacher may hinder the development of competencies that are essential for professional success. Aim. The aim of this paper is to present a scheme for addressing a practice-oriented task, specifically designed to correct clip thinking in future teachers. Methodology and research methods. The methodological foundation of the study was based on system-activity, systemic, and practice-oriented approaches, which facilitated the identification of the characteristics of clip thinking. The study involved 250 undergraduate students from Nizhny Tagil Branch of the Russian State Vocational Pedagogical University. The authors employed the method described by S. D. Polyakov, L. A. Belozerova, and V. V. Vershinina, along with a questionnaire developed by the authors themselves. To confirm or validate the hypothesis of the study, a comparative analysis was conducted using the Student’s t-test. Results. A scheme has been proposed for addressing practice-oriented tasks that facilitate the integration of viewing information fragments related to future professional activities and their comprehension. The effectiveness of using practice-oriented tasks to correct students’ clip thinking has been demonstrated. The diagnostic tool “Clip-Integrity Thinking” (by S. D. Polyakov, L. A. Belozerova, V. V. Vershinina and colleagues) has been adapted to evaluate the level of clip thinking among students in higher education institutions. Scientific novelty. The results of the study enhance scientific understanding of how to address clip thinking and also consider its presence when developing strategies for training future teachers. Practical significance. The data obtained can be utilised to develop a methodology for training future teachers in the field of digital technologies, aimed at addressing the issue of clip thinking. The proposed assessments of clip thinking levels can be employed to identify the unique characteristics of each student and to construct individualised educational trajectories based on this information.

Principles and Conditions of An Integrative Approach to Pedagogical Education

The integration of the didactic process ensures not only the implementation of the theoretical and methodological educational process as a whole, but also the effective conduct of the process. Especially taking into account the lush and uniqueness of the primary education process, the integration of methodological disciplines in the training of future primary teachers ensures an effective course of the theoretical-methodological preparation process.

Structural analysis of the model of methodological competence formation in future foreign language teachers

This paper presents a structural analysis of an original model for developing methodological competence in prospective foreign language teachers. In the context of educational system modernization and the implementation of new educational standards, there is a growing need for educators possessing a high level of methodological competence. This research aims to develop and substantiate the structure of a model that considers current trends in foreign language teaching methodology. The study analyzes existing theoretical approaches to defining and structuring methodological competence, identifying key components such as motivational, cognitive, technological, and reflective aspects. Particular attention is paid to the interrelationships between these components and their influence on the competence formation process. The novelty of the research lies in [specify the concrete novelty here, e.g., introducing a new assessment criterion, developing an original methodology or model]. The research findings can be used to optimize curricula and programs for training future foreign language teachers, as well as to develop practical recommendations for fostering their methodological competence.

Perceptions of students of pedagogical training programs in universities about ways to ensure children’s safety

Introduction. Modern reality demonstrates various threats to children’s safety. Family, society, state and education should act as a guarantor of children’s safety in an unstable world with many different threats and dangers. Therefore, identifying the ideas of students of pedagogical training programs in universities about ways to ensure children’s safety is relevant. Enrichment of scientific information on this issue will allow it to be taken into account when developing the appropriate content of professional training for future teachers. The study was aimed at identifying the ideas of students of pedagogical training programs at universities about ways to ensure the safety of children. Methodology and methods. The survey included 120 students of Yelets State University named after I.A. Bunin (Russian Federation). Closed questionnaires were processed by means of comparison, analysis, generalization, calculation of percentage ratios between answer options (response frequency was calculated); ranking (distribution of quantitative indicators of security methods according to their degree of priority). Results. The following levels of priority were identified for methods of ensuring child safety: 1st – 40%-96% of responses (cultivating respect for teachers, restricting access to dangerous objects, equal distribution of parental attention between older and younger children, etc.); 2nd – 29%-39% of responses (blocking access to “adult websites”, promptly paying attention to health problems, accustoming children to comply with the requirements of grandparents, choosing a qualified doctor, talking to parents with children about problematic situations in communication with teachers, cultivating politeness with the elderly, adult control over the safety of children, etc.); 3rd – 25%-28% of responses (parents’ control over their children’s treatment, following doctor’s orders, teaching traffic rules, life safety lessons, eliminating negative patterns of adult behavior, informing about proper nutrition, etc.). The types of coincidence of views of students under 20 and over 20 years old were identified: complete identity (60%) and incomplete identity (40%). Conclusion. The results of the study will enrich the design and implementation of the content of professional training of students of pedagogical education on issues of ensuring the safety of children.

Model of self-regulated learning of students – future teachers based on self-assessment of readiness for professional teaching activities

Introduction. The main requirement for a professional is to constantly learn which is put forward by the modern social situation and constant changes. New learning models based on self-regulation of learning are needed in order to create an educational environment where everyone can achieve success. For effective self-regulated learning of a student, it is important to conduct self-assessment of readiness for professional pedagogical activity. The use of self-assessment of readiness for professional activity of students – future teachers will avoid the destructive use of artificial intelligence products as author’s (non-original qualification, control works, abstracts, essays) in diagnostic procedures, increase the level of responsibility of the student himself for the individual educational result. The study was aimed at developing and testing the implementation efficiency of the self-regulated learning model of students – future teachers based on self-assessment of readiness for professional pedagogical activity. Materials and methods. In order to structure the self-assessment, a survey of 428 students of pedagogical training programs (bachelor’s, master’s, postgraduate) was conducted at the Tambov State University named after G.R. Derzhavin and the State University of Education (Russian Federation). The efficiency of the implementation of the model components was assessed by 106 students who took part in the experimental work. The U-Mann- Whitney criterion and the simplified J. Phillips ROI method were used to analyze the results. Results. A model of self-regulated student learning (components: self-assessment → goal; content; means; methods; forms of organization; stages of the cyclic process) and a toolkit for self-assessment of readiness for professional pedagogical activity have been developed, which can also be useful for individual support, tutoring, and mentoring of future and existing teachers. It has been revealed that the model of self-regulated student learning is more effective in comparison with traditional teaching models. When calculating the Mann-Whitney U criterion, a significant difference was determined between the control and experimental groups (according to the cognitive-technological criterion: U EMP = 217.5 (p≤0.05); according to the motivational-value criterion: U EMP = 204 (p≤0.01); according to the reflexive-technological criterion: U EMP = 190.5 (p≤0.01)). Conclusion. The novelty of the study consists in developing a model of self-regulated learning based on self- assessment of students’ readiness for professional pedagogical activity, which contributes to improving the quality of training of future teachers and the efficiency of the educational process. The results obtained can be used in developing models of self-regulated learning for students in other areas of training.

Preparing future physics teachers to conduct entertaining experiments using the infrastructural potential of innovative educational centers

Introduction. The modern education system requires future teachers not only to have deep theoretical knowledge of the subject, but also practical skills in using innovative equipment that helps schoolchildren learn the educational material more effectively. Therefore, the problem of preparing future teachers to use modern technologies and innovative teaching methods in the educational process is relevant. The aim of the article: to develop and implement a modular curriculum for professional education that will enable teachers to effectively use the infrastructural potential of innovative educational centers. Methodology and methods. The study was conducted at the Chuvash State Pedagogical University named after I. Ya. Yakovlev and educational institutions in Cheboksary and the Chuvash Republic (Russia). More than 100 physics teachers, 80 schoolchildren, and 45 students of the pedagogical university took part in the pedagogical experiment. Methods of the experimental study: survey, observation, analysis, synthesis, and questionnaires. A survey was organized to identify the main difficulties that teachers encounter when performing laboratory work with schoolchildren during class and extracurricular activities. A program of professional training of future teachers was prepared and implemented, aimed at developing skills in working with laboratory equipment, the ability to plan and implement physical experiments that motivate both the students themselves and the pupils. A questionnaire was organized to understand the level of interest in the subject and the involvement of schoolchildren in the activity. Results. The majority of respondents (75.3%) do not use the equipment of the children's technopark "Kvantorium", 73.3% of respondents actively use the equipment of the "Growth Point" center in their work. According to the majority of survey participants (43.8%), high-quality work requires an expansion of the types of equipment, as well as the development of accessible guidelines for performing laboratory work using modern equipment. Conclusion. The findings of the study demonstrate the effectiveness of using the infrastructure capabilities of modern educational centers to improve the quality of physics education. The recommendations are aimed at stimulating teachers to actively use practical methods and digital technologies of new centers in the educational process. The results obtained open up new horizons for further research to improve the effectiveness of using the educational potential of centers through expanding thematic experiments and adapting programs to the diverse educational needs and interests of students. The proposed recommendations can become the basis for implementing similar programs with students of other pedagogical universities.

Organisational factors influencing the integration model of interaction between a pedagogical university and a regional educational system

Introduction. At the current stage of development in the interaction between pedagogical universities and regional education systems (RESs), there is an opportunity to evaluate both the effectiveness of existing models of collaboration between the region and universities, as well as the influence of internal and external factors on the functioning of these models. Aim. The present research aimed to identify the most significant factors influencing the effectiveness of the integration model of interaction between a pedagogical university and RESs, as well as how these factors are perceived by the participants involved in this interaction. Methodology and research methods. In this study, the authors investigated the effectiveness of various factors influencing the integration model of interaction between pedagogical universities and RESs through the lens of systems and environmental approaches. In this context, interaction is viewed as both a process and an outcome of the dynamically evolving relationships between complex, integrated systems, aimed at maintaining balance and achieving objectives within the contemporary socio-cultural educational environment. A survey was employed as the assessment method, involving 2,335 employees from regional educational organisations, educational authorities, educational development institutes, and pedagogical universities. The participants ranged in age from 20 to 73 years, with an average age of 45.6 years (standard deviation: 12.3), and 89.8% of the respondents were women. Results. The study revealed a discrepancy between the perspectives of different parties regarding the nature of their interactions, particularly in how representatives from various organisations perceive the functioning of interaction models between pedagogical universities and RESs. University representatives view these interactions as more fruitful and intensive, while RES representatives tend to perceive their engagement with pedagogical universities primarily in terms of addressing the challenges of training future teachers and mitigating staff shortages within RESs. Furthermore, the research indicated that the territorial factor holds greater significance for RES representatives compared to university employees. It was also found that the selection of programme content and the educational outcomes associated with it reflect the actual deficits and needs of the interacting parties. Scientific novelty. For the first time, a large-scale survey conducted among representatives of RESs and pedagogical universities comprehensively examined the perceptions of the involved parties regarding the nature of their interaction. It also identified the factors influencing this interaction and revealed the expectations of the participants concerning the professional development programme. Practical significance. The research findings can serve as a foundation for designing interactions between pedagogical universities and RESs. This implementation is feasible during the development of professional competencies, motivations, and the significance of collaborative activities within a specially designed professional development programme for the participants involved in this interaction.

Development and Evaluation of a Teacher Training Program in Artificial Intelligence Technology

This study aims to develop and evaluate a training program for teachers in artificial intelligence (AI) technology to enhance their ability to effectively utilize these technologies in teaching. Through a literature review, key content and methods for the training were identified, and corresponding evaluation indicators were designed. The study employed a mixed-methods approach, combining quantitative and qualitative data, to comprehensively assess the implementation effects of the training program. The results showed that the training significantly improved teachers’ understanding and application of AI technology, enhanced their teaching confidence, and had a positive impact on teaching practice. The study also explored factors affecting the training outcomes and proposed improvement suggestions, providing valuable references for future teacher training.

СВІТОГЛЯДНІ МАШИНОЗНАВЧІ ЗНАННЯ МАЙБУТНІХ УЧИТЕЛІВ ТЕХНОЛОГІЙ

Mechanical engineering competence is a basic component of the professional training of future technology teachers. It is implemented, as a rule, in the specialized education of high school students and directs their professional self-determination to the field of modern production, helps schoolchildren navigate different types of working machines, using as a support the ability to determine their methods of action, and also allows future technology teachers to competently organize extracurricular work and extracurricular education of schoolchildren. Currently, the actual content of mechanical science knowledge of future technology teachers is narrow and irrelevant to their professional activity, as it models the basics of the professional competence of future design engineers in the mechanical engineering industry. The article substantiates the need to replace the functional concept of the content of mechanical knowledge of future technology teachers with the concept of the user of working machines. Accordingly, the knowledge of the engineer-designer of the machine-building industry is being replaced by the basic worldview knowledge of the mechanical engineer as a reference qualified user of working machines or equipment in general. In the study, it was hypothesized that the level of cognitive interest of future technology teachers in machine science knowledge will increase if their content is global. The essence of the method of control questions, which allows modeling the machine science worldview of the user of working machines, is revealed. The pedagogical experiment was conducted at Mykhailo Kotsiubynskyi Vinnytsia State Pedagogical University during 2018–2024. It consisted of three series of ascertaining, formative and control stages. At the ascertaining stage of the pedagogical experiment, the actual level of students' interest in mechanical engineering knowledge was determined. At the formative stage, traditional machine learning competence was formed in the control groups and innovative machine learning competence in the experimental groups. At the end of the semesters, at the control stage, an assessment was made of the nature of the shift in the cognitive interests of the students of the control and experimental groups towards machine science knowledge. The theoretical value of the results lies in substantiating the concept of the user of working machines for determining the content of machine learning knowledge of future technology teachers. The practical value of the results lies in the use of technical problems as a didactic condition for the formation of students' machine science competence in the process of using the worldview of machine science knowledge they have learned to solve educational technical problem situations.

ПРАКТИЧНО-ДОСЛІДНИЦЬКИЙ ПРОЕКТ ЯК ІНСТРУМЕНТ ДОСЛІДНИЦЬКОГО НАВЧАННЯ У ПІДГОТОВЦІ ВЧИТЕЛІВ НІМЕЦЬКОЇ МОВИ

The article highlights the concept of research-based learning and analyses its implementation in European higher education institutions. It is found that pedagogical universities in Ukraine lack the necessary tools for the development of research skills in future teachers. There is also a lack of empirical research on research-based learning. These factors have led to the relevance of this article. The article presents one of the forms of implementation of research-based learning in the international curriculum "DLL - Learning to Teach German" for the training of future teachers of German. This programme is implemented with the support of the Goethe-Institut at the Mykhailo Kotsiubynskyi VDPU. The article describes the framework of implementation and the results of observations and empirical analysis of the development of students' competences. Research and reflective learning in the context of the DLL programme is carried out through the implementation of a practical research project (PRP). The emphasis is on the study of one's own teaching activities, observation and indepth reflection. It is noted that the implementation of the PDP poses certain challenges for students due to their lack of teaching experience and unfamiliarity with independent research. This context serves as the basis for a practical study based on the analysis of individual documentation of research projects completed by students over the last three years. The aim is to check the level of students' ability to reflect on their own experiences and to identify ways of improving their teaching practice. For a more in-depth analysis, five aspects of reflection were identified, distinguishing between PDRs based on their own teaching and those based on observation. The use of qualitative textual analysis, deductive and inductive approaches allowed us to draw conclusions and suggest ways to improve students' preparation for undertaking such research.

Teacher in Scientific Research by Bishop Zygfryd Ignacy Kowalski (1910-1995)

Research aims and problems: The aim of this article is to present the pedeutological views of Bishop Zygfryd Ignacy Kowalski, who lived from 1910 to 1995. He studied pedagogy at Nicolaus Copernicus University in Toruń (UMK). Alongside his pastoral duties, he worked as a religion teacher in schools in Toruń, including at the Pedagogium, and later lectured in pedagogy and didactics at the Seminary for Priests in Pelplin. The main focus of this paper is Fr. Kowalski’s pedeutological thought. The article seeks to answer specific questions concerning: his pedagogical studies as a preparation for his pedagogical studies, his research on teachers in both published and unpublished works, and his research methods. Research methods: This article employs historical research methods. In order to examine the issues outlined above, sources from the Archives of Nicolaus Copernicus University (AUMK), the Archives of the Diocese of Pelplin, as well as published texts on pedeutology, were analyzed. Structure of the article: The article is organized around two main topics: 1. Fr. Kowalski’s pedagogical studies at UMK, which served as his foundation for scientific research. 2. His pedeutological views, which form the core of the discussion. These sections are dedicated to his academic curriculum and the essence of his pedeutological thought. The article is further structured with an introduction and concluding remarks that summarize the analysis of the sources used. Research results and their influence on the development of pedagogical sciences: This article is a contribution to the advancement of research on the teaching profession in Poland. Using Fr. Kowalski’s writings as a case study, it shows methodological aspects of designing pedeutological research projects, analyzing results, and formulating theories based on those findings. Conclusions and/or recommendations: The conclusions drawn from the source analysis refer to both pedagogical education and pedeutological theory. They underscore the significance of Fr. Kowalski’s research and its continuing relevance to the training of future teachers. A key contribution of his work was identifying the determinants of the teaching profession, with particular emphasis on its religious, moral, and social determinants. These aspects continue to be of relevance today.