Training Of Future Teachers Research Articles

한국어 교수-학습을 위한 상호작용 연구 동향 분석과 과제

This study analyzed the trends of interaction research in the field of Korean language education and suggested implications and future research tasks. The papers analyzed for research trends were theses published in the Korea Research Foundation's nomination lists by October 2023. Since the aspects and methods of interaction are quite different depending on whether the teaching-learning space is offline or online, I first categorized papers according to these two criteria, and then subdivided them into sub-areas in terms of research topics and methods.
 Research on interaction in the field of Korean language education began to appear in the 2000s. The major turning points in the transformation of offline and online teaching and learning environments were around 2010. Until the early 2010s, almost all classes were held face-to-face, so research on interaction was centered on classroom instruction. The commercialization of high-speed internet in the 2010s greatly improved the environment for online education and diversified educational media. In the field of Korean language education, attempts have also been made to utilize online educational media and contents. Serious research on interaction in online educational environments has also been conducted since the mid-2010s. However, at this time, online classes were mostly based on stored contents. Then, in 2020, due to the COVID-19 pandemic, almost all classes were shifted to a non-face-to-face online format. As a result, online education mediums have diversified to include learning management systems (LMS), YouTube, mobile apps, online video lecture platforms, metaverses, and social media. As a result, interaction in online educational environments has emerged as an important issue, spurring research.
 Interaction research in offline teaching and learning environments has been focused on observing and analyzing the interaction patterns between teachers and learners and between learners and teachers. However, most of the research is limited to analyzing the interaction patterns. Therefore, it is necessary to find specific ways to apply them to future classes and teacher training. Next, in the case of interaction research in online-based teaching and learning environments, online learning is becoming more popular. However, the lack of interaction between instructor and learner, learner and learner, and learner and learning contents is still a problem that needs to be solved. And a new aspect of interaction in language education is worth paying attention to. This is the interaction with ChatGPT. The emergence of generative AI such as ChatGPT is revolutionizing the paradigm of mass education systems based on achievement standards and achievement levels. Therefore, research on interaction based on this is also an important future research task.

USING STEM EDUCATION AND MACHINE LEARNING FUNDAMENTALS IN THE EDUCATIONAL PROCESS

The article examines the state of training of future teachers of computer science in higher educational institutions of the republic and the introduction of STEM education and the basics of machine learning into the educational process. The materials on the development of special courses and their implementation in universities in these two areas, on the content of special courses to improve students' knowledge, the formation of new knowledge and skills are presented. The implementation of the training of future computer science teachers in STEM directions within the framework of the Erasmus+ program is also being considered.

METHODS OF COMPOSITION TRAINING IN FORMATION OF AESTHETIC CULTURE OF ARTISTIC AND PEDAGOGICAL SPECIALTIES STUDENTS

Purpose. The article is devoted to the topic of the use of composition teaching methods in the process of forming the aesthetic culture of students, which is relevant in the conditions of modern art and pedagogical education. The subject of analysis is the methods of teaching composition in order to increase the level of aesthetic culture of students, future teachers of fine arts. The author aims to reveal the potential and role of composition teaching methods in the process of forming the aesthetic culture of students.
 Method or methodology of the work. The study is based on a systematic approach that made it possible to consider the problem in the relationship between the methods of teaching composition and the process of forming the aesthetic culture of students. The study is based on methods of studying and analyzing the theoretical and methodological literature, which examine aspects of this problem, comparative analysis of the literature, as well as the systematization of the information obtained.
 Results. The teaching methods applicable to composition classes in order to form the aesthetic culture of artistic and pedagogical specialties students are described.
 Scope of the results. The results obtained can be applied in the practice of training future fine arts teachers.

ПРАКТИКО-ОРИЕНТИРОВАННЫЕ ЗАДАНИЯ КАК СРЕДСТВО ФОРМИРОВАНИЯ СОЦИАЛЬНО-ЛИЧНОСТНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА

The direction of the research determined by the author is confirmed by its psychological, pedagogical, social and practical relevance, taking into account the changes taking place in almost all spheres of life of the Republic of Kazakhstan. The article considers practice-oriented tasks as a means of forming the socio-personal competence of students of the educational program 6B01310 "Pedagogy and methodology of primary education". The author proves the relevance of the inclusion of future primary school teachers in conditions close to professional activity in order to develop the necessary abilities, the formation of social and personal qualities of the individual. The paper defines a key concept, shows an algorithm for constructing practice-oriented tasks for the preparation of future primary school teachers in social and personal interaction with the subjects of the educational process. The paper defines the key concept of «practice-oriented tasks», shows an algorithm for constructing practice- oriented tasks for training future primary school teachers in social and personal interaction with the subjects of the educational process. The study involved young professionals with less than 3 years of experience in primary school, and students of the educational program 6B01310 «Pedagogy and methodology of primary education» of Pavlodar Pedagogical University named after A. Margulan. The system of evaluation by a university teacher of the quality of students' performance of practice-oriented tasks is presented.

The transformation of the training of preschool educators in the digital age

Nowadays, the informatization of education, the purpose of which is the use of new information technologies in the global rationalization of intellectual activity, is considered as a mandatory and absolute condition for the creation of a new information society. Therefore, we have singled out the main ways of high-quality professional training of future teachers of preschool education institutions in the modern information society. The professional training of future teachers of preschool education institutions is considered as a multifactorial structure in the modern information society and its tasks and educational components are distinguished. Four stages are distinguished and two methods of integration of professional training of future educators are characterized (horizontal and vertical). The application of the personally oriented, competence-based, integrative, activity approaches discussed in the article will provide, by the requirements of employers, a high level of training of a creative, competitive personality of the future specialist. The main technologies and factors that are effective in the modern information society are highlighted for high-quality professional training of future specialists. The importance of distance education, cloud technologies, and educational blogs is proven and the advantages of using them for the professional training of specialists are shown.

MODERN CONCEPTS OF VOCATIONAL EDUCATION TEACHER TRAINING: PEDAGOGICAL SUPPORT AND FACILITATION

In the study, taking into account the current circumstances of ensuring the effectiveness and quality of future teacher training of the country’s professional council system in wartime conditions, the emphasis is on the well-known but insufficiently implemented concepts of pedagogical support and facilitation, which ensure the orientation of the training process to the realization of the individual potential of each student, his independence, aspirations to self-improvement in the chosen profession throughout life.
 The purpose of the article is the theoretical search, systematization, and characterization of external and internal conditions for the implementation of the concepts of pedagogical support and facilitation in the process of professional future vocational education teacher training in Ukrainian higher education institutions. These conditions include the following: personal knowledge, practical experience of humane interaction, subjective experience of an individual, and students’ social and cognitive activities. The external conditions of the process of training future teachers for the manifestation of pedagogical support include the content of training, which involves knowledge of existential security, humanistic foundations of educational sciences and psychology; the organization of the educational process focused on the usage of interactive and personally relevant technologies that model the social and subject content of future professional activity; creation of dialogic interaction between the teacher and students, which is based on orientation to the personality of each future vocational education teacher.
 It emphasizes the need to instruct the methodological and theoretical foundations of the introduction of modern concepts of future vocational education teacher training at the master’s level of ethical, existential, and ontological aspects of content and professional activity; these aspects are classified as promising areas of research.

Improvement of the Professional and Methodical Training of Future Physics Teachers

The relevance of this study is conditioned by the fact that the law on education in the Republic of Kazakhstan was updated in 2020, which allows for considering the training of a future physics teacher from a new perspective. The purpose of this study is to develop and introduce instructional foundations for improving the system of professional and methodical training of future physics teachers in the Republic of Kazakhstan. Several models of this system are considered in detail: structural and multilevel. It has been proven that the basis of the system of methodical training for a future physics teacher is the course “Methods of teaching subjects (physics)”. For this purpose, the following research methods were used: analysis and synthesis, design, logical analysis, and the positions of scientific objectivity, systematisation in the study of the professional and methodical training of future physics teachers in the Republic of Kazakhstan. The paper provides a detailed description of the analysed discipline (goals, objectives, principles of choosing the content and design of pedagogical material, and features of the organisation of the educational process). This study provides vital insights into the development and implementation of improved training systems for future physics teachers in Kazakhstan. By focusing on both theoretical and practical aspects of teacher training and aligning them with labor market demands, it sets a precedent for creating more effective and adaptable educational frameworks. These advancements not only enhance the professional competencies of future physics teachers but also promise to elevate the quality of physics education in the region, ultimately contributing to the betterment of educational standards and practices.

IMPLEMENTATION OF THE PRINCIPLES OF SCIENTIFIC AND RESEARCH ACTIVITY OF FUTURE TECHNOLOGY TEACHERS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS

The article examines the importance and methods of introducing the principles of scientific research into the educational process of future technology teachers, emphasizing the importance of forming scientific consciousness, developing critical thinking, and the ability to innovatively apply knowledge in practical activities. Modern approaches to the integration of scientific research into the educational process of higher education institutions are analyzed, including the usage of active and interactive teaching methods, and the involvement of students in real research projects that contribute to the development of scientific and research skills.
 The key role of the implementation of scientific and research principles in the educational process of training future technology teachers is emphasized, and the importance of this aspect for the development of the necessary competencies in a dynamic information and technology environment is emphasized. The role of active and interactive teaching methods in involving students in a deep understanding of scientific concepts and practical application of knowledge is defined. The value of elective disciplines for the development of scientific and research abilities and skills, which determines the preparation of future teachers for independent research work, is clarified. An overview of opportunities for applicants to participate in scientific projects and publish their work is provided, which contributes to professional growth and scientific careers. The need to provide access to modern resources and improve the qualifications of teachers for the effective implementation of scientific and research activities in education is emphasized. A comprehensive approach to reforming curricula and teaching methods is proposed, which is crucial for the formation of highly qualified technology teachers ready for innovative activities and scientific research. Such systematic preparation for scientific research activity will contribute to the formation of future specialists’ readiness for innovative, creative, and critical professional activity.
 A conclusion has made about the need for further development of methods of integration of scientific research activities into educational processes to ensure a high level of training future technology teachers, taking into account the dynamically changing requirements of the modern educational and technological environment.

Підготовка фахівців до роботи з дітьми в умовах інклюзивної освіти в загально­освітніх закладах України [Training of specialists to work with children in the conditions of inclusive education in general educational institutions of Ukraine

The article proves the urgency of introducing inclusive education in general educational institutions; the system of vocational training of future primary school teachers in conditions of inclusive education is analyzed. The article actualizes that one of the prerequisites for Ukraine’s entry into a single European educational space is the introduction of European norms in education and science. The need for improving the Ukrainian education system, raising its level of quality is an important task, which is conditioned by the need to create positive conditions for the formation and realization of the student as a future professional and his personal self-realization. The solution of this problem is possible with the preparation of a future teacher with deep knowledge, has developed pedagogical abilities, perfect professional skills, professional self-awareness, pedagogical thinking, has the skills of self-education, self-improvement. Therefore, the formation of the readiness of the future teacher of an elementary school for professional work in modern conditions acquires special significance.

UKRAINIAN SCIENTIFIC CONFERENCE OF YOUNG SCIENTISTS «SOIL AND LAND RESOURCES OF UKRAINE»

Information is provided about the study conducted at the Faculty of Geology and Geography of Odesa National University named after I. I. Mechnikov Ukrainian scientific conference of young scientists. Graduate students, young scientists, students of higher education, representatives of scientific institutions and institutions of higher education from different regions of Ukraine took part in the conference. More than 30 reports were heard at the conference. The main directions of scientific research of young scientists related to ecological and geographical problems of soils in various research areas; socio-geographic analysis of the use of soil and land resources of Odesa; the state of development of comprehensive plans for the development of community territories in Ukraine; the use of information and computer technologies in modern soil and land research; the impact of the war on the current state of land reform, etc. Special attention was also paid to problematic issues of higher education in Ukraine, including geographical ones, and issues of training future geography teachers in higher education institutions. Based on the results of the scientific conference, a collection of theses materials was prepared and it was proposed to hold a similar event annually with the involvement of representatives of higher educational institutions and scientific institutions from different parts of Ukraine.

DIDACTIC PRINCIPLES OF TRAINING FUTURE TEACHERS FOR THE USE OF INNOVATIVE TECHNOLOGIES

The article analyzes developments on the application of didactic principles in the process of professional training of future teachers of pedagogical disciplines for the innovative technologies use. The conditions and ways of implementing the specified didactic principles are revealed. The following didactic principles are highlighted and systematized: the principle of scientificity; the principle of accessibility of education; the principle of systematicity and consistency; the principle of strength of knowledge, abilities and skills; the principle of visibility; the principle of connection between theory and practice; the principle of consciousness, activity, independence. It is emphasised that the classical principles of didactics in the methodological system with the use of innovative technologies have their own specifics. A discipline using innovative technologies is subject to a number of requirements in the design process: psychological, reflecting the patterns of knowledge acquisition; scientific, reflecting the scientific orientation in the discipline; related to future professional activities reflected in the model of specialist training; software, designing curricula or selecting software methodology for use at a certain stage of the educational process. For the successful implementation of the proposed principles, the following conditions must be met: a high level of organization of the educational process using innovative technologies; the use of appropriate means that stimulate the emergence and development of motivation among future teachers of pedagogical disciplines to use innovative technologies in all types of cognitive activity; systematization of knowledge and skills in the application of innovative technologies in the process of studying a special course; acquisition of future teachers of pedagogical disciplines with the experience of using innovative technologies during social-pedagogical and propaedeutic practices; ensuring the emotionality of learning and creating a favorable atmosphere in the process of educational activities. It is noted that the use of innovative technologies should be carried out taking into account the classical didactic principles that are implemented in the process of training in the conditions of traditional education.

Интеграция предметных и педагогических компетенций непрерывного профессионального развития в структуре профессиональной компетентности: методологические основания

В статье описаны компетенции непрерывного профессионального развития (НПР), их место в структуре профессионально-педагогической компетентности. Согласно разработанной методологии, профессиональная подготовка будущих педагогов осуществляется на основе интеграции предметных, педагогических и НПР-компетенций. Создаваемая образовательная среда способствует управлению профессионально-ориентированным развитием обучающихся и выпускников. Обосновано назначение компетенций НПР как ресурсов и инструментов улучшения качества функциональной профессиональной подготовки будущих педагогов. Применяемый в исследовании комплекс теоретических и практических методов позволил установить назначение компетенций НПР, которые отражают внутреннюю природу личности педагога и являются базовыми для предметных и педагогических компетенций. Показано, что компетенции НПР, являясь интеграторами профессиональных и предметных компетенций, направлены на укрепление в профессии начинающих педагогов и устойчивое продвижение в ней. Определена рамка компетенций, актуальных для обучающихся и выпускников направления «Педагогические науки», выстроенная на принципах студентоцентрированности, компетентностного обучения, практико-прикладной направленности подготовки. Уточнены направления обновления образовательных программ, реализуемых в образовательной среде Северо-Казахстанского университета имени М. Козыбаева и Карагандинского университета имени академика Е.А. Букетова как ресурсов формирования компетенций НПР в условиях академической самостоятельности вуза.

Социально-психологический портрет современного студента педагогического направления подготовки

<p>The article specifies the features of the professional activity of modern teachers; discusses the requirements that the profession imposes on the personality of a teacher; through the prism of content analysis of modern research, the socio-psychological characteristics of a modern student of pedagogical training are described; the factors and conditions for the formation of future teachers are highlighted. The relevance of this study is conditioned by the special attention that is paid to the training of future teachers within the framework of the Year of the Teacher and Mentor, announced by the Decree of the President of the Russian Federation Vladimir Putin in 2023, because modern students studying in pedagogical fields of training will one day become the mentors of the younger generation. Due to this, this study was undertaken. For this purpose, the methods of content analysis, descriptive statistics, comparison, synthesis were used. The research analyzes 235 scientific papers, the depth of scientific research was 11 years, and the sample was 45893 students of pedagogical specializations. The result of the analysis was a description of the socio-psychological portrait of a student studying in pedagogical fields of training.</p>

Stakeholders as a Factor of Quality Professional Training of Future Teachers

The article reveals the forms of extracurricular work of university students to ensure the cooperation of the graduation department with stakeholders. Extracurricular work with the participation of community representatives and stakeholders performs educational, regulatory, corrective, communicative, compensatory, evaluation and correction functions. The experience of the Department of Pedagogy and Education of the Mariupol State University regarding the organization of cooperation with representatives of the Mariupol community and stakeholders of the educational program “Primary Education” at the bachelor’s and master’s levels is described. The work is carried out in the direction of attracting external stakeholders (representatives of the Department of Education of the Mariupol City Council and the Centre for Career Development, heads and deputy heads of the city’s educational institutions, primary school teachers) and internal stakeholders (students of higher education) to participate in the scientific and methodological seminar “Pedagogical workshop of the future specialist”. The experience of reviewing and examining student scientific reports and presentations by stakeholders, presented within the framework of the seminar, is described. Emphasis is placed on the fact that such an examination provides a comprehensive impact on the motivational, intellectual, emotional and activity spheres of students. Based on the expertise, stakeholders formulate conclusions regarding the degree of readiness of future primary school teachers for pedagogical activity, the relevance and practical significance of qualification works in the speciality “primary education”; offer recommendations for improving educational and professional programs. An example of one of the seminar programs, which includes a pedagogical assembly and discussion platforms on the subject of student presentations, is given in the article. The analysis of the experience of conducting the ongoing scientific and methodological seminar “Pedagogical workshop of the future specialist” allowed us to draw a conclusion about its effectiveness as an active form of extracurricular work and a means of involving stakeholders in the process of ensuring high-quality professional training of specialists.

INTERDISCIPLINARY APPROACH TO TEACHING GRAPHIC DESIGN FOR FUTURE TEACHERS OF LABOR EDUCATION IN THE CONTEXT OF IT EDUCATION

This article examines the importance of effectively integrating graphic design into computer science education, emphasizing the need for integrative curricula. It is emphasized that such an approach requires taking into account the specifics of both disciplines and contributes to the formation of a comprehensive understanding of the subject, the development of professional competencies, and the training of specialists capable of meeting the requirements of modern society. In the context of the rapid development of digital technologies, the article emphasizes the relevance of the integration of graphic design into IT education. The practical aspects of such integration are considered, including the usage of innovative technical tools, programs, and teaching methods aimed at improving the quality of education.
 Special attention is paid to project-oriented learning, which allows students to implement practical tasks, developing both graphic and computer skills. Examples are given of how students can be involved in the development of websites, mobile applications, and multimedia projects, using knowledge from both fields. Emphasis is also placed on the importance of software tools such as Adobe Photoshop, and Illustrator for graphic design and programming languages and environments for web development, enabling students to acquire the necessary technical skills for their future careers.
 Special attention is paid to the role of integration in qualified teacher training capable of working effectively in a high-tech, information-oriented society. Specific examples of courses and projects that demonstrate the implementation of an interdisciplinary approach in education are provided, as well as recommendations for further improvement of educational programs are developed. The analysis emphasizes the potential and importance of integrated teaching of graphic design and informatics for the training of future teachers, aimed at their professional development and improvement of the educational process in general.

PROFESSIONAL TRAINING OF FUTURE TEACHERS WITH THROUGH OF MOOCs

The article defines the direction of professional training of future teachers who can dynamically respond to changes taking place in education. The development of innovations in the field of Education corresponds to the emergence and development of the innovation environment and methods of its management. The article examines the innovative educational environment, the educational space, the concepts of the innovation process, conducts a theoretical analysis of research and practices in the formation of the innovative environment in an educational organization, identifies the internal and external components of the educational environment. The problems of a systematic approach to the training of a teacher of vocational training in the context of information formation are considered in this article. The essence of the pedagogical system as the basics of improving the professional training of a teacher of vocational training is revealed. These processes are based on the content of technological support, including pedagogical technology. To solve the tasks and test the research hypothesis, the following methods were used: study and analysis of philosophical, pedagogical, psychological and methodological literature, legal documents; study and generalization of advanced pedagogical experience of teaching in pedagogical and classical universities; analysis of the content of mathematical and information technology disciplines within the framework of the studied problem; observation, modeling, questioning, expert assessment, pedagogical experiment, statistical processing of results.

Формирование профессионально-эстетической готовности и медиаграмотности студентов педвузов

Процессы, происходящие в культуре последнего десятилетия, целенаправленно меняют традиционные представления о роли эстетического воспитания в формировании личности учителя. Поэтому на данный момент возникают вопросы разработки и реализации целостной программы по формированию профессиональной и эстетической готовности (ПЭГ) будущего учителя. Также ситуация с коронавирусом показала, что профессионально-эстетическая готовность должна подкрепляется медиаграмотностью будущих учителей изобразительного искусства. В статье представлены результаты формирования профессионально-эстетической готовности будущих учителей изобразительного искусства, изучены направления по формированию профессионально-эстетической готовности. В формировании ПЭГ также применяются информационные технологии как основа последующей грамотности в использовании интернет-ресурсов в педагогической деятельности. Данная работа будет полезна педагогам педагогического вуза в виде инструмента проверки профессионально-эстетической готовности студентов. Авторами определен уровень сформированности профессионально-эстетической подготовки исследования: «Определение формирования ценностных ориентаций»; использованы тесты «Узнавать эмоции», «Категории анализа художественного содержания произведений изобразительного искусства» и «Мотивация профессиональной деятельности». Результаты работы демонстрируют низкий общий уровень познания эстетических знаний, методических умений использовать эстетический багаж в учебном процессе, стремление к творческой самореализации в художественно-педагогической сфере. Студенты показали средний и низкий уровни сформированности эмоционально-ценностного, познавательного, рефлексивно-конструктивного компонентов профессионально-эстетической готовности будущих учителей изобразительного искусства. Авторами статьи предложены параметрические характеристики и набор диагностических инструментов для оценки подготовки будущих учителей изобразительного искусства. Выделенные компоненты позволяют диагностировать степень сформированности каждого компонента профессионально-эстетической готовности педагогов образовательного направления «Искусство».

INNOVATIVE APPROACHES OF NATURAL SCIENTIFIC TRAINING OF FUTURE TEACHERS OF PHYSICAL EDUCATION

The presented article analyzes and characterizes innovative approaches to the natural science training of future physical education teachers. Modernization of education prioritizes the formation of a specialist of high quality and competence, capable of innovative search for ways of self-realization in the conditions of continuous integra- tion of Ukraine into the European educational space. Strengthening the health potential of youth, providing a differentiated approach to groups of children of different ages, fore- casting their needs and motivation for physical development and self-improvement de- pends on the physical culture specialist.We have developed an integrated system of medical and biological education to im- prove the quality and competitiveness of a physical culture specialist in the labor market. Thus, we made an attempt to construct the content of integrated natural science educa- tional disciplines and built an end-to-end logical-didactic structure, updating knowledge in accordance with the new achievements of the disciplines of the natural science cycle; strengthening the relationship between fundamentality and professional orientation of education; ensuring variability and alternative, humanization and democratization of the educational process; improvement of natural science education and establishment of a close connection with sports and specialized training. In this study, the main directions, factors, indicators and criteria for the intensification of student learning with the use of innovative and information and communication technologies were identified.The modernizing ideas of the philosophical interpretation of human value are at the basis of this research, the humanitarian significance of natural scientific knowledge is actualized, which opens up wide possibilities of interdisciplinary and transsubjective integration for use in the process of training modern specialists and achieving high sports results. We have proven the effectiveness of scientific competence, which is ensured by creating an innovative educational environment characterized by openness and autonomy, information saturation and integrability, flexibility and synchronization, multi-vector and creativity. Thanks to the use of innovative approaches in the training of future teachers of physical education, cognitive activity increases, creative thinking and professionalism develop, innovative technologies of physical education are much better assimilated, and most importantly, the mastering of the professional competencies of pedagogues-scientists, pedagogues-innovators takes place. We have proven that the concept of training physical culture specialists of a new type requires mastering an end- to-end multivariate cycle of creative work, from the search for new principles and ideas to the development and implementation of new technologies based on the maximum automation of information processing processes and their practical implementation.We recommend that when planning the educational process in higher education institutions of the physical culture profile, clearly choose and take into account the relationships with previous and subsequent disciplines, adjust the content of the disciplines being studied in order to prevent duplication of educational material. The integrative approach is the most predictable and necessary, we will see the solution to the problem of integration in a close combination of natural science and sports-specialized training. Natural science disciplines in general should include professionally oriented knowledge, peculiarities of teaching and education methods. With such an approach, the assimilation of professionally oriented disciplines takes place through the principle of connecting theory with practice, thus actualizing knowledge and forming skills in professional and pedagogical activities.

Pedagogical disciplines as a component of the content of training future music teachers: experience of higher education institutions in Ukraine and China

Pedagogical disciplines as a component of the content of training future music teachers: experience of higher education institutions in Ukraine and China

Practice-oriented training of future Computer Science teachers

The article reveals the purpose of practical work on the methods of teaching Computer Science, investigates their place in the curriculum, the processes of their organization during the professional training of students in the educational and professional program "Secondary Education (Computer Science)". General secondary education institutions need a Computer Science teacher who has active knowledge of computer science and methods of teaching it, the ability to organize and effectively implement the educational process, alongside the willingness to develop as a person and as a specialist. Theoretical, empirical, and statistical research methods are used. Practice-oriented training combines educational and cognitive, professional and practical, research- and development-centred activities, solving pedagogical situations and methodological problems, integrating the knowledge of computer science, pedagogy, psychology, theory and methods of teaching. An important place in solving this problem is occupied by laboratory and practical work within the discipline "Methods of teaching computer science", which are defined as forms of organization of education in higher education institutions and as methods of professional training aimed at future teachers of Computer Science. The purpose of these forms of education is to train teachers who are able to: perform methodological activities in the design, organization and implementation of the educational process in Computer Science; use forms, means, methods and techniques of teaching students appropriately; develop author's educational and didactic materials for curricula and model programs; develop comprehensively. The conditions for effective practice-oriented training are the reproduction of the process of performing professional duties by a teacher, the use of active teaching methods, as well as the cooperation of the subjects of the educational process. The prospect is to find effective methods of involving students in modelling the professional actions of a teacher, developing methodological cases.