Training Of Primary School Teachers Research Articles

ФОРМУВАННЯ КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ НЕВИЗНАЧЕНОСТІ

Among the program outcomes of higher education applicants of the first (bachelor) level of specialty 013 Primary education at the Faculty of Psychological and Pedagogical Education and Arts of Berdіansk State Pedagogical University, the ability to critically assess the credibility and reliability of information sources, to comply with legal and ethical requirements regarding the use of information, communication and digital technologies in the course of pedagogical activity in primary school. During the study of the educational component «Fundamentals of academic writing», the following general competence was formed in the students of higher education: Ability to use modern means of information and digital technologies, search and critical analysis of open information sources in the national language, responsible use of them for solving professional tasks and self-development. At the second stage, in our opinion, it was appropriate to study the educational component «Fundamentals of culture and speech technique of the primary school teacher», which aimed to improve the skills of writing academic texts in students of higher education, to form the ability to compose their own statements in different speech styles, to select appropriate situation type of speech; it is advisable to use general language vocabulary, terms, professional vocabulary depending on the communicative task; to observe the basic rules of ethics in communication. At the third stage of the formation of critical thinking of future primary school teachers, which coincided with the passing of industrial practice and the study of selective educational components, the main attention was focused on the ability to analyze any problem, generalize approaches to its solution, make balanced decisions, reflect and on the basis of this, build your own trajectory of professional and personal improvement. Taking into account the peculiarities of the organization of the educational process of training future primary school teachers using distance learning technologies, it was considered necessary to form the critical thinking of the applicants. For this purpose, it was suggested in classes and for independent work to perform practice-oriented tasks, the solution of which requires higher-level thinking; introduction of project technologies; making one's own judgments thanks to the application of certain methods of thinking. A positive impact in conditions of uncertainty is the constant evaluation of results with the use of «students – teacher» feedback during direct communication in classes and on the MOODLE electronic platform, involvement in scientific research. The creation of such an educational environment contributes to the formation in future primary school teachers of the ability to cooperate as the most important condition for critical thinking, to operate with evidence and formulate conclusions, to find and interpret original documents and sources of information, to analyze, argue, and justify conclusions. Keywords: professional training of future primary school teachers, formation of critical thinking of future primary school teachers, educational process in higher education institutions using remote technologies, practice-oriented tasks.

KHẢO SÁT NĂNG LỰC NGHỀ NGHIỆP CỦA SINH VIÊN TỐT NGHIỆP NGÀNH GIÁO DỤC TIỂU HỌC, ĐƯỢC THỤ HƯỞNG CHƯƠNG TRÌNH ĐÀO TẠO TIẾP CẬN CDIO TẠI TRƯỜNG ĐẠI HỌC VINH

The university training program according to the CDIO approach is built in the direction of developing learners' qualities and capacities through a scientific, logical and measurable learning-outcome system. As the first course to benefit from the CDIO approach training program at the University, 120 students of K58 need to be surveyed and evaluated on their professional competencies to evaluate the effectiveness of the training program after one cycle of application, which is the basis for promptly improving and adjusting the training program. This study conducted a survey of these graduates on four groups of professional competencies. The obtained results reflect the improvement in training quality of the Primary Education sector, and at the same time serve as a practical basis for activities to improve and develop primary school teacher training programs in the future, to meet the innovation requirements of the country's education in the context of industrialization, modernization of the country and international integration.

Internet resources for foreign language education in primary school: challenges and opportunities

The paper explores the challenges and opportunities of developing professional competence of primary school teachers in teaching foreign languages according to the New Ukrainian School concept. The paper analyzes and describes various Internet resources that can facilitate and enhance foreign language learning outcomes in primary school. The paper argues that Internet resources can help modernize foreign language education in primary school and align it with the New Ukrainian School concept. The paper also discusses the importance of training primary school teachers in the methods of organizing distance learning, which is a priority for higher education institutions in the context of continuous education.

EFFECTIVENESS OF SLOW-MATION PACKAGE AND POWERPOINT PRESENTATION ON ACHIEVEMENT OF PRIMARY SCHOOL PUPILS HEALTH EDUCATION

The traditional method of teaching and learning dominate the method of learning that is prominent in Nigeria. The uses of technology for educational system enhance effective teaching learning activity. Therefore, the study investigates the effectiveness of slow-mation package and power point presentation on achievement of primary school pupils Health Education. A quasi-experimental of pre-test, post-test and control single groups design was used for the research. Sixty pupils from the two selected schools formed the sample for the study. The pupils assigned to both and were later tested with Ceramics Achievement Test for data collection. Mean and standard deviation used to test the research questions while t-test analysis used for the formulated hypotheses. A quasi-experimental design was used to determine differences in academic performance of male and female pupils as well as those in private and public school taught with slow-mation package and those taught with power point presentation. The results of the findings indicated that there was no significant difference between male and female students, there was no significant difference between private and public pupils taught with slow-mation package and those taught with power point presentation. As a result of the research, it was recommended that the State Ministry of Education should organise training for primary school teachers on the use of slow-motion and power point presentations which facilitate effective teaching and learning activity.

Satisfying students' psychological needs in the classroom: Benefits of an online intervention to help primary school teachers during a pandemic academic year

Using a self-determination theory framework, this quasi-experimental study focused on designing and implementing online training for primary school teachers to help them develop a motivating style, reduce their burnout and support their students' psychological needs, autonomous motivation, agentic engagement, and academic achievement during the COVID-19 pandemic. Forty-two teachers and their students (N = 682) were randomly assigned to an experimental or a control group. Teachers who participated in the intervention increased their motivating style and reduced their controlling style compared to the control group. The intervention for teachers increased students' autonomy and competence satisfaction, autonomous motivation, and agentic engagement.

Use of animated stories to improve music education practices of trainee primary school teachers in Spain

AbstractThis article analyses an interdisciplinary educational experience combining music, ICT, language and art to create an animated story with active listening as a means of improving knowledge of music education practices. The method consisted of a qualitative, exploratory and descriptive study, with a semi-structured open-ended interview and analysis of the corresponding portfolio by both students and teachers with the aim of encouraging systematic reflection on practices and optimising teaching-learning in the nature of action research. The research population consisted of 104 students of the Bachelor’s Degree in Teaching of the Faculty of Education of the University of Alicante (Spain). The results indicated an improvement in music education practices relating to active listening following the pedagogical intervention, leading to the conclusion that inclusion of ICT in music education facilitates real and effective insertion and enhances students’ autonomy in the process of acquisition of musical skills.

Fundamental Innovation in Primary School Teacher Training in the Primary Education Sector at Tan Trao University

The article is based on theoretical issues regarding the fundamental innovation in primary school teacher training and the practical activities of primary school teacher training in the primary education sector at Tan Trao university. It aims to analyze the advantages and limitations of primary school teacher training. Based on practical research, the article highlights new changes in primary school teacher training at Tan Trao University in terms of goals, system structure, content, teaching methods, and assessment. These innovations have proven effective in education, enabling learners to actively participate in the learning process and transform training into self-learning.

THE PROBLEM OF PSYCHOLOGICAL SUPPORT OF STUDENTS OF PEDAGOGICAL SPECIALTIES IN THE PREPARATION AND PASSING OF A DEMONSTRATION EXAM ACCORDING TO WORLDSKILLS STANDARDS RUSSIA

Currently, a demonstration exam is being introduced into the educational standards of secondary vocational education as one of the forms of final state certification, taking into account the requirements of the competence approach. The demonstration exam has great potential in assessing the professional training of future primary school teachers. However, the organization and conduct of a demonstration exam affects the increase in exam stress and the growth of exam anxiety among students.
 Exam stress is a situation that leads to negative physiological and psychological manifestations; a test situation for a student that requires increased self-control, activation of communicative and intellectual and other resources. Exam anxiety can negatively affect students’ learning outcomes and lead to disappointment in the profession. Therefore, it is important to organize psychological support of students in preparation for the demonstration exam.
 This article describes a study in which the level of anxiety (Spielberger-Khanin Anxiety Scale) and psychological stress (Psychological Stress Scale) of students were diagnosed at all stages of the organization of psychological support. This work included three areas: psychological education, training work with a group of students with the highest rates of anxiety and stress, and individual psychological counseling. The scientific data obtained from the results of the questionnaire and psychological diagnostics (using methods of mathematical statistics) showed that the most effective direction of work is to conduct group training sessions.

Views of College Lecturers on the Integration of Music, Art and Design and Physical Education into Expressive Arts in Zambia: An Exploratory Study

The concerns of an overloaded curriculum persisted in Zambia’s education system as far back as 1992. This lasted until 2002 when the number of subjects was reduced from 11 to 5 in primary schools and from fourteen to six in colleges of education. The study established lecturers’ views on the integration of music, art and design and physical education subjects into expressive arts in colleges of education in Zambia in order to gain insights on prospects and challenges of how the process of integration was done and its implications on the subjects involved. A qualitative approach was adopted for the study in order to gain an understanding of arts integration through the views of college lecturers who train primary school teachers. Twenty-four lecturers were conveniently selected from ten colleges of education. Data was collected using semi-structured interviews and analysed along common themes that arose from participants narratives. The findings revealed that college lecturers saw arts integration as the merging of three subjects into one, a combination of more than two subjects that are related to one another in a number of ways such a s having similar competencies, and merging them into topics. The study reported some benefits and prospects of arts integration as ranging from according lessons a more practical approach, enhancing creativity among leaners, promoting transfer of learning, to supporting collaboration among lecturers and learners. Further, it was found that there were a number of challenges to arts integration ranging from time constraint, lack of human resource, lack of teaching and learning materials to limited knowledge to teach subjects as integrated. The study concluded that lecturers lacked a philosophical understanding of integration and were largely unable to integrate the subjects as expressive arts in actual teaching.

Training of future primary school teachers to preserve and strengthen the physical health of students with special educational needs in distance learning

The article is devoted to the problem of professional training of future primary school teachers using digital educational technologies on the example of H.S. Skovoroda Kharkiv National Pedagogical University. The purpose of the article is to highlight the peculiarities of distance training of future primary school teachers to preserve and strengthen the physical health of children with special educational needs in inclusive education in the course of studying the discipline "Physical Education with Teaching Methods". To achieve this goal, the conceptual ideas of inclusive education based on the principles of democratization, non-discrimination, consideration of human diversity, effective involvement and inclusion of all participants in the educational process, taking into account their individual needs, capabilities, abilities and interests, and the professional competencies of the future primary school teacher, in particular, inclusive, health-saving and designing needs, which allow to execute the task of preserving and strengthening of the physical health of the children with special educational needs. In order to highlight the peculiarities of professional training of future primary school teachers in a distance format, the experience of teaching the discipline "Physical Culture with Teaching Methods" for students of the first (bachelor's) level of higher education in the specialty 013 "Primary Education with Special Education Methods" was analyzed. The discipline was taught using the educational platform Moodle of H.S. Skovoroda Kharkiv National Pedagogical University and Google applications. It is determined that the execution of the tasks of training future primary school teachers should be carried out both through the analysis, transformation and optimization of the content of theoretical and practical professional training, as well as updating the content of educational programs and curricula, taking into account the realities of today.

BASIC PRINCIPLES OF USING VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES IN THE PROCESS OF TEACHER TRAINING IN UKRAINE

In our opinion, in all aspects, education should correspond to the modern realities of the world, for life and communication with which we prepare a person. We propose to pay attention to the preparation of the individual, because without the readiness of the teacher to fulfil his or her responsibilities for socialization and development of skills necessary for self-realization, we lose not only a favourable period. We lose time and opportunities for a person's success in life.For example, teachers' lack of skills or knowledge of currently popular audio-visual content programs, building effective communication in social networks, and their quality use in the educational process create a «generation gap». After all, «gaps» in the knowledge, skills, and capabilities of a teacher or professor are immediately «striking» to children and young people, causing them to reject the teacher's personality and, as a result, the information they broadcast.In addition, a modern young person, fascinated by the possibilities of gadgets and gamification in education, constantly needs new impressions, sensations that will allow them to engage in the educational process, and will interest young people who are oversaturated with various types of information. That is why, in this review, we outlined the main points of our use of currently available virtual and augmented reality technologies, in particular the AltspaceVR program, in the practice of training primary school teachers. We also presented our experience and various aspects of using these technologies in the Ukrainian educational space.

The academy of pedagogy: From a teacher training college to a vibrant university

Based mainly on archival documents gathered from Bahir Dar University (BDU) record office and the UNESCO Head Office in Paris, this qualitative study chronicles and analyzes the history of the Academy of Pedagogy from its inception until it transformed itself into Bahir Dar University. The establishment of the Academy of Pedagogy was the result of a meticulous but ambitious feasibility study conducted by two education experts from the University of London employed by UNESCO as consultants. The consultants recommended the establishment of a college specializing in training teacher educators in a four-year program in Bahir Dar. The study also recommended the construction of a primary school and a teacher training institute to enable teacher trainers to undertake teaching practice, curriculum revision, and action research. Other recommendations included the installation of an educational broadcasting service and the commencement of in-service training for primary school teachers. The study was so ambitious that it suggested the establishment of a Child Development Research Unit, an Ethiopian Arts Center, a Textbook and Journal Publishing Unit, a Comparative African Studies Institute, a Rural Sociology Research Unit, a Health Education Unit, an Evaluation and Archives Unit, and a Model Community. However, the outbreak of the Ethiopian revolution in 1974, forced the academy to follow a different path. Since then, a lot of changes including curriculum revision took place. In 1980, the Academy was renamed Bahir Dar Teachers College (BDTC). Finally, in 2000, BDTC joined the Polytechnic Institute to form Bahir Dar University.

ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА ДІЄВОСТІ СТРУКТУРНО-ФУНКЦІОНАЛЬНОЇ МОДЕЛІ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ПРОЄКТУВАННЯ НАВЧАЛЬНОГО СЕРЕДОВИЩА

In the professional standard for the profession «Primary school teacher of a general secondary education institution», one of the main labor functions is «participation in the organization of a safe and healthy educational environment», which implies the ability formation to design cells for teaching, educating and developing students. Significant changes must be made in the process and content of the training of primary school teachers who are capable of designing a learning environment according to the modern Ukrainian school requirements. The article describes diagnostic tools for assessing the formation component levels of the future primary school teachers readiness to design the learning environment according to personal, content-procedural and evaluative-regulatory criteria: determining personality orientation vectors according to B. Bass; analysis of goods activity; motivational essay; short orientation test according to E. Vanderlik; self-assessment scale of meta-cognitive behavior according to D. Lacoste; creative thinking test according to S. Mednik; determination of the reflectivity level; methodology for determining the emotional intelligence level according to N. Hall; methodology for the volitional self-regulation research according to E. Eidman An experimental data analysis showed qualitative changes at the low and medium levels of the future primary school teachers readiness formation to design the learning environment, which is due to a decrease in the number of applicants for higher education in these categories during the pedagogical experiment in the CG (by 6,97% and 6,33%, respectively) and EG (by 13,92% and 17,73% respectively). Sufficient and creative formation levels of this readiness also demonstrated positive qualitative changes: an increase in the number of applicants for higher education in the CG (by 10,13% and 3,17%, respectively) and the EG (by 22,16% and 9,49%, respectively). The obtained results are confirmed using mathematical statistics methods, particularly, Pearson's criterion calculation = 11,2 and Student's t-test t=8,4. In all respects, there were statistically significant changes in the formation level of the future primary school teachers’ readiness to design the learning environment, which is the basis for asserting the high effectiveness of the developed structural and functional model, particularly, the proposed organizational and pedagogical conditions, forms, methods and means. Key words: readiness, experimental research, diagnostics, model, elementary school, teacher.

ЄВРОІНТЕГРАЦІЙНИЙ ВИМІР МОДЕРНІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ У НАУКОВІЙ СПАДЩИНІ АКАДЕМІКА ОЛЕКСАНДРИ САВЧЕНКО

In her research work, O. Savchenko identified new conceptual foundations of pedagogical education related to its European integration processes: reforming the content of professional training of future teachers in the context of school education innovations and higher education standardization processes; introduction of the humanistic paradigm of education and upbringing of students; design of the individual educational trajectory of the applicants; implementation of a competence-oriented model of education in pedagogical higher education institutions. The scientist emphasized special attention on personally oriented professional education, designing the individual trajectory of professional development of each student during the of his studies. Unfortunately, this leading idea was not sufficiently implemented in practice for a long time. And only in modern conditions do we realize that the transition of university education to a student-centered model is becoming a through line of changes. This is reflected both in the development of educational programs based on the requests of education seekers, and in their more active involvement in the design of their studies, the creation of opportunities for choosing and constructing individual educational trajectories, and the development of a system of independent student evaluation of teachers' activities. In the scientific heritage of O. Savchenko, the problem of the formation of the «ability to learn» in future teachers, which she considered a meta-skill, is highlighted. The scientist claimed that mastery of this skill programs the acquisition of individual experience to become a successful teacher who knows how to prevent overloading of students, rationally use time, calmly and stress-free navigate in various life situations, independently search for sources of information, ways to solve non-standard problems. And in general, the ability to learn, according to O. Savchenko, changes the style of thinking, determines the ability to learn throughout life, creates guidelines for long-term and personally important learning incentives. The analysis of academician O. Savchenko's scientific heritage allows us to state that the scientist actively studied the experience of training future teachers in European countries. She had a unique ability to see better than others the examples of European practices of training future teachers and to submit her own ideas for their implementation in higher education institutions. The works of the famous pedagogue are an example of a successful combination of general theoretical provisions with practice, which testifies to high scientific achievements in the Ukrainian educational space. Key words: professional training of future primary school teachers, academician Oleхandra Savchenko's scientific heritage, European integration dimension, scientific achievements of an outstanding pedagogue.

Research on the Training Mode of "Dual-track Parallel and Fixed Post Training"

"Dual-track parallel, fixed post training" rural primary school teacher training mode is to take normal colleges and rural primary schools as the main body of dual-track education, through regular tripartite meetings, improve the rural teacher enrollment, employment system and other education mechanism, to complete the teaching and education work. Through the supply and demand analysis of the current situation of rural primary school education, the disadvantages of the existing training mode are clarified. This paper will combine the general education mode of local colleges and universities, and continuously improve the construction of teachers and improve the quality of rural education from the aspects of constructing multi-party collaborative training program, optimizing the teaching system of general teachers in rural primary schools, and establishing a scientific and effective assessment and evaluation system.

Training Primary School Teachers to Meet the 2018 National Curriculum

This article focuses on researching methods to train primary school teachers to improve the quality of education at the primary level. The article analyzes the current situation of teacher training and proposes some suitable methods to train primary school teachers. Training primary school teachers is essential for them to update their knowledge and skills in teaching, as well as to improve their classroom management and build good relationships with students and parents. However, the current situation of teacher training still has many limitations, such as a shortage of resources and funding to organize in-depth training courses. The article concludes that training primary school teachers is very important and plays a decisive role in the quality of education at the primary level. There is a need for careful investment and development of suitable methods to help teachers improve their skills and enhance the quality of teaching.

Training Digital Competencies in Future Primary School Teachers: A Systematic Review

Technology proliferated in our daily lives, including in the educational system. To make good use of it, it is so important that teachers have the best training in its use and possibilities. The main objective of this study was to analyze the different methods of training for future primary school teachers and assess the efficacy of the methods. We used SCOPUS, and Web of Science databases to carry out this systematic review and we followed the PRISMA statement. Two authors independently conducted the literature search, and then, they reached a consensus. A total of 13 relevant articles were selected to be analyzed in detail. Our results showed that the training programs carried out improved the digital competencies of students of primary education degrees. Moreover, they improved the knowledge of theoretical content, improved linguistic competence and fostered cooperative work and creativity. In conclusion, we encourage teachers, not only future teachers but also current teachers, to take these types of training programs in order to improve their digital competency, which is a necessity in current society.

ORGANIZATIONAL FORMS OF QUALIFICATION IMPROVEMENT FOR PRIMARY SCHOOL TEACHERS IN WESTERN REGIONS OF UKRAINE (1970s-1980s)

This article addresses the issue of postgraduate education for teachers in its historical development in the western regions of Ukraine. Despite the challenging conditions for the development of Ukrainian pedagogical education during wartime, the problems of quality training and retraining for primary school teachers remain relevant. Pedagogical education is the strong foundation on which all educational reforms, including the New Ukrainian School, are based. For Ukraine, which is evolving in the context of European educational processes, the issue of continuous pedagogical education (lifelong learning) is crucial. Ukrainian educational theory and practice have accumulated certain experience in the development of postgraduate education, particularly in the western region of Ukraine in the 20th century (Ivano-Frankivsk, Ternopil, Chernivtsi, Lviv, Zakarpattia, Rivne, Volyn regions). Continuous pedagogical education for primary school teachers in the western regions of Ukraine in the 1970s-1980s was provided by regional institutes for teacher improvement. The development of the postgraduate education system was based on relevant legislation. In addition to traditional forms of qualification improvement (courses for primary school teachers), various lectures, seminars, conferences, elective and practical classes, individual and group consultations, exams, excursions, and organizing teaching practice in the best schools in each region were conducted. Technical teaching aids and computers were actively used, along with role-playing and business games, lesson simulations, and more. This organizational work was particularly intensified after the educational reform in 1985. Special attention was given to the promotion of advanced pedagogical experience, which was studied, disseminated, and contributed to the professional development and self-education of teachers. Still relevant and requiring separate additional research is, for example, the experience of Yavoriv Secondary School (headed by the pedagogical innovator P. Losyuk) and the experience of Serednoberezhivska Secondary School (headed by the pedagogical innovator V. Bilavych) in the Kosiv district of Ivano-Frankivsk region, which researchers during the studied period considered as an important organizational form of postgraduate education for teachers.

Modeling and Analysis of TPACK Ability and Training of Primary School Teachers Integrating Information Technology in the Context of Mobile Internet

Modeling and Analysis of TPACK Ability and Training of Primary School Teachers Integrating Information Technology in the Context of Mobile Internet

Gamification Elements in the Process of Ukrainian Language Training of Pedagogy Specialists

The article studies the problem of using gamification elements in the process of training future preschool and primary school teachers on the example of the methodology of teaching Ukrainian Language for Professional Purposes. The necessity of improving the methodology of teaching the language to students of different age groups while taking into account the main educational trends and public demand has been substantiated. According to the goal, the essence of the "gamification" concept has been defined regarding the modern education sector. The peculiarities of using gamification, which have a great impact on the effectiveness of teaching students at pedagogical institutions of higher education, have been determined.
 It is emphasized that the growth of the number of game means in the methodology of teaching Ukrainian Language for Professional Purposes is not always directly proportional to the increase of success. Since gamification is impossible without using information and communications technology, consideration of the factor of appropriate technological support is necessary. The age factor manifests itself rather in the information and technological skills and abilities of certain age groups than the effectiveness of completed tasks on the condition of unhindered mastery of the technology. In the process of gamification, the element of novelty has a significant impact, as well as the temporal and motivational dependence of the interest of the performers on the duration or algorithmization of the tasks. The psychological factor is manifested through gender, which substantiates the inefficiency of using gamification with elements of competition or open ranking of results for female audience. In the context of training pedagogy specialists, the process of gamification during the study of a certain discipline has a dual purpose: increasing the motivation and therefore the effectiveness of training, formation of necessary competencies of future teachers; mastering completed gamified tasks as possible ways and means of teaching the Ukrainian language in future professional activity.
 Based on the analysis of the information space of the problem, a system of tasks with gamification elements has been developed and adapted to the content of the Ukrainian Language for Professional Purposes academic discipline.