Training Of Future Teachers Research Articles

CONTENTS AND ORGANIZATION ASPECTS OF PREPARING FUTURE EIEMENTARY SCHOOL TEACHERS FOR PROFESSIONAL-CREATIVE ACTIVITIES

This article is dedicated to the issues of improving the professional training of future elementary school teachers. The article justifies the relevance of developing the creative abilities of younger students and preparing future elementary school teachers for professional creative activity. To determine the organizational and substantive aspects of preparing future primary school teachers for professional and creative activity, a survey was conducted among 114 teachers, including 93 teachers of grades 1-4 and 21 teachers of preschool education. The results of a search and analytical work are presented. The authors considered the methodological approaches that underlie the preparation of future teachers, the structure and content of the preparation of future elementary school teachers, as well as the conditions and organizational-content aspects of preparing future elementary school teachers for professional-creative activity, which include interdisciplinary interaction and integration of disciplines within the educational program.

ALGORITHMIC LINE IN TRAINING FOR THE FORMATION OF ALGORITHMIC COMPETENCE IN FUTURE PRIMARY SCHOOL TEACHERS

The article outlines the algorithmic line in training and provides the main directions. And the sequence of tasksof the algorithmic line in teaching mathematics, native language and natural sciences in the training of future primary school teachers has also been determined.

FEATURES OF THE FORMATION FOREIGN LANGUAGE PROFESSIONAL COMPETENCE OF MASTER'S STUDENTS OF A LANGUAGE UNIVERSITY

This article discusses the methodology for developing foreign language professional competence of under-graduates in the educational program ―Training of teachers in a foreign language.‖ At the present stage, with the entry of the Republic of Kazakhstan into the global educational space, there is a need for highly trained personnel and specialists of the 21st century. The formation of foreign language professional competence contributes to the development of intercultural communicative competence among undergraduates, adapting them to different cultural contexts. The implementation of the competency-based approach, as one of the relevant approaches in education of the 21st century, and the cognitive approach, as the leading one in foreign language education, lead tohigh-quality final results and the formation of foreign language professional competence of future foreign language teachers. This article describes the results of applying the course ―Modern methodology of foreign language education in higher institutions‖.The aim of the course is to provide the necessary qualitative training of future foreign language teachers so that they can successfully realize in their pedagogical practice the main goal of foreign language teaching -the development of interculturalcommunicative competence of individuals. This is based on the principles and methods of foreign language education, which contribute to the formation of graduate students' ability to effectively communicate and interact with representatives of other cultures.

Insights Into a New Format of Education for Sustainable Nutrition in Teacher Education

Abstract Education for sustainable nutrition will only succeed if society is given direct access and experience to the obvious benefits of a sustainable lifestyle. An earlier personal and positive association to a sustainable lifestyle makes a dietary shift most likely. Here, the training future teachers plays a central role as a multiplicator. Project-based learning (PBL) is a well-known approach with the purpose of crosslinking theoretical knowledge with real-life practice. Despite many existing PBL approaches, there is a gap of conveniently applicable and easily transferable approaches for ensuring their sustainable integration into teacher education. This study aims to fill this gap by exemplarily leading students to experience edible plant diversity in urban environments via action-oriented learning and out-of-school learning places. The present study outlines the methodological and didactic process and the practical implementation of an innovative sustainable approach of PBL for education for sustainable nutrition in the curriculum of teacher education. The results are discussed on the basis of student feedback and the evaluation of the recent course conducted in 2022 at the Technical University of Berlin. Measured by the outcome of the course, the new concept applied here has a personal impact by that having the potential to facilitate a more sustainable approach of nutrition in our society.

THEORETICAL AND PRACTICAL PREPARATION OF FUTURE HUMANITIES TEACHERS FOR SOCIALLY ORIENTED EDUCATIONAL WORK

The article discusses the theoretical and practical foundations of training future teachers for socially oriented educational work. The article also highlights the topics of experimental lectures, general requirements for their conduct, leading methods, as well as types of students' independent work, criteria of social education, the topic of the seminar.

МОВЛЕННЄВА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ

Relevance: The prioritization of developing speech competence in future teachers of vocational education is necessitated by the need to equip learners with competencies for lifelong learning, aligning with the qualification requirements of higher education graduates amidst the reforms in the national higher education system and its integration into the European space. Objective: To substantiate the importance of speech competence as a component of professional training for future teachers of vocational education in higher education institutions. Methods: Analysis, synthesis, and generalization of scientific works and legislative and regulatory documents were used for the theoretical analysis of key concepts of the study, defining the term "speech competence as a component of professional training for future vocational education teachers"; comparison was employed to identify approaches to solving the researched problem; generalization and systematization were used to formulate conclusions and prospects for further research. Results: Analysis of scientific works revealed that the speech competence of future vocational education teachers develops through the integration of the main tenets of linguistic sciences, psychology, and pedagogy. It is hierarchically subordinated to the principles of implementing a competence-based approach in the education system and integrates into the system of key (general) competencies as a distinct component. Speech competence, as defined in the Standard of Higher Education at the Bachelor's level, field of study 01 – "Education / Pedagogy", specialty 015 – "Professional Education (by specializations)" and in educational-professional programs, is determined by specific learning outcomes, mastery of which provides the ability to obtain an educational qualification. The level of speech competence within the system of general competencies for lifelong learning is a guarantee for the systemic further personal and professional development of a vocational education teacher according to the standards and socio-cultural trends. Conclusions: Innovative and European integration development of educational systems, current scientific research in pedagogy and psychology, technological changes, and the digitalization of society require a systemic update of educational content components to effectively develop the speech competence of future vocational education teachers and to ensure their ability to organize and conduct pedagogical activities effectively.

The problems of training future teachers of vocational education in the context of post-war economic recovery in Ukraine

The research analyzed the key issues of preparing future vocational education teachers for the economic recovery of Ukraine, particularly emphasizing the relevance and necessity of ensuring the economic component of their pedagogical training for the further development of entrepreneurial competence of students in vocational education, which will meet the state's needs during the post-war period in qualified specialists and workers. In the process of scientific research, a set of problems of preparing future vocational education teachers for professional activities in the context of post-war recovery of Ukraine was identified, particularly emphasizing the need for systematic updating of the content of pedagogical training taking into account the socio-economic factors that influence the labor market and determine the content of economic components of educational programs in vocational education. The research utilized methods such as analysis of scientific-pedagogical and socio-economic literature, periodicals, monographs; study of state standards, legislation in the field of education, qualification frameworks, concepts of competency-based approach, strategies for post-war recovery, etc., systematization of research results; interviews with specialists from the Ministry of Education, teachers in vocational education, educators and masters; pedagogical observations, and more. The author identified and justified the relevance of a number of key issues in preparing future teachers in preliminary higher and vocational education considering the economic component of pedagogical training, and also planned perspectives for further research on the readiness of future teachers to carry out their professional activities at the sufficient level, taking into account the modern requirements of the labor market for qualified specialists and workers, as well as the socio-economic factors in the country during the period of post-war recovery

USING CLIL IN PROFESSIONAL TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS IN LEADING EUROPEAN COUNTRIES

The challenges of wartime have prompted Ukrainian researchers to seek the most effective methods for enhancing professional education, particularly professional training of future vocational education teachers. As a result, examining the leading European experience with content and language integrated learning (CLIL) in professional training programmes for future vocational education teachers is scientifically justified and necessary. It is found that the problem of using CLIL in professional training of future specialists is notably significant. In the context of globalization and European integration processes, future professionals must demonstrate high levels of foreign language competence and competitiveness in the international labour market. Leading European countries, including Germany, the Netherlands, Belgium, France and Spain, actively implement CLIL’s conceptual aspects in their training programmes. However, the specific features of these implementations, such as sectorality, strategies and approaches, assessment characteristics and material support, may vary. The main advantages and challenges of using CLIL in professional training of future vocational education teachers are identified. Based on leading European experiences, the most effective methods to enhance professional training through CLIL are substantiated. These methods include the development of integrated educational programmes, effective use of resources, differentiated instruction, systematic assessment and feedback, as well as reflective practice. Accordingly, relevant recommendations are proposed to improve professional training of future vocational education teachers in Ukraine by integrating key aspects of CLIL into curricula. It is defined that, by adopting these practices, future vocational education teachers can effectively employ CLIL to enhance both language and vocational learning, better preparing their students for success in global and multicultural work environments. Further research is aimed at analyzing the content of foreign language training for future vocational education teachers in developed countries.

«TECHNOLOGY OF LANDSCAPING EDUCATIONAL INSTITUTIONS» PROJECT AS A BASIS FOR ENVIRONMENTAL EDUCATION OF PHYSICS TEACHERS DURING THEIR FUNDAMENTAL TRAINING: ISRAELI EXPERIENCE

This article addresses the pressing issue of fundamental training for future physics teachers, emphasizing the need to bridge theory and practice, integrate natural sciences with environmental education, and develop students’ research and environmental competencies. The focus is on the importance of collaborative project activities between educators and future physics teachers as a cornerstone of comprehensive training. The author introduces the project “Technology of Landscaping Educational Institutions” as a key method for environmental education during the fundamental training of physics teachers at a pedagogical university. Key project tasks included: 1) identifying ecological foundations for creating green spaces in educational institutions; 2) describing functional zones within the institution for potential improvements; 3) substantiating the roles of green spaces in the educational yard; 4) developing landscaping technology for the institution’s courtyard; and 5) exploring international landscaping practices through the example of Ariel University in Israel. The project was carried out through partnership pedagogy, cross-cultural communication, and inter-university cooperation between V.G. Korolenko Poltava National Pedagogical University and Ariel University. During the project, students, who are future physics teachers from V.G. Korolenko Poltava National Pedagogical University, engaged with scientific sources and the website of Ariel University. They participated in virtual tours of Ariel University’s campus and attended online consultations to assist with project tasks. As a result, Ukrainian students developed and presented reports on the technology of environmentalization for educational institutions and proposed their own landscape design concepts for the Poltava National Pedagogical University’s grounds. The project “Technology of Landscaping Educational Institutions” is a paragon of partnership pedagogy, cross-cultural communication, and inter-university collaboration. Knowing the nature, students become harmoniously developed and comprehensively aware personalities, which is an important element of modern educational process.

MATHEMATICAL COMPETENCE MODEL OF A TECHNOLOGY TEACHER

The purpose of the article is to define the structure and build a model of the mathematical competence of a teacher of technological education, develop methods for its parametric identification, analyze the results of the testing of the proposed methods of measuring mathematical competence. The conducted research was based on theoretical methods of system analysis, pedagogical modeling, as well as experimental methods of sample research, methods of statistical analysis of experimental data, in particular, descriptive statistics and correlation analysis. As a result of the study, a reasonable definition of the mathematical competence of a teacher of technological education is given, its components are highlighted: operational-arithmetic (arithmetic), geometric, mathematical modeling, analytical-statistical, which determine the functions of mathematical activity of a teacher of technological education. A hierarchical structure of the content of mathematical competence has been built, it is justified that it should contain three levels: basic, medium, high. It is shown that a basic level of mathematical competence is sufficient to ensure the main work of a teacher in the technological education field. A structural model of the mathematical competence of a teacher of the technological educational field was built, in which information connections between the subject-professional activity of a teacher of the technological educational field, his/her scientific and analytical activity, components of mathematical competence and the system of forming its content are reflected. The value of the index of the basic level of mathematical competence was evaluated as the probability of coping with a randomly selected task from the population of tasks related to the teacher's work functions, the average value of which is 0.63. It is estimated that approximately 70% of technology education teachers can solve more than half of the basic level problems. The correlational dependence between the results from the mathematical modeling components and the arithmetic component was revealed. The main problematic mathematical questions for teachers of technological education are also revealed. The practical significance of the study is that the obtained results allow to improve the system of training future teachers of the technological educational field, in particular their mathematical training, as well as to adjust the content of postgraduate pedagogical education of teachers. The main conclusions of the study include that it is the basic level of mathematical competence that is necessary for the realization of the functions of a teacher of the technological educational field, and also that at least 30% of the teachers of the technological educational field need the development of mathematical competence. Therefore, possible further explorations involve the implementation of trainings, special courses, blocks of practical classes at advanced training courses for technological education teachers to develop their mathematical competence and analyze their effectiveness.

PROBLEMS IN DEVELOPING SOCIO-CULTURAL COMPETENCE AMONG FOREIGN LANGUAGE TEACHERS DURING THE DIGITALIZATION OF EDUCATION

The article is devoted to the role of socio-cultural competence (SCC) in learning English as a foreign language, which is considered one of the key competencies for language perception and successful integration into the cultural space of English-speaking countries. The article presents the results of a study examining the professional training of future foreign language teachers for teaching in a digitalized educational environment. It also analyzes the role of socio-cultural competence in language learning.The research includes a review of extensive methodological and pedagogical literature, an analysis of the term “digitalization”, and an investigation into the main differences between “communicative” and “socio-cultural” competences. Additionally, students from the Faculty of Foreign Languages were surveyed about the challenges they face in acquiring SCC.The responses were gathered and subjected to statistical analysis, enabling a detailed clarification of the level of sociocultural competence instruction at the selected higher education institution. This process also helped identify the primary issues encountered by the respondents and identify ways to overcome them.The author emphasizes the necessity for individuals to work effectively in the realm of electronic media and ICT, including reading and creating web pages, finding and analyzing news, and expressing and communicating information in English. Therefore, one of the most effective methods of teaching English is the use of digital tools in higher education classes.The study provides a theoretical justification for the importance of using digital authentic materials in foreign language classes, highlighting the need to optimize these tools according to student needs. According to the modern system of higher pedagogical education in Ukraine, the practical goal for students is to successfully master digital tools and various applications.

METHODS AND TECHNIQUES OF FORMING MOTIVATION FOR PROFESSIONAL ACTIVITY IN FUTURE TEACHERS

The article substantiates the need to form professional motivation as an important component of the professional training of future teachers; identifies ways to form their professional motivation; analyzes the factors that influence the formation of professional motivation of specialists in the field of education. The essence of the concepts of “motiv” and “motivation” in the general sense and as terms of the professional sphere is considered. The modern views of scientists on motivation are analyzed. The analysis of literary sources made it possible to clarify the essence of key concepts, to reveal the content of methods and techniques for developing the motivational sphere of future geography teachers. The main strategies to stimulate motivation include: building the theoretical logic of the subject, which allows students to navigate the formation of mental actions and feel confident in front of new material. It is important for the teacher to facilitate student participation in learning, making them co-participants rather than executors of his or her will. Motivation can be built by outlining the prospects for learning the topic, defining the goal, and emphasizing the importance of developing skills. Addressing students’ existing learning needs, choosing materials that stimulate interest in new knowledge. Students should understand that the knowledge they acquire is important for achieving a specific goal. Rotating teaching methods and forms to stimulate activity and maintain student motivation. Variety, such as role-playing games, discussions, brainstorming, demonstrations, and project activities, contributes to a positive attitude of the future teacher towards learning the material. Setting realistic requirements for each student. Requirements should be high but achievable so that students do not lose interest in learning.

АЛГОРИТМ – МЕТОДИЧЕСКАЯ ПОДГОТОВКА БУДУЩИХ УЧИТЕЛЕЙ НАЧАЛЬНЫХ КЛАССОВ В ОБУЧЕНИИ НАЧАЛЬНОМУ ЕСТЕСТВОЗНАНИЮ

The article “Algorithm - methodological training of future primary school teachers in teaching primary natural science” is devoted to the urgent problem of teacher training in teaching primary natural science at school for children of primary school age. The authors of the work conducted a study of teaching methods in the process of teaching primary science in primary schools, necessary for the methodological training of school teachers. A detailed analysis of teaching methods made it possible to identify the shortcomings and advantages of the analyzed methods and showed the possibility of their improvement through a successful combination of various methods in the course of teaching primary science to children of primary school age. The authors of the article, using their own examples, convincingly proved the effectiveness of a combination of traditional and innovative teaching methods. In addition to traditional teaching methods such as conversation, story, explanation, practical methods, in modern conditions of informatisation of society, methods such as the use of audio and video films and the use of the latest computer systems play an important role in the methodological training of future primary school teachers in teaching primary science.

БОЛАШАҚ ПЕДАГОГТАРДЫ КӘСІБИ ДАЯРЛАУДА САПАЛЫҚ ДАҒДЫЛАРЫН ДАМЫТУДЫҢ ПСИХОЛОГИЯЛЫҚ ТИІМДІЛІГІ

The article is based on the system of professional training of future teachers in higher educational institutions of the country. Today, an independent country is a country that determines the possibilities of future development, taking into account modern processes, technologies that provide its own system, model and quality of national education. Kazakhstan as a sovereign state, the signing of the Lisbon Declaration and participation in the Bologna process, etc. reflect its place in the global educational space. This circumstance contributes to the intensive development of the higher education system, taking into account the socio-cultural interests of our state and global educational processes that determine the quality and technological achievements in higher education. It is obvious that one of the urgent problems of pedagogical science and best practices is to identify priority areas for improving the upbringing and education of the free generation that has crossed the threshold of the XXI century. In the system of professional training of future teachers, their qualitative skills should correspond to social processes. Due to the transition of an independent country to a market economy in accordance with the changing requirements of the time, the main criteria of competitiveness oblige future teachers to have modern qualities along with knowledge, knowledge, business skills. In this regard, the article formulates the relevance and positions, features and rationality of the development of qualitative skills in the system of professional training of future teachers based on scientific analysis.

Development of the network communication culture in the future teacher

Relevance. The field of education in the 21st century is, as before, one of the key aspects of the development of society, however, modern conditions are changing the context of the training and functioning of future teachers. Due to the development of digital culture and the active use of online platforms and courses in the education system, it is important to investigate the development of a network communication culture among students of teacher�s institutes. Purpose. The purpose of the study is to investigate and highlight the issues of the development of digital education in future teachers of secondary schools in the Republic of Kazakhstan. Methodology. The following methods of scientific research were used: comparison, analysis, generalisation, typological approach. Results. As a result of studying aspects of the development of a network communication culture among young pedagogical specialists, it was possible to develop a vocabulary of the leading terms, such as �network culture�, and also to clarify the significance of the introduction of the digital form of the educational process. In addition, the main areas of modern education were clarified: the use of social networks and the use of ETDSML-type projects. Conclusions. This scientific research examines and analyses the main areas of application of one of the most promising areas in digital education � MOOCs, and robotics, as important educational tools in the learning process with further digital progress. This study can be used by teachers of higher educational institutions for the development of network communication of teachers and applicants, as well as for the further investigation of the network communication culture of students in teacher�s institutes. Keywords: distance learning; Internet; information environment; education; digital literacy

Training Future Teachers in Genre Pedagogy: Does it Improve their Written Texts?

Recently, there has been growing interest in studying the factors affecting the development of academic writing competences of university students in different disciplinary areas. Less attention, however, has been devoted to the influence on this phenomenon of the specialised training students receive, even in undergraduate and postgraduate teacher training programmes where models of writing development are analysed and implemented. In this paper we measure the effect on the writing of 22 students in the Bachelor´s Degree in Primary Education of the knowledge of the genre pedagogy in the Reading to Learn model, based on Systemic Functional Linguistics. For this purpose, two groups of students in the subject Spanish Language Didactics wrote a descriptive report or an anecdote before and after a didactic intervention. From the 82 participants, texts by 11 from each group were selected. The 44 texts were evaluated by applying a scoring scheme with 8 items (rated from 1 to 4) covering features from genre to clause level, following the field, tenor and mode components established by Systemic Functional Linguistics. The statistical study shows post-intervention improvements in all the variables analysed. The Wilcoxon test shows these were significant for the narrative texts (TN1: 23.36; TN2: 30.91), but not for the informative ones (TED1: 25.20; TED 32:26).

Russian methods of teaching music as a means of training future music teachers in China

Russian methods of teaching music as a means of training future music teachers in China

Исследование эффективности подготовки будущих учителей изобразительного искусства к созданию инклюзивных программ в рамках дополнительного образования

в статье озвучивается актуальная на сегодняшний день проблема подготовки будущих учителей изобразительного искусства к созданию инклюзивных программ в рамках дополнительного образования. Материалы исследования содержат оценку профессиональных знаний и практических навыков студентов педагогических специальностей, их личностных и психологических качеств, а также готовности к непрерывному профессиональному развитию. Особое внимание авторы уделяют анализу существующих образовательных программ и курсов для подготовки к работе в инклюзивной образовательной среде. Результаты исследования, проведенного среди 150 студентов, демонстрируют значительные изменения в мотивационной структуре участников эксперимента. Определены разные предпочтения в методах обучения и стратегиях создания инклюзивной образовательной среды. Анализ уровней сформированности компонентов инклюзивной компетентности позволил выявить положительное влияние разработанной нами учебной программы на готовность будущих учителей к инклюзивному образованию. the article highlights the current problem of preparing future teachers of fine arts to create inclusive programs within the framework of additional education. The research materials contain an assessment of the professional knowledge and practical skills of students of pedagogical specialties, their personal and psychological qualities, as well as their readiness for continuous professional development. The authors pay special attention to the analysis of existing educational programs and courses to prepare for work in an inclusive educational environment. The results of a study conducted among 150 students demonstrate significant changes in the motivational structure of the participants in the experiment. Different preferences in teaching methods and strategies for creating an inclusive educational environment have been identified. The analysis of the levels of formation of the components of inclusive competence allowed us to identify the positive impact of the curriculum developed by us on the readiness of future teachers for inclusive education.

SWOT-аналіз професійної підготовки майбутніх учителів історії в університетах України

SWOT-аналіз професійної підготовки майбутніх учителів історії в університетах України

Methodology of Organizing and Conducting Distance Olympiads in Korean as a Second Foreign Language in the Process of Professional Training of Future Foreign Language Teachers

In this article, the author presents the methodology of organizing and conducting distance Olympiads in Korean as a second foreign language in the process of professional training of foreign language teachers.The purpose of the study is to examine specifics of second foreign language distance Olympiads organization in the context of professional training, main objectives of the Korean language Olympiad (increasing motivation, interest in learning Korean, exposure to Korean culture, etc.), and to analyze the main requirements for distance Olympiad tasks of the first round (tests), and tasks of the second round, which are aimed to identify the level of communication abilities. Interview, testing and observation are used as the main methods of research.Results. The methodology proposed by the author was tested in groups of 3–4 year students of Sarsen Amanzholov East Kazakhstan University (educational program 6B01703 foreign language: two foreign languages). The article presents analysis of the distance Olympiad’s results, examples of tasks for each round and the main criteria for evaluating the tasks. The requirements to the second foreign language Olympiad tasks implied: possibility of mass coverage of students with Olympiad tasks; compliance of the tasks with the curriculum; time limit; relying on the students’ experience, including their native language skills and abilities; increasing tasks complexity; variety of tasks forms and content, the tasks contents and novelty; problem nature tasks to stimulate students thinking, language guess; using authentic material for the Olympiad tasks; the use of local history and extralinguistic material. The general complexity of the tasks, and difficulties associated with the nature of the linguistic material were also taken into account.Conclusion. According to the results of the experimental work, the author comes to the following conclusion: the leading principle of organizing distance Olympiads assumes that the university faculty will be focused on the timely identification of the future teachers’ interest to the Korean language, their involvement in preparation for the Olympiad, thus forming their interest in Korean culture and language. Olympiad assignments should be creative so that students learn to find their own ways of solving problems and develop self-education skills. Participation in the Olympiad increases students’ learning motivation, broadens their horizons, and develops their ability to express their opinions. The variety of requirements to the work of participants makes the assessment of each member of the jury quite subjective, but the collective nature of the evaluation procedure ensures correctness and objectivity of the final decision, allows participants to familiarize with the results of their work and consider appeals after each round of the Olympiad participants.