Professional Training Of Teachers Research Articles

THE CONCEPT OF FORMING EVALUATION AND ANALYTICAL COMPETENCE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

Control is a component of the system of teaching foreign languages and cultures. The effectiveness of its organization and conduct by the teacher provides quality feedback and significantly affects the results of students’ acquisition of foreign language communicative competence. Control is always related to evaluation. This necessitates the formation of evaluative and analytical competence of the future teacher of foreign languages in the process of professional and methodological training in a higher education institution. Given the peculiarities of teaching foreign languages, the evaluative and analytical competence of a foreign language teacher has its own specificity. At the same time, the analysis of the latest researches and publications makes it possible to ascertain the absence of a scientifically based concept of the formation of evaluative and analytical competence of future teachers of foreign languages in the process of their professional and methodological training in a higher education institution. Such a concept should become the basis for the development of teaching methods in accordance with the conditions of the organization of the educational process in a higher education institution according to a specific educational program and within the limits of mandatory and/or optional components of the professional and methodological training of future teachers of foreign languages. With this study, we aim to develop the concept of the formation of evaluative and analytical competence of future foreign teachers as a scientifically based system of approaches, content of training, methods and means of training, which in their relationship reflect the leading idea and strategy of organizing the educational process to achieve the planned result. To achieve the formulated goal, the following research methods were used: analysis of scientific sources, valid documents to clarify the state of development of the problem of formation of evaluative and analytical competence among future teachers of foreign languages; synthesis, generalization, deduction to determine the main provisions of the concept. Evaluative and analytical competence of a teacher of foreign languages, as a complex and dynamic interaction of special methodological knowledge and methodological skills, is considered in the unity of both components – evaluative and analytical competence. Modern approaches to education form the theoretical basis of the proposed concept. The competence approach is aimed at the formation of target competence and requires a minimally sufficient selection of training content. The technological approach involves the use of learning technologies and technologies for learning. The reflective approach is implemented for self-control, self-analysis, self-evaluation by the student of the process and the result of mastering one’s own evaluation and analytical competence. The formation of evaluative and analytical competence is a joint activity of the teacher and students of higher education – future teachers of foreign languages, therefore the personal-activity approach is applied in the unity of personal and activity components from the positions of the student and the teacher. The content of training for the formation of evaluative and analytical competence is disclosed in subject and activity aspects: the subject aspect consists of topics and typical professional and methodological situations of foreign language teachers in the process of design, implementation and organization of control and evaluation of student learning results, and the activity aspect reflects methodological knowledge, methodological skills as components of target competence. Tasks for mastering methodological knowledge, four groups of tasks for the formation and development of methodological skills are the means of learning. Tasks for the formation and development of methodological skills of future teachers of foreign languages are often multifunctional; this means that in the process of performing the task, the methodological skill / methodological skills are in a different stage of formation. The results of tasks for mastering knowledge are evaluated according to the “correct answer” criterion. Criteria for evaluating the results of tasks for the formation and development of methodological skills are defined depending on the type of task. Methodological reflection is important for a future teacher of foreign languages. The main means of methodological reflection of future teachers of foreign languages in the process of formation and development of evaluative and analytical competence is defined as an electronic methodological portfolio, the content of its sections is proposed. The scientific substantiation of the concepts of the formation of other competencies of the modern foreign language teacher can provide a perspective for further research.

Opportunities and Challenges of Online Professional Development Training: Perspectives of Private Schools’ Teachers

Objectives: This study aimed to explore the perspectives of English Language teachers in private Schools regarding opportunities and challenges of online professional development (PD) programs. It also investigated their attitudes towards these online programs. Methods: The qualitative method was employed to provide in-depth insights into the complex and nuanced perspectives of teachers regarding online professional development (PD), 5 Semi structured focus group interviews were conducted via Zoom platform with a subset of English Language teachers (N=20) randomly selected from a total of 100 male and female English Language teachers in 6 private international schools at Ajman Educational Zone. The interview main questions and follow up ones were validated by a jury of experts. Inter-rater reliability was also conducted to ensure the accuracy and precision of the results analysis. In addition, two research main questions were used to guide the study. Results: The results showed that Online Professional Development Programs granted teachers professional development training opportunities in terms of quality and quantity as well as types and varieties since these programs are flexible, and affordable. They could also save time, efforts, money, and energy. In contrast, the challenges lied in language barriers, and appropriateness for the specific needs of teachers, students, subjects, and context. Additionally, most teachers developed positive attitudes towards online professional development programs. Conclusion: It could be concluded that online professional development training programs were beneficial for teachers who developed mostly positive attitudes in various aspects like flexibility, affordability and variations though there were some barriers like appropriateness and language barriers.

Research on Competency Optimization Path of Physical Education Teachers in Primary and Secondary Schools under the Background of "Double Reduction" Policy

The competence of physical education teachers in primary and secondary schools is a comprehensive evaluation standard to measure whether physical education teachers in primary and secondary schools can complete their work efficiently and produce excellent performance. Under the background of the "double reduction" policy, physical education in primary and secondary schools puts forward new requirements on teachers' competency from the aspects of education service consciousness, work initiative, teacher continuing education, psychological state adjustment, etc. In order to cope with the changes brought about by the implementation of the "double reduction" policy, this study proposes a six-dimensional optimization path for physical education teachers in primary and secondary schools, including: Strengthening the professional knowledge training of physical education teachers in primary and secondary schools; Pay attention to the training of PE teachers' professional skills; Promoting the improvement of the teaching ability of PE teachers in primary and secondary schools; Strengthen the basic professional quality training of PE teachers in primary and secondary schools; Strengthen the construction of social adaptability of PE teachers in primary and secondary schools; Improving the sustainable innovation ability of PE teachers in primary and secondary schools. In order to provide reference for the personal development and better work of primary and secondary school physical education teachers.

Educators’ Perception of Artificial Intelligence as Instructional Tool

With artificial intelligence technologies disrupting status quo of many technologically advanced national economies, educators should face the challenge to harness their potentials without risks to learners. This exploratory mixed-method study aims to add to the growing volume of research that focuses on educators’ attitude towards AI, their views on its applicability in education and necessity to develop AI competences. The research involved 132 in-service and pre-service educators who completed a questionnaire; nine of the participants also took part in follow-up interviews. The results revealed that the majority of educators perceive AI as a promising and useful tool, albeit sometimes complex, risky and not very smart. Most educators report low level of competence and infrequent usage of AI but readiness to undergo training. The research findings speak for the urgent need to design and implement professional development and teacher training courses that debunk myths about AI and build practical skills for applying AI affordances in all levels of education.

Modern approach to computer modeling of functional 3d objects in the professional training of future engineers and vocational education teachers

This article examines the features of computer modeling of functional 3D objects using the SolidWorks software suite, which is an integral component in the training of future engineers and vocational education teachers. The SolidWorks software suite provides tools not only for creating three-dimensional models but also for analyzing the mechanical properties of parts and visualizing the technical condition of objects. This enables future engineers and vocational education teachers to better understand the principles of designing and analyzing complex part structures. A step-by-step algorithm for computer modeling has been developed, from creating a basic sketch to completing a three-dimensional model of a functional object. It has been established that the computer modeling process allows for the selection of appropriate tools and commands for creating geometric transformations of objects and setting parameters. This ensures high accuracy in constructing a computer model according to its geometric parameters. It has been established that the modern approach to computer modeling in the educational process demonstrates the implementation of innovative technological solutions to improve the quality of training in higher education institutions. It has been determined that the proposed approach will not only help future engineers and vocational education teachers develop practical skills but also contribute to a deeper understanding of engineering concepts.

ПЕДАГОГІЧНА БІБЛІОТЕРАПІЯ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ

The article emphasizes the importance of improving the professional training of future primary school teachers, who will be able to qualitatively implement new technologies, methods, forms, and tools in their professional activities. Pedagogical bibliotherapy is analyzed as a component of professional training of future primary school teachers. In psychological and pedagogical science, pedagogical bibliotherapy is considered as a field of knowledge that contributes to the creation of a psychologically comfortable educational environment in which an optimistic attitude towards the world is formed in elementary school students. The essence of the concept of «pedagogical bibliotherapy» is specified and it is emphasized that it performs not only the role of psychological support and rehabilitation, but also a pedagogical one. Attention is focused on the fact that pedagogical bibliotherapy is the latest therapeutic technology in the educational process, which contributes to the harmonization of the emotional, spiritual and intellectual spheres of the student's personality. In the conditions of the war, the problem of introducing the means of pedagogical bibliotherapy into the teacher's professional activity is particularly relevant, therefore, it should occupy an important place in the professional training of future primary school teachers. It is noted that the means of pedagogical bibliotherapy should be used to optimize the educational process, as they help to develop students’ activity, sociability, creativity, satisfy their cognitive needs, and form self-determination and self-organization skills. The main means of pedagogic bibliopedagogy, which are expedient to use in the pedagogical activities of elementary school teachers, are highlighted, in particular: formal-content, genre-content, and educational-integration esthetic therapy technologies of personal influence.

ПІДГОТОВКА ВИКЛАДАЧІВ ПРОФЕСІЙНО-ХУДОЖНІХ ДИСЦИПЛІН В УКРАЇНІ: ПРОФЕСІЙНО-ПЕДАГОГІЧНИЙ АСПЕКТ

Despite military aggression from Russia, Ukraine continues actively develop professional and pedagogical training, which is an important factor in improving the quality of education and professional growth of teachers. Professional and pedagogical training plays a key role in ensuring the quality of education and professional development of teachers. It forms pedagogical competences, provides teachers with the knowledge and skills necessary for effective work with students, including teaching methods, planning and management. Thanks to it, teachers learn the basics of pedagogical ethics and moral values, which helps to create a healthy learning atmosphere and promote the harmonious development of students’ personalities. Methodology. Professional training in higher education institutions is carried out according to various organizational forms, models, systems and programs, the main purpose of which is the formation of positive motivation and involvement in active educational and cognitive activities, which is the basis of the professional self-development of the future specialist. Therefore, the purpose of our study is to analyze modern approaches to the professional and pedagogical training of teachers of professional and artistic disciplines in Ukraine. To identify key problems and challenges in the field of training teachers of artistic disciplines. Outline the main directions and methods that ensure high-quality training of specialists in the field of art teaching. To investigate the role of pedagogical education in the formation of competences of teachers of professional and artistic disciplines. To propose ways of improving the system of training of pedagogical personnel to increase the level of teaching of artistic disciplines. Results. Thanks to professional and pedagogical training, teachers can update their knowledge about modern teaching methods, pedagogical technologies and approaches to education. Professional and pedagogical training allows for a deeper mastering of specific disciplines, which enables teachers to impart special knowledge at a high professional level. In general, professional and pedagogical training is the basis for the creation of qualified and competent teachers, which contributes to the improvement of the quality of education and the success of students in their studies. In our study, we consider the professional and pedagogical training of teachers of professional and artistic disciplines, which is aimed at the formation of pedagogical personnel who have the theory and practice of teaching fine arts in general education, specialized and higher educational institutions, as well as in the system of additional education. Key words: professional and pedagogical training, teachers of professional and artistic disciplines, institutions of higher education, competence, knowledge, skills.

ВИКОРИСТАННЯ ТВОРЧИХ ЗАВДАНЬ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ

The article, based on the analysis of the theory and practice of professional education, outlines the methodological features of training future history teachers for the organization and implementation of creative activities of students in the New Ukrainian School. It is noted that the implementation of the «New Ukrainian School» Concept actualizes the need to train a competent creative teacher who will produce rational consequences of various problems, capable of self-development and self-training in further life and professional activity.The implementation of the Concept is aimed at revealing and developing the abilities of students, which requires the creation of a modern educational environment that will stimulate the release of the creative potential of both education seekers and teachers. It is indicated that the training of the future history teacher should contribute to solving the tasks of continuous education and the formation of a creative personality capable of self-development and lifelong learning.The article defines and characterizes the components of the professional training of future teachers of history in the implementation of the process of organizing and conducting creative activities of students. The specifics of modeling of various types of training classes are specified, the forms, methods and means of training are highlighted. Emphasis is placed on the fact that the method of teaching history should provide for the design of a gradual and consistent development of students' abilities, a special aspect of which will be a set of tasks that involves the acquisition of not only formal and logical, but also operational knowledge, involvement in independent research of information, generation of a creative product.The features of the use of creative tasks in the process of training future history teachers are characterized. It is emphasized that the history teacher’s preparation for creative activities of schoolchildren should be complex and creative, which will contribute to effective preparation for professional activities.

ВИБІРКОВІ ОСВІТНІ КОМПОНЕНТИ В ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ В МАГІСТРАТУРІ

The author of this article characterizes the role of selective educational components in the professional training of future teachers of the Ukrainian language and literature in the master’s degree. It was found that one of the ways of forming the individual educational trajectory of a student is the mastering of selective educational components aimed at improving general and professional competencies defined in the educational and professional program. The procedures for the development and selection of the specified educational components are outlined in university regulations, in particular, it is stated that they should cover 25% of the total volume of ECTS credits planned by the relevant educational and professional program. Analysis of educational activities for the implementation of the educational and professional program 014.01 Secondary education. Ukrainian language and literature in the master’s program of the T. H. Shevchenko National University «Chernihiv Colehium» made it possible to characterize selective components from cycles of general and professional training. It was established that those seeking higher education should master three academic disciplines of the cycle of general training and five academic disciplines of the cycle of professional training, which are evenly distributed within three semesters. The author of the article characterizes those educational disciplines that are particularly popular among future teachers of the Ukrainian language and literature, in particular: “Pedagogical rhetoric”, “Basics of academic integrity”, “Artistic systems in Ukrainian literature of the 20th-21st centuries”, “Literature of the Siver region in historical-typological context”, “Technologies of studying theoretical and literary concepts in high school”, “Ukrainian language in scientific and pedagogical communication”. It has been established that educational disciplines that have a practical direction and may be needed during professional activities are particularly popular among future teachers. It is noted that teachers of university in the process of developing selective educational components try to take into account branch and regional aspects. Key words: professional training, educational component, educational and professional program, educational discipline, future teachers of the Ukrainian language and literature, master’s degree.

МАТЕМАТИЧНА КОМПЕТЕНТНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ: ТЕОРЕТИЧНИЙ АНАЛІЗ

In the context of modernization of contemporary education on the basis of a competence approach, the problem of professional training of future mathematics teachers, who are able to be actively implemented in the information society, have professional competences that would meet the needs of today, becomes especially relevant. It is emphasized that an important task of training future mathematics teachers is the formation of their mathematical competence. The hierarchy of competences is characterized (according to N. Bibik): key super subjective (basic) competences, which are based on cognitive processes and displayed in different contexts; general subject competences, which belong to a certain set of subjects or branches of knowledge; subject competences - partial to the above, which are acquired in the process of studying a particular subject. The article describes the various definitions of mathematical competence proposed in the State Standard of Basic and Complete General Education (2011), the Concept of the New Ukrainian School (2018), the European Reference Framework of Key Competences for Lifelong Learning (2018), and the PISA International Education Quality Assessment (2022). Based on the analysis, it is determined that mathematical competence is defined by modern scientists as an integrated characteristic of the qualities of a mathematics teacher’s personality, which is expressed in the ability and willingness to apply mathematical knowledge and skills in order to solve professional problems using mathematical methods, applying modern methods of design, mathematical and computer modelling if necessary. Mathematical competence as a result of mathematical training of a graduate of a pedagogical education institution implies a high level of knowledge and experience of independent activity based on this knowledge for the effective professional activity of a future mathematics teacher. The structural components of mathematical competence are allocated: motivational, cognitive, value, activity, and reflexive.

Psychological and Pedagogical Determinants of the Professional Training of Future Physical Education Teachers for Organisation of Physical Education and Mass Participation Work in General Secondary Education Institutions

Psychological and Pedagogical Determinants of the Professional Training of Future Physical Education Teachers for Organisation of Physical Education and Mass Participation Work in General Secondary Education Institutions

Psychological and pedagogical foundations оf the competence model in the professional training оf future primary school teachers

The article substantiates the psychological and pedagogical foundations of the competence model in the professional training of primary school teachers. Competence is a holistic social and professional quality that allows a teacher to be successful both in the process of professional activity and in the process of interaction with other people. A competent teacher has the readiness (motivated ability) to successfully perform functional duties, and is characterised by such personal qualities as responsibility, organisation, purposefulness, adequacy of interaction with the study group, teaching staff, and society in general. The European Training Foundation distinguishes five main types of competence: special (professional), informational, social, cognitive, and communicative. It is noted that the general structure of a teacher's competence can be represented as consisting of the following competences: natural, acquired, self-education, adaptive, and performance. The effectiveness of an education system that implements the developed model of competence of a future primary school teacher can be represented by a cluster of competences of a teacher who organises guided self-study. At the same time, each level of mastering the standards of behaviour is characterised by a descriptor that allows us to select a standard of the latent variable, which is considered a constructive property of the educational system.

Оценка профессиональной педагогической подготовки в контексте принципа инклюзии в Беларуси

<p>The results of an empirical study of a comprehensive assessment of the professional training of future teachers of various specialties (preschool educators, primary school teachers, subject teachers, psychology teachers, social educators, speech pathologists) at higher education institutions in the Republic of Belarus are presented. The complexity of the assessment is ensured by the study of all components of professional teacher training (educational conditions, educational process, educational results) and the representativeness of the multi-subject groups of respondents (vice-rectors for academic affairs of institutions of higher education, teaching staff, graduate students and undergraduates). In order to obtain the research results, there were used author's checklists, 4 types of questionnaires correlated with the marker system (marker 1 – "educational conditions", marker 2 – "educational process", marker 3 – "educational results"), criteria, indicators. The study involved 8242 respondents, including the authority (10 vice-rectors for academic affairs), the teaching staff (1131 people), future teacher students of various specialties (7101 people). Mathematical and statistical data processing included the usee of Pearson's χ2 criterion (STATISTICA statistical package version 10.0). The study allowed us to see an important problem – "deficits" in the quality of university teaching staff training (especially its methodological component) that enables to solve problems of forming professional competencies in future teachers. The assessment of professional teacher training made it possible to determine the vectors of improvement of organizational and pedagogical conditions, content and methodological support of higher teacher-training education in the context of the implementation of the principle of inclusion, new methodological approaches to improving the quality of differentiated professional teacher training and to create a basis for making a number of managerial decisions.</p>

Research on Equity in Early Childhood Education in Western China: A Case Study of Sichuan Province

Abstract: This article investigates the issue of equity in early childhood education in Western China through interviews with ten kindergarten principals from the region. The study reveals several factors impacting educational fairness, including a vague understanding of the concept of educational equity, a lack of equitable practices in education, and the inability to ensure equal educational opportunities. Furthermore, the region faces a severe shortage of early childhood educational resources, instability within the teaching staff, difficulty in maintaining educational quality, and a lack of communication and cooperation among kindergartens. These issues contribute significantly to the imbalance of educational opportunities, severely affecting the normal development of children and the overall quality of preschool education. To address these challenges, the article recommends enhancing policy support to improve resource allocation and optimization, increasing professional training and compensation for teachers to strengthen the practice of equity in education, and raising societal awareness about the importance of educational equity. These measures are crucial for promoting equitable and high-quality education for every child in Western China, ensuring that all children have access to equal and quality educational opportunities.

Problems and Countermeasures in Football Teaching in Colleges and Universities

The purpose of this article is to reveal the difficult problems faced in the process of football training in colleges and universities, and on this basis, formulate specific solutions to these problems. Under the background of increasing attention to physical education in China, football has been gradually integrated into the physical education system in colleges and universities because of its wide popularity. For example, in the process of classroom teaching, there are many common challenges, such as the lagging update of educational concepts, the lack of qualified teachers, the lack of diversified practice methods, and the low participation of students. The quality and physical fitness are all dragged down by the problems existing in college football teaching. This paper makes a detailed investigation and in-depth analysis of the current situation of football education in colleges and universities, and then puts forward a series of specific coping strategies, such as refreshing educational views, strengthening teachers professional training, expanding the diversity and interest of practice items, and stimulating students active participation, in order to provide reference for optimizing the quality of football teaching in colleges and universities.

Methodical Principles of Using Mobile Applications in the Professional Training of Future Biology Teachers

The article explores the methodical principles of using mobile applications during the professional training of future biology teachers in higher educational institutions. It is determined that the significance of using modern mobile learning tools is driven by the informatization of the educational process and the necessity to develop key information and digital competencies among future teachers. It is emphasized that forced distance learning requires new teaching methods and tools. It has been found that recently almost all students in general secondary education institutions possess and use mobile phones at a professional level. It is proven that smartphones or tablets can be effective learning tools for the educational process, provided that teachers are skilled in their application. The possibilities of using mobile applications in the educational process of the professional training of future biology teachers are analyzed, revealing methodical approaches to their use: in lectures and laboratory sessions on the methodology of teaching biology, in completing independent work tasks, and in informal or non-formal education.

THE IMPORTANCE OF THE PSYCHOLOGICAL AND EMOTIONAL VOLITIONAL SPHERE IN THE ORGANIZATION OF INDEPENDENT EDUCATION OF STUDENTS

The article presents the experience of using emotional stimulation techniques in independent work of students on the subject "Pedagogy and Psychology". Including emotional stimulation techniques in the process of students completing assignments as part of independent work helps to increase theirinterest in the subject, makes the learning process more effective, which, in turn, improves the quality of professional training of future teachers.

Artificial intelligence in teaching social disciplines: Opportunities and challenges of tools

Based on the analysis of scientific sources and practical experience in teaching social disciplines, the article reveals the role and problems of using AI in the system of higher education. The scientific opinion about the inevitability of using AI, despite its risks, in teaching social disciplines is expressed. A comparative analysis of the subject area, conceptual apparatus, functional purpose and research methods of social disciplines is carried out. Similar features are revealed, the basis of which is their focus on the scientific study of the social and psychological behaviour of individuals, social groups and communities. On the example of didactic methods of teaching social disciplines in higher education, the expediency of using AI tools in the process of teaching is substantiated. Their main capabilities are personalised learning, forecasting and trend analysis, data visualisation, simulations and virtual laboratories, speech, video and voice interfaces, assessment tools, and generation of comments and feedback. Clarification of the principles and main possibilities of using AI tools has revealed the main problems, which include ethics, reliability, transparency, insufficient professional training of teachers and imperfect legal support. We outline prospects for further research on the peculiarities of using AI tools to teach social disciplines in higher education.

The role of virtual reality in improving the quality of professional training of natural science teachers

The use of information technologies, in particular virtual reality (VR), is becoming a topical issue in the professional training of natural science teachers. The study aims to assess the effectiveness of a professional development program that utilizes virtual reality as an educational tool to enhance the quality of training for natural science teachers. The obtained results testify to the positive impact of the VR use on various aspects of teachers’ professional training. The study found that the attitude towards technology improved significantly after the VR introduction (from 65% to 72%). The percentage of positive responses regarding the feasibility of using STEM (Science, Technology, Engineering and Mathematics) technologies in education increased by 25%. Student feedback emphasizes the importance of integrating new technologies into STEM education. Further research should examine the training needs of STEM teachers in different educational contexts, explore effective technology integration strategies, and assess their impact on student outcomes.

Exploration of Building Technology Education Mode in Higher Vocational Colleges

In the current educational environment, paying attention to the cultivation of students’ comprehensive quality, in order to enhance students’ spiritual realm and ideological level, has become an important content of education reform. This article takes the strengthening of students’ responsibility as the starting point, combined with the advanced education mode, aims to cultivate the correct values in the professional skills training of students and become professional engineering talents with exquisite technology and lofty morality. The research focuses on the training of students majoring in architectural engineering technology in higher vocational colleges, and explores the construction of core quality training models and vocational education professional training models, to enhance the comprehensive quality of students and cultivate compound talents with excellent academic achievements and good spiritual outlook. The implementation of these educational concepts provides solid support for the education quality of higher vocational colleges and the all-round development of students, promotes the role of higher vocational colleges in the new era, and is also an active attempt of engineering higher vocational colleges in improving the quality of education and comprehensively enhancing the quality of professional students.