Training Of Future Teachers Research Articles

Technology of creating an innovative textbook for teacher education system

The transformation of education, caused by the constantly changing demands of society and the avalanche growth of information, necessitates the search for new means of training future teachers, focused on the formation of universal qualities of a specialist. The creation of psycho-pedagogical classes requires expanded research into ways to improve pedagogical training with continuity at all levels, starting from school. Considering the focus on professional training, it is important to model the structure and content of educational tools that allow forming not only subject knowledge but also the readiness of future teachers to “learn to teach” adequately to the cognitive characteristics of modern students and the trends in the formation of digital content.The aim of the article is to substantiate the method of creating end-to-end inversion textbooks that allow forming and developing the readiness to learn to teach in students planning their future professional activities in the educational field (by the example of studying the topic of the informatics course “Information and information processes”).The literature analysis allowed us to identify three tools for modeling the format of presentation and structuring of the textbook content: the “inverted” or inversion (question-task) format of the structural composition of educational content; the end-to-end or vertical selection of educational content according to the principle of “vertical lever”, the principle of “transparent” box” based on structural mental diagrams for visualizing all components of educational material (theory, tasks, control methods). Using the example of the topic “Information and information processes”, the article shows the technology of applying these tools in compiling of innovative teaching resources is shown.An expert assessment of the created textbook confirmed the possibility and feasibility of its use in psycho-pedagogical classes and pedagogical universities for training, self-study, and self-control of students.

Augmented Reality for Exploring Solids: A Study on Improving Pre-Service Teachers

Applications of augmented reality are gradually being integrated into teaching at various levels and types of schools. Augmented reality has the potential to transform the training of future teachers in the context of developing their mathematical knowledge, digital skills, and teaching competencies. The paper focuses on researching the impact of augmented reality on the learning of future primary teachers. The aim was to investigate the impact of AR applications on the development of cognitive and psychomotor skills and on students' motivation to learn. The study had a mixed research design. Using a pedagogical experiment, we investigated the effectiveness of an educational intervention based on the use of applications Augmented Reality in combination with hands on activities in the training of future teachers. The educational intervention was a set of activities that were carried out in a mixed reality environment using the 3D solids construction kit, the Polyedres augmentes and GeoGebra applications. The content of the educational intervention was the exploration of significant elements and properties of solids. We tested students' knowledge and abilities in the following areas: identification of simple solids from a picture; identification of significant elements of solids (vertices, edges and faces); identification of the shapes of faces of solids; nets of solids; simple metric tasks with solids. The study was conducted in 2024 with 152 primary education students as part of geometry courses. In line with the results of previous research in this area, we found that AR has the potential to improve understanding of geometric concepts, increase interactivity and student motivation. Augmented reality opens up new possibilities for exploring solids and their properties, as it allows for transfer between planar and spatial representation of solids and helps to develop spatial imagination.

Professional Training of Future Teachers of Physical Culture for Animation Leisure Activities

The purpose of the study is to determine the need for professional competencies development for future teachers of physical culture in the field of animation leisure activities, taking into account modern educational requirements and trends. The research methodology for preparing future teachers of physical education for animation leisure activities includes several key methods and approaches. One of the main methods is the analysis of scientific literature, including the study of existing research papers, articles, and monographs related to the professional training of future teachers of physical education for animation activities. To achieve the research objectives, it is necessary to define and analyze the concepts “professional training”, “animation leisure activities”, “competence”, and other important terms. This methodology allows a comprehensive study of the process of preparing future physical education teachers for animation leisure activities. Results. It has been found that animation leisure activities play a significant role in the professional training of future physical education teachers, as they contribute to the development of professional competencies, creativity, and communication skills. This concept encompasses various activities and actions that help students not only master the methods of organizing leisure activities but also develop the ability to engage others in an active and healthy lifestyle. Conclusions. Animation as an educational component can make a school lesson more engaging through various methods, forms, and means. Animation can be fully applied as a creative learning activity that develops learners’ potential while also encouraging them to challenge current social issues. Animation is viewed not only within the context of leisure but also as an opportunity to be applied in the educational practice of modern education.

Studying Abroad as a Means of Preparing Future Music Teachers in China

The concept of studying abroad as a means of preparing future music teachers in China has a rich and complex history, reflecting the nation’s evolving educational philosophies, political changes, and cultural exchanges. The purpose of this study is to present the genesis of using studying abroad as part of the professional training for future music teachers, detailing the goals and social mandates across various stages of Chinese state development. The article also draws attention to the organic "embeddedness" of such a means of training future music teachers in the Chinese system of professional and higher music-pedagogical education, especially of vocal practices that are not traditional for Chinese culture. Methodology. The study employs a historical-analytical approach, examining primary and secondary sources to trace the evolution of studying abroad as a practice for Chinese music educators. This includes an analysis of normative documents and policy papers available on official educational authority and institution websites. Additionally, qualitative data from interviews with contemporary music educators who have studied abroad provide insights into current practices and perceptions. The findings reveal that the practice of studying abroad for music education, primarily for personal music career development and secondarily for teaching, has been prevalent throughout Chinese history, and has undergone significant transformations over the past century. In the modern period, China continues to send a significant number of students abroad, supported by initiatives such as the China Scholarship Council and ‘One Belt – One Road’ Initiative. These programs facilitate grant support and promote cultural exchange and international cooperation, enriching the professional development of future music teachers in China. The study concludes that international educational experiences have profoundly impacted Chinese music education. Educators trained abroad have introduced diverse musical styles, innovative teaching methodologies, and a global perspective that enhance the learning experience of Chinese students. The integration of international practices has elevated the standards of music education in China, and gained global recognition. However, challenges remain in balancing traditional Chinese music with Western influences, and ensuring equitable access to international education opportunities. The study highlights the need for continuous adaptation and the development of strategies to address these challenges, ensuring that the benefits of studying abroad are fully realised in the Chinese educational context.

Informatization of the professional training of future teachers of physical education in the conditions of distance education

The article shows the importance of the use of new information technologies in the process of professional training of future teachers of physical education at the current stage of the development of society in the conditions of distance learning. The main directions and tasks regarding the use of info-communication and multimedia learning tools in the professional training of students from the specialty 014 Secondary education are defined. (physical culture). The educational component "sports-pedagogical informatics" was introduced into the educational process, the curriculum and diagnostic technology for assessing success according to the modular rating system for this course were developed. It has been established that the implementation of such innovative tasks in full will make it possible to significantly optimize the professional training of future specialists in the conditions of distance learning and to quickly integrate into the European educational space. In addition, the main stages of the introduction of computer and multimedia tools into the educational process of future teachers of physical culture are determined. The justified need to introduce the educational component "Sports and pedagogical informatics" into the educational process of students from the specialty 014 Secondary education (physical culture). Carrying out such innovative tasks in full will make it possible to significantly optimize the professional training of students in the specialty 014 Secondary education (physical education) in the conditions of distance learning.

PARADIGMS OF THE CONSTRUCTION OF MASCULINITY IN OUR TIME: HAVE WE OVERCOME IT?

This article proposes a debate on gender identity issues, with a main focus on masculinity in the 21st century. Moving towards a perspective that is not limited to sexuality, the concept of hegemonic masculinity is explored, influenced by several theoretical fields, such as cultural, sociological and psychoanalytic studies. The methodology adopted involves writing about oneself and remembering personal experiences, highlighting the importance of this reflection on subjectivities in the training of future teachers. The results and discussions address the influence of patriarchy and the historical construction of masculinity, as well as its hegemonic manifestations in various social contexts, such as education, work and health. It is concluded that hegemonic masculinity perpetuates male domination over women and non-normative men, but its definition and practice are complex and varied, and it is important to consider individual and contextual particularities in the analysis of male identities.

Challenges in the methodological training of future foreign language teachers for inclusive education

Challenges in the methodological training of future foreign language teachers for inclusive education

Impact of goal orientation on moral competence development in youth

The study had two aims. The first was to investigate correlation between specific types of goal orientation as a predictor of prosocial and antisocial functioning and level of moral competences. The second, was to verify whether goal orientation has an impact on the development of moral competences of students participating in a pedagogical intervention based on non-linear pedagogy. Task and Ego Orientation in Sport Questionnaire and Moral Competence Test were used to assess 468 secondary school students aged 15 in goal orientation and moral competences level. There was no correlation between the level of task and ego orientation and the level of moral competence. Under the influence of pedagogical experiment students with high level of task orientation achieved a statistically significantly higher change in the level of moral competences (η2 = 0.04). Study suggests that high level of task orientation is more susceptible to the development of moral competencies. Also, employing a non-linear pedagogy model in physical education, provides a conducive environment for the development of moral competences and should be implemented in the training of future physical education teachers.

Gender and Family Stereotypes in a Photograph: Research Using the Eye-Tracking Method

Abstract The article presents the results of a 2022 study involving students training to be civic studies teachers. Three research goals were set: to determine which gender and family stereotypes burden the interpretation of a photograph; to identify qualitative differences in the perception, analysis, and interpretation of the photograph depending on the form of the questions asked; and to gain respondents’ feedback on the test. The test used a computer and was based on a family photograph and a series of questions. Three methods of data collection and analysis were used (audio recording analysis, eye-tracking, interview). The study found that future teachers are substantially influenced by gender stereotypes in Czech society. It also confirmed the importance of didactic structuring when analysing iconographic material. The findings show the importance of gender-sensitive education and the development of didactic skills for interpreting visual texts as part of undergraduate training for future civic studies teachers.

Developing health-saving competence of pre-service teachers in Kazakhstan

This study's significance lies in the need for a perspective teacher who can solve educational objectives to preserve children's and teenagers’ health. In this context, it is crucial to cultivate the health-saving competence of pre-service teachers during the educational process at the university. The study has aimed to develop, implement and experimentally test educational conditions for developing health-saving competence of a pre-service teacher within the framework of the educational program of the pedagogical direction. The participants were 37 university teachers of physical education and 145 students from two universities in Kazakhstan. The proposed approaches and methods represent a process of future teacher training which includes the stages: initial, main and final. Instructional intervention was employed at the final stage: the authors developed and introduced a special course for prospective teachers titled "Development of Schoolchildren's Health and Modern Health-promoting Technologies”. Tests, surveys, and questionnaires have been used during the intervention to test the course efficiency. The majority of respondents (79%) consider it necessary to utilize health-promoting methods and techniques at different stages of the lesson in the process of teaching the discipline. The essential aspect in the study of the elective course was building upon students' existing knowledge in the fields of physical education, pedagogy, psychology, and subject-specific teaching methods, as well as enhancing their health-saving competencies. Keywords: health-saving, competence, physical education, teacher, activity.

THE SPECIFIC FEATURES OF TEACHING MODERN PROGRAMMING LANGUAGES IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS

This article examines the relevance and necessity of teaching the Python programming language for the professional and methodological training of future computer science teachers in pedagogical universities. Python software is one of the modern programming languages and is being implemented at all levels of education. For this reason, it is necessary that a future computer science teacher has the knowledge and skills to use Python to learn the basics of programming.

MODERN TECHNOLOGIES FOR DEVELOPING TEACHERS' SUGGESTIVE COMPETENCE

This article analyzes the relevance of improving suggestive competence in the process of training future teachers to successfully perform professional tasks in modern education. In order to solve these problems, the article reveals the key aspects that make this competence an integral part of the professional training of teachers, emphasizing the role of suggestive competence in the formation of a pedagogical personality and the ability to influence students through motivation, emotional impact and a mindset for success. The analysis focuses on the need to integrate suggestive competence into the professional training of future teachers so that they are ready to effectively perform their professional tasks in modern education.

Rapid foresight: Information technologies in Physics lessons

Abstract This research, conducted as part of the curriculum in the discipline of Modern Learning Technologies, explores strategies for improving the training of future teachers in response to the dynamic educational landscape. The discipline is an integral component of the educational program designed for students aspiring to become educators. A total of 12 students participated in the study, engaging in a collaborative and iterative process to identify key areas for enhancement in teacher training. The rapid evolution of learning technologies necessitates a proactive approach in preparing future teachers for the challenges and opportunities in the educational landscape. In this study, students enrolled in the educational program for prospective teachers played an active role in the research process. The objective was to leverage the insights and perspectives of these students to identify areas for improvement in teacher training. Twelve students participating in the study were enrolled in the Modern Learning Technologies course. This cohort engaged in a rapid foresight approach, involving activities such as focus group discussions, brainstorming sessions, and collaborative workshops. The methodology aimed to gather diverse opinions on emerging trends in education and technology and to envision potential future scenarios. The findings of the study highlighted key trends in modern learning technologies, including advancements in educational technology, shifts in learning preferences, and evolving classroom dynamics. Students actively contributed to scenario-building exercises, providing valuable input into the skills and competencies they deemed essential for future teachers. The assessment of current teacher training programs revealed areas where adjustments and enhancements were deemed necessary. The active involvement of students in the research process proved to be instrumental in gaining firsthand insights into the needs and expectations of future educators. Collaborative workshops facilitated a co-creation of strategies for improving teacher training programs, ensuring that the enhancements were aligned with the dynamic nature of the educational environment. This research, conducted within the framework of the Modern Learning Technologies course, emphasizes the significance of involving students in the foresight process for enhancing teacher training. The collaborative and iterative nature of the approach ensures that the strategies developed are responsive to the evolving trends and needs in education. As the educational landscape continues to evolve, incorporating student perspectives into teacher training becomes imperative for fostering effective and adaptive educators.

Updating the information-contextual approach in training future foreign language teachers through case studies

The article examines the issues of interdependence of the information-contextual approach in the training of future foreign language teachers through case studies and innovative technologies. The relevance of this problem is due to the need to improve the training of future foreign language teachers in connection with the combination of the anthropocentric paradigm of education with innovative technologies, the characteristic features of which are the use of activity technologies, which include case studies. The purpose of this scientific article is to identify the features of using the information-contextual approach in the process of professional training of future foreign language teachers through case studies. The tasks were set to prepare a review of current scientific research and sources related to the topic of the article and to clarify the essence of the key concepts of "information-contextual approach" and "case technologies". Conclusions on the set goal as a result of the conducted study indicate that the integration processes that characterize the education system are associated with the trends in the development of the methodological basis of the new educational paradigm, which determine the need to update the information-contextual approach in the process of professional training of future foreign language teachers.

Developing Future Teachers’ Design Thinking Skills through Constructive Teaching

In this article, the authors draw attention to the problem of developing design thinking skills in students, in particular creativity and innovation, through constructive learning. At present, the accelerated development of science and technology is increasing the demands on humanity, as a result of which there is a need to form an intellectual, constructive personality who has developed a thinking design, that is, the mechanisms necessary to establish dialogic relationships with people must be formed, culture, civilization, capable of self-improvement, self-regulation, self-realization and the formation of one’s image. During the period of rapid development of innovations and technologies in our country, one of the most important areas is the training of future teachers in higher education institutions, and design thinking is a necessary skill for both future teachers and their future students. However, the skill of design thinking is one of the new skills that has not yet been fully explored and developed in our country. Constructive learning has been widely studied and is being studied in pedagogy. The purpose of the presented article is to analyze and discuss constructive pedagogical methods for the formation of design thinking skills among future teachers. The article identifies the research issues of the topic, conducts an extensive analysis of sources of foreign and domestic literature, and also reflects the results of a survey conducted among students and teachers in order to determine the meaning of the concepts of “design thinking” and “constructive learning”. The article also states that in the 2022-2023 academic year, an experimental course “Effective constructive approaches in the educational process” was tested, aimed at developing design thinking skills among students of the educational program 6B01 – “Pedagogical Sciences”, and the results obtained on the basis of quantitative methods were proposed. The course, implemented using constructive teaching methods, gave positive results, the possibility of forming design thinking skills in future teachers through constructive learning was revealed.

Conditions for training future computer science teachers based on a systems approach

The article deals with the issues of training future teachers of computer science at the Karaganda University named after Academician E.A. Buketov. The requirements for Hard-skills, Soft-skills of future teachers of computer science as specialists who own modern pedagogical and information technologies in accordance with the requirements of innovative socially-oriented development of Kazakhstan are highlighted. The content of educational programs, the catalogue of elective bachelor's degree courses «6B01505-Computer Science», «6B01506-Computer Science, ICT and Robotics» developed on the basis of a system and competency based approachs in collaboration with employers, are analysed. The purposeful work on preparing future informatics teachers for professional activities, owning digital technologies, is described, which contributes to their active life and professional adaptation, further personal and professional self-realization. Some aspects of the introduction of innovative approaches to the training of teaching staff are highlighted with an emphasis on improving the education content, the formation of a high level of information culture among future informatics teachers. The authors concluded that the logic of the disciplines’ sequence studied, the optimization of the content of educational programs in collaboration with teachers of schools, will lead to the formation of professional Hard-skills and personal Soft-skills competencies of future computer science teachers.

Features of the formation of professional competence of a future foreign language teacher through simulation games

The article emphasizes the importance of using the simulation-game method for the formation of professional competence of future foreign language teachers and describes its effective developmental impact. The principles and methods of the simulation game that contribute to the professional growth of students are considered. The authors of the article emphasize the necessity of professional development of future foreign language teachers and reveal the potential of simulation tasks. It is noted that learning through simulation game allows to achieve two goals at the same time. In addition, the authors note that the use of simulation games gives the learning process an interesting and practically oriented character, contributes to the development of students' universal competencies such as cooperation and critical thinking, which increases their competitiveness in the labor market. In the article the authors describe in detail the main stages of the simulation game method and offer a number of optimal linguistic and content tasks for the development of professional competencies. Based on the above, the authors conclude that it is necessary to introduce the simulation game as an effective method of teaching foreign languages in higher education institutions when training future teachers. The purpose of this article is to analyze the potential of using imitation tasks to improve the effectiveness of foreign language teaching. The main objective of the article is to describe the rules and principles of the method of imitation games, as well as to formulate the didactic foundations for the use of such games in the training of future foreign language teachers. On the basis of the studied theoretical sources and their own experience of using imitation games, the authors offer a set of tasks for teaching a foreign language that meets the requirements of language teaching methodology.

A MODEL FOR THE FORMATION OF THE COMMUNICATIVE COMPETENCE OF A FUTURE

The model of formation of the communicative competence of a future English teacher by means of effective technologies of interaction between subjects of the educationalprocess is a process of consistent creation of its constituent substantive blocks and ways to achievethe set research goal - the search and finding effective technologies for interaction between subjects of the educational process.The article presents a model for the formation of the communicative competence of a futureEnglish teacher through effective forms and technologies of interaction between subjects of the educational process.It includes the following blocks: a state order for an English teacher; requirements forgraduates of employers; rules set out in new state standards; a goal-setting block; various forms of pedagogical interaction; communication technologies; a set of organizational and psychologicaland pedagogical conditions. The key to the successful formation of the communicative competence of a future Englishteacher is the search and implementation of effective technologies for the interaction of subjectsof the educational process in this process. The establishment of communications between the subjects of the educational process is possible through clear informing of all departments bothabout the general concept and purpose of the educational institution, and informing them about the set professional goals, tasks within the framework of professional training of students of all departments of the faculty, departments in the areas of their interaction with the university administration. To solve this problem, we used the modeling method. The analysis of modern conditions for the training of future foreign language teachers has shown that there is a need to create a system aimed at the formation of professional and communicative competence of a foreign language teacher, which serves as the basis for the implementation of professional and pedagogical functions. On the basis of competence-based, communicative and professionally-oriented approaches, a model for the formation of professional and communicative competence has been developed, which includes targeted, conceptual,meaningful, procedural, methodological and effective blocks.

Artificial intelligence as a means of developing creativity in future technology teachers.

The article considers and analyzes the possibilities of using artificial intelligence (CatGPT, AI) in the training of future specialists, namely for the development of creativity in future technology teachers. The key aspects that should be taken into account and used for the development of creativity are identified, and possible disadvantages of this innovative technology are noted. The rapid development of artificial intelligence has burst into almost all spheres of life, we focused on the use of some AI tools in the training of future technology teachers and the development of their creativity. We analyzed several approaches to using CatGPT to facilitate the organization of classes. Such as: idea generation, scenario building, storytelling and role-playing, problem-solving exercises, creative writing and documentation, interactive learning modules, individual learning paths, innovative challenges that help future teachers gain practical experience and adapt faster to the modern requirements of pedagogical practice. In the article, we offer several working tools from our own "piggy bank" and the principles of their use. The article highlights the current state of AI use in the educational environment and provides recommendations for practicing teachers on the effective use of artificial intelligence technologies. We are convinced that the use of artificial intelligence in the development of creativity of future technology teachers has an important impact on the personal development of creative potential. By using artificial intelligence, we can ensure the active participation of students in the learning process. AI tools stimulate curiosity, promote active research, experimentation, and problem solving. However, along with the great opportunities for using artificial intelligence, there are also threats such as the loss of the human factor, the dissemination of personal data, and financial losses. Therefore, for a good result in the development of creativity of future technology teachers, it is necessary to take into account all the advantages and disadvantages of using AI using strategies balanced between opportunities and challenges.

미래 예비교사의 AI 리터러시와 교수 효능감 발달을 위한 교육청 캠프 운영 사례 연구

Objective: This study analyzes the effectiveness of the Education Office's high school Winter/Summer School camp during school vacations for enhancing the artificial intelligence (AI) digital competences of high school students aspiring to become future teachers, and students' satisfaction. Methods: To measure the effects and satisfaction, we conducted pre- and post-course surveys using Google Forms to assess students' perception of AI, AI literacy, and teaching efficacy. We supplemented these quantitative data with qualitative data by utilizing participants' learning logs and conducting interviews. Finally, we fostered interaction among the participants during the learning process through Naver Band, and observed the outputs and learning process through activities such as creating teaching and learning content using AI and digital tools. Results: We found high satisfaction levels, and significant positive effects on students' perception of AI, AI literacy, and teaching efficacy. Clearly, the camp courses helped participating students develop AI literacy, enhance teaching efficacy, and build their competencies as future teachers. Conclusions: The "AI and Digital Competency Education Practicum for Future Teachers" conducted in the Winter/Summer School can enhance participants' AI literacy, teaching efficacy, and overall learning satisfaction. This has important educational implications for future teacher training.