In the article, the defined problem has been justified and the significance of studying
The article presents and justifies a technology for building the content of teacher training through sustainable development. Considerable attention is paid to environmental issues of society, which urge to change the philosophy of life and the mindset of people. The designed technology for building training content is primarily relevant owing to the need to implement the main concepts of sustainable development and introduce some novel approaches to teacher training. It can be implemented at three levels: degree programmes, curricula, syllabi. The level of building training content consists of such stages: defining expected learning outcomes for courses; outlining the information field of courses; compiling the basic educational material; determining didactic units of the main educational material; designing the structural and semantic model of the basic educational material; dividing the basic educational material into subjects. The article also presents the results obtained from the experiment conducted from 2015 to 2018. The research sample comprised 457 respondents (231 respondents in the control group (CG) and 226 respondents in the experimental group (EG)). The analysis of the obtained results shows that during the formative experiment the number of respondents with advanced (creative) level has increased by 5.82% in the EG compared with the CG; the number of respondents with intermediate (sufficient) level -by 5.18. The number of respondents with basic (reproductive) level has decreased by 11%. The differences between the CG and the EG are statistically significant (χ2 = 8,276), do not exceed the established limits and are at the level of 0.05≤ρ≤0.01 (5.991≤8.276≤9.21).
The paper defines conceptual principles of future teachers' professional training in the context of organizing extracurricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personalityoriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivationaland-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic-andtechnical activities for pupils.
The paper highlights the results of empirical research regarding the issues undermining the implementation of inclusive education in the context of training handicraft teachers and, consequently, discovers effective ways to eliminate them. It shows that future handicraft teachers are mostly not ready to implement inclusive education. This is due to the lack of adequate knowledge and skills required to work with children with special needs. Besides, the paper indicates students’ unawareness of categories of children with special needs and characteristics of correctional and developmental work in handicraft lessons, including relevant exercises, motor activity. This fact negatively affects future teachers’ emotional readiness to work under such conditions. Working with various tools while processing structural materials requires adherence to safety rules in lessons and appropriate organization of design and technological activities. The paper specifies that teacher placement supervisors do not have the necessary experience of working with children with special needs and thus cannot prepare their students for that. Also, it justifies the need to develop students’ emotional readiness to work with children with special needs, update the content of professional training for future handicraft teachers, taking into account the specifics of inclusive education, develop their ability to employ teaching methods appropriate for inclusive classes in handicraft lessons. Finally, the paper isolates the main areas that can help to increase the effectiveness of professional training of future handicraft teachers in higher education institutions so that they can work with children with special needs.
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