The purpose of this article was to identify the features of professional training of future teachers of labor education and technology by means of information and communication technologies. The research methodology is based on a statistical correlation analysis of the results of the structured survey the OECD Teaching and Learning International Survey (TALIS), conducted in 2018 in 48 countries. Sample of research - teachers and school leaders working in schools providing lower secondary education. The results make it possible to state the following main features of professional training of future teachers of labor training. Identified lack or inadequacy of digital technologies for teacher instruction, which increases the risk of insufficient professional development, mastering digital skills.
This article discusses the development of an immersive virtual reality (VR)- infused Makerspace for experiential learning. Students in an advanced-level Russian course used a Makerspace to complete a three-part project aimed at language and cultural learning through art and presentational speaking. Participants completed a survey about their experience at the end of the project, thus providing some data by which to assess its success. Students used Oculus Rift headsets to view 360-degree target-culture images and engaged in a handson sculpting activity that resulted in printing 3D models. Learners also used iPads for a painting activity, which was then compared with the VR sculpting task. The survey results showed that the Makerspace, and using VR in particular, was a success. Positive outcomes included facilitating task motivation, fostering speaking and artistic creativity, enabling deeper learning and focus on the task, assisting with cultural development, and enjoying learning by doing/making. Suggestions for future Makerspace projects in language labs are discussed.
У статті розглянуто мету і завдання науково-дослідницької діяльності в системі професійної підготовки майбутнього вчителя на сучасному законодавчому рівні та в науково-методичній літературі. Окреслено значення освітнього середовища закладу вищої освіти та виокремлено його основні характеристики. Обґрунтовано необхідність підвищення рівня науково-дослідницької діяльності в закладах вищої освіти України для рівноправного інтегрування в європейський освітній простір. Проаналізовано моніторинг науково-дослідницької складової освітньої діяльності низки закладів вищої освіти. Запропонований напрям подальшого поглибленого дослідження в межах розглянутої проблематики.
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