Formation of Design and Research Competencies in Future Teachers in the Framework of STEAM Education

Abstract

In today's digital society and economy, professions associated with high technologies are becoming increasingly in demand: programmers, system en-gineers, IT specialists, biotechnologists, project leaders, etc. In this regard, school graduates are required not just good knowledge of school subjects, but also knowledge interdisciplinary, the formation of which is a long pro-cess, starting as early as school, and only traditional methods are indispensa-ble. One of these innovative technologies is STEAM education. To imple-ment the concept of STEAM-education, the system of pedagogical education is tasked with training relevant personnel with the necessary competencies, among which the most relevant are meta-subjects and design and research skills. In our opinion, one of the possible innovations in the preparation of teachers for STEAM education is the inclusion of the “Robotics” discipline in the content of training future teachers of physics, mathematics, technolo-gy, visual arts, and others. The authors conducted a survey among future teachers studying at the Faculty of Mathematics and Natural Sciences and Engineering and Technology Faculties of the Elabuga Institute of Kazan Fed-eral University, showed that the problem of training graduates of general ed-ucational institutions to the challenges of the new time is more relevant than ever. Only 18% of respondents are aware of the existing the world and the country STEM and STEAM education programs, 15% of the students sur-veyed believe that they are ready to implement project activities STI and on-ly 10% of students believe that they are ready to lead project activities. These data indicate that not only the problem of teachers' readiness to im-plement new educational programs, but also the problem of preparing future teachers to implement practice-oriented educational activities based on the formation of design and research competencies, is coming to the fore.

Learning Management STEAM Model on Massive Open Online Courses Using Augmented Reality to Enhance Creativity and Innovation

“…STEAM is an integrated approach to learning which was evolved from STEM (science, technology, engineering, and mathematics) (Granovskiy, 2018), (IPST, 2016). Studies on the implementation of STEAM elements of education are conducted in many countries: USA, Australia, South Korea, Canada, Thailand, etc (Anisimova et al, 2020). STEAM encourages students to create their own interactive stories, creative design and learns by practice helping them develop expertise in problem solving, analysis, synthesis, evaluation, and creation and allowing them to illustrate concepts they are learning and gain a better understanding (Bedar & Al-Shboul, 2020).…”

The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

“…Thus, extracurricular activities are seen as a specially organized process of transferring and mastering the characteristics of spiritual and material culture, as well as purposeful socio-cultural activity based on educational principles and aimed at achieving educational goals through mastering crafts (Akhmetshina et al, 2019). Extracurricular activities of pupils are an important component of the education system that influences the development of pupil personality (Ren, & Zhang, 2020), ensures the cooperation in problem-solving (Zambrano, Kirschner, & Sweller, 2019), as well as effective interaction between the participants in the educational process (Kajamaa, Kumpulainen, & Olkinuora, 2020), the formation and consolidation of the subject and interdisciplinary knowledge, which are rather long processes in terms of curricular and extracurricular activities (Anisimova, Sabirova & Shatunova, 2020). The authors of the paper believe that it requires the revision of the content, forms and educational technologies of teacher training; the justification of conceptual principles that would take into account the specifics of extracurricular activities (voluntary involvement of pupils in extracurricular activities; involvement of pupils of different ages and with different levels of training; fluctuating body of pupils).…”

“…Indeed, working with gifted and average pupils is not normally limited to only classroom activities and requires additional effort on the part of the teacher and, therefore, an appropriate level of training for the organizing extracurricular activities. An analysis scientific works show that it is important to determine effective factors in motivation towards teaching (Akar, 2019), to justify the content of teacher training and its implementation in the context of introducing new training programmes (Fujimura, & Mistilina, 2020), to search for new effective forms and methods of developing professional competency in future teachers in higher education institutions (Silvestri et al, 2019), to develop teachers' readiness to implement new educational programmes (Anisimova et al, 2020;Melnychuk et al, 2019), to implement personalityoriented approach to professional development of teachers by involving them in mentor programmes (Winter, Bressman, & Efron, 2020). The authors of the paper believe that to train professionally competent teachers, it is essential to consider this issue comprehensively, taking into account the peculiarities of the pedagogical activity, which is not limited only to classroom work.…”

Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

“…The community interest in this aspect has been increasing in last years, thus creating a growing trend in the number of published papers related to "training teachers" and "research skills" (Figure 1). Nonetheless, although recent articles reveal the necessity of designing new methodologies to enhance the educational research skills of students of a Master's Degree in Secondary Education (future teachers) [23,24], there are hardly any references to experiences with or research on such a specific topic. Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29].…”