Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment

Abstract

In recent years, student-centered learning has undergone significant changes influenced by the introduction of the competency-based approach to the digital learning environment. The new approach places a teacher at the center of the educational process taking into account professional competencies and personal interests of educators to foster the improvements of methodological, organizational, and technological support of personalized learning. The sample (N = 36) consists of the 3rd year students of University (KazNPU). The research methodology uses the following metrics to test the psychological and emotional characteristics of students: Communication Skills Assessments and Analysis of Cultural and Value Orientations. The study revealed a background of discomfort with the current system of education - about half of the respondents experience psychological and emotional stress due to the current education format. In addition, after the implementation of the program it was found that the SCL configuration model, applied to distance learning, had a significant impact on students. Statistical analysis of the chi-square indices of general fit (χ2 = 122.77) shows a good fit to the set of data points. The results can be used by educators and in future research to analyze the feasibility and advantages of digital educational processes in other geographical regions.

Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

“…Effectively community interactions are dependent on constant activity and content exchanges between learning community members and participants. This increases collaborative learning performance, which is consistent with the results stated in the existing literature (e.g., Abdigapbarova & Zhiyenbayeva 2022 ; Tsiotakis & Jimoyiannis, 2016 ; Frei-Landau et al, 2022 ; vanOostveen et al, 2019 ; Yücel & Usluel, 2016 ; Zalavra & Papanikolaou, 2022 ).…”

“…It can help promote the collaborative learning performance chain. In this study, learners’ collaborative learning performance was directly measured by scales instrument because that is an important component reflecting the integration of learning experiences within the community and the community’s professional growth (Abdigapbarova & Zhiyenbayeva 2022 ; Özüdoğru, 2022 ; Ping et al, 2018 ; Tzanavaris et al, 2021 ; Zalavra & Papanikolaou, 2022 ). This research expands the mobile professional community of collaborative learning to integrate positive and negative perspectives, supports teachers’ teaching activities and collaborative learning of new domain knowledge, and provides new approaches to teachers’ professional knowledge growth.…”

“…More recently, the availability of training through online environments has allowed for the sharing of professional knowledge and resources, expressing opinions, and connecting with colleagues. This new form of professional learning style, which is more flexible and responsive to new fields, has enabled teachers to enhance their professional growth beyond earlier constraints (Abdigapbarova & Zhiyenbayeva, 2022 ; Aubusson & Schuck, 2013 ; Ping et al, 2018 ; Schuck et al, 2013 ; Tam, 2015 ; vanOostveen et al, 2019 ; Xue et al, 2021 ). Concurrently, the role of teachers has changed from delivering knowledge to generating professional content, necessitating the need to produce knowledge content through collaboration and independent exploration (Cameron et al, 2013; Hutchison & Colwell 2012 ; Prestridge, 2019 ).…”

“…In this sense, teachers’ professional development becomes a key factor for their personal growth and the success of cyber-ethical education (Tsiotakis & Jimoyiannis, 2016 ; van den Bergh et al, 2015 ). During the teaching period, working with an online learning communities can be a useful strategy for teachers to enhance their professional knowledge and practice (Abdigapbarova & Zhiyenbayeva 2022 ; Özüdoğru, et al, 2022; Ping et al, 2018 ; Tzanavaris et al, 2021 ; vanOostveen et al, 2019 ; Xue et al, 2021 ). Scholars have considered that teachers in learning community can embark on this collaborative learning process to enrich their professionalism in response to teaching needs (Aldosemani, 2020 ; Nelimarkka et al, 2021 ; Shek et al, 2021 ).…”

Training of future teachers about educational technologies of vocational training

“…Information can be accessed more easily, and this situation gives the student the opportunity to access the information at any time and interpret the information in a better way. In short, the concept of distance education brings many conveniences in education with the development of communication technologies (Abdigapbarova & Zhiyenbayeva, 2022). The hours of realisation of the training, the choice of the training place and the methods and tools can be determined flexibly by the trainee.…”