The Quality of Training Future Teachers during the COVID-19 Pandemic: A Case from TNPU

Abstract

This article describes the experience of the communicative competence formation of future teachers in a blended form of education as a dominant one in the period of the COVID-19 pandemic. The main features of such terms as “education quality” and “communicative competence” are revealed; the peculiarities of their components and structure are described. Using the results of a survey the authors draw conclusions about the advantages and disadvantages of online and offline learning and the efficacy of technical learning tools. The article also describes the educational platforms and technical means most frequently used by teachers and students in their everyday life. The results of testing in philological and linguodidactic disciplines after online and offline learning are presented in the paper. Conclusions are made concerning the peculiarities of online and offline training by means of Moodle and Google Classroom learning platforms, as well as Viber, Telegram, Email, Zoom Cloud Meetings and other platforms. Considering the results of the survey of students on the usage of technical means in online learning, the authors provide suggestions on improving the quality of training future teachers. The discussion part of the article presents the questions for discussion concerning a blended form of training as an effective one during the COVID-19 pandemic. The conclusion states the advantages and disadvantages of mixed forms of learning.

Individualization of the Education of Future Natural Sciences Teachers in the Context of Covid-19

“…There were also students who thought that money for online education was wasted. In contrast to students majoring in Philology and Linguistics, the vast majority (57%) are completely satisfied with the quality of online learning (Boyko et al, 2021).…”

“…The experience of the pandemic demonstrated the need to take measures at all levels to prepare current and future teachers for productive professional work in emergencies (Darling-Hammond & Hyler, 2020, Hadar et al, 2020. This applies both to future natural sciences teachers (Ponomareva, 2021;Biletska et al, 2022), philology (Boyko et al, 2021), and others.…”

Quality management functions of future teacher professional training in a pedagogical university

“…-системний, який розглядає ЗВО як сукупність взаємопов'язаних елементів, які взаємодіють та орієнтовані на досягнення конкретної мети в умовах академічного середовища (персоналу, структури, технології); -процесуальний, що аналізує її як неперервну систему взаємодій управлінських функцій; -інформаційний, який передбачає забезпечення керівників і виконавців (менеджмент ЗВО і викладачів) інформацією для прийняття управлінського рішення на рівні університету, факультету, кафедри, академічної групи; -комунікативний, що забезпечує систему встановлення взаємодії для обміну інформацією між усіма учасниками освітнього процесу [13].…”

Digital and Technological Support of Distance Learning at Universities under COVID-19 (Case of Ukraine)

“…Many studies identified neutral or negative effects of changing faceto-face settings to distance format. There is a null difference in education results between the offline settings and blended format (Bowen et al, 2014;Boyko et al, 2021). Many academics point out that the distance format may have negative effects on student performance, taking into consideration grades (Figlio et al, 2013;Means et al, 2010), completion rates (Johnson & Mejia, 2014), and passing test scores (Bowen et al, 2014).…”