ANALYSIS OF EXPERT ASSESSMENTS OF INDICATORS OF PROFESSIONAL READINESS OF FUTURE TEACHERS FOR THE ORGANIZATION OF EDUCATIONAL EXHIBITIONS

the article presents a study of approaches to the organization of professional training of future teachers for innovative activities. The author, based on a survey of experts (n=56), developed and described the indicators and levels of readiness of future teachers to organize educational exhibitions. Based on the results of an empirical study, the principles of organizing professional training of students of a pedagogical university for organizing educational exhibitions are described

Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

Challenging Deficit Thinking in Our Schools

Deficit thinking by educators is a barrier to student success. To effectively meet the needs of all students, future teachers need to be able to identify and challenge deficit thinking when they encounter it. Educator preparation programs are well positioned to assist with the rejection of deficit thinking in favor of strengths-based approaches in the classroom through intentionally designed courses and required field experiences. This chapter explores deficit thinking in special education, highlights components of teacher training that have been demonstrated to address issues of equity and combat deficit thinking, and shares one education department's efforts to ensure deficit thinking is adequately addressed in their coursework and fieldwork. Other educator preparation programs may benefit from the exploration of inclusive and equity-focused program components, as well as the auditing process conducted by this education department.

The Use of the Escape Room as a Methodology for the Development of Professional Skills in the Training of Future Teachers

Faced with the new educational context that is emerging at this time in history, marked by a global pandemic, the learning and application of active methodologies where the teacher is not the only active agent in socio-educational activities is becoming key. Given this novel context, this chapter tries to outline how an escape room can be used as a strategy in the training of future teachers for the development of socio-emotional, sustainable, and multi-intelligence approaches, all currently necessary and essential elements of the professional development of this new generation of teachers in training. There is no doubt that the experience described in this chapter shows the applicability of these types of active methodologies in the classroom, since as defended in the document, it not only favours the motivation of students, but also the acquisition of certain skills and abilities, as well as the consolidation of theoretical content linked to the subject in which it is applied, thus favouring their future application when they become practising teachers.

Digital competence of future teachers in a Higher Education Institution in Paraguay]

La globalización de la tecnología ha provocado que gran parte del comportamiento social cambie, así como también en la forma de aprender y a enseñar. El objetivo fue analizar la percepción de los futuros docentes sobre su competencia digital en cuatro dimensiones (TIC, pedagógica, aspecto, ético y legal y formación profesional docente) que cursan los últimos años de en una Institución de Educación Superior en el Paraguay. Se utilizó una metodología cuantitativa de tipo no experimental correlacional, con un total de 330 participantes. Los resultados evidenciaron una formación muy básica a básica de competencia digital y se encontró que, a mayor formación en las TIC, mayor es el desarrollo de la competencia digital; así también, existe una relación significativa entre el género y las dimensiones (pedagógica, TIC y aspecto, ético y legal) y, no se encontró correlación entre la edad y las dimensiones de la compencia digital. Se concluye que existe una necesidad de formación continua en competencia digital de los futuros docentes

Formation of digital literacy of future teachers by means of cloud technologies

The problem and the aim of the study. The implementation of tutoring ideas that are extremely popular in the modern socio-economic situation in the digital educational space requires the teacher to move to a new level of professional skills, communication and information culture, network etiquette and experience in using software and hardware. To ensure the appropriate training of teachers, the development of the necessary personal qualities, improving the quality of education in higher education, new digital technologies are actively used: cloud services, interactive resources, etc. The purpose of the article is to investigate the features of the formation of digital literacy of future teachers by means of cloud technologies. Research methods. Theoretical analysis and generalization of scientific literature were used to identify the features of the training of future teachers, to determine the components of digital literacy. The method of pedagogization of information technologies, group interaction, mutual assessment and self-assessment are used to design and fill the "virtual classroom" with cloud service tools. The experiment involved 64 students of the Vyatka State University of the training program 44.03.01 Pedagogical education (bachelor level). The software tool is Google Classroom. As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, future teachers used Google Classroom tools to differentiate user access rights to content, organize and manage learning in a "virtual classroom" environment. The assessment of the levels of digital literacy formation was made and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,07 > 5,99). In conclusion, the features of the design and use of "virtual classrooms" implemented by Google Classroom tools for the formation of digital literacy of future teachers are summarized.