Inscribing proportional relationships using partitioning, co-occurrence, and same extent

Введение. Обоснована актуальность проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов по дисциплинам методического блока. Выполнен анализ профессиональных стандартов к функциям специалиста, в том числе и в области педагогической деятельности. Исходя из этого, определена роль изучения прикладных дисциплин в процессе освоения обучающимися профессии «учитель начальных классов». Также выполнен анализ содержания учебных планов по направлению подготовки 44.03.05 «Педагогическое образование (с двумя профилями подготовки)», по результатам которого можно сделать выводы об увеличении количества дисциплин и практик в области предметно-методического модуля. Материалы и методы. С помощью анализа содержания нормативно-правовых документов начальной школы описано состояние проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов, определено направление, в котором, в первую очередь, необходимо разрабатывать методы этой оценки. Кроме этого, представлены профили дисциплин, по которым предложено оценивание профессиональных компетенций обучающихся: Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Управление начальным образованием; Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Английский язык; Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Дошкольное образование). Также перечислены дисциплины, в содержании которых необходимо начинать подготовку к форме оценивания профессиональных компетенций, основной из которых обозначен демонстрационный экзамен. Результаты. Представлено обоснование использования демонстрационного экзамена в качестве способа реализации независимой оценки профессиональной компетенции будущих учителей начальных классов, описаны функции демонстрационного экзамена по отношению к обучающимся, а также разработана примерная структура подготовки к нему. Например, в структуру могут входить следующие этапы: определение оценочных средств демонстрационного экзамена, разработка заданий (кейса) в содержании билетов демонстрационного экзамена, разработка карты оценки результатов демонстрационного экзамена. Обсуждение. В качестве содержания этапов подготовки к разработке демонстрационного экзамена представлено описание оценочных средств в рамках дисциплин методического блока. Например, можно предложить рассмотреть компетенции в соответствии с содержанием ФГОС ВО и Основной профессиональной образовательной программой по направлению подготовки 44.03.05 «Педагогическое образование (с двумя профилями подготовки)» и соотнести их с выбранными дисциплинами. Если составлять содержание возможных заданий экзаменационных билетов, то предлагается разделить их на два блока, а при разработке карты оценки результатов включить в ее содержание совокупность критериев по закрепленным за выбранной дисциплиной компетенциям и требований, предъявляемых к заданиям экзаменационного билета. Заключение. Приведены доказательства необходимости реализации демонстрационного экзамена в современной концепции подготовки кадров в области начального языкового и литературного образования, определена роль участников образовательных отношений при использовании этой формы оценки результатов обучения, описаны предполагаемые итоги представления выполненных экзаменационных заданий по дисциплине методического блока. Кроме этого, определена важность практической направленности демонстрационного экзамена, создания условий, приближенных к реальной педагогической деятельности, реализации научного аспекта данной работы. Ключевые слова: профессиональные компетенции; демонстрационный экзамен; русский язык; методика обучения русскому языку; обучающиеся; младшие школьники; педагогический университет; будущий учитель; будущий учитель начальных классов. Основные положения: – определены проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов в области дисциплин методического блока; – сформулировано обоснование использования демонстрационного экзамена как одной из наиболее эффективных форм оценки профессиональных компетенций будущих учителей начальных классов; – обозначены функции, примерная структура и этапы реализации демонстрационного экзамена в рамках дисциплин методического блока на примере методики обучения русскому языку и литературе в начальной школе. Introduction. The article substantiates the relevance of the problem of realization of independent assessment of professional competencies of future elementary school teachers in the field of disciplines of methodological block. The analysis of professional standards in terms of requirements to the functions of a specialist, including those in the field of pedagogical activity, has been carried out. On this basis, the role of studying applied disciplines in the process of mastering the profession of “elementary school teacher” was determined. Also the content of curricula for training direction 44.03.05 “Pedagogical Education (with two training profiles)” is analyzed, according to the results of which it is possible to draw conclusions about the increase in the number of disciplines and practices in the field of subject-methodical module. Materials and methods. The of analyzing the content of normative and legal documents of elementary school, the state of the problem of realization of independent assessment of professional competencies of future elementary school teachers is described, the direction in which first of all it is necessary to develop methods of this assessment is determined. In addition, the profiles, in the content of disciplines for which the assessment of students' professional competencies is proposed, are presented: Pedagogical Education (with two training profiles). Direction (profiles): Elementary education. Management of primary education; Pedagogical education (with two training profiles). Direction (profiles): Elementary education. English Language; Pedagogical Education (with two profiles). Direction (profiles): Elementary education. Preschool Education). Also listed are the disciplines, in the content of which it is necessary to begin preparation for the form of assessment of professional competencies, the main of which is designated demonstration exam. Results. As the results of this research work, the rationale for using the demonstration exam as a way to implement independent assessment of professional competence of future elementary school teachers is presented, the functions of the demonstration exam in relation to students are described, and an exemplary structure of preparation for the exam is developed. For example, the structure may include the following stages: defining the assessment tools of the demonstration exam, developing tasks (case study) in the content of the demonstration exam tickets, and developing a map for evaluating the results of the demonstration exam. Discussion. As the content of the stages of preparation for the development of the demonstration exam the description of assessment tools within the disciplines of the methodological block is presented. For example, it can be proposed to consider the competencies in accordance with the content of FSES HE and the Basic Professional Educational Program in the direction of training 44.03.05 Pedagogical Education (with two training profiles) for the selected disciplines. If we consider the content of possible tasks of the tickets, it is proposed to divide them into two blocks, and when developing a scorecard to include in its content a set of criteria for the competencies assigned to the selected discipline and the requirements for the tasks of the examination ticket. Conclusion. The evidence of the necessity of realization of the demonstration examination in the modern concept of training in the field of elementary language and literature education is given, the role of the participants of educational relations in the use of this form of assessment of learning outcomes is defined, and the expected results of the presentation of the completed examination tasks in the discipline of the methodological block are described. In addition, the importance of the practical orientation of the demonstration exam, the creation of conditions close to the real teaching activity, the realization of the scientific aspect of this work is determined. Keywords: Professional competencies; Demonstration exam; Russian language; Methodology of teaching Russian language; Students; Junior schoolchildren; Pedagogical university; Future teacher; Future elementary school teacher. Highlights: The problems of realization of independent assessment of professional competencies of future elementary school teachers in the field of disciplines of methodological block have been determined; The substantiation of using the demonstration examination as one of the most effective forms of assessing professional competencies of future elementary school teachers was formulated; The functions, approximate structure and stages of realization of the demonstration examination within the disciplines of the methodological block on the example of the methodology of teaching Russian language and literature in elementary school are outlined.

Note from the EditorsToo often, biology has been considered by both students and faculty as the ideal major for the scientifically inclined but mathematically challenged, even though the advantage of quantitative approaches in biology has always been apparent.Increasingly, biologists are utilizing mathematical skills to create simulations or manage and query large data sets.The need for basic mathematical and computer science (CS) literacy among biologists has never been greater.But does this require a fundamental change in the organization of the undergraduate biology curriculum?What is the utility of math/CS in different areas of biology?How can we best provide math/CS instruction to biologists so that the utility is appreciated?Do all biology students require a stronger math/CS foundation, or only those interested in research careers?Given the speed at which technology changes, what is the best preparation?Three different points of view are offered below.Dr. Roger Brent, President and Director of the Molecular Sciences Institute, reflects on the "innumeracy" common among biologists and argues that significant insights into biological problems may be gained from better mathematical intuition.

This case study examines the impact of real-world teaching experience on future teachers' preparedness and understanding of the teaching profession. The study utilized a mixed methods approach, with future teachers teaching classes to children and adapting their lesson plans for online scenarios. The research focused on two courses that prepare individuals for a career in teaching. It involved three phases, and pre-and post-surveys assessed the participants' progress and expectations regarding motivation, preparedness, familiarity with teaching methods, and ability to manage classroom situations. The findings revealed significant improvements in future teachers' motivation, familiarity with teaching methods, and preparedness to face students in a classroom. Integrating real-world teaching experience facilitated a deeper understanding of teaching approaches, critical thinking skills development, and the ability to adapt teaching strategies to different contexts. The study emphasizes the importance of providing prospective teachers with a well-rounded skill set, fostering the confidence to navigate the dynamic realm of teaching adeptly. By engaging in practical teaching experiences during their higher education, future teachers gain valuable insights into the profession, enhance their teaching methods, and develop the necessary skills to become proficient educators. The study provides valuable insights for English Higher Education Programs seeking to enhance teacher preparation and improve the quality of education. It underscores the importance of constructivist approaches and the fusion of theoretical knowledge with hands-on experience. English Higher Education programs must adapt to bridge the gap between theory and practice, nurturing capable educators who are committed to lifelong learning and the creation of meaningful learning environments.

Special Issue: The future of teaching, training and learning in forensic and crime sciences

<span>The growing interest in reflection and the development of reflective skills (RS) among future teachers is linked to a shift in Kazakhstan’s educational paradigm. Reflective thinking is recognized as an effective means of analyzing everyday practice, introducing students to key aspects of their profession, and encouraging lifelong learning. However, a paradox exists in the professional training system: although students’ RS are considered professionally essential, insufficient attention is given to their systematic development. This study aimed to examine the impact of a conceptual model (CM) on fostering students’ RS. A quasi-experimental design was employed with 120 participants. The experimental group (EG) demonstrated significantly higher levels of RS compared to the control group (CG) (p<0.05). The dynamic changes in students’ RS observed during the learning process indicate the strong pedagogical potential of the proposed model. The findings show that teachers perceive the use of the CM as an effective tool for enhancing students’ RS. It was also found that the model increases students’ interest in the learning process and contributes to the development of RS. Overall, the study supports the effectiveness of using a CM to enhance RS, thereby contributing to the professional readiness of future primary school teachers.</span>

Future teachers’ use of co-occurrence and same extent perspectives when generating linear equations

The final case study outlined in this chapter examines university learners’ experiences in a mandatory 6-week community-based experiential learning (CBEL) programme aimed at nurturing the adaptive expertise of student educators at our university. Through semi-structured interviews with high performers in the programme, we aim to shine a light on how student teachers are being prepared as future educators during such a learning process. We use this case study to argue that professional knowledge is significant, but not necessarily sufficient for good teaching. Teachers need to position themselves in a wider context through a process of globalization and be able to personalize their classroom from their students’ perspective; in short, adaptive teaching. This also attends to the development of teachers’ knowledge for teaching rather than just focusing on their knowledge of teaching. This case study also explains how and why some student teachers perform better than others in CBEL programmes and stresses the importance of student feedback in the development of such learning opportunities.

By introducing the sustainable nature of chemistry to students—makers of the future—teachers, and teacher students we can promote their scientific literacy and increase understanding of the relevance of chemistry research and studies in sustainability. Ionic liquids are a topical example of innovation of green chemistry research offering many possibilities for sustainable chemistry education. This article describes how to develop research-based learning materials on ionic liquids using educational design research as a design strategy. The design process included two cycles and the initial design solution was iterated via a qualitative case study conducted with future chemistry teachers. The main result of this research is the designed context-based activity that engages learners with individual, vocational, and societal levels of relevance. In addition, the study produced new insights into future chemistry teachers’ perceptions of ionic liquids’ possibilities in a chemistry learning context. According to future chemistry teachers, ionic liquids are an interesting new context for laboratory learning and can increase interest in chemistry studies.

The initial training received in Spanish faculties of education by future teachers is influenced by the principles and approaches passed on by their lecturers and professors over the course of their programmes. This in turn will have repercussions on the schooling they provide to their future pupils. An examination was undertaken of the discourse relating to degrowth of academic staff and students at the Faculty of Education of the University of León, as a case study. This discourse was analysed through the triangulation of three research tools of a qualitative nature: interviews, discussion groups, and a documentary review of teaching guides for subjects taught in that faculty. The results show that university teaching staff tends to reproduce models linked to the predominant neoliberal discourse. Although the study has limitations due to the small sample size used in a case study, it is believed that its outcomes may be transferable to other university contexts. The conclusion is that there is an urgent need to provide training in degrowth to the teaching staff of faculties of education if there is to by education in a model of degrowth allowing future generations to inherit a sustainable planet.

Regions are facing a huge competition, to attract companies, businesses, inhabitants, students etc. and this way to improve living and business environment, which is rapidly changing due to the impact of digitalization.On the other hand, for the point of view of the industry, the availability of skillful labor force and innovation environment are crucial factors. In this context, qualified staff has been seen to be able to utilize the opportunities of digitalization and response the needs of future skills. World Manufacturing Forum has stated on year 2019- report, that in next five years 40% of workers have to change their core competences. Through digital transformation, the use of new technologies like cloud, mobile, big data, 5G- infrastructure, platform- technology, data- analysis, and social networks with increasing intelligence and automation, enterprises can capitalize on new opportunities and optimize existing operations to achieve significant business improvement.Digitalization is going to be an important part of everyday life of citizens, and present in the working day of the average citizen and employee in the future. For that reason, also education system and education programs on all levels of education from diaper age to doctorate have been directed to fulfill this ecosystem strategy. The Fourth Industrial Revolution will bring unprecedented change to societies, education organizations and business environments. The goal of this article is to identify how education, education content, the way education is proceeded and overall whole the education business is changing. Most important is how we should respond to this inevitable co- evolution.The purpose of the study is to verify how the learning process is boosted by new digital content, new learning software and tools and customer- oriented learning environments. The change of education programs and individual education modules can be supported by applied research projects. You can use them in making proof- of- concept of new technology, new way to teach and train and through the experiences gathered change education content, way to educate and finally education business as whole.Applied research projects can be used to make proof of concept- phases on real environment field labs to test technology opportunities and new tools for training purposes. Customer oriented applied research projects are also excellent environments for students to make assignments and use new knowledge and content and teachers to test new tools and create new ways to educate. New content and problem-based learning is used on future education modules.This research has used qualitative and conceptual analytic methodology. The data analyzed has been collected from case study environments and transdisciplinary digital transformation projects. Project settings have also been testing environments for new education tools and contents. In this article are introduced some case study experiences on customer oriented digital transformation projects and how gathered knowledge on new digital content and new way to educate has influenced on education supported. Case study is related on experiences of research projects, customer- oriented field labs/learning environments and education programs of Häme University of Applied Sciences.

This article is devoted to the study of the impact of non-traditional visualization methods on the development of creative abilities of future teachers of labor education and technology in the context of technological education. The study examines current trends in the field of technological education and emphasizes the importance of developing the creative potential of students for the effectiveness of their future pedagogical activities. The article analyzes the theoretical aspects of creative thinking and visualization, reveals their relationship and role in the pedagogical process. The key psychological mechanisms that support the development of creative abilities and creative thinking in students are singled out. The article presents a wide range of non-traditional visualization methods that can be successfully implemented in technological education. In particular, she examines in detail the use of graphic organizers and mind maps, interactive multimedia and the latest technologies such as virtual and augmented reality. Non-traditional drawing techniques and paper-making are studied separately as creative means to stimulate creativity and imagination in students. Based on real examples of successful implementation of non-traditional visualization methods, case studies are presented that demonstrate the positive impact of such an approach on the development of creative abilities of future teachers of labor education and technology. The article also draws attention to the challenges and obstacles faced by educators when implementing non-traditional methods. It provides recommendations for successful implementation and effective overcoming of these obstacles, in particular, focusing on the need for cooperation between teachers and technical specialists, adaptation of educational programs and support of creative initiatives of students. It was determined that the use of such methods as virtual reality, augmented reality, multimedia presentations, graphic illustrations, creative projects and experimental drawing techniques makes the educational process interesting, exciting and stimulates students to actively express themselves. Keywords: creative abilities, future teachers of labor training and technologies, visualization, non-traditional methods, interactive multimedia tools, virtual reality, drawing, paper-making, technological education.

Overlaid cellular technology has been considered as a promising candidate to enhance the capacity and extend the coverage of cellular networks, particularly indoors. The deployment of small cells (e.g. femtocells and/or picocells) in an overlaid setup is expected to reduce the operational power and to function satisfactorily with the existing cellular architecture. Among the possible deployments of small-cell access points is to manage many of them to serve specific spatial locations, while reusing the available spectrum universally. This contribution considers the aforementioned scenario with the objective to serve as many active users as possible when the available downlink spectrum is overloaded. The case study is motivated by the importance of realizing universal resource sharing in overlaid networks, while reducing the load of distributing available resources, satisfying downlink multi-channel assignment, controlling the aggregate level of interference, and maintaining desired design/operation requirements. These objectives need to be achieved in distributed manner in each spatial space with as low processing load as possible when the feedback links are capacity-limited, multiple small-cell access points can be shared, and data exchange between access points can not be coordinated. This contribution is summarized as follows. An adaptive downlink multi-channel assignment scheme when multiple co-channel and shared small-cell access points are allocated to serve active users is proposed. It is assumed that the deployed access points employ isotropic antenna arrays of arbitrary sizes, operate using the open-access strategy, and transmit on shared physical channels simultaneously. Moreover, each active user can be served by a single transmit channel per each access point at a time, and can sense the concurrent interference level associated with each transmit antenna channel non-coherently. The proposed scheme aims to identify a suitable subset of transmit channels in operating access points such that certain limits on the aggregate interference or number of serving access points are satisfied, while reducing the load of processing. The applicability of the results for some scenarios, including the identification of interference-free channels in operating access points is explained. Numerical and simulations results are shown to clarify achieved gains with the use of the proposed scheme under various operating conditions.

One of the components of a teacher's readiness for professional activity is his mastery of various educational and upbringing technologies. Coaching techniques develop the potential of people and teams on the basis of subjectivity, reveal the inner potential of the individual, contribute to the achievement of pre-agreed goals, self-generation of optimal ways and methods of achieving goals, self-assessment, monitoring and monitoring tasks, change behavior patterns, implement educational process. In terms of improving the preparation of future elementary school teachers in partnership with parents of primary school children, we pay attention to the use of coaching technologies in the work of teachers with parents and in vocational education. Coaching technology is new for future elementary school teachers, as it is practically not used in work with younger students. However, in working with parents of students, this technology is effective in terms of taking into account the peculiarities of interaction with adults who already have some life experience. The advantage of using coaching technology in working with parents of elementary school children is that it helps adult participants in the educational process to independently determine the goals of activities, quickly find ways to solve difficult situations in the upbringing and development of children based on their own experiences. The article reveals the components of the readiness of primary school teachers to work with parents of primary school children (value- motivational, cognitive, activity-operational and reflective) and gives examples of the use of coaching techniques (transformational conversation, "Cartesian questions"), case studies, R. Dilts ", method" SWOT ", techniques" What if? ") In teaching students of pedagogical specialties in order to achieve professionalism of teachers in further communication with participants in the educational process. Further research should be aimed at detailing the topics of educational and life situations that will inevitably arise in the pedagogical career of working with parents.

This study had three aims: to present a case study and explain the funds of identity of a Latina educator; to use this as an opportunity to connect heritage language to ideological clarity and humanizing pedagogies in educator preparation programs; and to illustrate how pedagogy and language education can include transformational and healing elements when educators are engaged in culturally and linguistically affirming professional development. By understanding ourselves as teachers in relation to the communities in which we teach, we are able to develop ideological clarity and reject deficit perspectives that serve to erase non-English languages spoken at home in order to effectively serve and advocate for our multilingual, emerging bilingual and heritage language students. This case study of one Latina’s journey to linguistic empowerment may serve as an example of how future teachers can transform their own experiences of language loss into empowerment and reclaim their own culture, language, and values not only for themselves but for their students as well.

Change in social demands requires knowledge and skills that can be applied across disciplines. Professionals who can analyse problems, think critically, solve problems, communicate effectively, and take leadership are essential to meet new challenges in today's society. In this context, not only the area of expertise is important, but also the ability to think and learn, communicate and collaborate. Tackling complex interdisciplinary challenges requires professionals trained in creative thinking, problem solving, self-learning, team building, and other high skills. Among them, research skill is obligatory. Its development is important especially for future teachers. The ability to find new information and apply new methods for teaching children in school forms an integral part of the teacher's competence. In the context of distance learning, the development of such skills is fulfilled using digital technologies. The purpose of the study is to investigate the impact of digital technologies on the development of research skills of future primary school teachers. In this study, methods such as analysis, synthesis, survey, and case study were used. The study was conducted in the context of online learning at the Faculty of Pedagogy by students of the educational programme 6 В01 301 "Pedagogy and methods of primary education" based on the Buketov Karaganda State University. This study found that students acquired research and creative thinking skills through an open interprofessional distance learning course with digital adoption. This will increase the effectiveness of training and develop a new programme with the inclusion of digital technologies for higher educational institutions of the country.