Rapid foresight: Information technologies in Physics lessons

The use of modern technologies has become an important part of the learning and teaching process, and the application of these technologies helps learners learn from their own interests. There is no doubt that modern technology of learning a foreign language contributes to improving the quality of students’ studying, the formation and development of their communicative culture. The introduction of information and communication technologies (ICTs) into education creates new paradigms of learning. There is no consensus among scholars in the classification of modern technologies, active and interactive teaching methods, but the necessity of their use in the educational process is proved by the majority of leading domestic and foreign researchers. The purpose of the article is to highlight the role of using of modern technologies in learning and teaching of a foreign language (English) as a second language. The state of the research of the problem of using of modern technologies in learning and teaching of a foreign language (English) has been revealed. The concept of «technology» has been defined, namely, we define the technology of learning as a system that optimally uses modern methods, techniques, forms and means of learning in order to ensure the final result. The necessity of using of modern technologies in the process of learning and teaching of a foreign language (English) has been analyzed. Relevant modern technologies for learning and teaching of a foreign language (English) have been selected. The problems that arise in the process of application of the technologies have been investigated and analyzed. To solve the tasks, the following set of research methods was used: theoretical - analysis of scientific sources, pedagogical, psychological literature and teaching materials, comparison; empirical − generalization of pedagogical experience; analysis of products of activities (analysis of work programs and curricula). As a result of the study, appropriate recommendations for the implementation of these technologies have been provided.

Purpose of research. The purpose of the paper is to describe the possibilities of including tasks for the design, development, use and experimental evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science for the development of their subject-methodical readiness. The formation and development of subject-methodical readiness is the main goal of professional training of future lecturers at a pedagogical university. The process of creating “inverted” educational resources requires from their author quite serious subject and methodological training. Potentially, the inclusion of tasks for the design, development, expertise, practical use and evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science can create conditions conducive to the formation of competencies of future teachers to create a comprehensive educational process in a digital environment. Since, on the one hand, in such didactic means, the educational content should be presented systematized and structured, have logic and hierarchical connections. On the other hand, the problematic issues included in the resources should reflect specific subject educational results in accordance with a given taxonomic model in the curriculum.Materials and methods. Based on the analysis of theoretical and methodological sources, the article substantiates the relevance of the problem of finding new ways and means of implementing additional subject training in mathematics and computer science for both schoolchildren and future teachers in the context of digitalization of education. The analysis of examples of “inverted” educational resources, which are the results of the implementation of project tasks by undergraduate students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev, is presented. Through theoretical and methodological substantiation, the main possibilities of including tasks for working with such resources at different stages of professional training of future teachers of mathematics and computer science at a pedagogical university are synthesized.Results. In this study, the problems related to the possibility of including “inverted” educational resources as digital didactic tools in the training programs of future teachers of mathematics and computer science were updated. The authors’ position on the issue of the purpose of such teaching tools in the context of the digitalization of education is presented and substantiated. Examples of the results of the implementation of project tasks by senior students during the 2021-2022 academic year were demonstrated. The key didactic and information technology features, possible tools for creating “inverted” educational resources are given. The definition of the subject-methodical readiness of the future teacher of mathematics and computer science as an essential component of professional readiness is concretized. The possibilities of strengthening subject-methodical training by including tasks for work with “inverted” educational resources are described: analytical – in junior courses when mastering disciplines related to the use of digital technologies in education; project – in the middle courses when mastering methodological disciplines; experimental and expert - in the senior courses when passing industrial (pedagogical) practice and mastering the final disciplines of the professional educational program of higher pedagogical education.Conclusion. On a final note, the results and conclusions obtained in the paper are summarized; the key positions of the authors on the inclusion of “inverted” educational resources in the professional training of future teachers of mathematics and computer science are given. The materials of the article may be of interest to lecturers of pedagogical universities who train future teachers, representatives of schools cooperating with organizations of higher pedagogical education, researchers in the field of digitalization and digital transformation of education.

The article considers the relevance of quality training of future teachers of natural sciences in modern conditions, which is due to the processes of reforming all links of the education system, global changes in the European labor market, the development of world science and pedagogical practice, as well as the shift of emphasis from the accumulation of knowledge to the mastery of methods of activity. The main strategic tasks and requirements for the quality of the educational process and the professional level of modern teachers are analyzed. The need for future teachers to master new functions, new content of activities, search and introduction of modern methods of teaching and learning was determined. Special attention is paid to the formation of ten key competencies among graduates of general secondary education institutions. The article deals with scientific studies of the problems of the individual's scientific research activity, which focuses on the formation of research skills in various categories of subjects. The importance of the formation of scientific-research competence in the system of training future specialists, researched by many Ukrainian and foreign scientists, is emphasized. The multidimensional process of scientific research activity in the formation of the personality of future technology teachers, which includes the development of research skills, independence and competences, is analyzed. The essence and theoretical justification of the students' research activity is defined, which involves the analysis of the concepts «scientific activity» and «research activity», especially in the context of the organization of such activity in higher education. The distinction between the concepts of «scientific activity», «scientific-organizational activity», «scientific-pedagogical activity» and «scientific-technical activity» is outlined. It is emphasized the need to refer to the reference-source base to clarify the specifics of the interpretation of the term «scientific-research activity».  The article examines the importance of research activity in the context of personality formation of future technology teachers. The role of innovative learning technologies, such as problem presentation, heuristic methods, game methods and case methods, in the development of critical thinking, research skills and independence of students is analyzed. The growing importance of information and communication technologies in education requires from future teachers the ability to critically evaluate and use online resources to ensure the quality of learning and active scientific research. The training of future technology teachers should include the development of skills to work in a hybrid research environment, using both traditional and digital resources. Developed research competence is a key aspect of improving the quality of the educational process and includes a system of motives, states, special attitudes, research knowledge, skills and abilities. 

This article examines the issue of forming autopedagogic competence in future primary school teachers, highlighting the significance of lifelong learning in the context of educational modernization. Special emphasis is placed on fostering teacher professionalism and self-education, which are among the key objectives of Kazakhstan’s national education development strategy. The study explores the psychological and pedagogical foundations of self-directed learning, identifying essential components of pedagogical competence and the need for continuous professional growth. Methodology and Methods. The study employed a combination of theoretical and analytical methods, including literature review and comparative analysis of contemporary pedagogical research. A qualitative assessment was conducted to evaluate current approaches to the development of autopedagogic competence, with a particular focus on teacher education practices in higher education institutions. Results. The research findings indicate that one of the primary indicators of successfully developed autopedagogic competence is the future teacher’s awareness and readiness for independent professional development. Although various studies have addressed professional development more broadly, key aspects remain insufficiently explored – particularly those relating to the personalization of teacher training, the integration of self-education strategies in university curricula, and the articulation of clear indicators of pedagogical competence specific to the primary school context. Scientific novelty. This study contributes to the theoretical understanding of autopedagogic competence by identifying its core components and the factors influencing its development. It reveals significant gaps in teacher training programs regarding the support of self-directed learning, thus offering a new perspective on how universities can structure teacher education to promote lifelong professional growth. Practical significance. The findings offer evidence-based guidance for higher education institutions aiming to prepare competitive and competent primary school teachers. By emphasizing self-education, self-reflection, and continuous development, the study supports the design of teacher training programs that align with modern educational demands and foster meaningful, sustained professional engagement.

The article examines the essence of the concept of "digital competence" and establishes that it is an important component of the general professional competence of a modern teacher. Its components and content are outlined, it is stated that digital competence includes interaction with digital devices and modern technologies for learning, work and social activities. Particular attention is paid to the conditions for future elementary school teachers to acquire digital competence in the modern digital informational educational environment. The main advantages of the modern digital information educational environment are: ensuring wide access to learning at a convenient time and, accordingly, increasing the speed of passing the educational program by individual students; creation of conditions for implementation of differentiated and complex training; changing the main role of designing educational tasks from the role of the teacher; transformation of the organization, management and evaluation of education, presentation of educational materials and management of the educational process. It has been proven that digital competence requires constant development for effective professional activity in today's changing environment. Acquiring digital competence contributes to the general development of the competencies of the future primary school teacher, increases his professional skills, ensures competitiveness in the labor market, promotes personal development, continuous education, develops the ability to apply acquired knowledge and integrate it into existing knowledge, actively use digital technologies in the educational process, increases the quality of education. The formation and development of digital competence is considered as a process of acquiring stable, integrated and systematized knowledge in pedagogy, psychology, informatics, computer technologies, teaching methods, the ability to apply them in new situations, personal qualities and the ability to achieve significant results in professional activities. It can be concluded that the implementation of digital technologies in education is not only the use of new digital tools, but above all the creation of an environment that offers innovative learning opportunities, designing individual educational routes and creating unique educational electronic/digital products.

Formulation of the problem. Qualitative training of teachers, in particular, teachers of mathematics, has always been and is the primary task of a pedagogical university. Currently, in pedagogical universities of Ukraine, master's training takes place in the traditional way, which involves reading lectures, conducting practical, laboratory and seminar classes, as well as practice at school. However, the traditional master's training scheme cannot be adequately provided always, because a significant part of students forced to work at school, and therefore do not attend the required number of lectures and practical classes, and practice at school is reduced to "practicing" it at the workplace. One of the effective ways to solve this problem is to create an effective system of qualitative combination of theoretical and practical training of future teachers with professional activities even during their studies at the university. Materials and methods. To achieve the goal of the work, we use the theoretical method of analyzing methodological literature on the researched problem. We also use some empirical methods: surveying students regarding their employment, observing the educational process of teacher training in pedagogical universities, analyzing the educational achievements of future mathematics teachers in the field of their theoretical and practical training. In this article, we also use a set of methods of scientific knowledge: comparative analysis to clarify different views on the problem; systematization and generalization in order to draw conclusions and formulate recommendations regarding directions for improving the methodology of training future mathematics teachers; summarizing the pedagogical experience and observations of the authors. Results. To reduce the main shortcomings of the traditional forms and methods of training future specialists, to overcome the gap between the teacher training program at the university and the current requirements of school practice, and to increase the quality indicators of the training of qualified personnel, taking into account the requirements of employers, with the aim of acquiring education seekers experience in the practical application of practical skills and their social and professional adaptation to the conditions of real practical activity is possible, in our opinion, by introducing a dual form of education. Solving the problem is envisaged through the implementation of a set of measures to modernize the structure, content, technologies and methods of training mathematics teachers, including the development and implementation of mutually beneficial partnership models between higher education institutions, employers and students, aimed at increasing the effectiveness of practical training of future teachers for the practical application of acquired knowledge and skills, their social and professional adaptation in the conditions of real professional activity. Conclusions. We are aware that the dual form of education is not the only way to overcome the crisis of mathematics teacher training in Ukraine. However, in our opinion, it is this form that allows to harmoniously combine the theoretical and practical training of the future teacher, will contribute to the establishment of mechanisms of close interaction between institutions of higher education that prepare teachers and institutions of general secondary education to take into account the needs of schools and the requirements of employers for professional teacher training. The introduction of a dual form of education will help to change the attitude towards one's own profession among teachers themselves, since the process of passing on experience from a teacher-mentor to a student ensures awareness of the necessity of one's own profession both for the entire society and for the next generations of teachers.

Digital transformation has revolutionized the field of computer science, and as a result, education and student training in the field has also evolved. The article, based on the analysis of scientific literature and statistics, reflects the current trends in the training of future computer science teachers in the conditions of the digital transformation of education. In the process of analysis, general trends in the training of future informatics teachers were revealed, such as computer literacy, use of interactive technologies, development of practical skills, and improvement of teachers' qualifications. Particular attention was paid to the specifics of training future computer science teachers in the conditions of digital transformation of education, such as the use of online courses and webinars, the development of pedagogical skills in the use of the latest technologies, and the creation of a creative and innovative environment. The requirements for the competencies of future informatics teachers were analyzed, in particular, attention was paid to the need to possess not only technical knowledge, but also communication skills and the ability to adapt to new technologies and situations. The article highlights key concepts and practices that shape the preparation of future computer science teachers in the age of digital transformation, including interdisciplinary approaches, experiential learning, industry partnerships, and ethical considerations. The article also discusses the challenges and opportunities associated with these trends and provides recommendations for educators and institutions to effectively prepare students for the digital age. Based on the analysis, it was concluded that the training of future informatics teachers needs constant updating and adaptation to the new requirements of the digital age. To achieve success in this field, it is necessary to use the latest technologies and innovative approaches to learning. Summarizing, the article proposes orientation to ensure access to quality education for all students, use of the latest technologies and development of general competencies of future teachers as important directions in the development of training of future informatics teachers. The specified research results can be useful for teachers of higher educational institutions who are engaged in the training of future informatics teachers, as well as for heads of educational institutions who plan to introduce a digital environment and contribute to the development of digital transformation. For this, it is important not only to provide students with the necessary knowledge and skills, but also to create conditions for their development of creative thinking and innovative activities. In addition, it is important to increase the level of motivation of students to study computer science, for example, by using the latest technologies and interactive teaching methods. These approaches will make it possible to prepare future informatics teachers who will be able to work successfully in the modern digital world and will contribute to the further development of digital transformation in education.

This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs’ learning and that of their future students. Two central questions are addressed: How did PSTs make sense of their identities as they took part in an educational technology course? And what challenges did they encounter in incorporating technology into their learning experiences? An exploratory case study of a group of tutors and participating students in an ongoing action research project directed at redesigned educational technology and innovation course at a higher education institution was undertaken for this inquiry. By critically interrogating students’ reflexive accounts and focus group discussions with academics teaching into the course, this inquiry has investigated and built emerging explanations in relation to identity and digital equity.

Introduction. Within the framework of the subject-methodological competence of a future teacher, the ability to select and use modern effective teaching, upbringing, and educational development methodologies and technologies is highlighted. Such methodologies and technologies have a mandatory interactive component aimed at ensuring effective interaction of students with the teacher, among themselves, and with the educational environment in which the educational process takes place. The purpose of the article is to consider the interactive component in the structure of methodological training of future mathematics teachers based on the principles of three-subject didactics of mathematics. Method. To achieve the objective of the article, methods of comparison, analysis, synthesis, generalization, and concretization were applied. Results. The authors examined the place and role of the interactive component in the structure of methodological training of future mathematics teachers, analyzed its formative professional-methodological potential within the context of a specific level-based approach to the formation of the corresponding component of the future mathematics teachers’ subject-methodological competence. The article establishes the expediency of using the concept of "interactive learning content (ILC)." It is substantiated that ILC should be involved in the theoretical and practical components of methodological training, in the content of academic disciplines that directly and indirectly form the future teachers’ subject-methodological competence. It is established that a substantial component of ILC is educational and methodological tasks (problems and exercises). Electronic educational resources (EER) for creating a wide range of interactive educational and methodological tasks, including timelines and tasks for terminological work are considered. It is noted that when "embedding" interactive educational and methodological tasks and exercises in modern EER, it is important to consider the specifics of the architecture and functioning of each of them, their advantages and limitations. It is shown that the use of services with built-in artificial intelligence requires special attention and additional work: elimination of terminological and factual mathematical errors, methodological inaccuracies, and inappropriateness. Originality. The article gives the authors’ interpretation of the concepts "interactive educational and methodological tasks" and "interactive learning content (ILC)." Conclusions. It is generalized that to bring students to the level of professional independence, they need to be involved in the procedures of independent "invention," creation, production, and adaptation of interactive exercises in the educational process in mathematics.

Relevance of the research topic. The process of inclusive education requires solving a number of problems. One of them is the training of teachers who would have the necessary professional competence to provide educational services for children with special needs. The scope of physical culture and sports was not an exception. According to some authors, the improvement of the system of professional training of future teachers of physical culture requires development in the direction of integration into its context of inclusive competences, as well as further research into the specification of its structure and the creation of a model of the professional training of the future teacher of physical culture, possessing the necessary knowledge, skills and abilities for work in an inclusive environment. The aim of the study to identify the main problems of thetraining of future teachers of physical culture for work with children in the context of inclusive education. To achieve the goal of the study, the following methods were used: analysis, synthesis and systematization of scientific literature data, studying of curricula for the preparation of bachelor's degree in physical culture. Results of work and key conclusions. The results of the conducted research indicate that there is no consensus on the structure of the training of future physical education teachers who would possess inclusive competencies and were ready to work with children with special needs. Proceeding from this, the refinement of the content and models of the training of physical education teachers and sports trainers for work in inclusive conditions will require further study.

The article deals with the problem of formation of methodological and mathematical competence of future primary school teachers. The article reveals the essence of the concepts “competence”, “methodological competence”, “methodological-mathematical competence”. The characteristics of methodological and mathematical competence of primary school teachers’ formation is highlighted. Authors investigate the educational components that provide the formation of methodological-mathematical competence of future primary school teachers of the institution of general secondary education, according to the curriculum of the first (bachelor) level of higher education in the specialty 013 “Primary Education” in the field of study 01 “Education / Pedagogy”. The article describes the ways the methodological-mathematical training of future primary school teachers. The methodical and mathematical training of future primary school teachers is a process of forming methodical and mathematical competence, and the result is the acquisition by future teachers of professionally oriented mathematical knowledge, abilities and skills for successfully solving professional tasks in the process of teaching mathematics to younger schoolchildren in primary school. In the methodological-mathematical training of the future primary school teacher, learning technologies that model the content of future professional activities and help to include students in the educational process through the creation of problem-professional situations, role-playing games, debates and discussions, the use of interactive learning technologies, provide an opportunity students themselves to develop tasks of a problematic nature for independent work, the content of educational projects, lapbooks, etc. An important issue remains the integration of methodological and mathematical disciplines in the process of training future primary school teachers in institutions of higher education in the specialty 013 «Elementary Education», because the effective formation of professional methodological and mathematical competence of the teacher depends on its implementation.

The article analyzes the trends in teacher education development with the aim to improve the system of education in Ukraine. The need to improve professional training of future teachers taking into account metacognitive learning strategies is emphasized. The main way of enhancing efficiency of professional knowledge acquisition is defined to be metacognitive processes. The study of psychopedagogical literature shows variety and diversity of scientific approaches to undestanding the essence of metacognitions. It is indicated that the implementation of metacognitive approach is impossible, unless the student possesses the knowledge of learning strategies. When the lecturer aims to develop them in the students, learning becomes more personality-oriented and the level of learner autonomy is increased and thinking is amplified. This, in turn, is one of the most important ways to develop self-study skills. Foreign educational science singles out three groups of learning strategies such as cognitive, socially affective and metacognitive (being the main element of educational actions). The methods of metacognitive learning in higher education institutions in France are analyzed. The metacognitive learning pattern of note-taking is defined as to be most practice-oriented. It consists of such stages as contextualization, decontextualization and recontextualization. The analysis of training programmes for future teachers proves that the implementation of metacognitive programmes into practice of higher teacher education in France is based on the following two processes: either their full assimilation with the already existing syllabi, or the expansion of syllabi with the specialized course of study in metacognitive learning. Therefore, these programmes urge lecturers to realize that under modern conditions it is necessary to switch to metalearning. Students are assisted in creating a list of competences and knowledge and are aware of the need to enhance them in the future. The analysis of metacognitive programmes for professional training of future teachers in France concludes that lecturers aim to develop future teachers’ ability to self-analyze and self-assess learning activities.

Introduction. Modern innovative in content and nature of Ukraine's educational system does not fully meet global trends in society and the labor market, which requires the formation of advanced educational policy to ensure the appropriate level of professional development of future teachers of labor education and technology. Purpose. Investigate the process of professional development of future teachers of labor training and technology in the process of independent work and reveal the features of programming his personal portfolio for life and professional prospects. Methods. The following methods were used for the research: study of methodical and scientific-pedagogical literature on the research topic; analysis, synthesis, comparison, generalization, study and generalization of advanced pedagogical experience. Results. It is investigated that the use of personal portfolio provides personal educational trajectory of professional development of future teachers of labor education and technology, stimulates independent student work, intensifies participation in higher education events, competitions, contests, conferences, charity fairs, exhibitions, festivals and others. The development of a personal portfolio by a future teacher of labor education and technology as a method of assessment and forecasting allows you to solve a number of personal (personal and professional) tasks and gradually and systematically build the prospect of their own formation and growth. Originality. In the article are covered the principles of application of portfolio technology; identifies the tasks of professional development of future teachers in the personal portfolio; the structure of the personal portfolio of future teachers of labor education and technology is presented. Conclusion. The results of the study, logical and systematic analysis of psychological and pedagogical, scientific and methodological literature, practice in the process of educational and professional activities in higher education institutions highlight the need for personal programming of personal portfolio by future teachers of labor training and technology for life and professional prospects. Also, the results of the study give grounds to assert that in the professional development of the future teacher is necessary – the formation of an active life position – the need for self-development and self-improvement. Shifting the emphasis of the educational process to self-educational activities necessitates the training of future teachers of labor education and technology adequate perception and understanding of their capabilities, the development of their reflective abilities.

Frequently, the teacher training programs in Chilean universities are designed from a generic vision of pedagogical competencies (not necessarily specialized for a particular discipline) and in form of face-to-face activities. The new demands of the society and the economy, the constant specializations of the scientific fields, and the incorporation of new technologies for teaching and learning make that the typical contemporary forms for the teacher academic training must be reviewed and analyzed. The main goal of this paper is to present the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP (a Chilean university of applied sciences). In general, the in-strument and indicators seek to obtain information about: (i) needs/demands related to engineering didactic fundamentals, (ii) requirements for the structuring and assessment of teaching-learning processes in a university context, (iii) requirements for the design and evaluation of face-to-face as well as online teaching-learning activities in engineering, among others. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP at the Talca campus, under the pedagogical support of the Technische Universität Dresden (Germany), Faculty of Education. Based on these research results and on the IGIP Curricula, a teacher training program for the academic staff of the engineering schools in online modality was designed and implemented.

The study addresses to the modern praxeological approach of professional training of future primary school teachers on the research results application of modern neuroscience. The essence of praxeology as a science and praxeological approach in pedagogical activity is considered. The expediency of praxeological orientation during the professional training of future primary school teachers is substantiated. Theoretical bases of neurosciences studies in the system of pedagogical education and neuropedagogy formation are also considered. Based on the neuromyths spread, the problem of obtaining neuroscientific knowledge by future teachers in the context of praxeological orientation is actualized, which will significantly help to orient the latter to effective and efficient professional activity. The key structural components of the author’s model of primary school teacher’s training using a praxeological approach in the context of modern neuroscience are proposed and described in the study. The key theoretical provisions of the motivational and target component, organizational and procedural, semantic, operational and technological, diagnostic and effective components of the specified model are generalized. The theoretical provisions of modern neuroscience are detailed, which are the basis of the semantic component of the model. The purpose and tasks of the author’s course “Modern neuroscience in the education system” are determined, which is the basis of the content component of the model of training future primary school teachers. Perspective directions of future scientific studies are outlined - research of biological and neural feedback in educational activity.