Distance Learning of Future Primary School Teachers as a Prerequisite of Their Professional Development Throughout Life

Abstract

The article demonstrates the expediency and ways of organizing distance training of future primary school teachers: forming theoretical knowledge and skills basis in students for the mastery and effective use of computer devices and information and communication technologies in professional activities and the fundamentals of information culture, information and communication competence; establishing a foundation for further mastery of teaching curriculum and technologies of distance learning in the area of primary education; as well as implementing the electronic learning courses Modern Information Technologies of Learning and The Fundamentals of Distance Learning in Primary School (developed at LMS Moodle). It is noted that the distance training of a future primary school teacher is an interdisciplinary pedagogic category that characterizes the degree of individualization, intensity and controllability, is subjected to the goals of the professional development of independent cognitive activities of teachers based on information and communication technology means with the indirect interaction (synchronous and asynchronous) with learning process participants located remotely from one another, under the supervision of a tutor. The readiness of the future primary school teacher to distance learning in the system of pedagogical education as an integral property of the individual, reflecting the comprehensive interaction of the motivational and value, cognitive and operational components, is determined. An experimental study was carried out; its results showed that the implementation of such distance courses into the educational process of experimental groups enabled a positive dynamics of the levels of future primary school teachers’ readiness to develop their own vocational and pedagogical competence in the conditions of distance learning. In the experimental groups of future primary school teachers compared with the control ones, the increase in the indicators of high readiness for distance learning was observed.

A Phenomenological Study of Educators’ Experience After a Year of the COVID-19 Pandemic

“…Educators' ICT competencies are pertinent for successful online practices. Their effective use of technology tools in their teaching practices and their willingness to use online communication forms the basis of effective online teaching activities (Mukoviz et al, 2018). This implies that educators might decrease in efficacy in the new challenging demands, nevertheless, their efficacy improved over time as they learn to adapt to a new situation and take advantage of the available sources that are practical and relevant in their teaching practices (Sokal et al, 2020).…”

Untitled

“…Вченими О. П. Муковіз, К. Р. Колостан. А. Коломієць висвітлено основні переваги дистанційного навчання, до котрих відносять автоматичне та своєчасне оновлення версій необхідних програмних та електронних освітніх ресурсів (ЕОР), безпечний захист від несанкціонованого доступу, можливості одночасного доступу кількох користувачів до навчальних ресурсів та можливості використовувати ресурси в будь-якому місці або в будь-який час (Mukoviz et al, 2018).…”