Networking in the WorldSkills Format as a Driver for the Development of the Teacher Training System

Abstract

Currently, in the field of teacher training, there is an increasing understanding of the importance of networking as an effective innovative technology that allows educational organizations to develop dynamically and improve the quality of professional training of prospective teachers. The authors of the article, having analysed the main characteristics of networking, show that networking within the framework of the WorldSkills movement, on the one hand, has all the advantages of a "classical" network association, but on the other hand, has its own specifics. The effective principle of networking is translated to the level of each specific Worldskills competence. In this regard, successful network projects implemented since 2016 by the competence Primary School Teaching R21 are of great interest. One of the most successful network projects of the competence R21 was the creation of one of the largest and most active professional communities, which currently has more than 800 experts at various levels. The expansion of the professional community is facilitated by the implementation of educational projects within the framework of the Academy of WorldSkills. At the initiative of the regions, the competence R21 develops new championship lines aimed at young participants (schoolchildren) and representatives of the older generation. In general, networking in the WorldSkills format can be considered as a driver of the development of the teacher training system at the level of secondary vocational education in the specialty 44.02.02. Primary School Teaching with the possibility of further transferring positive experience to the level of higher education.

The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age

“…That is, compared to the higher levels of TCOT among younger teachers, the higher levels of TCOT among older teachers had a more significant effect on POLO. The possible explanation is that older teachers aged 45 and above have a high level of teaching pedagogical knowledge, although their digital competence is not so good [108]. Therefore, for older teachers, the improvement of competence in online teaching can significantly improve their teaching effectiveness.…”