Models of formation of professional competence of future teachers

Larysa Marushko; Antonina Hura; Roman Bryk; Nadiia Baboval; Oksana Karabin

doi:10.34069/AI/2023.66.06.29

Larysa Marushko Lesya Ukrainka Volyn National University, Lutsk, Ukraine. https://orcid.org/0000-0002-8373-6747
Antonina Hura Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets, Kremenets, Ukraine. https://orcid.org/0000-0002-8004-4606
Roman Bryk West Ukrainian National University, Ternopil, Ukraine. https://orcid.org/0009-0008-4317-041X
Nadiia Baboval Ternopil Regional Communal Institute of Postgraduate Pedagogical Education, Ternopil, Ukraine. https://orcid.org/0009-0009-5586-1688
Oksana Karabin Volodymyr Hnatiuk National Pedagogical University of Ternopil, Ternopil, Ukraine. https://orcid.org/0000-0001-8759-948X

DOI: https://doi.org/10.34069/AI/2023.66.06.29

Keywords: professional skills, organization of the educational process, digital competence, educational material, innovative solutions.

Abstract

The aim of the work was to develop and determine the effectiveness of the model for building future teachers’ professional competence. The aim was achieved through the use of calculations of the efficiency coefficient, the coefficient of practical effectiveness, the Cohen’s kappa coefficient. It was established that the interactive approach, which was used before the beginning of studies among 15% of students, enabled obtaining a higher level of their knowledge. The traditional education system made it possible to achieve a high level of knowledge among 31% of students. The development of a model for building professional competence of future secondary school teachers provided for the use of non-standard approaches and digital technologies (Coursera, Prometheus). It was found that students showed a high quality of material presentation (3.41) and a lower level of organization of the educational process (0.91) during teaching practice. The results contributed to highly effective knowledge of ecology, informatics, pedagogy/educational methodology acquired by high school students. It was determined that 62% of students developed high professional competence skills. The practical significance of the work is the developed system of future teachers’ professional competence through the introduction of non-standard approaches. The prospects of the research may be related to the provision of options for increasing the level of professional competence for future teachers of secondary and higher educational institutions.

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Author Biographies

Larysa Marushko, Lesya Ukrainka Volyn National University, Lutsk, Ukraine.

PhD of Chemical Sciences, Dean, Faculty of Chemistry, Ecology and Pharmacy, Lesya Ukrainka Volyn National University, Lutsk, Ukraine.

Antonina Hura, Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets, Kremenets, Ukraine.

Doctor of Philosophy, Lecturer, Department of Biology, Ecology and Methods of Teaching, Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets, Kremenets, Ukraine.

Roman Bryk, West Ukrainian National University, Ternopil, Ukraine.

PhD of Pedagogical Sciences, Associate Professor, Education and Pedagogy Department, Faculty of Social and Humanities, West Ukrainian National University, Ternopil, Ukraine.

Nadiia Baboval, Ternopil Regional Communal Institute of Postgraduate Pedagogical Education, Ternopil, Ukraine.

PhD of Economic Sciences, Associate Professor, Department of Management and Educational Methodology, Ternopil Regional Communal Institute of Postgraduate Pedagogical Education, Ternopil, Ukraine.

Oksana Karabin, Volodymyr Hnatiuk National Pedagogical University of Ternopil, Ternopil, Ukraine.

PhD of Pedagogical Sciences, Associate Professor, Department of Informatics and Methods of its Teaching, Faculty of Physics and Mathematics, Volodymyr Hnatiuk National Pedagogical University of Ternopil, Ternopil, Ukraine.

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