ScienceRise: Pedagogical Education

Specialized internet resources in the professional training of future teachers of music art

Li Haijuan — 2024-11-26

The article provides an overview of the use of specialized Internet resources in music-pedagogical education for the professional training of future music teachers in Ukraine and China. In Ukraine, higher education institutions utilize a wide range of specialized Internet resources, with a preference for non-commercial ones. These resources are effectively integrated into the educational process, used for teaching professional and methodical disciplines, facilitating educational and research work, and encouraging independent creativity among students. Digital and specialized Internet resources are recognized as a key aspect of modernizing the educational process in all higher musical and pedagogical institutions. However, challenges, such as the absence of Ukrainian localization in popular projects and inadequate technical support in educational institutions, complicate the use of these resources. Additionally, using Internet resources with artificial intelligence is in the early testing and active discussion stage in Ukraine. In China, alongside international Internet resources (limited due to national requirements), a wide range of localized or adapted Internet resources is utilized in music-pedagogical education. These specialized Internet resources are primarily used in teaching special educational disciplines of the professional training cycle. The systematic use of artificial intelligence in musical and pedagogical education in China is particularly noteworthy. The technological advantages of using specialized Internet resources in the training of future music teachers have been established, including accessibility and cross-platform compatibility, real-time updates, less need for device resources, deployment speed and scalability, instant access and ease of use, saving memory on the user's device, simplicity in support, and security. These advantages have implications for the methodological features of their use in music and pedagogical education, which require further research

Results of the implementation of the model of scientific and methodological system of training future primary school teachers to organize a safety-oriented educational environment under conditions of risks

Nataliia Naumenko — 2024-11-21

The article is devoted to the problem of professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks in the context of reforming the educational system in Ukraine and taking into account global changes in all the spheres of human life, challenges, risks, and threats. The purpose of the article is to highlight the results of the experimental testing of the implementation of a model of a scientific and methodological system for the professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks, which is due to the need to ensure quality primary education without endangering the life and health of all participants in the educational process, taking into account modern educational risks and threats. The implementation of the model involved updating psychological and pedagogical approaches, content, and theoretical and methodological substantiation of the professional training of future primary school teachers for this type of activity. The result of the model implementation is the formation of the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks. The diagnostic tools for experimental verification of the results of the model implementation are determined. The effectiveness of the implementation of the model of the scientific and methodological system of professional training of future primary school teachers for the organization of a safety-oriented educational environment under conditions of risks, which is presented in the results of the pedagogical experiment and is reflected in a statistically significant decrease in the proportion of future teachers with a low level of readiness to organize a safety-oriented educational environment under conditions of risks compared to the ascertaining stage of the study against the background of a significant increase in the proportion of future teachers with high and middle levels of readiness to organize a safety-oriented educational environment under conditions of risks, is proved.

Social-emotional learning in foreign language classes at higher education institutions: from theory to practice

Liudmyla Herasymenko — 2024-11-26

This article explores the theoretical and practical aspects of integrating Social-Emotional Learning (SEL) into Foreign Language classes, emphasizing its benefits over traditional teaching methods, particularly in the context of the ongoing military aggression of russia against Ukraine. SEL fosters a supportive environment where students can express themselves, make choices, and develop essential life skills, with a focus on mental health – an especially critical factor during times of uncertainty. Foreign Language instruction offers a unique opportunity to gradually introduce SEL as it can be easily incorporated into the curriculum. Through SEL, students learn to understand and empathize with others, regardless of cultural or social backgrounds, thereby enhancing their interpersonal skills.

The integration of SEL in Foreign Language education helps students build and maintain positive relationships, resolve conflicts, and make constructive decisions. It also plays a crucial role in helping first-year students adapt to the new environment at university. At the tertiary level, SEL exposure supports the development of key competencies, such as self-awareness, self-management, responsible decision-making, social awareness, and relationship-building.

In this study, we selected and adapted a range of SEL activities for use in Foreign Language classes. These activities encourage students to identify their emotions, attitudes, and values, while reflecting on how these influence their behavior. Techniques, such as breathing exercises, meditation, goal-setting, and time management, are introduced to help students regulate their emotions, manage stress, control impulses, and stay motivated. Group discussions, collaborative projects, and teamwork are recommended to further improve social awareness, decision-making, and relationship-building skills