Implementing personality-developing technologies in teacher training for primary education
Abstract
Personality-developing learning technologies offer significant benefits for tailoring education to meet individual student needs in primary education. This study aimed to explore the preparedness of final-year teacher education students to utilize personality-developing educational technologies for teaching humanities in primary schools. Employing questionnaires, expert assessments, modelling, pedagogical experiments, and mathematical statistics, the study involved 107 participants (68 females and 39 males) from a teacher training institution. The research implemented a newly devised questionnaire containing 30 items to gauge the students’ attitudes towards adopting personality-oriented technologies. The findings indicate that although the students possess adequate theoretical knowledge of personality-developing technologies, there is a consensus on the need for increased practical training. In response, a structured course comprising 10 theoretical lessons, 10 classes focusing on implementing personality-developing technologies, and 15 practical sessions under teacher supervision was developed. This course significantly enhanced students’ confidence and positive attitudes towards using these technologies in educational settings. The results underscore the potential of using the developed questionnaire for evaluating teacher trainees' aptitude in applying personality-developing technologies, crucial for their effectiveness as future educators. Additionally, the study highlights the necessity of integrating extensive practical components within teacher training programs to better equip educators with the skills required to implement personality-oriented educational strategies effectively. This approach ensures that future teachers are well-prepared to adapt their teaching methods to the diverse needs of primary school students, enhancing educational outcomes.
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