| 
User login
A model for the development of problem-solving skills among future teachers by the entire teaching staff of the school: a conceptual and theoretical justification
2 State University of Education
Introduction. Based on the analysis of modern research developments, it has been revealed that there is no theoretical basis for the development of problem-solving skills among future teachers by the integrated teaching staff of the school, which are in demand in the modern education.
The purpose of the study is to reveal to what extend the problem under study was investigated, to provide a conceptual and theoretical justification of a model aimed at the development of problem-solving skills among future teachers by the entire teaching staff of the school, and to evaluate the effectiveness of its implementation.
Materials and Methods. Systematic, problem-based, and resource-based approaches enabled the authors to develop a conceptual theoretical basis for the process. Methods of analysis and generalization of modern scholarly data on the problem served as the basis for their systematization in the model format, including the content of the components and structure of the measured result (criteria, indicators, levels). A quantitative assessment of the level of problem-solving skills among future teachers was carried out on the basis of the resources of the entire teaching staff using an integral coefficient (based on the results of the assessment matrix by the student, group, and teacher); the U-Mann-Whitney criterion was used to assess the statistical significance of the data.
Results. The conceptual theoretical basis of the model for the development of problem-solving skills among future teachers by the entire teaching staff of the school is determined, including basic concepts, strategies, goals, approaches and principles, technologies, criteria and performance indicators for the implementation of the model; assessment tools are substantiated, allowing to determine the dynamics of developing social and cognitive skills in solving problems by the entire teaching staff.
Conclusions. The result of the research was a model for the development of problem-solving skills among future teachers by the entire teaching staff of the school, which includes the following components: strategy, procedure, technology, and effectiveness. It can serve as a basis for future developments of new educational models aimed at developing the quality of degree granting teacher education, supporting continuous in-service training of teachers as key participants in the entire teaching staff and improving the quality of the entire educational process.
Future teacher; A model for the development of problem-solving skills; The entire teaching staff of the school; Problem field; Problem solving; Resources of the entire teaching staff.
1. Jatmoko D., Suyitno S., Rasul M. S., Nurtanto M., Kholifah N., Masek A., Nur H. R. The factors influencing digital literacy practice in vocational education: A structural equation modeling approach. European Journal of Educational Research, 2023, vol. 12 (2), pp. 1109-1121. DOI: https://doi.org/10.12973/eu-jer.12.2.1109
2. Leon R. D. Employees’ reskilling and upskilling for industry 5.0: Selecting the best professional development programmes. Technology in Society, 2023, vol. 75 (1), pp. 102393. DOI: https://doi.org/10.1016/j.techsoc.2023.102393
3. Kohnke L., Jiang M., Zou D., Wu N. I., Kei Lee K. L. Primary pre-service teachers’ beliefs about developing future-ready learners: A qualitative inquiry in Hong Kong. Asia Pacific Journal of Education, 2023, vol. 43 (3), pp. 743-758. DOI: https://doi.org/10.1080/02188791.2023.2231646
4. Wadtan R., Sovajassatakul T., Sriwisathiyakun K. Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilities. Cogent Education, 2024, vol. 11 (1). DOI: https://doi.org/10.1080/2331186X.2024.2303550
5. De Simone C. Problem‐based learning: A framework for prospective teachers’ pedagogical problem solving. Teacher Development, 2008, vol. 12 (3), pp. 179-191. DOI: https://doi.org/10.1080/13664530802259206
6. Novopashina L. А., Grigorieva E. G., Ilyina N. G., Bidus I. A. Readiness of future teachers to work at school: Review of theoretical and empirical research. The Education and Science Journal, 2024, vol. 26 (2), pp. 60-96. (In Russian) URL: https://elibrary.ru/item.asp?id=60047262 DOI: http://dx.doi.org/10.17853/1994-5639-2024-2-60-96
7. Zhang X., Admiraal W., Saab N. Teachers’ motivation to participate in continuous professional development: Relationship with factors at the personal and school level. Journal of Education for Teaching, 2021, vol. 47 (5), pp. 714-731. DOI: http://dx.doi.org/10.1080/02607476.2021.1942804
8. Karpova O. L. Problem-based learning technology as a means of developing students' self-educational activity. Lifelong Education: The 21st Century, 2022, no. 1, pp. 73-80. (In Russian) URL: http://elibrary.petrsu.ru/books/56269 DOI: https://doi.org/10.15393/j5.art.2022.7428
9. Smirnova S. A. Educational potential of problem-based learning as a pedagogic technology in the structure of higher education. Bulletin of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 2022, vol. 28 (2), pp. 139-146. (In Russian) URL: https://elibrary.ru/item.asp?id=49794321 DOI: https://doi.org/10.34216/2073-1426-2022-28-2-139-146
10. Veretennikova V. B., Shikhova O. F., Shikhov Yu. А., Valeev A. A., Mena Marcos J. J. Structure and quality assessment of professionally oriented tasks for future teachers. The Education and Science Journal, 2023, vol. 25 (4), pp. 70-108. (In Russian) URL: https://elibrary.ru/item.asp?id=50761879 DOI: https://doi.org/110.17853/1994-5639-2023-4-70-108
11. Garashkina N. V., Druzhinina A. A. Cognitive engagement involvement as a basis for designing the educational process in the preparation of students of pedagogical directions. Higher Education in Russia, 2023, vol. 32 (1), pp. 93-109. (In Russian) URL: https://elibrary.ru/item.asp?id=50215838 DOI: https://doi.org/10.31992/0869-3617- 2023-32-1-93-109
12. Turner E. Y. Application of problem cases: Advantages and disadvantages. Bulletin of the Chuvash State University named after I.Ya. Yakovlev, 2023, no. 4, pp. 97-103. (In Russian) URL: https://elibrary.ru/item.asp?id=59756954 DOI: https://doi.org/10.37972/chgpu.2023.121.4.012
13. Yelagina V. S. The technology of problem-based learning as a means of developing the professional independence of future teachers. Bulletin of the South Ural State Humanitarian Pedagogical University, 2022, no. 3, pp. 112-137. (In Russian) URL: https://elibrary.ru/item.asp?id=49722006
14. Kale U., Akcaoglu M. Problem solving and teaching how to solve problems in technology-rich contexts. Peabody Journal of Education, 2020, vol. 95 (2), pp. 127-138. DOI: https://doi.org/10.1080/0161956X.2020.1745612
15. Canonigo A. M., Joaquin Ma. N. B. Teacher positioning, student mathematics identity and the mediating effects of problem-solving flexibility. Cogent Education, 2023, vol. 10 (1). DOI: https://doi.org/10.1080/2331186X.2023.2190310
16. Riordan J. P. A Method and Framework for Video Based Pedagogy Analysis. Science & Technological Education, 2020, vol. 40 (9), pp. 1-23. DOI: https://doi.org/10.1080/02635143.2020.1776243
17. Riordan J. P., Revell L., Bowie B., Woolley M., Hulbert S., Thomas C. Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy. Research in Science & Technological Education, 2021, vol. 41 (4), pp. 1309-1329. DOI: https://doi.org/10.1080/02635143.2021.2001450
18. Martin L., Towers J., Pirie S. Collective mathematical understanding as improvisation. Mathematical Thinking and Learning, 2006, vol. 8, pp. 149-183. DOI: https://doi.org/10.1207/s15327833mtl0802_3
19. Ileriturk D. Evaluation of extracurricular activities in education according to pre-school teacher candidates' views. Social Sciences & Humanities Open, 2023, vol. 8 (1), pp. 100524. DOI: http://dx.doi.org/10.1016/j.ssaho.2023.100524
20. Hidayatullah A., Setiawan B. Empowering students’ collaborative skills sustainability by utilizing problem-based learning as an instructional strategy in online learning. Cogent Education, 2024, vol. 11 (1). DOI: https://doi.org/10.1080/2331186X.2024.2362006
21. Crespí P., García-Ramos J. M., Queiruga-Dios M. Project-based learning and its impact on the development of interpersonal competences in higher education. Journal of New Approaches in Educational Research, 2022, vol. 11 (2), pp. 259-276. DOI: https://doi.org/10.7821/naer.2022.7.993
22. Alho J., Hanhimäk E., Eskelä-Haapanen S. Finnish student teachers’ perceptions of their leadership development in a study group intervention to enhance their teacher leadership. Journal of Research on Leadership Education, 2023, vol. 19 (4), pp. 414-432. DOI: https://doi.org/10.1177/19427751231200161
23. Rutten L., Doyle S. L., Wolkenhauer R., Schussler D. L. Teacher candidates’ perceptions of emergent teacher leadership in clinically based teacher education. Action in Teacher Education, 2022, vol.44 (4), pp. 308-329. DOI: https://doi.org/10.1080/01626620.2022.2074912
24. Pacher C., Woschank M., Zunk B. M. The role of competence profiles in industry 5.0 related vocational education and training: Exemplary development of a competence profile for industrial logistics Engineering Education. Applied Sciences (Switzerland), 2023, vol. 13 (5), pp. 3280. DOI: https://doi.org/10.3390/app13053280
25. Okwuduba E. N., Nwosu K. C., Okigbo E. C., Samuel N. N., Achugbu C. Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students. Heliyon, 2021, vol. 7 (3), pp. e06611. DOI: https://doi.org/10.1016/j.heliyon.2021.e06611
26. Jaedun A., Nurtanto M., Mutohhari F., Saputro I. N., Kholifah N. Perceptions of vocational school students and teachers on the development of interpersonal skills towards Industry 5.0. Cogent Education, 2024, vol. 11 (1). DOI: https://doi.org/10.1080/2331186X.2024.2375184
27. Rokala V., Pakarinen E., Eskelä-Haapanen S., Lerkkanen M. K. Teachers’ perceived self-efficacy and sense of inadequacy across grade 1: Bidirectional associations and related factors. Scandinavian Journal of Educational Research, 2022, vol. 67 (4), pp. 1166-1181. DOI: https://doi.org/10.1080/00313831.2022.2116482
