Preparing Future Teachers to Implement Distance Learning for Schoolchildren

The purpose of the study. The article deals with the issue of graduates’ (future teachers) preparation for the solution of professional tasks related to the organization of distance learning for schoolchildren. The analysis of current approaches to the organization of professional training of students of pedagogical universities for the implementation of distance learning is carried out. The results of students’ survey in order to identify professional deficits of graduates in the context of the implementation of distance learning technologies are presented. The main directions of improving the graduates’ professional skills in the framework of the discipline “Distance learning technologies” and work program structure are given.
Materials and methods. Analysis of scientific and methodological literature on the preparation of graduates of pedagogical universities for the implementation of distance learning. The students’ survey to identify competencies and professional deficiencies in the field of application of distance learning technologies.
Research results. The main competencies based on the analysis of scientific and methodological literature are identified and characterized. The formation of these competencies is aimed at further successful, effective and safe implementation by future teachers of activities in the field of schoolchildren’s distance learning. A number of competencies such as personal, professional and pedagogical, psychological, technical and extreme (ability and readiness to work in sudden complicated conditions) that are particularly in demand from the perspective problem under this study are highlighted. The students’ survey revealed professional deficits in the field of application of distance learning technologies. Methodological aspects of the organization of the distance learning process prevailed. Meanwhile, a significant number of students noted the lack of the formation of specific digital skills, which are necessary for the implementation of distance learning. It is important to highlight such professional deficits as a group work organization in a remote format (both in methodological and technical aspects); the organization of work with parents; the teacher’s time management.
All these aspects determine the importance of purposeful work on the formation of appropriate skills of future teachers within the discipline “Distance learning technologies”. The content of this discipline is formed according to the results of the study.
The results of the study can be used to improve the system of training of future teachers and the adjustments to the content of academic discipline programs.

1. Nikulicheva N.V., D’yakova O.I., Glukhovskaya O.S. Organization of distance learning at school, college, university. Otkrytoye obrazovaniye = Open Education. 2020; 2; 5: 4-17. DOI: 10.21686/1818-4243-2020-5-4-17. (In Russ.)

2. Kuz’menko M.V. Digital transformation of education: effects, lessons and prospects of distance learning through the eyes of teachers. Pedagogical education in the Republic of Karelia: experience of generations and development prospects. Sbornik statey Mezhdunarodnoy nauchno-prakticheskoy konferentsii, posvyashchennoy 90-letiyu vysshego pedagogicheskogo obrazovaniya v Respublike Kareliya = Collection of articles of the International scientific and practical conference dedicated to the 90th anniversary of higher pedagogical education in the Republic of Karelia. Petrozavodsk: Petrozavodsk State University; 2021: 151-156. (In Russ.)

3. Skibitskiy E.G., Yakhina Ye.P. Designing pedagogically useful didactic support for distance learning. Innovatsii v obrazovanii = Innovations in Education. 2021; 3: 118-127. (In Russ.)

4. Martseva S.V. Distance learning in elementary school: problems, features and prospects. Izvestiya Instituta pedagogiki i psikhologii obrazovaniya = Proceedings of the Institute of Pedagogy and Psychology of Education. 2018; 2: 191–196. (In Russ.)

5. Milyutina A.A., YUzdova L.P., Yermakova Ye.N. Preparing students to work with younger schoolchildren in the Russian language in conditions of distance learning. Vestnik YuzhnoUral’skogo gosudarstvennogo gumanitarnopedagogicheskogo universiteta = Bulletin of the South Ural State Humanitarian and Pedagogical University. 2021; 1(161): 129-138. DOI: 10.25588/CSPU.2021.161.1.007. (In Russ.)

6. Divisenko L.Ya., Sochivko O.I. On the issue of distance learning. Uchenyye zapiski universiteta im. P.F. Lesgafta = Scientific notes of the University. P.F. Lesgaft. 2021; 11(201): 123-126. DOI: 10.34835/issn.2308-1961.2021.11.p123-126. (In Russ.)

7. Khripunkova O.V. Relevance of professional training of future teachers for distance learning of younger schoolchildren with disabilitiesю Vestnik Voronezhskogo gosudarstvennogo universiteta. Seriya: Problemy vysshego obrazovaniya = Bulletin of the Voronezh State University. Series: Problems of Higher Education. 2020; 2: 108-110. (In Russ.)

8. On the approval of the professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher): Order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013 No. 544n [Internet]. Ministerstvo truda i sotsial’noy zashchity RF = Ministry of Labor and Social Protection of the Russian Federation. : https://rosmintrud.ru/docs/mintrud/orders/129/. (cited 21.11.2022). (In Russ.)

9. Kolykhmatov V.I. Digital literacy and skills of a modern teacher. Uchenyye zapiski universiteta im. P.F. Lesgafta = Scientific notes of the University. P.F. Lesgaft. 2020; 8(186): 156-160. DOI: 10.34835/issn.2308-1961.2020.8.p156-160. (In Russ.)

10. Popova L.A. One of the approaches to the formation of digital skills in future teachers necessary for providing remote support to schoolchildren. Vestnik pedagogicheskikh nauk = Bulletin of Pedagogical Sciences. 2021; 5: 245-251. (In Russ.)

11. Nosova L.S. Leonova Ye.A., Ruzakov A.A. Model of digital culture of future teachers in the context of digitalization of education. Vestnik Yuzhno-Ural’skogo gosudarstvennogo gumanitarnopedagogicheskogo universiteta = Bulletin of the South Ural State Humanitarian and Pedagogical University. 2019; 4: 134-154. DOI: 10.25588/CSPU.2019.89.52.009. (In Russ.)

12. Kobozeva I.S., Chinyakova N.I., Borisov V.O. Formation of distance learning competence of student.s Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta = Bulletin of the Volgograd State Pedagogical University. 2021; 10(163): 137-142. (In Russ.)

13. Fefelov S.V., Agayeva A.V. Formation of the readiness of masters of pedagogical education for professional activities in distance learning. Uchenyye zapiski Orlovskogo gosudarstvennogo universiteta = Scientific Notes of the Oryol State University. 2020; 3(88): 285-287. (In Russ.)

14. Markova A.K. Psikhologiya professionalizma = Psychology of professionalism. Moscow: Pedagogika = Pedagogy; 1996: 35. (In Russ.)

15. Gromova T.V. Personal and professional competence of a teacher of distance learning. Nauchno-metodicheskiy elektronnyy zhurnal Kontsept = Scientific and methodological electronic journal Concept. 2022; 3: 40-50. DOI: 10.24412/2304-120X-2022-11016. (In Russ.)

16. Babakova T.A. The system of tasks for independent learning activities of students as a means of developing cognitive competence (on the basis of pedagogical disciplines). Nepreryvnoye obrazovaniye: XXI vek = Continuous education: XXI century. 2020: 3(31). DOI: 10.15393/j5.art.2020.6047. (In Russ.)