Preparation of future teachers for the introduction of digital innovation in a Rural School: problems and prospects

The purpose of the article: to substantiate the urgency of the problem of providing rural schools with qualified teachers; to characterize digital innovations and their use in rural education in the conditions of COVID-19; to analyze the difficulties and prospects for preparing teachers for the use...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Olena Budnyk [verfasserIn] Kateryna Fomin [verfasserIn] Tetiana Nazarenko [verfasserIn] Vira Kalabska [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Spanisch ; Französisch ; Portugiesisch

Erschienen:	2021

Schlagwörter:	future teachers rural school digital technologies.

Übergeordnetes Werk:	In: Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins, 2017, 6(2021), Seite 21
Übergeordnetes Werk:	volume:6 ; year:2021 ; pages:21

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.20873/uft.rbec.e13124

Katalog-ID:	DOAJ069491801

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title	Preparation of future teachers for the introduction of digital innovation in a Rural School: problems and prospects
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title_sort	preparation of future teachers for the introduction of digital innovation in a rural school: problems and prospects
title_auth	Preparation of future teachers for the introduction of digital innovation in a Rural School: problems and prospects
abstract	The purpose of the article: to substantiate the urgency of the problem of providing rural schools with qualified teachers; to characterize digital innovations and their use in rural education in the conditions of COVID-19; to analyze the difficulties and prospects for preparing teachers for the use of digital technologies in distance learning in rural remote schools. The following research methods were used: analytical, empirical, and mathematical statistics. Theoretical analysis of the state of the problem in pedagogical science, in particular, the introduction of digital innovations in the educational process is outlined as a necessary condition for sustainable development of rural education. The results of an empirical study conducted among future teachers on their readiness to work in the future in rural areas are presented. A gap was revealed between young teachers’ professional expectations and real school practice in remote rural schools. Emphasis was placed on the necessity to ensure cooperation between schools, parents, the public, and local businesses to improve the quality of rural education.
abstractGer	The purpose of the article: to substantiate the urgency of the problem of providing rural schools with qualified teachers; to characterize digital innovations and their use in rural education in the conditions of COVID-19; to analyze the difficulties and prospects for preparing teachers for the use of digital technologies in distance learning in rural remote schools. The following research methods were used: analytical, empirical, and mathematical statistics. Theoretical analysis of the state of the problem in pedagogical science, in particular, the introduction of digital innovations in the educational process is outlined as a necessary condition for sustainable development of rural education. The results of an empirical study conducted among future teachers on their readiness to work in the future in rural areas are presented. A gap was revealed between young teachers’ professional expectations and real school practice in remote rural schools. Emphasis was placed on the necessity to ensure cooperation between schools, parents, the public, and local businesses to improve the quality of rural education.
abstract_unstemmed	The purpose of the article: to substantiate the urgency of the problem of providing rural schools with qualified teachers; to characterize digital innovations and their use in rural education in the conditions of COVID-19; to analyze the difficulties and prospects for preparing teachers for the use of digital technologies in distance learning in rural remote schools. The following research methods were used: analytical, empirical, and mathematical statistics. Theoretical analysis of the state of the problem in pedagogical science, in particular, the introduction of digital innovations in the educational process is outlined as a necessary condition for sustainable development of rural education. The results of an empirical study conducted among future teachers on their readiness to work in the future in rural areas are presented. A gap was revealed between young teachers’ professional expectations and real school practice in remote rural schools. Emphasis was placed on the necessity to ensure cooperation between schools, parents, the public, and local businesses to improve the quality of rural education.
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title_short	Preparation of future teachers for the introduction of digital innovation in a Rural School: problems and prospects
url	https://doi.org/10.20873/uft.rbec.e13124 https://doaj.org/article/e97b3fd5d8d1463180aec315c6605be4 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13124 https://doaj.org/toc/2525-4863
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Preparation of future teachers for the introduction of digital innovation in a Rural School: problems and prospects

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