The influence of using digital tools on the development of reflective and prognostic skills in future teachers
DOI:
https://doi.org/10.33910/Keywords:
digital environment, digital tools, teacher education, future teachers, reflective skills, prognostic skills, reflective-prognostic skillsAbstract
Introduction. The introduction of digital tools into education has brought significant changes to teachers’ work and has influenced the requirements for teacher training. Transformations driven by innovation require teachers to be able to plan their daily activities and anticipate the trajectory of their professional development. This makes it necessary to develop future teachers’ reflective and planning skills already at the initial stages of university training. Well-developed reflective and prognostic skills enable teachers to plan their work, manage student activities, design syllabi, share experience with colleagues, organize classroom work, and make forecasts based on classroom assessments. The present study aims to assess the impact of digital tools on the process of development of reflective and prognostic skills in future teachers.
Materials and Methods. The study involved experimental testing of a model for developing reflective and prognostic skills in future teachers, designed by the authors on the basis of system-activity, environmental and poly-subject approaches. The model was implemented under the following conditions: the use of artificial intelligence technology in the educational process of the university; the introduction of socially significant interactive projects in teacher training; and the application of the SAMR model in designing the educational process. Validated methods were employed to assess the level of reflective and prognostic skills in future teachers, including a reflection assessment method, an activity reflection test, the Personality Focus in Communication Questionnaire, the Ability to Forecast Questionnaire, and the Prognostic Task Questionnaire. Mathematical statistics was used to confirm the reliability of the experimental results.
Results. The experiment led to an increase in the level of reflective and prognostic skills among future teachers, as confirmed by the Wilcoxon T-test and the Mann–Whitney U-test. The findings indicate that using digital tools is both important and necessary for developing reflective and prognostic skills in future teachers.
Conclusions. The materials developed in this study can be used in theoretical and practical training. A promising direction for further research is the refinement of digital tools for each component of the model, the automation and digitalization of the diagnostic instruments, and the creation of digital content aimed at developing reflexive and prognostic skills in future teachers.
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