=Paper=
{{Paper
|id=Vol-3057/paper26.pdf
|storemode=property
|title=Methods and Technologies for Training Future Teachers of Robotics
|pdfUrl=https://ceur-ws.org/Vol-3057/paper26.pdf
|volume=Vol-3057
|authors=Olga P. Pankratova,Natalya V. Ledovskaya,Ekaterina A. Konopko,Polina E. Konopko
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==Methods and Technologies for Training Future Teachers of Robotics==
https://ceur-ws.org/Vol-3057/paper26.pdf
Methods and Technologies for Training Future Teachers of
Robotics
Olga P. Pankratova 1, Natalya V. Ledovskaya 1, Ekaterina A. Konopko 1and Polina E. Konopko 1
1
North Caucasus Federal University, Stavropol, 355003, Russia
Abstract
Currently, schools have introduced a subject aimed at the formation of technical and engineering
knowledge of students - educational robotics. This is because the modern digital society needs
trained personnel with knowledge in the field of artificial intelligence, physics, electronics,
programming, and design. For such demanded personnel to appear on the labor market, their
training must begin at school, developing children's interest in engineering and technical
professions, as well as the corresponding skills and abilities. Thus, the organization of the
technical training of schoolchildren is an urgent task, which can be solved only if there are
competent teachers in educational organizations, including in the field of educational robotics.
The purpose of the study is to identify technologies and determine the organizational and
methodological conditions for teaching students of pedagogical universities the basics of
educational robotics, the formation of their special competence that allows them to teach robotics
at different levels of basic general education. The article discusses the methods and technologies
of training future teachers of educational robotics based on the content model proposed by the
authors, in which the components of the teacher's professional competence are highlighted, the
target and methodological components of training are presented, the organizational conditions for
the formation of teachers ' competence for the successful implementation of professional
activities in the field of educational robotics in the educational environment of a higher
educational institution are determined.
Keywords 1
educational robotics, engineering, and technical education, digital technologies, teacher
competence, competency formation model.
1. Introduction
Currently, technical and engineering areas of training are becoming increasingly relevant in our
country. This is due to the development of information and digital technologies, which have long been an
integral and mandatory component of production and public life. For the young generation to be
interested in the state and willing to develop in the technical direction, it is necessary to lay an appropriate
basis for their training at the initial stage of education, i.e. at school. One of the directions of the
development of technical and engineering competencies of students is educational robotics, which is
considered an innovative direction and is widely introduced into school teaching practice [1, 2].
Unfortunately, teachers working in general education organizations have little or no training in this area.
[3]. The analysis of the modern system of higher education in the field of teacher training has revealed a
contradiction between the increasing requirements for the professional competence of a teacher, the
variety of conceptual approaches in this area, and the insufficient development of the system of teacher
training, the lack of developed technologies and methods of teacher training in the field of educational
robotics.
Proceedings of VI International Scientific and Practical Conference Distance Learning Technologies (DLT–2021), September 20-22, 2021,
Yalta, Crimea
EMAIL: opankratova@ncfu.ru (Olga Pankratova); ; nataledovsckaya@yandex.ru (Natalya Ledovskaya; ekonopko@ncfu.ru (Ekaterina
Konopko); polina.konopko@mail.ru (Polina Konopko)
ORCID: 0000-0003-3610-1893 (Olga Pankratova); 0000-0001-8726-4743 (Natalya Ledovskaya); 0000-0002-5250-9808 (Ekaterina Konopko);
0000-0002-6416-9935 (Polina Konopko)
©️ 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
223
2. Purpose and Objectives of the Research
In connection with the above, the development of a model for the formation of teacher competence in
the field of educational robotics is an urgent direction, it determines the goal and objectives of the
research, which are to identify technologies and determine the organizational and methodological
conditions for teaching students of pedagogical universities the basics of educational robotics, forming
the special competence that allows them to teach robotics at different levels of general education based.
3. The Main Part
3.1. Theoretical Analysis
The professional competence of the future teacher of educational robotics must be considered through
integrative personal qualities, which consist of special knowledge, motives, a set of the most important
pedagogical skills and abilities that allow the teacher to carry out pedagogical activities in the field of
educational robotics, and which must be formed during the training of students of pedagogical directions
of the university [4, 5].
As a theoretical and methodological basis for the development of a model for the formation of
professional competence of an educational robotics teacher, we used:
competence-based, andrological, variable and subject-activity approaches;
works that allow us to reveal the regularities of the formation of professional competence,
including the competencies of a teacher, as well as to determine the essence and main components of the
competence of a teacher of educational robotics (N. V. Kuzmina, E. I. Rogov, T. G. Brazhe, R. D.
Hamilton, T. K. Hamilton, J. Raven, I. K. Drakina and E. V. Shmakova, A.V. Khutorskoy, etc.) [6 - 9];
studies considering the theory and methodology of teaching children and adults (A. I. Kukueva, S. I.
Zmeeva, and others); as well as specific and methodological features of teaching educational robotics (d.
A. Alimisis, A. P. Alexandrova, D. Koposova, Yu. A. Skurikhina) [10 - 12].
3.2. The Content Model of the Formation of the Competence of the
Teacher of Educational Robotics
The content model of the formation of the competence of the teacher of educational robotics is a
pedagogical system, reflects the structure, properties, and relationships between the elements that make
up it, allows you to identify the essential aspects of the professional competencies of the future teacher
and consists of interrelated components presented in Figure 1.
Target component: consists of a system of goals and objectives. This component is a system-forming
one, within the framework of this component, the development and content of all other components of the
model are determined. The goal will be the formation of pedagogical competence of students of the
pedagogical direction, future teachers of educational robotics. To achieve this goal, it is necessary to
implement the following tasks:
to form motives of self-development of students and make attitudes towards achieving goals;
expand students ' knowledge in the field of robotics, computer science, programming, physics,
and other related fields of knowledge necessary for teaching children educational robotics;
to form professional skills in future teachers, such as research, design, organizational, reflective,
communicative, constructive, technological, predictive, and others.
The methodological component is a combination of methodological approaches that underlie the
formation of pedagogical competence, as well as the principles that regulate the process of forming a
teacher's professional competence. The following approaches are used:
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Professional standards of IT-
directions in the system of higher
The introduction of educational robotics into training
2. he integrated nature of training in the branches that are part of educational robotics: technology, programming,
and additional education
programs in accordance with state standards leads to the need
to train teachers of educational robotics
Function
al-target
block
Purpose: Formation of professional competence of a teacher of educational robotics in the system of higher and
additional education
Organizational and methodological conditions for the formation of competence:
1. Organization of technical and methodological space for teaching students;
Tasks: improving the professional level of teachers of educational robotics; stimulating the self-development of teachers;
4. Implementation of a practice-oriented learning process on the job
creating conditions for building an individual trajectory of continuous professional development and self-development of
methodological block
teachers of educational robotics
3. Using various methods and forms of organizing classes;
Procedural and
Theoretical and methodological basis
physics, mathematics, computer science.
Approaches: reflexive, competence-based, Principles: focus on the development of
synergetic, activity-based, systemic the personality of the future teacher of
educational robotics.
Functions of the teacher of educational robotics:career guidance,;
procedural block
diagnostics-orientation; organizational-procedural; reflexive
Content and
Components of the formation of professional competence of a teacher of educational robotics
Technical Technological Subject Special Methodical Organizational Personal
technological block
Organizational and
Technical and methodological support, educational technologies: activity-oriented, cognitive-oriented,
personality-oriented
Levels of formation of pedagogical competence of a teacher of educational robotics
Effective-integrative
low average high
block
Results:
development and improvement of the level of all components of professional competence of teachers of educational robotics;
formation of conditions for the implementation of continuous education of teachers throughout the entire pedagogical activity.
Figure 1: The content model of the formation of the competence of the teacher of educational robotics
225
1. A systematic approach, within the framework of which the components of the professional
competence of a teacher of educational robotics are studied, the main structural and functional elements
of the future model are identified, and connections between the components of the system are thought out
and established. The center of the studied subject area is educational robotics, which can be considered as
the integration of mathematics, technology, physics, computer science. The structural components of the
concept are linked together by a leading idea, the basis of which is as follows: “the process of forming the
professional competence of a future teacher of educational robotics should: occupy a special place in the
education system; be a priority area of theory and methodology in the system of secondary and higher
education; meet the modern needs of society and the state in the need to form a competitive teacher "
[13].
2. An activity-based approach, within the framework of which the teacher's professional competence
is considered as a guarantor of the implementation of a high-quality educational process in the field of
educational robotics that meets the modern educational standard. This approach provides the basis for
researching the formation of teachers' competence in the field under study, as a process of qualitative
transformation of the personal and professional qualities of an educational robotics teacher. A competent
teacher of educational robotics should have the ability to self-education, self-development, and the ability
to quickly respond to ongoing changes in the professional sphere.
3. Synergistic approach. This approach is complementary to the activity approach. The synergetic
approach is considered as a process of personality-oriented interaction between the student and the
teacher, as a result of which the teacher engages the student in organizing his intellectual activity and
developing his creative potential through self-organization in the process of teaching educational robotics.
4. Competence approach. It examines the personal pedagogical aspect: the formation of a
successful, professional, active life position of the teacher. The main achievements of the competence-
based approach in the field of educational robotics include the following formed personal and
professional qualities of a teacher [13]:
orientation of the teacher to a deep knowledge and understanding of the basics of educational
robotics and related educational areas;
readiness for independent comprehension and assessment of one's pedagogical activity in the field
of educational robotics;
the ability to broadcast in the media, scientific and pedagogical journals, competitions, and grants
of personal achievements in the field of educational robotics;
implementation of creative research activities in the development of optimal, most effective ways
to form the intellectual cognitive activity of students in the field of educational robotics.
Having analyzed the structure of the methodological component of the model of formation of
professional competence of a teacher of educational robotics, we can conclude that the teacher should be
characterized by high efficiency and effectiveness of the educational process in this area, which allows
optimizing the educational process and increasing the competitiveness of the teacher in the labor market
[14].
The study highlights the main interrelated blocks that make up the model of the formation of
professional competencies of future teachers of educational robotics:
Functional-target block, the main element of which is the individual trajectory of the development of
professional competence of a teacher in the field of educational robotics.
The functional-target block is the main element of the model. This block defines the goals, objectives,
and basic principles of the formation of professional competence of a teacher of educational robotics.
The priority tasks of the implementation of the presented model are:
improving the professional level of teachers of educational robotics;
stimulating the self-development of teachers;
creating conditions for building an individual trajectory of continuous professional development
and self-development of teachers of educational robotics.
Procedural and methodological block: includes specific features of the implementation of
methodological approaches, principles, conditions, and functions in practice.
This block is related to the main functions of teachers:
diagnostics-orientation, which allows the teacher to analyze the contingent of students, identify
existing educational needs, determine the zones of immediate development;
226
organizational and procedural function: forms the teacher's ability to organize the interaction with
a team of students, with parents of students and colleagues, as well as the ability to develop and
implement educational programs that fully reflect the current needs of the market;
a teacher needs a career guidance function to help students in self-determination, socialization,
self-actualization, and adaptation to modern working conditions;
the reflexive ability of the teacher allows you to find suitable ways to solve emerging problems.
A content block consisting of a set of professional and practice-oriented content of educational and
methodological complexes of disciplines, courses developed for the formation of professional and
personal competencies of future teachers, which provide methodological support and professional and
personal growth of an educational robotics teacher.
In particular, the content of the academic discipline "Theory and methodology of teaching educational
robotics" has been developed for the training of future teachers, the tasks of which are:
familiarization of students with the basics of modern robotics;
formation of general and technological skills in the design and construction of robotic systems;
formation of algorithmic thinking and development of programming skills of self-managed
robotic systems;
development of students ' professional skills of working with schoolchildren in the framework of
educational robotics.
The developed program is designed for theoretical and practical training of students in the field of
educational robotics and is designed for 108 hours.
Educational and methodological complexes of disciplines are presented with methodological materials
that characterize the content of educational activities of teacher training, provide detailed methodological
substantiation of the process of implementing educational activities, and also includes a set of approved
practical works, diagnostic techniques, and materials for the formation of professional competence of a
teacher of educational robotics [15, 16 ]. We have identified the following components of the professional
competence of a teacher of educational robotics: technical, technological, subject, special,
methodological, organizational, personal [17-18].
The organizational and technological block contains technical and methodological support, modern
educational technologies.
The technical and methodological support is represented by robotic kits with a description of the
methodology for their application [19].
An analysis was made of the robotic kits available in schools: these are mainly LEGO® Education
robotic kits that can be used in grades 5-9 (Table 1).
The following educational technologies can be used:
activity-oriented, these technologies include technological maps, activity games, and game
modeling;
publishing technologies: teacher's portfolio, articles, recommendations, methodological
developments, author's educational programs;
cognitively oriented technologies, including seminars, discussions, training, reflections,
dialogues, and other methods;
personality-oriented technologies: developmental training, interactive games.
An effective block, including monitoring the quality of mastering vocational educational programs and
the formation of professional competencies of a future teacher of educational robotics. The productive-
integrative block allows you to describe the expected results of the implementation of the constructed
model and analyze the results achieved.
If the developed model is used to train and improve the qualifications of acting teachers, then a
praxeological block can be added, the elements of which are the experience accumulated by the teacher
and the ability to show the mastered competencies.
The developed model made it possible to identify the organizational and methodological conditions
for the formation of the competence of the teacher of educational robotics [4]:
1. Organization of technical and methodological spaces for teaching students.
2. The integrated nature of teaching in the fields of educational robotics: technology, programming,
physics, mathematics, computer science.
3. Using various methods and forms of organizing classes.
4. Implementation of practice-oriented education, including on-the-job for existing teachers.
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Table 1
LEGO® Education Robotics Sets that can be used to teach robotics in grades 5-9
Set LEGO® BricQ Motion LEGO® Education BricQ Motion LEGO® Education SPIKE™ Prime
Start Prime (for students of grades 5-9)
(for students of grades 3-4) (for students of grades 5-7)
The set immerses primary It immerses students in the The robotic constructor is ideal
school students in the study of study of physical concepts in for teaching the modules
physical processes occurring in the context of sports and helps "Robotics" and "Automated
the world around them in the to form a deeper Systems". 523 LEGO ® elements.
context of a healthy lifestyle. understanding of such concepts Combines bright LEGO details.
The kit includes a set of spare as strength, movement, and The teacher will be able to use
parts and printed assembly interaction of objects. The set either Scratch programming or
instructions. Special graduated includes a booklet with Python programming to solve
elements allow you to visualize assembly instructions and ideas educational problems. The
mathematical actions, making for inspiration, with which constructor is designed to create
classes meaningful, creative children can learn natural a new model at each lesson that
and fun. sciences in practice. solves the problem of the real
world.
The results of the implementation of the developed model include:
development and improvement of the level of all components of the professional competence of
future teachers of educational robotics;
formation of conditions for the implementation of continuous education of teachers throughout
the entire pedagogical activity.
4. Conclusion
In the course of the study, the following results were obtained and conclusions were made:
1. The training of teachers in the field of educational robotics is a priority direction of the educational
policy of the Russian Federation since currently much attention is paid in the field of education to the
training of specialists in technical areas, which, in turn, is associated with the digitalization of the
economy and society.
2. The model of teacher competence formation in the field of educational robotics contains 5
interrelated blocks: functional-target, procedural-methodological, substantive, organizational-
technological, and effective blocks, which together ensure the achievement of the planned results - the
development and improvement of the level of all components of the professional competence of future
teachers; the formation of conditions for professional activity in the field of educational robotics.
3. The introduction of the developed course "Theory and methodology of teaching educational
robotics" into the educational program for training future teachers, allowed us to identify a positive
impact on the formation and development of professional competence of a teacher.
In conclusion, we note that the formation and improvement of professional competencies of a teacher
of educational robotics should be carried out systematically: it is necessary to introduce courses on
robotics and methods of teaching it into educational programs related to the training of pedagogical
personnel, open specialized educational programs for training bachelors and masters, organize advanced
training courses for teachers and school teachers in the field of robotics.
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