ABSTRACT
The purpose of the article is to propose mechanisms of effective and adaptive training of future teachers to solve problems of their professional activity using a technique based on students’ fulfillment of complex tasks to design knowledge bases of expert systems for learning. The study has proved the viability of the proposed training methodology to be ready for professional activity as a teacher. As a result of its implementation, the willingness of trainees to work in developing a creative educational environment has improved.
Keywords: teacher; professional activity; artificial intelligence; interdisciplinary
Introduction
The problem of education quality, especially in teacher training, is urgent for any country. It is adapting to changing complex social and cultural processes the dynamics of which is caused by refocusing the society in the field of its theoretical and practical activities. To solve the problem the society approaches an educational process considering it a way to change the situation and protect individuals who face challenges qualitatively. A protective function of education can be implemented if a level of scholarship of each member of the society provides the possibility to develop abilities to solve essential and professionally important problems. Education in the Russian Federation is a priority for the development of the state. The “Concept of a long-term social and economic development of the Russian Federation for the period up to 2020” notes that “the competition of various systems of education… requires constant updating of technologies, expeditious assimilation of innovations, rapid adaptation to demands and requirements of a fast-changing world” (The Concept, 2008). This certainly makes researches in the field of adaptive learning relevant. The return of teachers to ideas of adaptation has become possible and actual not only due to the needs of the society in qualitatively new learning but also with the advent of a fundamentally new scientific and practical basis for the research in this regard. Advances in information science, AI, psychology, decision-making theory, and mathematics make possible and somewhat logical the appearance of innovations in teacher training based on the joint use of ideas of adaptation (Seth et al., 2017), interdisciplinary (Hessels et al., 2015), and educational activities of students. At the same time, the developers of the teacher professional standard (Yamburg, 2017) note that modern graduates of teacher training universities with a sufficiently high level of preparation in subjects have insufficient professional experience and minimal practical skills and abilities in organizing an educational process at a modern level using innovations in teacher training including those based on AI ideas and methods. To solve this problem, there has been conducted a joint study in which lecturers of the Herzen State Teacher Training University of Russia (St. Petersburg) and North-Eastern Federal University in Yakutsk (Republic of Sakha (Yakutia) have taken part. It aims to develop and implement a teaching method based on the design and development of the knowledge bases of expert systems for learning into the educational process of universities.
Conclusion
The result of the study shows that successful training and retraining of teachers for implementing activities in a changing professional and learning environment requires a focus in performing updated professional activities. Such activities require an interdisciplinary synthesis of their knowledge and practical skills, the ability to develop models of possible ways to develop students, understanding, and the didactically correct use of students’ self-completion and self-organization mechanisms. To this end, a practical methodology has been developed for training future teachers (undergraduates enrolled in the direction of “pedagogical education”) and working teachers, aiming to developmental and practical activities that ensure the consistent use of knowledge from various subject areas to effectively solve professional tasks and adapt to the rapidly changing needs of modern society. The methodology is based on the interdisciplinary synthesis, which presumes an organic combination of knowledge, practical actions, forms, methods, and means used in the educational process to provide a specialist with the required professional qualities, and on the unity of their pedagogical goals. This was considered a methodological basis and technological means for innovative educational activities. The analysis and generalization of students’ teaching activities at stages of designing and creating a knowledge base of expert training systems showed that they master the strategy of forming a system of knowledge, skills, and abilities of students in the subject being studied; methods of self-organization and self-development through the studied subject; nonlinear technology organization of the educational process; options for the practical implementation of the learning openness principle. This corresponds to a highly productive level of teacher activity.
About KSRA
The Kavian Scientific Research Association (KSRA) is a non-profit research organization to provide research / educational services in December 2013. The members of the community had formed a virtual group on the Viber social network. The core of the Kavian Scientific Association was formed with these members as founders. These individuals, led by Professor Siavosh Kaviani, decided to launch a scientific / research association with an emphasis on education.
KSRA research association, as a non-profit research firm, is committed to providing research services in the field of knowledge. The main beneficiaries of this association are public or private knowledge-based companies, students, researchers, researchers, professors, universities, and industrial and semi-industrial centers around the world.
Our main services Based on Education for all Spectrum people in the world. We want to make an integration between researches and educations. We believe education is the main right of Human beings. So our services should be concentrated on inclusive education.
The KSRA team partners with local under-served communities around the world to improve the access to and quality of knowledge based on education, amplify and augment learning programs where they exist, and create new opportunities for e-learning where traditional education systems are lacking or non-existent.
FULL Paper PDF file:
Artificial intelligence - The space for the new possibilities to train teachersadaptive training of future teachers
Author: VLASOVA, Elena Zotikovna : Doctor of Sciences (Pedagogy), Professor, the Head of the Computer technology and e-learning department, the Herzen State Pedagogical University of Russia, elenavlasova557@yahoo.com
AVKSENTIEVA, Elena Yuriievna: Candidate of Sciences (Pedagogy), Associate Professor of the Computer technology and e-learning department, the Herzen State Pedagogical University of Russia
GONCHAROV, Svetlana Viktorovna: Candidate of Sciences (Pedagogy), Associate Professor of the Computer technology and e-learning department, the Herzen State Pedagogical University of Russia
AKSYUTIN, Pavel Aleksandrovich: Assistant of the Computer technology and e-learning department, the Herzen State Pedagogical University of Russia
Revista ESPACIOS. ISSN 0798 1015 Vol. 40 (Nº 9) Year 2019
Received: 13/02/2019 • Approved: 07/03/2019 • Published 25/03/2019
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Nasim Gazerani was born in 1983 in Arak. She holds a Master's degree in Software Engineering from UM University of Malaysia.
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