- Кучаковська, Г.А. (orcid.org/0000-0002-4555-896X) (2025) The use of social network services in the process of training future primary school teachers Dissertation candidate2 thesis, Київський столичний університет імені Бориса Грінченка.
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Abstract
Kuchakovska H.A. The use of social networking services in the process of training future primary school teachers. – A qualification for scientific work in manuscript form. Dissertation for the degree of Candidate of Pedagogical Sciences in specialty 13.00.10 – «Information and Communication Technologies in Education». – Borys Grinchenko Kyiv Metropolitan University, Kyiv, 2025. The dissertation is devoted to the issue of utilizing digital technologies, in particular social networking services, in the training of future primary school teachers. Social networking services are not only a means of communication, but also a powerful tool for professional development, self-education and the implementation of interactive teaching methods. In the context of primary school teacher training, they provide access to professional communities, open educational resources and platforms, which contributes to the exchange of experience, the development of critical thinking and the improvement of methodological approaches. In addition, the use of social networking services can contribute to the formation of digital literacy, which is a key component of the professional activity of a modern teacher, as it allows for the effective use of digital technologies for teaching, assessment and involving students in the educational process. The study presents an analysis of the theoretical foundations of primary teacher education; identifies the key directions of the digitalization of teacher training processes in Ukraine and abroad; an analysis of social networking service for solving educational and professional tasks was carried out (Viva Engage for corporate training and social interaction; Microsoft Teams for online lectures and group work; Facebook for the participation of future primary school teachers in professional communities; LinkedIn for professional networking and image formation; ResearchGate for access to scientific research, participation in discussions and the implementation of evidence-based methods; TikTok asource of short videos with creative methods and game presentation of educational material; Instagram for creating a pedagogical library with design examples, templates and integration of Digital Technologies); indicators of the use of social networking service by future primary school teachers were formed; criteria (motivational, cognitive, and functional) and levels (high, sufficient, average, low) of digital competence assessment in using social network services of a future primary school teacher were developed. The concept of «digital competence in using social networking service» has been clarified (it is defined as an integrated characteristic of the professional readiness of a future primary school teacher, based on a system of knowledge, skills, abilities, and value orientations aimed at the ability to use social networking service for professional interaction, self-education, the organization of the educational process in a digital environment, and the development of personal digital presence). The study identifies the components of digital competence in using social networking services for primary school teachers: professional engagement (digital task management, teacher collaboration, digital safety); digital resources (creation and modification of digital content, management, protection, and dissemination of digital content); and teaching and learning (integration of digital technologies in instruction). A selection of relevant social networking services was made for addressing educational and professional tasks (Viva Engage, Microsoft Teams, Facebook, LinkedIn, ResearchGate, TikTok, Instagram). A model was developed for the use of social networking services in the training process of future primary school teachers to enhance their digital competence in this area. The model includes interconnected components: goal-setting, content-organizational, and assessment-resultative. Additionally, a methodology for employing social networking service in primary teacher education was designed and described, including the definition of content, objectives, forms, methods, and teaching tools. Recommendations for the use of social networking services in the training of future primary school teachers were developed. The results of the pedagogical experiment confirmed the effectiveness of the proposed methodology for integrating social networking service into the training process of primary school teachers. The present research does not cover the full range of issues related to the use of social networking services in organizing the educational process at higher education institutions. Prospective directions for further research include the theoretical and methodological principles of the development and use of information and communication technologies in open education, in particular, the use of social network services in the process of training future primary school teachers.
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