Formation of teamwork skills among future teachers in the development of didactic games with traditional and digital components

Abstract

The problem and the aim. A teacher of a digital school, according to the requirements of the standard of professional activity, must possess such universal qualities related to information and communication technologies, formed communicative competence, the ability to work in a team. The formation of the relevant skills within the framework of university education is complicated by a number of problems of a different nature. The authors suggest to improving the training of future teachers to organize practical activities for the development of didactic games integrating computer-free and digital elements. The authors suggest organizing a practice of designing a system of specially selected tasks to improve the training of future teachers of a digital school. Research methods. Gamification is used both as a technology for acquiring new knowledge and as a technology for team building. The method of team activity is used to development of didactic games. The pedagogical experiment involved 60 students of specialty 44.03.01 Pedagogical education (two training profiles, magister's degree level), Vyatka State University (Russian Federation). To assess team effectiveness the methodology of Lora Stack (five levels of team building) was chosen. The criterion χ2-Pearson was used as a statistical processing method. The assessment of the quality of educational results out using the author's testing of 50 tasks ("credited"/ "not credited") was carried. Statistical verification of the obtained results was made using Fisher's criterion. Results. Students of the experimental group were involved in teamwork on educational games: studied basic mechanics in didactic games; mastered interactive services; developed their own project, including both computer-free and digital elements. Statistically significant differences in the qualitative changes of the system by the levels of formation of teamwork skills, χ2emp 2 > χ2crit0.05 (10,244 > 9,488), were revealed. Statistically significant differences by the quality of professional training (φcrit=1,64