Technological Dimension of Pre-School Teacher Training at Tertiary School: Fine Arts Concept- based Case Study

Abstract

The purpose of this study was to experimentally test the impact of the author's Concept and the corresponding educational and methodological support on the technological development of the pedagogical process (based on teaching Fine Arts to pre-schoolers). Quantitative research methods like surveys, interviews, questionnaires, tests, tutor observation check-lists, students’ and learners’ performance records experiment were utilised. Three knowledge field and measurement and evaluation experts were involved to assess the validity of the instruments. The Internal reliability of the questionnaire was validated through running the Kuder-Richardson Formula 20 that resulted in a reliability coefficient, which was 0.72 and indicated internal reliability. The variables to this experiment were the students’ creativity, learning performance, computer skills, motivation of the professional growth and preschool learners’ creative and cognitive thinking and communication skills. It has been found that there was the dynamics in the variables of both student-teachers and children. The mean values for the CG students increased by 0.65 points on average in every variable after the participating in the experiment and the mean figures for children improved by 0.70 points on average as well which proved that the designed model had been efficient in upgrading the pedagogical process at preschools and developing students’ future job-related competencies like creating an interactive technology-mediated and game-based learning environment in Fine Arts which could encourage children’s initiative, creativity curiosity (autonomous cognitive activity) and collaboration along with creation of an emotionally significant situation for autonomous activity of both an individual and a group in which a child's right to their own evaluation, opinion are welcomed. The results met objectives of this study, boosted previous knowledge, and filled the research gaps. After the treatment, there was a 10-12% improvement in learning performance, 7-9% in the EG students’ creativity, 8-10% in computer skills, and 10-11% in motivation of the professional growth and 8-10% in preschool learners’ creative and cognitive thinking and communication skills. The course and methodical complexes for Arts and Design can be recommended for use in the pedagogical process of preschool groups and classes of the Republic of Kazakhstan.