1 Kazan Federal University (RUSSIAN FEDERATION)
2 V.I. Vernadsky Russian State University of National Economy (V.I. Vernadsky University) (RUSSIAN FEDERATION)
About this paper:
Appears in: INTED2024 Proceedings
Publication year: 2024
Pages: 1744-1751
ISBN: 978-84-09-59215-9
ISSN: 2340-1079
doi: 10.21125/inted.2024.0497
Conference name: 18th International Technology, Education and Development Conference
Dates: 4-6 March, 2024
Location: Valencia, Spain
The humanization of social relations, the introduction of digital technologies, and the formation of a new paradigm of modern education set increasing demands on the creation of a comfortable educational environment. An essential attribute and a key condition of it is the organization of adaptive teaching, which involves implementing an individualized approach within a group of students, allowing the alignment of educational outcomes through the algorithms of the digital environment.

Currently, digital platforms providing adaptive teaching environments are becoming increasingly widespread. The teacher has the prospect of using interactive educational technologies as effectively as possible, intensifying research and independent work, and using various types of control and evaluation of teaching effectiveness. Given these opportunities, they set entirely new demands on the professional competence of specialists in the field of education. Based on that, the relevant objective is to prepare future teachers to work with various categories of students on the basis of adaptive teaching in the digital environment. The purpose of this study is to identify the capabilities of digital learning platforms for preparing future teachers to implement adaptive teaching.

Based on the methodology of the systematic approach, the authors summarized data on the impact of the adaptive approach on the effectiveness of learning in general as well as the potential of digital platforms that offer an adaptive teaching environment.

In accordance with the identified potential of digital platforms, the educational standard of the teaching major of a bachelor degree was analyzed, and general professional competencies were outlined. The authors suggested that they include the skills to create an adaptive environment: to set goals, choose content and results of group and individual educational activities, apply technologies for organizing group and individual educational and extracurricular activities of students, and apply psychological, pedagogical, and information technologies necessary for individualizing learning. In this paper, the stages of technology for training a future teacher for the implementation of adaptive teaching have been determined, including getting acquainted with concepts of adaptive pedagogy, realizing the need for professional self-improvement, creating a vision of an adaptive school, and mastering the technologies of activities in an adaptive school, including innovative ones.

The paper offers a fragment of the authors’ methodology for preparing students to implement adaptive teaching using digital learning platforms as part of the “Adaptive Pedagogy” subject. The authors systematically compared: key concepts of adaptive pedagogy; digital platforms containing the potential for adaptive teaching; topics from the curriculum of the discipline “Adaptive Pedagogy”, allowing the use of a digital resource; results of students’ activities that are significant for mastering adaptive teaching skills.

The practical output of the research consists of the collected data from a reflective assessment of students to identify their opinions regarding the possibilities of using digital learning platforms to master adaptive teaching skills. In most cases, positive responses are observed. In this paper, the authors provide recommendations for training students for the implementation of adaptive teaching in a digital environment.
Adaptive teaching, digital learning platforms, future teacher training.