Professional Preparation of Future Teachers of Vocational Training in
the Transport Area of Expertise with Use of the Author’s Educational
Mykhailo H. Pohorielov
1 a
, Olena O. Lavrentieva
2,3 b
, Volodymyr I. Bondarenko
1 c
Igor G. Britchenko
4 d
, Andrii A. Dorohan
3 e
and Aleksandr D. Uchitel
5 f
Donbass State Pedagogical University, 19 Henerala Batiuak Str., Slavyansk, 84116, Ukraine
Alfred Nobel University, 18 Sicheslavska Naberezhna, Dnipro, 49000, Ukraine
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
State University of Applied Sciences named prof. Stanislaw Tarnowski, 50 Sienkiewicza Str., 39400 Tarnobrzeg, Poland
State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine
Future Teachers of Vocational Training, Vocational Training for the Transport Branch, Electronic Educational
Resource, Special Educational Application, Electronic Educational Methodical Complex, Expert Assessment.
The paper presents the content, as well as approaches to the use in the educational process of the author’s Elec-
tronic educational methodical complex (EEMC) “Construction of car”. The course is created for students of
the speciality 015 Professional education (Transport, the operation and repairing of automobiles). Its content
covers general topics including the study of a car engine, electrical equipment and automotive driveline. The
created electronic course embraces, in addition to textual material, illustrations, dynamic models, instructions,
manuals, textbooks, reference books and glossaries, test material for each topic. Its possibilities of application
during lectures, in the course of performing 15 laboratory works, organizing test control of knowledge, as well
as for managing students’ independent study activities have been shown. Approaches to expert evaluation of
the developed electronic study course by 11 criteria have been disclosed. The directions for further improve-
ment of the content and methods of organizing the study and cognitive activity of students when using the
course have been highlighted. These include the organization of level assimilation of the material, the creation
of an individual educational trajectory of students. A rather high assessment of the developed author’s course
received from experts allows it to be used in the system of vocational preparation specialists in the transport
area of expertise.
Nowadays, among all problems, deeply troubling
Ukrainian society, there are crucial issues, which con-
cern the educational sphere, its reformation through
the prism of perfection and even the fundamental
change of approaches towards the study process and
the rearing of the young generation. Changes involve
all branches of the educational system and particu-
larly the higher pedagogical education.
The fundamental transformation of contemporary
educational space in Ukraine can be characterised
by a principally different understanding of objectives
and tasks of the high pedagogical education, aware-
ness of the necessity of the switch towards the ed-
ucational “lifelong learning” model, new conceptual
approaches to the elaboration and implementation of
innovative methodologies and techniques of efficient
educational activity. The current state of experts’ of
pedagogical specialities preparation including for the
vocational (vocational-and-technical) educational in-
stitutions conditions the rise of social worrying and
preoccupation, as the further development of the ed-
ucational system, sets the new level of requirements
concerning personal and professional qualities of fu-
ture teaching engineers and involves the finest degree
Pohorielov, M., Lavrentieva, O., Bondarenko, V., Britchenko, I., Dorohan, A. and Uchitel, A.
Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational Application.
DOI: 10.5220/0010927600003364
In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 702-713
ISBN: 978-989-758-558-6
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
of organizational, methodical and didactic support, as
well as the application of modern information and
communication technologies.
At the present-day stage, the crucial issue of learn-
ing of the upcoming generation concerning the us-
age of the information and communication technolo-
gies (ICT) with the objective of a solution of the
wide range of actual personal and professional tasks
is. The technological stage of scientific and techni-
cal progress requires the augmentation of the level of
professional preparation of contemporary specialists,
as well as the formation of their readiness for the wide
application of ICT, that provides the effectiveness of
their work in different spheres of human activity.
At the present, ICT occupies a gradually more sig-
nificant place in the educational system in general
and particularly in vocational training. The introduc-
tion of computing systems and software tools with
a different type of application caused the qualitative
progress of the learning process, transforming all its
components and extending the cognitive opportunities
of its subjects.
Psychological and pedagogical issues of ICT ap-
plication in the course of the educational process
are described in (Bakhmat, 2017; Butcher, 2015;
Bykov and Shyshkina, 2018; Denysenko, 2018; Gure-
vich et al., 2016; Kleiman, 1984; Mashbits, 1988;
Orr et al., 2015; Ranieri et al., 2011; Williams and
Maclean, 1985; Yashanov and Yashanov, 2017; Zhal-
dak, 2019; Zhaldak et al., 2021).
The problems of using electronic teaching mate-
rials and manuals are widely discussed in (Osadcha
et al., 2020; Velychko et al., 2021; Zhenchenko et al.,
2020). Certain issues of using electronic learning lab-
oratories and guidelines for students of transport area
of expertise were considered by us in our previous
studies (Pavlenko et al., 2020; Pohorielov, 2020; Bon-
darenko, 2018).
The goal of the paper is to present the content,
approaches to use in the educational process of the
author’s Electronic educational methodical complex
(EEMC) “Construction of car”, developed for stu-
dents of speciality 015 Professional education (Trans-
port, the operation and repairing of automobiles).
Before proceeding to the presentation of the main
content of the developed authoring software, it should
be considering the most important approaches to solv-
ing this problem.
UNESCO define ICS as s forms of technology
that are used to transmit, store, create, share or ex-
change information. This broad definition of ICT in-
cludes such technologies as: radio, television, video,
DVD, telephone (both fixed line and mobile phones),
satellite systems, computer and network hardware and
software, as well as the equipment and services asso-
ciated with these technologies, such as video as well
as the equipment and services associated with these
technologies, such as video conferencing and elec-
tronic mail (Wachholz and Meleisea, 2006).
The “modern means of ICT” are interpreted by
Robert (Robert, 2014) as programmatic and technical
tools and devices, that function on the basis of micro-
processing and calculating hardware, and also modern
means and systems of informational exchange provid-
ing operations of collection, production, accumula-
tion, storage, processing and transmission of infor-
mation. According to particular researchers’ opin-
ion, new educational ICT means can be presented as
the assemblage of tools and methods of information
working up ensuring purposeful transmission, pro-
cession, storage and displaying of the informational
product (e. g. data, ideas or knowledge). Addition-
ally, ICT suppose for the application of different tech-
nical means, whose most crucial element can be rep-
resented as a computer.
It is open educational resources that one of the in-
novations in the digital educational system of the last
decades. The term “open educational resources” or
OER uses for denoting educational and scientific re-
sources, which free access or released with authori-
sation of their usage or modification by third parties.
Orr et al. (Orr et al., 2015) highlight the following
most characteristic features of open educational re-
methodical, educational and scientific orientation
of their materials;
support of different formats and data carriers for
the presentation of materials;
the publication within of the license authorisation
of educational and scientific materials, which be-
came the objects of public ownership;
free access, application, procession and allocation
of materials by other users;
minimal restrictions (or their absence) in the
course of work with open educational resources.
Bakhmat (Bakhmat, 2017) considers the idea of
the promising study of the issue of the usage of open
educational resources in the state of ceaseless devel-
opment of science and theoretical principles of com-
Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational
puterisation of the educational process. From the re-
searcher’s fair viewpoint, open educational resources
have to unite the sites of all educational institutions
and all electronic libraries, as well as provide the sys-
tem of distance learning and advanced training; they
also must have simplified instruments to develop stu-
dents’ IT competency.
Loboda (Loboda, 2012) classified the electronic
learning tools as 4 types:
the first type (the means of theoretical and tech-
nological mentoring) are electronic books, com-
puted studying programme, computed system of
knowledge assessment;
the second type (the means of practical mentor-
ing) is electronic task manager, computed trainer,
SMART study system;
the third type (auxiliary means) is computed labo-
ratory workshops, computed reference book, mul-
timedia study classes, service software for educa-
tional purpose;
the fourth type (integrated means) is the com-
puted studying course, the educational electronic
Accordingly, the means of ICT include the hard-
ware and software tools, such as digital devices, lo-
cal computational networks, equipment performing
input and output of information, the tools of archived
storage of enormous amount of data, devices for the
transformation of information, instruments for ma-
nipulation with audiovisual content (multimedia), the
modern means for telecommunication performance,
SMART systems, instruments of computed graphics,
as well as programmatic complex of tools (machine
languages, compilers, operational systems, packages
of apps, etc.).
As it was indicated before, the application of ICT
in the course of educational process realises the fol-
lowing opportunities (Horbatiuk, 2011):
Firstly, it creates a new specific type of educa-
tional activity so-called “developing educational
and informational environment”, which combines
the properties of cognitive, communicative, play-
ing, intellectual, and creative activities.
Secondly, the use of ICT provides for more com-
plex and profound management of students’ cog-
nitive processes.
Thirdly, the application of ICT leads to the qual-
itative transformation of students’ study and cog-
nitive activity according to contemporary princi-
pals, comparing to traditional methods of learn-
According to Verbitsky (Verbitsky, 1991), the in-
troduction of ICT means into the educational process
denotes the beginning of the systemic reformation of
the complete studying technology, and, what is more
important, the fundamental change of activity of sub-
jects of the educational process teachers and stu-
dents. The possibility of a computer to display the
state of educational activity in signing and symbolic
form allows to learn of studying material with the aid
of active means of cognitive interaction. The appli-
cation of simulative capabilities of computers as an
instrument provides not only the possibility of trans-
formation of the substantive content to students but
also the capacity to deliberately appeal to the bases of
their actions, to perform their planning and analysis.
This, finally, creates the circumstances for energetic
and autonomous modelling by students’ activity.
Further, the experience of creating and using an
electronic educational complex in the study process
will be presented. It combines the existing advantages
of modern teaching tools and allows to solve the prob-
lem of vocational training specialists in the transport
area of expertise.
4.1 The Content of the Electronic
Course “Construction of Car”
Let us examine the characteristics of realization of the
basic types of students’ study and cognitive activity
with the use of the Electronic educational methodical
complex (EEMC) “Construction of car” in the context
of the formation of readiness of future teaching engi-
neers in the transport branch for using ICT in their
professional activity.
Mastering of study material. During the study-
ing of discipline “Construction of car”, students make
acquaintance to the appropriation, construction and
principle of operation of modern automobiles and
learn how to analyse the structure and work of the
main parts of vehicle.
By activating the study and methodical module
of EEMC, students are granted access to the elec-
tronic textbook, whose material is clearly and logi-
cally structured according to the content of the educa-
tional programme of the course “Construction of car”
AET 2020 - Symposium on Advances in Educational Technology
(figure 1).
As figure 1 shows, the left side of the window con-
tains the list of educational units and topics, whose
choice can be performed by pressing the left mouse
button on the appropriate title (or name). The re-
sult of previous actions to the window of the pro-
gramme leads to the appearance of necessary educa-
tional information, whose perception is greatly facil-
itated (or extended) with the aid of graphic compo-
nents, footages, audio tracks, multimedia elements,
etc. The upper part of the window of the electronic
textbook contains the appropriate icons providing the
transition to other components of EEMC (its control-
ling and diagnostic or informational and exploring
modules), the transition to the main window of the
software, the exit from the software, as well as the
search of demanded information by using the key-
Figure 2 illustrates the window of the electronic
textbook, which contain the study material from the
topic “The general information about the automobile
design”. Text information is displayed in the win-
dow of the electronic textbook (figure 2) and illus-
trated with the full-colour graphic images (pictures)
and complemented with footage to demonstrate the
general arrangement of main automobile components.
The availability of additional buttons-icons
(“ ”; ”; ”; ”) allows students to move
on to the appropriate informational resources of
EEMC, such as a printed textbook, electronic glos-
sary, pdf-document (the electronic copy of the printed
textbook, which contains the homonymic study
material), popular Internet resources concerning the
topic of car structure, and electronic reference books.
The use of electronic textbook during the profes-
sional preparation process on speciality 015 “Profes-
sional education (Transport, the operation and repair-
ing of automobiles)” can take place in follow ways:
1) in lecture classes for summarizing or illustration
of main ideas of new study material,
2) for the realization of laboratory and research
works with the objective of revision of study ma-
terial and the search of necessary educational in-
3) in the process of students’ extracurricular study
and cognitive activity for autonomous acquain-
tance and deepening of professional knowledge,
as well as during the preparation for classes (in-
dividual, independent and control works), for the
composition of reference papers, term papers,
qualifying papers, whatsoever).
Execution of laboratory and practical research.
Laboratory and practical classes are aimed for revi-
sion of study material of the course “Construction
of car”, the shaping of practical skills and abilities
to work with specialised equipment, hardware, com-
puting devices with the appropriate (supplemental)
software, the realisation of simple technical calcula-
tions and a lot of other interesting things. By work-
ing in specially equipped laboratories, cabinets and
educational and productive workshops, students per-
form the tasks, related to the examination of design
and principles of operating of main systems, sin-
gle units and combined components of modern auto-
mobiles, particularly crank gear and gas distribution
mechanisms of the engine, the systems of lubrica-
tion and refrigeration of automobile engines, the sys-
tem of power supply to gasoline and diesel engines,
storage batteries and generators, electric starters, sys-
tems of ignition of engines, lighting and signalizing
parts, clutches of coupling, speed-change gearboxes
and transfer gears, drive axles, carriers of motor-cars,
handwheels of automobiles, brake gears, etc.
Dealing with the authorial EEMC “Construction
of car”, students have the opportunity to activate the
special module “Laboratory training”, which con-
tains the system of laboratory and practical tasks,
whose execution is compulsory. The course offers 15
topics (they showed in figure 3).
With the activation of the necessary laboratory and
practical tasks (by clicking on the appropriate title),
the instruction is displayed on the screen. It covers the
list of the objectives of the work, the information con-
cerning the material and technical means, which are
necessary for the execution of the work, the brief al-
gorithm of steps, the recommended literary resources
and the system of control questions. One of the pos-
sibilities is shown in figure 4.
In the course of execution of laboratory and prac-
tical research, students are authorized to actively use
all supplemental means of EEMC, such as electronic
reference books, electronic textbooks, informational
and exploratory modules, graphic images (drawings,
schemas, images, etc.), audio and video files, i.e., ev-
erything that demonstrates the specificity of solution
the put tasks, preparation of multimedia presentations
and other things.
Completion of informational tables, the provision
of demanded calculations, the construction of graph-
ical charts and diagrams is realized exactly in the ac-
tive window of software with the possibility to output
the obtained result in a printed form.
The inspection of students’ academic achieve-
ments. For the realization of the function of pedagog-
ical control the structure of EEMC “Construction of
car” provides for the controlling and diagnostic mod-
ule with the automated system of textual verification
Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational
Figure 1: The content of the electronic textbook of EEMC “Construction of car”.
Figure 2: One of the pieces of study information by the course.
AET 2020 - Symposium on Advances in Educational Technology
Figure 3: The window of laboratory training part, which contains the list of laboratory works concerning the course.
and the estimation of students’ learning outcomes.
The implementation of the automated system of
testing inspection allows dealing with different types
of tasks (ones with singular and multiple-choice, ac-
cordance and ranking tests, ones with open answers)
and various degrees of complexity. Work with the
“computer tests” is possible at any stage of students’
learning, but it is predominantly used for revision of
academic achievements and also for the organization
and realization of current and summarizing rating of
knowledge. With the activation of the automated sys-
tem of testing inspection user (a student or a lector)
acquires the ability to choose the pedagogical test of
the appropriate topic of the course “Construction of
car” and indicate the aim of testing.
In this case, the following choice is possible:
1. Preliminary testing is for the revision of master-
ing educational information. During the testing,
the system displays the message about the correct-
ness (or incorrectness) of the answer and realises
the educational function of pedagogical control.
The estimation of the completion of the test is not
granted and the result of the testing is accessible
for all students for its further analysis.
2. Test-controlling is for the verification and rating
of students’ academic achievements concerning
the particular topic (or unit). Executing the testing
tasks, the system does not notify a user of the cor-
rectness (or incorrectness) of submitted answers.
After the completion of testing, the message re-
flecting the result is displayed (a quantity of cor-
rectly given answers and solved issues, duration
of testing and a mark). Results of the testing are
accessible only to a lecturer and are stored on the
host-based computer (in case of working within
the local network) or on a local PC and become
accessible in case of submitting a special pass-
The procedure of testing provides for the users’
preliminary registration in the system (with the in-
dication of their surname, name, father’s name, and
a number of their academic group) and acquaintance
to the brief instruction concerning the particularities
of dealing with the app (with the illustrated forms of
testing tasks, the way of choosing the correct option,
the duration of testing, the algorithm of estimation of
results, etc.).
Figure 5 illustrates the active window of EEMC
in the mode Automated system of testing control”,
which contains one of the testing tasks concerning the
topic “Crank gear mechanism”.
As it can see in figure 5 the inferior part of the win-
Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational
Figure 4: The active window of laboratory work number 2 “Gas distributive mechanism of the engine”.
dow contains the information about the student, the
indicated date and time of having the test, the counter
of testing tasks with the dynamic scale of fixation of
the duration of the completion of the testing event.
Additionally, the window of the app covers the special
controlling buttons, which allow skipping the current
testing task, which will be able repeatedly loaded at
the end of a diagnostic procedure, along with the pos-
sibility of abruption of the testing procedure by quit-
ting the mode of automated testing control.
Independent study and cognitive activity of stu-
dents. Organization of autonomous (mentor-led or in-
dependent) work can be realized via different modes
of interaction with the EEMC. Particularly, the au-
tonomous working up of educational information for
some specific topics of the course “Construction of
car” by students can be performed with the usage
of textbooks, reference books and glossaries in elec-
tronic format. The search for some additional infor-
mation is provided with the usage of accessible inter-
net resources and electronic copies of printed editions
in pdf format.
Instructive and methodical materials (recommen-
dation, directions, etc) concerning the usage of
EEMC and the execution of illustrated tasks can be
viewed by students in the section “Regulatory and
procedural materials”. The list of tasks for students’
independent work concerning the material from dif-
ferent units and topics of the course “Construction of
car” are given in the homonymous tab of the learn-
ing software. Moreover, students are suggested to
get acquainted with the list of recommended literary
sources (or web sources), which are indispensable for
autonomous studying. The information about the ex-
ecution and formatting of individual tasks and the cri-
teria of their estimation are also mentioned.
Among the individual tasks for students’ indepen-
dent work, which are presented in EEMC, the follow-
ing ones need to be highlighted:
Complex description of appropriation, particulari-
ties of construction and operation of mechanisms,
systems or integral units of automobiles. Partic-
ularly they are a) the overview of the construc-
tion of crank-and-rod mechanisms of automotive
engines, b) range, type, and properties of oil for
lubrication of automotive engines, c) systems of
inflation of the engine, and other things.
Preparation of reference papers on the follow-
ing suggested topics: “Motorcar factories of
AET 2020 - Symposium on Advances in Educational Technology
Figure 5: The active window of authorial EEMC in the mode “Automated system of testing control”.
Ukraine”, “Ignition plugs (their types, construc-
tion, marking, particularities of their working)”,
“Injecting system of L-Jetronic fuel”, “Inject-
ing system of Mono-Jetronic fuel”, “The sys-
tem of direct fuel injection”, “Motion driveline of
all-wheel-drive vehicles”, Antilock braking sys-
tems”, etc.
Creation of electronic presentations on some sug-
gested topics: Appropriation, classification and
construction of ignition systems”, Appropriation,
classification and construction of friction clutch”,
“Injection engines nozzles”, “Diesel engines noz-
zles”, “Common Rail feeding system”, etc.
4.2 Expert Estimation of the Quality of
Authorial EEMC “Construction of
Analysis of contemporary scientific and pedagogical
literature admits the detection of different approaches
towards the rating of the quality of electronic educa-
tional editions, including via the researching and ex-
perimental, competent or complex type of estimation.
The rating of the quality of the authorial EEMC
“Construction of car” was performed by means of the
method of competent estimation. In the mentioned
case, among the experts, who evaluated the material,
were 12 scientific and pedagogical staffs of National
Pedagogical Dragomanov University, Ukrainian En-
gineering Pedagogics Academy, Kryvyi Rih State
Pedagogical University leading the classes concern-
ing IT technologies (“The basic computer science”,
“Information and communication technologies”, etc.)
and professionally-oriented disciplines, related to
transport sphere.
Experts were suggested to estimate the quality
of the electronic educational and scientific complex,
considering the following criteria:
Appropriation of vocational preparation of the
students to the particularities of the speciality 015
“Professional education (Transport, the operation
and repairing of automobiles)”.
The structure of study information.
The availability of referential informational re-
The provision of the students’ individual study
Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational
The possibility of the selection of the degree of
complexity of study material and testing tasks.
The availability of tips, instructions, and guid-
The possibility of giving feedback in the course of
The availability of the intuitively comprehensible
The availability of simple means of navigation.
The facility of using and management of multime-
dia means and other things.
The quality of electronic educational and method-
ical complex Automobile design” was estimated ac-
cording to every criterion within the range from 1 to
10 points. The general information concerning the es-
timation of authorial EEMC is displayed in table 1.
The results of the inspection of authorial EEMC
“Construction of car” can be considered as reliable
ones, only in the case of the availability of the sat-
isfactory degree of coordination (the concordance of
all experts’ estimation conclusions), which is charac-
terised the appropriate index of concordance rate W.
It can be calculated according to the formula:
W =
n) m
where n is the general quantity of estimation criteria
(n = 11);
m – the general amount of experts (m = 12);
S – the total sum of deviation squares of rank sums
from the mid score;
the complementary quantity, that causes the
manner of experts’ estimations.
The last index T
was calculated in line with the
where L – is the total quantity of groups of the identi-
cal experts’ estimations;
– the quantity of the identical estimations of one
expert in each group.
In line with the data of table 1, the number of
groups of the identical estimations for the first expert
is equal to L = 3 (the score “10” for criteria 1, 2, 10;
score “9” for criteria 4 and 9; the score “7” for criteria
3 and 7).
Therefore, the next formula must be the following
one: t
= 3; t
= 2; t
= 2.
Which is consequently equal to follow:
= 24+6+6 = 36.
In this way, all amounts of complementary quan-
tity (T ) for all 12 experts were calculated.
The total amount of complementary quantity (T )
for all 12 experts was equal to:
= T
+ T
+ T
+ T
+ T
+ T
+ T
+ T
+ T
+ T
+ T
+ T
= 36 + 30 + 30 + 30 + 30 + 54+
+ 36 + 30 + 36 + 54 + 54 + 30 = 450.
For calculation of the total sum of deviation
squares of rank sums from the mid score (S), it is nec-
essary to perform the preliminary calculation of inter-
mediate quantities (table 1), particularly: of the sum
of ranks (S
) for each one of the criteria of estimation,
the mid score of the sum of ranks
, the deviation
of the sum of ranks from the mid score (d
) for each
of criteria of the estimation and the square of devia-
tion of the sum of the ranks from the mid score (d
for each of the criteria of estimation.
All necessary intermediate quantities must be cal-
culated in line with formulas:
i j
; X =
; d
= S
Consequently, it can be taken:
S =
= 9744.73.
Concordance index of the experts was equal to:
W =
11) 12 · 450]
= 0.63.
The result confirms the high degree of concor-
dance of all experts’ estimations of the authorial
EEMC “Construction of car”.
Obtained index of concordance rate is the random
quantity, which involves the necessity of the addi-
tional verification of its reliability with the aid of Pear-
son criterion (χ
), which is calculated via the formula:
AET 2020 - Symposium on Advances in Educational Technology
Table 1: The results of the quality estimation of authorial EEMC “Construction of car” by the expert group.
Criteria of EEMC estimation
Conformation to the aims of
vocational preparation
Structure of study information
The availability of visualization
The availability of referential
informational resources
The provision of the individual
study trajectory
The selection of complexity
degree of the study material
The availability of tips,
instructions and guidance
The function of giving feedback
The availability of the intuitively
comprehensible interface
The availability of simple means
of navigation
The management of multimedia
1 10 10 7 9 3 2 7 5 9 10 4
2 10 10 8 10 2 3 7 6 7 9 4
3 9 9 7 10 3 4 8 5 10 10 6
4 10 10 8 9 4 3 7 6 9 10 5
5 10 9 8 10 3 4 7 5 9 10 6
6 9 9 9 10 3 3 7 6 10 10 4
7 10 8 9 9 4 3 8 6 10 10 5
8 10 9 8 10 3 2 7 6 9 10 5
9 9 9 8 10 3 3 7 6 10 10 5
10 10 10 10 9 3 3 8 6 9 9 5
11 10 10 10 9 4 4 7 5 9 9 6
12 10 9 10 8 3 4 7 6 9 10 5
117 112 102 113 38 38 87 68 110 117 60
X 87.45
29.55 24.55 14.55 25.55 -49.45 -49.45 -0.45 -19.45 22.55 29.55 -27.45
872.93 602.48 211.57 652.57 2445.75 2445.75 0.21 378.48 508.30 872.93 753.75
S 9744.73
m · n · (n + 1)
n 1
12 · 11 · (11 + 1)
11 1
· 450
= 75.98.
The empiric amount of Pearson criterion sur-
passes the tabular one
= 19.68
for n 1 de-
gree of freedom (12 1 = 11) and credible probabil-
ity (p = 0.95), which confirms (with a probability of
95%) the nonrandomness of the obtained amount of
index of concordance rate and, consequently, the con-
cordance of experts’ estimations concerning the qual-
ity of the authorial electronic study complex.
The analysis of the data of table 1 certifies the
appraising feedback of the experts about the quality
of the authorial EEMC “Construction of car” accord-
ing to the predominant majority of criteria (the mid
score for each one of them surpasses 7 points out of
the maximal score “10”). Despite that, for four crite-
ria of (1) the selection of complexity degree of the
study materials, (2) the provision of the individual
study trajectory, (3) the possibility of giving feedback,
(4) the facility of using and management of multime-
dia means and other things, EEMC requires its fur-
ther refinement and perfection. In this way, authors
discover their subsequent studies.
It can be freely stated, that the application of modern
ICT, the specified, supplementary, and pedagogical
software (particularly EEMC “Construction of car”)
in the course of professional preparation of the future
teachers of vocational training in the transport area of
expertise provides the possibility of making the fol-
lowing generalization.
Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with Use of the Author’s Educational
1. The use of ICT in the course of vocational prepa-
ration of future teaching engineers encourages the
increase of their motivation to learning, particu-
larly, because of the possibility of autonomous
choice of the mode of working up with apps,
the diversification of types of independent work,
thanks to the computed visualisation of the study
2. The availability of programmatic means with the
educational purposes and the capabilities of the
modern computed graphics and various tools of
demonstrativeness forms and develops the repre-
sentational thought of future teaching engineers.
3. The application of pedagogical programmatic
means, including EEMC, encourages the shaping
of the informational culture of students and their
readiness for the wide usage of ICT and tools in
their future professional activity.
Developed authorial EEMC “Construction of car”
was appraisingly estimated by the experts according
to the majority of criteria. Prospects of its further en-
hancement suppose for the perfection of its follow-
ing criteria: the possibility of selection of the de-
gree of complexity of study material and testing tasks,
the provision of the individual educational trajectory,
the possibility of giving feedback during the learn-
ing process, the facility of using and management of
multimedia tools, and the further approbation of the
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