Author’s Refresher Course for Mathematics Teachers on the Use of Open

Science Cloud Services

Dmytro E. Bobyliev

1 a

, Maiia V. Marienko

2 b

, Mariya P. Shyshkina

2 c

and Svitlana M. Hryshchenko

3 d

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine

National University of Fiscal Service of Ukraine, 31 Universytetska Str., Irpin, 08205, Ukraine

Keywords:

Refresher Courses, Mathematics Teachers, Author’s Course, Open Science, Cloud Services.

Abstract:

Nowadays teachers need to learn how to use cloud-based technologies and systems to organize distance and

blended learning. It is a single cloud-based platform that would ensure the organization of the learning process

in the whole without using the third-party tools. The use of the European Open Science Cloud (EOSC) in the

process of teachers’ training may be useful as a possible platform that brings together more than 200 cloud

services. The use of EOSC may help to support the interdisciplinary links. It is the appropriate instrument

being helpful for teachers to support the organization of the process of blended and distance learning. The

article presents the structure of the author’s advanced training course for mathematics teachers “Cloud services

of open science in the educational environment of a school”. The content of advanced training course, its

purpose, and the list of topics are described. It is indicated which competencies are to be improved after

successful completion of this course. The given study is the initial stage of the multilevel research. The

author’s advanced training course for mathematics teachers “Cloud services of open science in the educational

environment of a school” is an experimental introduction of the model of the cloud-oriented methodical system

for training science and mathematics teachers to work in a scientiﬁc lyceum that was introducted and tested in

the educational process of Kryvyi Rih State Pedagogical University.

1 INTRODUCTION

1.1 Problem Statement

In view of the approval of the Resolution of the

Cabinet of Ministers of Ukraine 21.08.2019 No. 800

“Some issues of professional development of peda-

gogical and scientiﬁc and pedagogical staff” (Cabi-

net of Ministers of Ukraine, 2019) the teachers’ train-

ing courses have undergone signiﬁcant changes. In

the speech of Mandzii (Mandzii, 2020) the main op-

portunities for professional development of teachers

were revealed. The main changes in the professional

development of teachers include the availability of

free choice of seminars, training, workshops, webi-

nars within the in-service training program. There are

https://orcid.org/0000-0003-1807-4844

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https://orcid.org/0000-0003-4957-0904

several areas of teachers’ training, but in this study

we can single out the use of information and commu-

nication technologies and particulary the cloud-based

in the educational process.

The content of teachers’ training courses is also

inﬂuenced by the situation connected with the intro-

duction of quarantine measures in Ukraine related to

the spread of COVID-19 (2020–2021), as the dif-

ferent forms of distance work, blended and distance

learning have become widely used (Abdula et al.,

2022; Kovalchuk et al., 2023; Kucher et al., 2022;

Tkachuk et al., 2021). To organize distance and

blended learning, teachers need to learn how to use

the cloud-based training technologies and systems

that ensure the organization of the learning process

in the whole within the single platform without the

use of third-party tools. The option is to use cloud

services and cloud-based systems in the process of

teachers’ training.

On January 16, 2020, the Verkhovna Rada of

Ukraine adopted the Law “About Full General Sec-

170

Bobyliev, D., Marienko, M., Shyshkina, M. and Hryshchenko, S.

Author’s Refresher Course for Mathematics Teachers on the Use of Open Science Cloud Services.

DOI: 10.5220/0012062700003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 170-178

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

ondary Education” (Verkhovna Rada of Ukraine,

2020), according to which the grades 10-12 belong to

a proﬁle level, which also requires appropriate spe-

ciﬁc changes in the retraining of subject teachers.

A separate issue is in changing the legal status of

the school because the lyceum teachers should meet

higher requirements than other ones. Therefore, the

content of refresher courses needs to be revised, up-

dated, and ﬁlled with modern digital technologies.

In particular, the requirements for teachers who will

work in lyceums (or scientiﬁc lyceums) are increas-

ing, so in-service training courses should gain more

academic and scientiﬁc components.

The principles of open science will help effec-

tively bridge the gap between researchers and teach-

ers. However, cloud-oriented services of open science

have not yet gained widespread use in teaching and

professional development of teachers. Underlying the

understanding of open science is the concept that re-

search should be reproducible and transparent, and

also have long-term value through effective data stor-

age and sharing. Using the principles of open science

can be useful for training and professional develop-

ment of teachers, for the formation of cloud-oriented

systems of open science. Effective adoption of open

science principles through data management, repro-

ducible research, and stakeholder engagement in mul-

timedia applications may enhance teacher learning.

However, there are technical, sociocultural, and in-

stitutional challenges to embracing open science, in-

cluding practical approaches to overcoming these ob-

stacles in teacher training and in-service courses.

The participation of teachers and students in the

process of scientiﬁc research is an important element

in establishing new connections between science and

teaching staff. Therefore, it is important to introduce

open science, which can contribute to innovations tak-

ing into account the needs of teachers, lead to mu-

tual learning and develop a scientiﬁc culture in the

entire society as a whole. In particular, the introduc-

tion of cloud-oriented systems of open science into

the process of teaching and professional development

of teachers will lead to an increase in the level of dis-

tance and mixed learning organization in general sec-

ondary education institutions.

1.2 Literature Review

Kaplun (Kaplun, 2021) analyzes the meaning of the

concept of “blended learning” and describes possible

scenarios for its implementation for teachers’ train-

ing (for this, the scientist provides a classiﬁcation of

models of blended learning). At the Department of

Science Education of the Kharkiv Academy of Con-

tinuous Education, the content of advanced training

courses for teachers of natural and mathematical dis-

ciplines includes the study of the speciﬁcs of blended

learning and its features.

Yevtushenko (Yevtushenko, 2020) described the

system of professional development of science and

mathematics teachers in postgraduate education in

Ukraine at the structural (national, regional (regional

level), local (city/district/united territorial community

level) levels. The author highlights the most promis-

ing trends in the development of in-service teachers’

training: a balanced combination of traditional and

distance technologies and methodological systems of

training, improving accessibility of resourses and per-

sonal orientation.

The study by Bozkurt (Bozkurt, 2021) is devoted

to the analysis of the social science teacher train-

ing program in terms of skills development in the

21st century. The study showed that the program

needs to be improved because teachers had a low level

of competence of interaction in the digital environ-

ment.

Arslan et al. (Arslan et al., 2020) implemented

and evaluated the author’s program of advanced train-

ing of English teachers in non-formal educational in-

stitutions. The two-week online curriculum was de-

signed to meet the professional needs of teachers and

and also contained tests. The results of the study

showed that the program had a signiﬁcant impact on

the knowledge and behavior of teachers. Although

most were positive about the program, some teachers

suggested conducting a full-time program and extend-

ing the duration of the training.

Kimav and Aydın (Kimav and Aydın, 2020) de-

scribes the project of a contextual program of teacher

training for the use of Web 2.0 tools in EFL lessons.

The participants were 122 English teachers who

worked at the School of Foreign Languages of

Anadolu University. Eight consecutive stages were

followed in the curriculum. This project, according to

researchers, can be proposed and developed for such

institutions that want to increase the competence of

their teachers to integrate technology into the educa-

tional process.

According to Vicente-Saez et al. (Vicente-Saez

et al., 2020), open science approach has great poten-

tial for organizing training and creating new knowl-

edge, accelerating the process of research and inno-

vation to ﬁnd solutions to societal challenges and it

will help to increase the level of specialists’ training

in certain ﬁelds.

Scientists note that the practices of the “old

school” – a lot of outdated scientiﬁc norms sometimes

impair the reliability of research. Therefore, certain

Author’s Refresher Course for Mathematics Teachers on the Use of Open Science Cloud Services

171

norms and practices of “open science” have been de-

veloped for different scientiﬁc ﬁelds to solve these

problems. This question was explored in (Gehlbach

and Robinson, 2021) namely to what extent and how

these norms should be adopted and adapted to peda-

gogical psychology and education in a broader sense.

In November 2018, the European Commission

launched the European Open Science Cloud (EOSC)

in Vienna. EOSC envisages the creation of a Euro-

pean data transmission infrastructure, the integration

of high-capacity cloud solutions, and ultimately ex-

panding the scope of these services to include the pub-

lic sector and industry. The European Open Science

Cloud (EOSC) initiative aims to support more than

1.7 million researchers and promote interdisciplinary

research in Europe. To consider the research commu-

nity needs, the EOSC Secretariat organizes seminars,

interviews and consultations (Chambers et al., 2021).

The purpose of such activities is not only to identify

the real needs for research infrastructure services and

policies in social sciences and humanities, but also the

visions and future needs.

Understanding the structure of EOSC is the ﬁrst

step in recognizing the opportunities offered by the re-

cently launched EOSC services. The study (Budroni

et al., 2019) offers ideas for a better understanding of

EOSC implementation at the present stage.

Higher education is an environment where open

science and open education can be linked within a

general concept of openness. Open-source research

tools are easy and accessible to use for teaching and

learning and to access research data and resources by

students (Heck et al., 2020).

The purpose of the study is to describe and sustan-

tiate the results of development and implementation

of the author’s course for advanced training of math-

ematics teachers “Cloud services of open science in

the educational environment of a school”.

2 RESULTS

Due to the transition to new standards, there is a need

to retrain mathematics teachers. In the coming years,

several problems related to mathematics education

will have to be solved, among them there are such

as:

1) the modiﬁcation of the content and change of

some methodical features of teaching mathemat-

ics in secondary and specialized school in partic-

ular:

• the preparation for the implementation of edu-

cational standards of the new generation during

the teaching of mathematics;

• the formation and development of mathematics

educational competencies;

• the introduction of modern educational tech-

nologies in teaching mathematics;

• the strengthening of applied and practical ori-

entation in teaching mathematics;

• the analysis and adaptation of the logical and

general cultural components of mathematical

training of teachers to modern requirements;

• the improving the system of working with

learners who show interest and ability to study

mathematics;

2) the use of modern information and communica-

tion technologies (ICT) in teaching mathematics

at school:

• the methodological aspects of using interactive

whiteboards in teaching mathematics;

• the use of Internet resources in education;

• the analysis of ICT capabilities in distance

learning of mathematics;

• the mathematical packages and training pro-

grams in mathematics;

• the development of media resources and experi-

ence of their application in teaching mathemat-

ics;

3) the formation of quality assurance system of sci-

ence education due to the new standards:

• the modern means of assessing the results of

teaching mathematics;

• the monitoring, measuring, and analyzing the

quality of mathematical training of learners;

• the information technologies in quality assur-

ance systems of science education.

The formulated topical problems of mathematics

education in a modern school served as a basis for

compiling the program of the author’s course of pro-

fessional development of mathematics teachers based

on Kryvyi Rih State Pedagogical University (6 hours).

In 2019, the experiment “Designing a cloud-

oriented methodological system for training teach-

ers of science and mathematics to work in a scien-

tiﬁc lyceum” was launched. Research work is car-

ried out based on 6 institutions of higher education,

among them there is the Kryvyi Rih State Pedagogi-

cal University. The author’s advanced training course

for mathematics teachers “Cloud services of open sci-

ence in the educational environment of a school” is an

experimental introduction of the model of the cloud-

oriented methodical system of training science and

mathematics teachers and mathematics to work in a

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

172

scientiﬁc lyceum in the educational process of Kryvyi

Rih State Pedagogical University.

The main purpose of the refresher course imple-

mentation is to form the theoretical foundations and

practical techniques necessary for teachers profes-

sional activity due to the new standards.

The goal is achieved by mastering the concept of

open science, the principles of open science and its

signiﬁcance for a teacher of mathematics; the prac-

tical mastering of skills of work with an open sci-

ence platform, the application of its tools (the separate

components) by mathematics teachers; the creation of

own project and its ﬁlling it cloud services of open

science.

The objectives of the refresher course applica-

tion. The task of the refresher course introduction

for teachers of mathematics is to master the theoret-

ical foundations of open science, awareness of the

need to use cloud-based systems and cloud services

of open science in education; the formation of knowl-

edge about the forms, methods, and approaches to the

use of the open science platform and its components

for the organization and maintenance of educational

activities; gaining practical skills in using the open

science platform, in particular the services of the Eu-

ropean Open Science Cloud by teachers of mathemat-

ics.

The direction of study: the use of information and

communication (digital) technologies in the educa-

tional process, including e-learning, information and

cyber security.

The scope: 0.2 ECTS credits, 6 hours.

The distribution of hours: classroom work, 6

hours.

Persons carrying out the program: mathematics

teachers of general secondary education institutions

of any qualiﬁcation category.

A certiﬁcate about advanced training of the appro-

priate standard is issued based on the results of suc-

cessful training under the program.

The teaching methods are: the practical; the

problem-based teaching; the research; the partial

search; the problem-searching; the explanatory-

illustrative.

The forms of study are: the practical; the problem-

based teaching; the research; the partial search; the

problem searching; the explanatory-illustrative.

The teaching tools are: European Open Science

Cloud (EOSC) tools (separate cloud services) and

a platform (or system) for organizing and conduct-

ing distance learning courses (e.g. Moodle or Google

Classroom).

The requirements for hardware and software on

the user’s computer are: up to 1000 learners can si-

multaneously work with the tools (separate cloud ser-

vices) of the European cloud of open science, which

are available through a browser; the workplace must

be equipped with a computer (laptop, netbook, tablet),

possibly using a smartphone.

The prerequisite: an Internet connectivity (wired,

mobile, or Wi-Fi).

While mastering the advanced training course the

mathematics teachers learn to use modern digital

technologies, with the focus on the introduction of

cloud services to the organization of the educational

process, the implementation of individual and group

projects, the organization of distance and blended

learning.

Here is the content of the author’s refresher course

(table 1). In the process of teaching mathemat-

ics, teachers develop spatial imagination, develop the

ability to think logically, operate with abstract objects

and correctly use mathematical concepts and laws to

build a mathematical model of a situation, to under-

stand the beauty of mathematical reasoning, to culti-

vate determination, perseverance.

However, today not only mathematical but also

ICT competencies of teachers related to teaching

mathematics play an important role. The world is be-

coming more dependent on information technology,

and both learners and teachers must have a fairly high

level of relevant competence. The program of the re-

fresher course includes lectures and laboratory work

of learners on ICT. There are some topics examples.

Topic 1. The concept of open science and its sig-

niﬁcance for the teacher of mathematics (the lec-

ture).

Topic 2. Open science platform and its compo-

nents (the workshop).

When working according to the new standards,

the problem of identifying, supporting and developing

talented young people, their speciﬁc training and ed-

ucation aimed at training future highly qualiﬁed spe-

cialists remains relevant. During the course, the issues

related to the olympiads of students of different levels

were analyzed; the goals, objectives of the olympiads;

the methods of training students were analyzed.

Here are the main issues of the methodological

section of the course program.

Topic 1. The concept of open science and its sig-

niﬁcance for the teacher of mathematics (the lec-

ture).

The basic concepts. The fundamentals of open

science. The concept of open science. The princi-

ples of open science. The fundamentals of academic

integrity for teachers and students. The importance of

open science for mathematics teachers in the learning

process at the proﬁle level.

Author’s Refresher Course for Mathematics Teachers on the Use of Open Science Cloud Services

173

Table 1: The structure of the author’s refresher course.

No. Topic

The form of the

training session

The duration

of the lesson

1. The concept of open science and its signiﬁcance for the

teacher of mathematics

lecture 2

2. Open science platform and its components workshop 4

Total: 6

Topic 2. The open science platform and its

components (the workshop).

The pequliarities of using the European Open Sci-

ence Cloud (EOSC). The main features of the open

science platform and the difference from EOSC. The

stages of registration and project creation in EOSC.

The main classiﬁcation and categories of cloud ser-

vices of open science. The selection of open science

cloud services for use in the educational process. A

brief overview of specialized cloud services of open

science. There is an exchange of experience in the

use of ICT in mathematics lessons between learners.

The list of competencies to be improved is the next:

1. The ability to monitor pedagogical activities and

identify individual professional needs.

2. The ability to determine the conditions and re-

sources of professional development throughout

life.

3. The ability to search for scientiﬁc and method-

ological materials in open journal systems.

4. The ability to select and use open source cloud

services to achieve this goal.

5. The ability to organize and implement the learn-

ing process using the European Open Science

Cloud and to effectively use open science cloud

services.

6. The ability to establish cooperation within the

open science platform.

The expected learning outcomes:

1. Knowledge and understanding of the role of cloud

services of open science in the educational envi-

ronment of the school.

2. The ability to use cloud services of open science

in the educational environment of higher educa-

tion.

3. The ability to analyze and select a cloud service

of open science to achieve educational goals.

4. The knowledge and understanding of the basic

concepts of open science, the principles of open

science.

The teaching methods

1. The methods of organization and implementation

of educational and cognitive activities:

(a) According to the source of information:

• Verbal: lecture (traditional or problematic),

explanation.

• Visual: observation, illustration, demonstra-

tion.

• Practical: exercises.

(b) According to the degree of management of ed-

ucational activities:

• under the guidance of a teacher;

• performance of practical tasks.

2. The methods of stimulating interest in learning

and motivating educational and cognitive activi-

ties:

• educational discussions,

• situations of cognitive novelty.

The control methods

1. The methods of oral control:

• frontal survey,

• interview.

2. The methods of self-control:

• self-analysis.

The methodical support

• lecture outline;

• supporting presentations;

• methodical and training manuals;

• methodical recommendations;

• digital resources;

• professional development program.

The presented author’s course is one of the com-

ponents in the model of the cloud-oriented methodical

system of preparation of teachers of natural and math-

ematical subjects for work in the scientiﬁc lyceum

(Marienko, 2021). It can be offered as part of the im-

plementation of this methodical system. The block

of the methodical system unites three levels of im-

plementation, each of which is a separate technique.

The block of the methodical system of preparation

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

174

of teachers of natural and mathematical subjects for

work in a scientiﬁc lyceum is the key one. How-

ever, its components include three main blocks, the

introduction of a methodological system of training

teachers of science and mathematics to work in the

scientiﬁc lyceum at: the basic, the intermediate, and

the advanced levels. The described author’s refresher

course is the intermediate level. This level involves

not only a survey of existing cloud services but at least

their groups, simultaneously used for different activi-

ties (Marienko, 2021).

Formalized interviews with learners (math teach-

ers) were conducted at the beginning and at the end

of the course. The interview showed which active

and interactive methods were used by teachers in the

learning process and for what purpose they were used:

1. What active and interactive methods do you use?

2. How often do you use them?

3. Explain and justify the technology of use.

During a survey conducted in a form of the for-

malized conversation and interview at the beginning

of the training, it was found that:

1. The use of some elements of the strategy of the

open science introduction and the teaching tech-

niques of its realization in the learning process:

52% – yes, 48% – no; including pair and group

works: 62% – yes, 38% – no;

2. The comprehensive use of the strategy and tech-

niques in the classroom in the presentation of ed-

ucational material: 48% – yes, 52% – no;

3. The independent work on educational material, to

use the strategy and techniques in the classroom:

33% – yes, 67% – no.

Also, at the beginning of the refresher course, a

group of mathematics teachers (17 respondents) was

interviewed to develop learners’ research skills (ﬁg-

ure 1). Learners of the refresher course believe that

one of the best ways is to use a selection of creative

tasks (14 respondents answered). Only 9 teachers out

of 17 surveyed work with learners in electives and

consider this path not very effective. For some rea-

son, only 4 teachers believe that more complex tasks

will help develop students’ research skills.

Some questions concerned previous knowledge on

the subject of the refresher course (ﬁgure 2). The total

number of respondents in this survey was 19 learners

of the refresher course. It turned out that before taking

the refresher course, most respondents (16 teachers

out of 19 respondents) were not familiar with the con-

cept of open science, its principles and did not know

what European Open Science Cloud (EOSC) was. At

the same time, all respondents answered that they use

Figure 1: Ways to develop students’ research skills.

Figure 2: Preliminary awareness of learners on the subject

of open science.

only open electronic resources to search for educa-

tional literature (ﬁgure 2).

A survey conducted at the end of the training in

a form of the formalized conversation and interview

showed the results presented in table 2.

Questionnaires of learners (mathematics teachers)

showed their great interest in using interactive learn-

ing technology in advanced training courses. It turned

out that learners:

1) approve the assistance and recommendations pro-

posed for teachers of mathematics within the ad-

vanced training courses – 68%, difﬁcult to an-

swer – 20%, do not approve – 12%;

2) the level of use of the learning course electronic

manuals contained in the LMS of Kryvyi Rih

State Pedagogical University in the process of

conducting the advanced training courses in math-

ematics is – 75%, can not use -12%, do not want

to use – 13%;

3) the level of the use of the technologies described

in the manual in LMS of Kryvyi Rih State Ped-

agogical University for their developments in

mathematics are – 41%, can not use – 44%, do

not want to use – 15%;

4) the ability to work independently on the material

on the subject – 37%, can not work independently

– 42%, do not want to work independently – 21%;

Author’s Refresher Course for Mathematics Teachers on the Use of Open Science Cloud Services

175

Table 2: Conducting a formalized interview and interview at the end of the course.

Yes No

used some elements and techniques in the classroom in the presentation of educational material 65% 35%

including pair and group works 77% 23%

comprehensive use of techniques in the classroom when teaching educational material 58% 42%

used independent work on educational material, to use strategy and techniques in the classroom 38% 62%

5) the ability to use of the cloud technologies of open

science in preparation for presentations – 45%,

can not use – 34%; do not use – 21%;

6) the desire to master the technologies described in

the course manual in LMS of Kryvyi Rih State

Pedagogical University for further professional

activity – 90%, difﬁcult to answer – 8%, do not

want – 2%;

7) the ability to use the technologies described in

the course manual in mathematics lessons in sec-

ondary education institutions – 80%, do not have

a hard time answering – 12%, do not want – 8%.

Two months later after the course, a selective sur-

vey of students that have been taught by teachers was

conducted. Students highly appresiated the advan-

tages of open science technology in teaching math-

ematics used by mathematics teachers (that they ac-

quired after passing the refresher course): 65% say

that the favorable atmosphere for investigative learn-

ing and research has increased, 20% say that in such

an atmosphere will be able to learn and investigate

independently and only 15% are not sure efﬁciency.

Students’ interest in learning mathematics is more

than 55%. Students claim that active and interactive

technologies of open science help them to study math-

ematics (52%), to ﬁnd the right direction in teaching

mathematics (29%). And only 19% of students say

that it does not affect their learning. More than 65%

of students believe that math teachers make little use

of active and interactive technologies of open science

in the learning process (ﬁgure 3).

The last stage of the course was a round table

Figure 3: Feedback from students on the use of interactive

technology to technologies mathematics.

for learners and teachers. During the round table the

most successful aspects of the retraining course were

highlighted, the learners expressed their wishes to im-

prove the program of future courses. In particular, it

was proposed to increase the time for the analysis of

the peculiarities of the development of Internet pages

and sites of mathematics teachers, to consider the

practical implementation of the technology of system-

activity approach in mathematics lessons. In general,

both teachers and learners of the course conducted

the work was considered successful and useful for the

practical activities of a mathematics teacher.

3 CONCLUSIONS AND

PROSPECTS FOR FURTHER

RESEARCH

The author’s course of advanced training of mathe-

matics teachers “Cloud services of open science in

the educational environment of a school” is an ex-

perimental introduction of the model of the cloud-

oriented methodical system of preparation of teachers

of natural and mathematical subjects to work in scien-

tiﬁc lyceum in Kryvyi Rih State Pedagogical Univer-

sity. The competencies of open science for learners of

the advanced training course of Kryvyi Rih State Ped-

agogical University are constantly monitored. Due to

the determined level, timely adjustment of methodical

work and further planning for raising the professional

competency of course learners is carried out. All par-

ticipants in the experiment are provided with access

to a cloud-oriented methodological system of training

science teachers and mathematics to work in a scien-

tiﬁc lyceum.

The introduction of the author’s advanced train-

ing course for mathematics teachers “Cloud services

of open science in the educational environment of a

school” will lead to a partial solution to the prob-

lems associated with mathematics education. First

of all, it concerns the modiﬁcation of the content and

changes in some methodological features of teaching

mathematics in secondary and specialized schools.

The main issues of the methodological section of the

course program, aimed at individual competencies to

be improved are the next:

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

176

1. The ability to monitor pedagogical activities and

identify individual professional needs.

2. The ability to determine the conditions and re-

sources of professional development throughout

life.

3. The ability to search for scientiﬁc and method-

ological materials in open journal systems.

4. The ability to select and use open source cloud

services to achieve this goal.

5. The ability to organize and implement the learn-

ing process using the European Open Science

Cloud and to effectively use open science cloud

services.

6. The ability to establish cooperation within the

open science platform.

Questionnaires of learners (teachers of mathemat-

ics) showed their great interest in the use of interac-

tive learning technology in advanced training courses.

Two months later, a survey of students taught by

teachers after the course was conducted. The students

highly appreciated the use of interactive technology

in teaching mathematics by mathematics teachers af-

ter taking a refresher course.

The study involved a small sample of respondents.

Further research will be expanded and the sample of

respondents will be increased. Subsequent research

will deepen the study of the problem of teachers using

open science services. As further researches discus-

sion of problems of effective use of a cloud-oriented

methodical system of preparation of teachers of natu-

ral and mathematical subjects for work in a scientiﬁc

lyceum, including electronic educational resources,

cloud services, etc.

As part of the author’s refresher course, teachers

only got acquainted with some EOSC services. The

number of hours allocated for the workshop is not

enough to study each individual EOSC tool in detail.

Prospects for further research will expand the content

of the author’s course and focus on the use of individ-

ual services.

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