Multimodal Competence of Future Teachers – A Context of Understanding and Opportunities for Development in University Education

Abstract

This article explores the formation and development of multimodal competence of preservice teachers in the context of teaching the disciplines Pedagogy of Construction and Technology Activities and Productive Activities in Technical and Technological Education in Kindergarten and in School 1st to 4th year classes. Students’ multimodal competence is seen as a synergistic confluence of knowledge and skills related to different modes of communication - verbal, non-verbal, visual and digital. The focus is on the skills of selecting, combining, adapting and developing multimodal educational content, integration of communication channels and technological combination of different modalities in multimodal modes. The pilot study evaluated the feasibility of designing multimodal resources that respond to students’ ages, levels of competence, learning styles, technological capabilities, and subject matter content, as well as creating learning environments that support students’ cognitive, social, emotional, and personal development. The article emphasizes the need to integrate this knowledge into pedagogical practice, taking into account the ethical principles and value focuses that guide the design of multimodal environment. The results of the study show a significant improvement in students’ skills in creating and adapting multimodal resources, and also highlight the importance of applying new technologies and artificial intelligence in the educational process in order to develop critical thinking, creative expression and personal growth in children and students.