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Journal articles on the topic 'Future foreign language teachers'
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Dоmina, Viktoriia, Ludmyla Tsybulko, and Svitlana Aleksandrova. "The Problems оf Formation оf Language Competence in Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 15–23. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-15-23.
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The article is devoted to the problem of the formation of language competence, which is considered as an integrated property of a person possessing a complex of professionally meaningful for the teacher qualities. The concept of language competence of the teacher is determined. The questions of level of scientific-theoretical and practical training of employees of higher educational institutions and effective interaction with students in the process of pedagogical cooperation are revealed on the basis of introduction of European experience for achievement of high results. The proposed research substantiates the stages of professional development of the teacher, which is the basis for successful adaptation to the world educational and informational processes. Also, during the scientific work, the criteria for the teacher's professionalism were determined: profound professional knowledge and theoretical skills, a set of practical skills and abilities, skillfully applied in practice. The structural components of the teacher's language competence and the conditions aimed at increasing his language competence are highlighted.
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Galskova, Natalya, and Zinaida Nikitenko. "Axiological aspects of foreign language teachers’ preparation for primary foreign language education." E3S Web of Conferences 284 (2021): 08010. http://dx.doi.org/10.1051/e3sconf/202128408010.
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The article outlines axiological basis of professional training of English teachers, capable to develop communicative, cognitive and moral development of junior schoolchildren when they master a new language and facts from a different culture. The article refers both to the history of methodological research, in which the issues of the formation of professionally significant skills of a foreign language teacher were studied, and to the modern problems of the formation of the teacher’s personality and his readiness for pedagogical activity. The article examines linguistic values and substantiates a new goal of professional training of a future foreign language teacher for the primary stage of secondary school, taking into account the priority of his spiritual ability and recognition of professionalism as its fundamental characteristic. The authors associate the formation of professionalism with the disclosure of the personal potential of the future teacher, which is an integrative phenomenon, the components of which are the basis for determining the new content of teacher training as a person capable of realizing the educational and developmental potential of primary foreign language education.
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Husakova, Oksana. "Facilitative Skills of Future Foreign Language Teachers: Characteristics and Structure." Education and Pedagogical Sciences, no. 1 (176) (2021): 53–62. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-53-62.
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The article defines the essential characteristics and structure of facilitative skills of future foreign language teachers. In modern science, there is a large number of effective approaches to teaching foreign languages, but the communicative one can be considered as the most relevant. It has been proven that successful acquisition of foreign languages through the communicative approach requires the use of modern educational technologies and facilitative skills by future foreign language teachers. The activity of a facilitator, which is successfully used in psychology, adapted and applied in the educational process, in particular in the process of teaching a foreign language, has been considered. It has been determined that the main task of a future foreign language teacher-facilitator is to convey the idea of successful language learning, individual information retrieval and personal changes that directly affect the learning process. It has been proven that facilitation of the process of learning a foreign language promotes creative assimilation of information, the formation of critical thinking and cooperation with students. In order to make facilitation successful, a foreign language teacher must have such skills as providing support for students, understanding their inner world, interaction and assistance in learning a foreign language, as well as be friendly, create the atmosphere conducive to self-education and self-expression.
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STRYZHAK, Y. "FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 198–202. http://dx.doi.org/10.33989/2075-146x.2020.26.227649.
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The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented.
The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training.
The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication.
It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.
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Dagarin Fojkar, Mateja, and Darija Skubic. "Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia." Center for Educational Policy Studies Journal 7, no. 4 (December 22, 2017): 85–104. http://dx.doi.org/10.26529/cepsj.365.
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The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.
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Garapko, V. I., and K. S. Birov. "PECULIARITIES OF THE FUTURE FOREIGN LANGUAGE TEACHERS’ TRAINING BY MEANS OF PEDAGOGICAL TECHNOLOGIES (FOREIGN EXPERIENCE)." International scientific journal «Education and Science», no. 24(1) (2018): 100–102. http://dx.doi.org/10.31339/2617-0833-2018-24(1)-100-102.
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Вакалюк, Тетяна Анатоліївна, Ольга Олексіївна Осова, and Оксана Андріївна Черниш. "USING INFORMATION AND COMMUNICATION TECHNOLOGIES FOR THE FORMATION OF LINGUODIDACTIC COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS." Information Technologies and Learning Tools 82, no. 2 (April 25, 2021): 77–92. http://dx.doi.org/10.33407/itlt.v82i2.3868.
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The article explores the use of information and communication technologies for the development of future foreign language teachers’ linguodidactic competence. On the grounds of the analysis of the scientific and pedagogical literature the authors have proved the topicality and importance of applying information and communication technologies in future foreign language teachers’ training. The empirical methods (questionnaires, observation, surveys) were used to determine the current situation with the application of information and communication technologies in the process of future foreign language teachers’ professional training. The essence of the key notions of the research has been specified: “information and communication technologies”, “professional and pedagogical competence”, “future foreign language teachers’ linguodidactic competence”. The experience of applying information and communication technologies in the process of training foreign language teachers has been presented, as the abovementioned technologies have been proved to be an important means for the formation of future foreign language teachers’ linguodidactic competence. It has been determined that educational information and communication technologies (multimedia presentations, cloud services, blog, video scribing, e-portfolio, web-quests, etc.) provide unique didactic possibilities to form future foreign language teachers’ linguodidactic competence, namely: create conditions for working with foreign language business documents, modeling virtual environment for foreign language business communication, obtaining linguistic and extralinguistic information, contribute to all types of speech activity (reading, speaking, listening, writing), presenting and looking for data on languages and countries, etc. Particular attention has been paid to such kind of work with information and communication technologies as creating personal e-portfolios, which demonstrate creativity, innovativeness and professional competence of the modern teacher and develop future teachers’ self-presentation and self-reflection skills. There has been determined and experimentally proved the effectiveness of using information and communication technologies in the formation of future foreign language teachers’ linguodidactic competence.
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Hladka, Olena. "COMMUNICATIVE APPROACH TO FORMING FUTURE FOREIGN LANGUAGE TEACHERS’ GRAMMATICAL COMPETENCE." Research Bulletin Series Philological Sciences 1, no. 193 (April 2021): 461–65. http://dx.doi.org/10.36550/2522-4077-2021-1-193-461-465.
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The article deals with peculiarities offorming future foreign language teachers’ grammatical competence in realization of communicative approach. The notion "future teacher’s grammatical competence" and its constituents are specified. The constituents offoreign language teachers’ grammatical competence comprise grammatical knowledge, grammatical skills (receptive and reproductive) and grammatical awareness (students' ability to register and recognize grammatical phenomena in oral and written speech, features and patterns of their formation and functioning). The types of communicative exercises, characteristic for the formation of grammatical competence of future foreign language teachers in the process of realization of the communicative approach, are offered and substantiated. The grammatical competence of the future foreign language teacher as a component of professional competence can be defined as intuitive (determining the creative and spontaneous use of language) and intellectual (which can be manipulated consciously) knowledge and ability to use grammatical resources of the language which can be achieved due to the integrated approach to learning grammar material, which provides an organic combination of conscious and subconscious components in the learning process, which will ensure their success in further professional activities. While communicative approach realization communicative (linguistic) tasks are prioritized. After all, it is the latter that bring the development of grammatical skills and abilities closer to the conditions of real communication - motivated and purposeful. Each grammatical structure can be carefully processed and automated thanks to the creative approach of the teacher to the selection of tasks.
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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.
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The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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Tetiana Kolodko. "PURSUING FUTURE FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL DEVELOPMENT." Science Review, no. 7(24) (September 30, 2019): 30–35. http://dx.doi.org/10.31435/rsglobal_sr/30092019/6681.
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The study was aimed to determine the importance of pursuing professional development of foreign language teachers. Three approaches to professional development such as theory-to-practice, coaching/mentoring and reflection are identified. The scientists’ outlooks on the given issue are analyzed. Some recommendations for using mobile technologies in professional development are highlighted. Characteristics of effective professional development are substantiated in the study. Teachers’ effective professional development activities are outlined.
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Krupchenko, A. K. "Axiological Strategies of Foreign Language Professional Pedagogical Education." Prepodavatel XXI vek, no. 4, 2019 (2019): 44–54. http://dx.doi.org/10.31862/2073-9613-2019-4-44-54.
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The article presents a project of Foreign Language Teaching Department at the Moscow Pedagogical State University “Axiology of Foreign Language Education in the Context of Training the Teacher of the Future”, supported by the Russian Foundation for Basic Research and implemented in line with the objectives of the National Project “Education” (2019–2024). The study involved both future foreign language teachers (at the undergraduate and graduate levels), as well as practical teachers and professional scientists from Russia, near and far abroad in the field of professional foreign language pedagogical education. The project aims to identify promising axiological strategies that characterize the teacher of the future, and includes a whole range of tasks that scientifically substantiate the concept of axiology of foreign language pedagogical education. The article considers current trends in the development of theory and practice of teaching foreign languages and focuses on a new branch of linguodidactics — professional linguodidactics, which is also involved in preparation of a foreign language teacher for professional purposes, in the development of their professional and methodological competencies in educational organizations of non-linguistic training areas.
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Helmchen, Christian, and Sílvia Melo-Pfeifer. "Professional development of future foreign language teachers during short-term exchanges." On the Horizon 26, no. 2 (June 4, 2018): 103–12. http://dx.doi.org/10.1108/oth-11-2017-0091.
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Purpose The purpose of this paper is to analyze the self-perceived influence of short-term exchanges in schools abroad on future foreign language teacher’s professionalization, regarding professional values and pedagogy and practice. It grasps students’ changes in the perception of values attached to short-term exchanges in a professional setting. Design/methodology/approach In the scope of the European project SPIRAL, four prospective foreign language teachers attended a two-week internship at schools in another country. This paper explores, resorting to a combined content and discourse analysis, their letters of motivation (two months before the exchange), emails sent individually to the local coordinator (one week after the arrival) and a focus-group interview (two months after the arrival). Findings Future foreign language teachers change their focus when referring to the values attached to their experiences at schools abroad: from an initial focus on language skills improvement, they come to value the intercultural pedagogic experience they lived, focusing on differences and similarities between professional values and pedagogical practices across the contexts. Practical implications A generalized introduction of professional exchange programs, both in pre-service and continuing teacher education, could improve teachers’ perceptions of global structural, educational, political and curricular contexts and demands. It would also help the teachers decenter from educational practices and professional habitus taken for granted, and raise their awareness of what it means to be educated and professionalized in other contexts. Originality/value Few studies have focused on short-term exchanges and their impact on teachers’ professional development. The present paper highlights the pedagogical, intercultural and identity-building potential of short-term exchanges in foreign language teacher education.
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Юлія Ляховська. "FORMATION OF CITIZENSHIP IN FUTURE FOREIGN LANGUAGE TEACHERS." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 93–103. http://dx.doi.org/10.31499/2706-6258.2(4).2020.222971.
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The article reveals the essence of the formation of citizenship in future foreign language teachers, clarifies and agrees on the concepts of “formation”, “personality formation”, “socialization”, “civic education”, “citizenship”, “formation of citizenship in future foreign language teachers”. The definition of the term “formation of citizenship in future foreign language teachers” as a purposeful process of formation and development of integrative personalityʼs quality, which is a morally determined preparation for functioning and interaction in a democratic society; formation of qualities that determine the conscious performance of civic duties and debt to the state; the process of preparing students for the use of civil rights and freedoms, observance and respect for the law, the implementation of responsibilities, awareness of responsibility for their political and moral choices, to the maximum use of their abilities; to self-development, self-realization and self-actualization in order to achieve success in life. We consider the formation of citizenship in future foreign language teacher as a social phenomenon of complex construction with its inherent structure, as a system and as a result that includes training (transfer of legal knowledge about society and the state); development of civic qualities (responsibility, patriotism, tolerance, diligence, empathy, etc.); creation of social conditions (participation in elections, protection and defence of their rights, conscientious performance of duties, use of will for the benefit of themselves and others, etc.); implementation of moral and volitional attitude to the creative transformation of the social environment. It is established that forming the citizenship of future foreign language teachers in the educational process of freelance education, it is necessary to rely not only on their theoretical citizenship training but also actively, although on a voluntary basis, to include them in various socially useful activities (volunteer work, participation in the election campaign, patronage of orphanages, boarding schools, homes for the disabled, search teams, etc.). The level of citizenship is manifested in participation in patriotic events, knowledge and observance of socio-cultural traditions, respect for the historical past, present and future of their country and their people, the desire to defend their homeland, work not only to meet their needs but also its prosperity.
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Ibrohimova, Muqaddam. "TEACHING PRESENTATION SKILLS TO FUTURE ENGLISH TEACHERS." Frontline Social Sciences and History Journal 02, no. 01 (January 1, 2022): 28–34. http://dx.doi.org/10.37547/social-fsshj-02-01-04.
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There have been a large number of scientific and methodological works published on teaching presentation skills in a foreign language. This article aims at improving presentation skills in English according to global requirements for presentation activities.
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Kotsur, Sabina. "Сontent, Components and European Tendences of the Future Foreign Languages Teachers’ Professional Training." Professional Education: Methodology, Theory and Technologies, no. 9 (February 28, 2019): 87–102. http://dx.doi.org/10.31470/2415-3729-2019-9-87-102.
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The article analyzes different approaches to the «professional training of a teacher» definition as a system of organizational-pedagogical measures and vocational training systems; a critical study, the improvement and experimental use of ideas; the purposeful, systematic and organized process of pedagogical influences; qualifications in the process of studying in the corresponding direction, specialty, educational program; systems of special knowledge, abilities and skills, competences, qualities. The peculiarities of the professional training of future foreign languages teachers are defined by the author as: a possession of units of a foreign language and the ability to use them in specific situations of communication; a consistency of the initial level of foreign languages knowledge received at school with the goals and objectives, methods and technologies of forming the personality of a student as a future specialist in the process of vocational training; the ratio of theoretical and practical training, special and psycho-pedagogical, methodical preparation; a symmetrical study of two foreign languages and bilingual life (Ukrainian and Russian); knowledge and appreciation of the cultural characteristics of a nation, the language of which is studied.
The author also proposes the definition of the concept of «professional training of future foreign language teachers» as a dynamic system of organizational and pedagogical influences, which is characterized by the unity of goals, content, methods and technologies of professional training of students, which study foreign languages on a multi-lingual basis, and foresees the formation of readiness for their professional activity, a professional competence. The article deals with important components of the future foreign languages teachers’ training such as: the theoretical and linguistic training; the practical training; the professional-oriented theoretical training; the methodical one.
The article analyzes the tendencies of future teacher training in the European region. Among the modern European approaches to foreign language teacher training, the author highlights the following main trends: the unification of requirements for professional training in the process of higher education integration into European educational space; the updating of goals and content of studying and teaching foreign languages, changing educational programs and state standards taking into account common European trends; the transition from the knowledge concept to the competence paradigm in higher education; the internationalization of education; the use of new flexible technologies in the study of foreign languages, the strengthening of the practical component of vocational training.
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Chernysh, Valentyna. "LEVEL APPROACH TO MODERN PROFESSIONALLY ORIENTED LANGUAGE TRAINING FUTURE TEACHERS OF FOREIGN LANGUAGES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 60–64. http://dx.doi.org/10.17721/2415-3699.2018.8.16.
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Nowadays levels of mastering foreign languages have the significant importance for standartisation and unified database of achieved levels in mastering any foreign language. The descriptors of each level allow every learner to define and evaluate his or her level of the developed foreign communicative competence. The purpose of the article is to overview different approaches to defining levels of development of foreign communicative competence and professionally oriented competence of teachers of foreign languages. To achieve the stated aims such tasks were carried out: defining levels of teachers’ professionally oriented competence and its correlation with levels of foreign languages mastering and defining the levels of foreign professionally oriented speaking, stating the correlation between levels of mastering a foreign language and stages of teaching foreign languages to teacher trainees at university. With the help of analyzing European documents and researches in psychology and pedagogy there were identified ways of defining and describing levels of communicative competence and their descriptors. On the basis of competence and level building approach the levels of formation of the professionally oriented competence in English speaking have been given. Levels of its formation were described according to the European Scales. Global Levels, Sublevels and “Plus Levels” have been introduced and categorized. “Plus” levels represent a strong performance of each level with more active participation in conversation. To sum up, standartisation of levels of the developed foreign communicative competence and professionally oriented competence in foreign speaking must be carried out within the Common European Framework of Reference for Languages. The most appropriate form of levels is three-level structure: the lowest level is a basic one, an introductory level of a foreign language professionally oriented speaking. It starts with the level A2; the second intermediate level is level B, and the most advanced level is C. Each level is subdivided into two sublevels A2, B1 and B2, C1 and C2 and is described in details by “Plus” levels.
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Afanasyeva, Olga, and Marina Fedotova. "ANALYTICAL DISCOURSE COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS." Bulletin of the South Ural State University series Linguistics 13, no. 2 (2016): 37–41. http://dx.doi.org/10.14529/ling160207.
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Piskurska, Hanna, and Oksana Popova. "DEVELOPING MEDIATIVE COMPETENCE AS SOFT SKILLS COMPONENT OF FUTURE FOREIGN LANGUAGE TEACHERS." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 128–34. http://dx.doi.org/10.31499/2307-4906.3.2021.241755.
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The article focuses on the problem of developing soft skills of the students majoring in Foreign Language Teaching. The article aims at designing a set of exercises for developing the mediative competence as a component of future foreign language teachers’ soft skills. The following groups of exercises have been selected and described: non-communicative analytical, receptive, partially analytical mediative, and purely communicative. It is concluded that the mediative competence of future foreign language teachers is acquired by the integration of all types of training exercises.
Keywords: professional competence; soft skills; mediative competence; meditative activity; professional training; foreign language teacher; student; exercise.
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STRYZHAK, Y. "PROFESSIONAL TRAINING OF THE FUTURE FOREIGN LANGUAGE TEACHER FOR SELF-REGULATION OF PEDAGOGICAL ACTIVITY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 28 (December 31, 2021): 173–77. http://dx.doi.org/10.33989/2075-146x.2021.28.250393.
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he study is characterized the essence of the development of self-regulation of pedagogical activities as a basis for successful professional training of future foreign language teachers. An attempt to clarify the nature of self-regulation of pedagogical activities of future foreign language teachers made it possible to establish the reason for the functioning of structural elements of the formation of self-regulation during the training of future foreign language teachers.
The modern period in the life of Ukraine is characterized by deep, intense and multifaceted transformations, which are manifested in all spheres of society. In connection with the restructuring of the world system in Ukraine, increasing the level of psychological and pedagogical support for professional training, the relevance of the study of the problem of self-regulation of future professionals is growing significantly. Therefore, for specialists dealing with learning problems, pedagogical research is becoming increasingly important, which addresses the problems of self-regulation of pedagogical activities.
Analysis and study of various aspects of educational and pedagogical activities of future foreign language teachers allowed us to conclude that self-regulation of pedagogical activities is an important condition for professional training of future foreign language teachers.
Professional preparation for self-regulation of pedagogical activity of a future foreign language teacher is a problem of formation and preservation of his professionalism, enrichment of personal, creative, intellectual potential. Therefore, the state of psychophysical health and intellectual development of the young generation depends on the acquired skills of self-regulation of pedagogical activity of the future foreign language teacher.
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Imanaliyeva, S. S. "THE ROLE OF PERSONALLY ACTIVE APPROACH IN FUTURE TEACHERS’ FOREIGN LANGUAGE PROFESSIONAL COMPETENCE FORMATION." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 240–44. http://dx.doi.org/10.51889/2020-2.1728-5496.40.
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This article aims to identify the definition and the role of personally active approachin future teacher’s foreign language professional competence. Initially, it observes the relevance of the issue of foreign language education and new paradigm in education system globally and in Kazakhstan. Also, the author analyzes different scholars’ opinions about a professionally competent foreign language teacher and his characteristics, supporting it with state and international educational documents. The article also observes the definitions of personally active approach and its usage in education. Furthermore, the article deals with arguments proving the role of personally active approach in future teachers’ foreign language professional competence formation. Analyzing the data from various scientific papers, articles and books, state and international educational standards, the author makes a conclusion in the end of the article.
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Necheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych, and Valentyna Zvozdetska. "Foreign language education as a scientific category in the context of future teachers‟ training." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 132–41. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).29.
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The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.
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Aida, Shakiyeva, Zhorabekova Ainur, Alipbek Ardak, Akeshova Madina, Kudabayeva Perizat, and Rizakhojayeva Gulnara. "Formation of professional competencies of a future foreign language teacher in the field of distance education." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 268–81. http://dx.doi.org/10.18844/wjet.v14i1.6724.
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The aim of this study is to evaluate the opinions of teacher candidates and teachers related to foreign language teaching through distance education and to make forward-looking recommendations in line with these views. The study group consists of 30 teacher candidates who studied foreign language teaching at various universities in Kazakhstan during the 2020–2021 academic year and 35 English teachers who teach English in secondary schools in Almaty. The study was carried out within the scope of qualitative research and research data were collected with two semi-structured interview forms created by the researcher. The data obtained from the research are categorised by content analysis. As a result of the study, teacher candidates found distance education more inefficient in education than formal education and inadequate to provide distance education. Teachers, on the other hand, saw distance education as advantageous in terms of saving time and space, disadvantaged by student motivation, teacher inexperience and technical glitches. As a result of the research, it has emerged that urgent solutions are needed to eliminate the need to provide a separate education on distance education to teacher candidates and teachers, student motivation and technical problems.
Keywords: distance education, advantages of distance education, disadvantages of distance education, foreign language teacher candidates, foreign language teachers, teacher opinions
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Golovchun, A. A. "RESEARCH SKILLS DEVELOPMENT OF FUTURE FOREIGN LANGUAGE TEACHERS THROUGH PROJECT-BASED LEARNING." BULLETIN Series of Philological Sciences 76, no. 2 (June 15, 2021): 94–100. http://dx.doi.org/10.51889/2021-2.1728-7804.12.
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We hope to believe that this article makes a certain theoretical and practical contribution to the development of research skills of future foreign language teacher. By research skills of future foreign language teachers,we understand a complex and multifaceted concept that had not received the detailed consideration in the existing literature before. We have studied and identified abilities comprising the core of the research skills. The principles of the educational process aimed at the development of research skills of future foreign language teachers on the basement of project-based learning have been highlighted. The steps of future foreign language teachers’ research skills development has been constructed using theoretical project-based learning background; essential features of project-based learning assessment have been suggested and recommendations were provided to show the efficiency of the research skills development on the basis of project-based learning.
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Kabbassova, A. "Implementation of the meta-subject approach in the process of foreign language training of future teachers at a pedagogical university." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 195–202. http://dx.doi.org/10.31489/2021ped2/195-202.
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A future teacher who speaks foreign language is in more demand by school today than ever before. Pedagogical universities change their activities to meet the school educational system’s requirements. The need of English for future teachers is determined by the necessity of subject activity. In the process of teaching the teacher not only stimulates the mastering of the basics of science, but also creates the opportunity to develop learning skills, critically realize their experience of foreign language usage. First and second year students, while learning foreign language, improve their speaking skills, learn to use the best way to build their learning activity. The goal of the next step of professional training is to master teaching methods, which will let the students use their foreign language knowledge. Teaching English on the basis of meta-subject approach principles will allow to solve these problems. The article is devoted to the analysis of solving the problems of foreign language education of future teachers. The author suggests using the meta-subject potential of a foreign language as a general strategy of foreign language education. The experimental pedagogical work carried out at the Pavlodar Pedagogical University allows us to draw a conclusion about the effectiveness of the proposed ideas.
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Serdiuchenko, Yu O. "FOREIGN EXPERIENCE OF TRAINING FUTURE FOREIGN LANGUAGE TEACHERS USING INTERACTIVE TECHNOLOGIES." Innovate Pedagogy 1, no. 32 (2021): 157–60. http://dx.doi.org/10.32843/2663-6085/2021/32-1.34.
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Salybekov, F., G. Karbozova, N. Almetov, and Yücel Gelişli. "Future foreign language teachers’ training for realization of the 4Cs educational model in 21st century skills." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 178–87. http://dx.doi.org/10.31489/2021ped2/178-187.
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This article considers the possibilities of realization of the 4Cs educational model in training future foreign language teachers. This study focuses on four skills: creativity, critical thinking, communication and collaboration, which are part of the 21st century skills. It provides detailed explanations of the principles of these skills and describes the strategies, techniques and challenges of their integration into English foreign language (EFL) teaching and learning in foreign contexts through reviewing the recent research. To meet the challenges, EFL classrooms should not merely focus on students’ language skills development but also integrate the 4Cs into the learning process. In higher education teachers need to make the necessary changes in the process of teaching, to focus on the content of education and the educational process. Training of future foreign language teachers heads to take into account the transition to the updated educational program in schools of Kazakhstan. Ways of importing 21st century skills: integrating 4Cs skills, the steps to develop future foreign language teachers who are quick-witted, digitally competent, creative, able to think critically and adapt quickly to the environment are discussed. The problem of practice addressed in this article is the lack of 4Cs skills among students currently at university and the lack of opportunities students have to develop these qualities.
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Mazlaveckiene, Gerda. "CONCEPTUALISATION OF CULTURE PHENOMENA BY PRE-SERVICE TEACHERS OF FOREIGN LANGUAGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 271. http://dx.doi.org/10.17770/sie2017vol1.2330.
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Cultural awareness has become the centre of modern language education that reflects a greater understanding of the inseparability of language and culture, as well as the need to train students for intercultural communication in the globalised world. Realising it or not, language teachers cannot avoid conveying impressions of another culture: language cannot be separated from the culture in which it is embedded\. Therefore, while training a future teacher of a foreign language it is essential to develop his/her cultural awareness, i.e. the knowledge and understanding of the conventions, customs and beliefs of another culture, as well as abilities to interpret, relate and provide critical judgement of one’s native and foreign cultures. Hence, the current article focuses on the conceptualisation of culture phenomena of pre-service teachers of foreign languages. It presents the results of a questionnaire survey conducted at five universities of Lithuania in 2014. The research sample involved 504 pre-service teachers of foreign languages (English, German, French, Polish and Russian), who completed a questionnaire survey consisting of both closed-ended and open-ended questions. The future teachers’ conceptualisation of culture was analysed as twofold: perception and awareness of culture forms of the countries of the native and target languages, as well as their involvement in cultural activity.
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Smirnova, Elena. "PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 326. http://dx.doi.org/10.17770/sie2020vol2.4939.
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The language policy focus on multilingualism and multicultural education necessitated to train a foreign language teacher who is able to teach students efficient cooperation in multilingual and multicultural environment. Young teachers face into difficulties when passing from the social role of a student to the social role of a teacher, so far as language training at university is to a greater extent subject-related rather than professionally-oriented. The main goal of the paper is to view vocational training peculiarities of future foreign language teachers from the perspective of socio-cultural approach. The article presents professionally-oriented ways of socio-cultural competence formation of a future teacher at a practical foreign language lesson. The author proves that the decisive condition to ensure the professional direction of socio-cultural competence formation is pedagogical reflection, which makes it possible to get students involved in the reflective development of the inner space of their future professional activity. The proposed system of tasks is aimed to involve students in the reflective analysis of their own strategies how to learn a foreign culture, their functional role in the process of education and, on the other hand, to make sense of the teacher’s performance and the professional relevance of the educational process. As the way of evidence of the proposed tasks efficiency, the observation results on students at teaching practice and school teachers’ survey data are given.
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Zhukova, Natalia Aleksandrovna. "Formation of Methodical Competence of Students at Seminars on the Methodology of Teaching a Foreign Language." Siberian Pedagogical Journal, no. 5 (November 18, 2020): 136–43. http://dx.doi.org/10.15293/1813-4718.2005.13.
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Introduction. The article updates the methodical training of future foreign language teachers as part of their professional training. The content of methodical training of students is revealed through the concept of methodical competence. The purpose of the article is to clarify the definition of the methodical competence of a foreign language teacher, to present its structure, to reveal the features of its formation at seminars on the methodology of teaching a foreign language. Methodology and research methods. The methodological foundations of the research are the ideas of communicative and socio-cultural approaches to teaching foreign languages, competence-based, contextual, and personal-activity approaches. Results. The following components of methodical competence are highlighted: the personal component; the cognitive and informational component; the operational and technological component; the activity component. This article reveals the possibilities of seminars for the formation of methodical competence of students. The author gives detailed recommendations based on her textbook on the methodology of teaching foreign languages to teachers on the successful formation the components of this competence. Conclusion. The effectiveness of the formation of methodical competence of future teachers of a foreign language largely depends on the correct organization of seminars on the methodology of teaching a foreign language.
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Kosharna, Natalia, and Lada Petryk. "ORGANIZATION OF FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL PRACTICE WITHIN THE OPTIONAL BLOCK «FOREIGN LANGUAGE»." Continuing Professional Education: Theory and Practice, no. 4 (2021): 50–59. http://dx.doi.org/10.28925/1609-8595.2021.4.6.
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The article is devoted to the issue of organizing the future primary school teachers’ professional practice within the pedagogical specialty 013 «Primary education» the first (bachelor’s) level of higher education in the content of the optional block «Foreign Language». In the process of the work, the native and foreign special literature on the research problem was analyzed. The normative legal documents and reports on the issues of the primary school teacher training, in particular its practical professional component, in the leading European countries were taken into account. To achieve the goal, a set of scientific methods was used: theoretical ones – studying the state of the investigated problem, determining the essence of future primary school teachers’ professional practice; empirical methods: questionnaires, interviews; pedagogical observations. It was found that the main purpose of professional practice of future primary school teachers within the optional block «Foreign Language» is the formation of their practical methodological competence through the implementation of theoretical knowledge and skills in foreign language teaching methods at primary school, modern technologies and innovative teaching tools. When organizing this type of practice, it is necessary to take into account the following tasks for the development of future teachers’ skills: to use teaching methods, technologies and tools of foreign language teaching at primary school in accordance with the practical purpose of the lesson; to plan a foreign language lesson methodically correct; to select, analyze and effectively apply modern technologies and innovative means of teaching a foreign language in accordance with the practical purpose of the lesson; to develop lifelong learning skills; to develop the ability of future teachers to plan a foreign language lesson and to control the formation level of foreign language knowledge, skills and abilities of primary school pupils. It is proved that the result of effective organization of professional practice within the optional block «Foreign Language» is the formation of future teachers’ professional competencies: the ability to organize foreign language teaching at primary school with focus on modern methodological approaches and leading pedagogical experience; ability to communicate in a foreign language in an oral and writing forms within a certain foreign language topic; ability to use a foreign language in various situations of social, educational and professional communication.
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Shykyrynska, Oleksandra, Vanda Vyshkivska, Oleg Yatsyshin, Olena Malinka, and Inna Lobachuk. "THE ANALYSIS OF FUTURE PRESCHOOL TEACHERS' MOTIVES FOR LEARNING A FOREIGN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 584–94. http://dx.doi.org/10.17770/sie2021vol1.6248.
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The article focuses on the relevance of the study of future preschool teachers’ motivation for learning foreign languages, which is as follows: the ability to formally and informally communicate with foreign colleagues at conferences, seminars, symposia for discussing current issues of preschool education, the search for new text, graphic, audio and video information contained in foreign language materials for professional purposes, the creation of a foreign language educational environment in a preschool institution in order to teach children the elements of a foreign language. A definitive analysis of the concept of “motive” in domestic and foreign scientific sources is carried out. Based on the definition of motives for learning a foreign language by second-year students – future preschool teachers (according to the method of O.Yatsyshin), as well as on the observation of their activities in the process of learning English and during confidential conversations with them, the students’ motives for learning English as a foreign language are analyzed. Psychological and pedagogical conditions of the formation of future preschool teachers’ motives for learning English as a foreign language are presented: organization of cross-cultural communicative activity of students, creation of situations of guaranteed success during the learning process, creation of a professionally oriented educational environment. It is emphasized that the abovementioned conditions should be both interconnected and interdependent; they should also be implemented in the educational process of a higher education institution not gradually, but simultaneously and systematically, in order to receive the sustainable positive motives of future preschool teachers for learning a foreign language.
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Polishchuk, Ganna. "PRACTICAL RELEVANCE OF TRAINING TECHNOLOGIES FOR FUTURE FOREIGN LANGUAGE TEACHERS." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 124–28. http://dx.doi.org/10.36550/2415-7988-2020-1-190-124-128.
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The paper deals with investigation of different contemporary approaches to the notion «training technology», its structure, typology, in particular its practical importance for the formation of professional competence of the teachers of foreign languages was given. At modern stage of the development of conflict studies it is relevant to generalize scientific approaches to training technologies in high school. The purpose of the article is to analyze the structure of the notion «training technology» in scientific literature; to highlight its structural components and to reveal its practical value as the factor of constant professional growth of the teachers. Scientific novelty of the article explores the types of training technology (socio-pedagogical, decision-making training and communicative) valuable in the light of formation of conflictological competence of the teachers of foreign languages. The following requirements to organization of any training technology: concrete aims, the usage of effective methods and exercises, supply with material recourses, necessary rules, time limit, correction and improvement of the procedures, qualified teacher-trainer were described to achieve maximum results and involve students into active interest on the basis of sincerity, tolerance and cooperation. The main functions of training technology of the teachers were summarized: aiming function; motivational; informational; communicative; personal-cognitive; relaxation; developmental. The following principles of implementation of training technology were substantiated: the principle of active participation, the principle of voluntary participation the principle of dialogic interaction, the principle of self-actualization, principle of safety, the principle of openness, the principle of partnership. The following structure of training procedure (introduction, body and conclusion) has been singled out and different interactive exercises have been described for each structural part: individual- cooperative; communication in pairs; small groups’ communication; role-play and business play revealing practical importance of conflictological competence for future teachers for them to be able to resolve conflicts in pedagogical process.
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Dоmina, Victoriia. "BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 90–95. http://dx.doi.org/10.51706/2707-3076-2019-1-10.
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Cultural globalization of different countries, extended social circle of future teachers, exchange programs, emigration, scientific and professional contacts with representatives of other cultures call for the need to study foreign languages. Current changes pose new pedagogical challenges for scholars in terms of instilling communication culture while preparing future teachers of foreign languages. The article studies the concept of bilingualism, bilingual communication culture and its specifics, scope and relations with other concepts. The author argues that bilingualism is an essential component of general communication culture of future teachers, crucial for them to exchange information and share experience by means of their mother and foreign tongues. Specifics of professional training for future foreign language teachers implies the need for bilingual communication, the effectiveness of which depends on the mastery of languages as well as ability to organize language interaction and communication skills. One possible way to develop bilingual communication culture in the process of preparing future foreign language teachers to their professional activity is engaging the model of developing linguistic and communication skills of bilinguality. It is this bilingual training system that allows students to perceive general aspects of communication culture and its fundamental principles, determins the specifics of bilingual communication and features of professionally oriented expression in the process of comprehending bilingual communication culture as a whole. Integration of languages and cultures contributes to identification, classification, organization and evaluation of objects of the world around us, facilitates adaptation to new cultural environment, helps organize and coordinate activities, encourage other participants of language groups to act correctly.
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Byndas, O. "MEDIA EDUCATIONAL TECHNOLOGIES AS A PEDAGOGICAL CONDITION FOR MEDIA LITERACY FORMATION OF FUTURE FOREIGN LANGUAGE TEACHERS." Ukrainian professional education, no. 7 (September 14, 2020): 123–29. http://dx.doi.org/10.33989/2519-8254.2020.7.238051.
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The article, based on the analysis of current research and works of domestic and foreign scientists and practitioners, defines media educational technologies as a means of educational process using periodicals, radio, television, cinema, as well as software and hardware devices that provide collection, processing, accumulation, storage and transmission of information in different languages.
The purpose of the article is to theoretically substantiate the importance of media educational technologies as one of the pedagogical conditions for the media literacy formation of future foreign language teachers. Media educational technologies define the role of a foreign language teacher as a model, an expert of thought processes, a skilled user of modern educational technologies, knowledge and the role of a student who should learn from these demonstrations a set of techniques and methods which they will be able to use to gain knowledge. Thus, the teacher develops himself/herself and helps the students.
In the course of the work, various ways of media educational technologies classification are considered. However, for this study there is only one necessary and relevant, the one that will open up greater opportunities for the use of the latest information technologies at foreign language lessons.
After analyzing different approaches and classifications of media educational technologies as one of the pedagogical conditions for the formation of media literacy of future foreign language teachers, the author concludes that in order to achieve such high performance, there are some difficulties: a lack of knowledge of foreign language teachers and pedagogues, problems with technical equipment, the unwillingness to keep up with the times, and the financial situation in which education and the whole culture find themselves due to the constant lack of underfunding. But the prospects for high-quality and effective use of media technologies in education are obvious – the scientific progress of students, teachers, and hence the whole country.
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Husakova, Oksana. "Pedagogical Facilitation in the Context of Professional Training of Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 88–96. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-88-96.
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The article considers the phenomenon of pedagogical facilitation in the context of professional training of future foreign language teachers. Analysis of research has shown that the term “pedagogical facilitation” comes from the English word facilitate and means “easy, convenient”. Based on this, a facilitator is considered to be a person who helps to make the process of communication with other people simpler and easier. Despite the existing research on the terms “facilitation” and “pedagogical facilitation”, these terms need additional research in the context of professional training of future foreign language teachers due to the fact that in today's world learning foreign languages is one of the most important places in education. It was determined that a communicative approach that is leading in the study and teaching of a foreign language and requires the future professional to have facilitation skills. It was determined that effective facilitative pedagogical interaction involves the presence of the following stages in the work of teachers, including foreign language teachers: approval; adoption; trust. The article analyzes the experience of domestic and foreign scientists who defined the concepts of “social facilitation”, “psychological facilitation”, “pedagogical facilitation”.
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Glazov, Andrey G. "Value Orientation of Future German Language Teachers." Proceedings of Southern Federal University. Philology 2020, no. 3 (September 30, 2020): 162–70. http://dx.doi.org/10.18522/1995-0640-2020-3-162-170.
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The interdisciplinary analysis of the term of «value» is carried out. The basic understanding of value as an integral part of the intentional structure of personality is accepted. Terminal and instrumental values of 2nd5th year students of the program «Pedagogical education» with German as the main foreign language are investigated. Interpretation of the study data allowed drawing conclusions about the value orientation of students.
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Kostina, E., G. Tleuzhanova, and D. Dzholdanova. "The formation of acmeological competence among the future foreign languages teachers in higher education institutions." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 73–78. http://dx.doi.org/10.31489/2021ped1/73-78.
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The article examines the degree of acmeological competence formation among the future foreign languages teachers, since, according to scientists’ research in this field, acmeological competence plays an important role in the formation of a future teacher’s personal and professional attributes, as well as in his selfdevelopment throughout his career. The need for the trilingual education policy, where such personal qualities as self-development, self-realization, and self-improvement important for implementation, has been revealed as well. Such concept definition as «acmeological competence» has been defined, and the level of future teachers’ knowledge concerning this concept has been studied. The study resulted in the following conclusions: most of the future teachers are able to independently solve problems related to their professional activity, which can have a positive effect on their competencies; future foreign languages teachers attach particular importance to the transmission of knowledge, skills, as well as modern teaching methods, whereas the knowledge concerning the personal and professional advancement and motivation for self-development are relegated to the background; the majority of future teachers have no idea of the acmeological competence essence and make no effort on bringing out the best in themselves. Thus, the conclusion says that the future foreign languages teachers are not sufficiently informed about the «acmelogical competence» concept and the importance of its study. Hence, the degree of acmeological competence formation among future foreign languages teachers leaves much to be desired.
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Kolodko, T. M. "Foreign language teachers’ preparing for a mobile educational future." Science and Education a New Dimension VII(198), no. 80 (May 25, 2019): 20–23. http://dx.doi.org/10.31174/send-pp2019-198vii80-05.
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Hnatyk, K. B. "THE STRUCTURE OF FUTURE FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL POTENTIAL." Innovate Pedagogy 1, no. 29 (2020): 98–101. http://dx.doi.org/10.32843/2663-6085/2020/29-1.19.
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Panfilova, Valentina, Alexej Panfilov, Alfia Gazizova, and Nataliya Samarina. "Professional and communicative foreign language competence of future teachers." SHS Web of Conferences 37 (2017): 01081. http://dx.doi.org/10.1051/shsconf/20173701081.
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KARABAYEVA, K. Zh, and A. M. TURGALIYEVA. "FORMATION OF SOCIOLINGUISTIC COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 4 (2020): 60–67. http://dx.doi.org/10.51883/20704046_2020_4_60.
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Shkarlet, Valeriia. "Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 168–75. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-168-175.
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The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.
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Haletskyi, Serhii. "CATEGORY-CONCEPTUAL ANALYSIS OF THE PROBLEM OF RESEARCH OF THE COMMUNICATIVE COMPETENCE FORMATION OF FUTURE TEACHERS OF FOREIGN LANGUAGES BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 72–81. http://dx.doi.org/10.31499/2307-4906.1.2021.228592.
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The article provides a categorical and conceptual analysis of the problem of studying the formation of communicative competence of future teachers of foreign languages by means of information and communication technologies. The catalog of key and related concepts of the research topic is given: “competence”, “communicative competence”, “formation”, “teacher”, “foreign language teacher”, “tool”, “information and communication technologies”. Analysis of the concepts of communication, communicative competence allows the formulation of basic definitions of concepts that form a set of keywords of the research topic: the concept of “communicative competence” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics communicative skills and abilities, as well as relevant personal qualities that determine the set of communicative competencies of the individual; the concept of “communicative competence of the future teacher of foreign languages” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics of professional and personal communication in learning and teaching a foreign language, a set of communicative skills and relevant personal qualities, enables the implementation of appropriate methods of teaching foreign languages to students in future professional activities; the concept of “formation of communicative competence of the future teacher of foreign languages” as a complex multi-level and multi-component process, the result of which is the formed communicative competence of future teachers of foreign languages by means of information and communication technologies.The connection between the concept of communicative competence and the concept of communication is confirmed; the duality of the concept of communicative competence (as a component of professional or non-professional competence of a specialist, depending on whether the direct professional activity is related to communicative) is substantiated. Some differences between the teacher and the lecturer are determined – by purpose, content, result of activity.
Keywords: competence, competence approach, formation, communication, communicative competence, foreign language teacher, tool, information and communication technologies.
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Zadorozhna, Iryna. "THE FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS WITH THE HELP OF PROBLEM-BASED LEARNING." АRS LINGUODIDACTICAE, no. 1 (2017): 11–16. http://dx.doi.org/10.17721/2663-0303.2017.1.02.
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Background: The formation of the appropriate level of future teachers’ foreign language communicative competence is possible with the help of effective methods and technologies which enhance students learning, motivate them and involve in different activities. Problem-based learning is regarded as one of the most appropriate technologies to be used+ for future foreign language teacher training. Purpose: The purpose of the article is to characterize problem-based learning and substantiate the conditions of its effective usage for the formation of future teachers foreign language communicative competence. Results: The formation of the appropriate level of future teachers foreign language communicative competence with the help of problem-based learning will be effective under the following conditions: individual approach to students; taking into account their interests, aims; focus on the development of strategic competence; employing communicative, cognitive, cultural, research (linguistic and pedagogical) problem-based tasks which develop necessary skills; gradual difficulty increase; professional approach; the development of student autonomy which means finding a unique way of problem solving. Discussion: Further investigations are necessary to substantiate and develop the methodology of the formation of future teachers’ foreign language communicative competence with the help of problem-based learning and on the basis of the integrative approach. Besides, the research should focus on using problem-based learning in foreign language training of students of different fields with the emphasis on their future profession.
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Gorobinskaya, N. V. "Key Competences of Foreign Language Teachers in 21st Century." Prepodavatel XXI vek, no. 4, 2019 (2019): 69–81. http://dx.doi.org/10.31862/2073-9613-2019-4-69-81.
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The article aims at exploring key competences of a foreign language teacher in the 21st century influenced by modern tendencies in education and the globalized world. The research findings are based on an in-depth analysis of several Russian and foreign approaches to teaching quality assessment as well as the essays on the topic “Teachers of the Future” written by master program students at Moscow Pedagogical State University in 2019. The author also suggests several teaching methods that are aligned with pedagogical axiology. They will help specialists to comply with modern and future professional requirements.
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Straková, Zuzana. "Implementation of plurilingual approach into the foreign language teaching." Journal of Language and Cultural Education 8, no. 2 (November 1, 2020): 1–18. http://dx.doi.org/10.2478/jolace-2020-0010.
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Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.
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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar, and Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.
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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.
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Boyko, Tetiana. "Multimedia Technologies as a Means of Increasing the Effectiveness of Professional Training of Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 30–39. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-30-39.
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The article highlights the specifics of professional activity of future foreign language teachers, which proves that increasing their competitiveness and reforming the system of general secondary and higher education in Ukraine increase the requirements for professional training of future foreign language teachers. It is stated that in the process of introduction of the latest information technologies in all spheres of activity of educational institutions the problem of formation of their information communicative competence in the process of studying in higher education institutions acquires special significance in the training of future foreign language teachers. The article describes the phenomenon of «multimedia technology» as a computer technology that allows you to flexibly manage the flow of various information. It is emphasized that there is no single approach to this phenomenon. The purpose of this article is to characterize the problem of multimedia technologies as a means of improving the effectiveness of professional training of future foreign language teachers. The author’s research proves that at the present stage the work on the introduction of multimedia in the educational process of higher education is carried out in two directions: the first is that multimedia is included in the educational process as an «aid» using traditional methods of education; the second direction involves changing the content of education, reviewing the methods and forms of organization of the educational process, building holistic courses based on the use of content in certain disciplines of higher education institutions that train future foreign language teachers. The article states that the use of multimedia by applicants for higher education, future teachers of foreign languages and ensuring the systematic use of multimedia technologies should be consistent with the didactic goals of professional training of applicants for higher education in foreign languages.
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Anikina, Inessa, Iryna Onishchuk, Ruslana Presner, Olha Osipchuk, Andrii Turchyn, and Yanina Pocheniuk. "Problems of foreign-language education of future educators in the context of the search for a new model of humanitarian education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 15–21. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).02.
Full textAbstract:
Important for the research of the problem of foreign-language education of future teachers of humanitarian specialties in the twentieth century was the search for a new model of humanitarian education, its direction towards forming the system of values, spiritual guidelines, and social norms that determine the dynamics of the development of human civilization, which set new requirements for the level and effectiveness of foreign-language education. The analysis of standards applied in the foreign practice of foreign-language education makes it possible to identify categories of foreign-language knowledge and skills that need to be reflected in documents developed in Ukraine. The use of international experience in the standardization of pedagogical activities in foreign language education and the development of qualification requirements, professional standards, and certification procedures, diagnostic methods for assessing and self-evaluation of pedagogical activities in a foreign language can be used in the process of modernizing the practice of teaching foreign language education for future teachers of humanities at pedagogical universities of Ukraine. Foreign language education of future teachers of humanities is understood as the process and result of the training of specialists in the field of foreign languages with a set of competencies, systematic knowledge, and practical skills that allow solving theoretical and practical tasks on the profile of foreign language training. The influence of the strategic documents of the Council of Europe during the study period on improving the quality of foreign-language education of future teachers of humanities in Ukraine is due to the recommendations of the Council of Europe on language education and the peculiarities of the European educational space, its innovative nature.
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Галецький, Сергій. "СТРУКТУРА КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ." Педагогічні науки: теорія, історія, інноваційні технології, no. 5-6(99-100) (August 31, 2020): 24–37. http://dx.doi.org/10.24139/2312-5993/2020.05-06/024-037.
Full textAbstract:
The purpose of the article is to determine the structure of communicative competence of future foreign language teachers. In the process of research, a number of methods was used, among which: analysis, synthesis, deduction, induction, comparison, monographic method, abstraction. The article substantiates the need to structure the communicative competence of future teachers of foreign languages, highlights the main factors: 1) competence as a scientific and pedagogical category; 2) competence in general and communicative competence in particular are evaluative categories; 3) foreign language communicative competence requires comparative analysis within its structure. The peculiarities of the classifications of competencies offered by different scientists in relation to different areas of training are considered. The analysis of scientific sources on the problem of structuring the communicative competence of future specialists is carried out. The structure of communicative competence of future foreign language teachers is presented in the set of the following components: purposeful, which reflects the level of students’ interest in further growth of their level of communicative competence, on the one hand, and motivated mastery of modern information and communication technologies; cognitive-linguistic component, which is represented by a set of systematic knowledge of a foreign language and methods of its teaching, as well as a course in psychology and pedagogy of higher education; procedural and technological, which allows, on the one hand, development of communicative skills in the field of foreign language communication and teaching foreign languages, on the other – skills and abilities to use modern ICT in the process of learning (and further teaching) foreign languages; reflexive-evaluative, which involves the ability to assess the level of formation of communicative competence of future teachers of foreign languages with the use of modern information and communication technologies, and to implement their own reflection of these processes. The identified and described components of communicative competence are correlated with the list of professional competencies of the specified specialist. We see the prospects for further research in the development and implementation in the practice of higher education institutions of the model of formation of communicative competence of future teachers of foreign languages.