scholarly journals Problem Training in Bilingual Education

2018 ◽  
Vol 50 ◽  
pp. 01105
Author(s):  
Elena Meshcheryakova ◽  
Elena Loktyshina ◽  
Julia Meshcheryakova
Keyword(s):  
Teacher Training ◽  
Bilingual Education ◽  
Professional Training ◽  
Communicative Competence ◽  
Language Skills ◽  
Problem Based Learning ◽  
Local Region ◽  
Teaching Approach ◽  
Training Techniques ◽  
Education Process

The article deals with the problem of bilingual education in professional training. The authors considered the bilingual notion and its development by various scholars, its social and cultural foreground in the local region. The set of competencies including bilingual communicative competence used in the bilingual education process is regarded. The popular teaching approach in the bilingual education is seen as a problem-based learning which states new requirements for constructing mono and dialogic interactions. The authors reveal the theoretical aspects of problem-based learning and describe particular training techniques for language skills for Bachelor students in the process of teacher training bilingual education.

Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

2021 ◽  
Vol 12 (3) ◽  
pp. s071-s084
Author(s):  
Anhelina Roliak ◽  
Hanna Dutka ◽  
Kostyantyn Mylytsya ◽  
Olena Matiienko ◽  
Natalia Oliinyk
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Professional Training ◽  
Tertiary Education ◽  
Problem Based Learning ◽  
Highly Qualified ◽  
Multiple Sources ◽  
Knowledge Based ◽  
Starting Point ◽  
College Programs

Nowadays every European knowledge-based society demands a highly qualified, competent workforce being able to adjust to modern innovative production. To educate such specialists is the aim of contemporary teachers. So efficient and innovative pedagogic education becomes an integral part of the European education system. The article deals with the analysis of problem-based technology in the modern system of Danish teacher training in pedagogical higher educational institutions. Analyzing works of European scientists and problem-based model of teacher education in Denmark, working with university and college programs and documents we came to the conclusion that principles of problem-based technology in professional teacher training are similar in the whole European educational environment and in general they may be described as an approach to learning and instruction that has the following characteristics: 1) the use of problems as the starting point for learning, 2) small-group collaboration, 3) flexible guidance of a tutor, 4) student-initiated learning, 5) time availability for self-study. The findings imply that well-designed problem-based learning may lead to better educational results. Multiple sources in Ukrainian, European, and Danish educational environments at various time points from 1990 till 2020 have been used in data collection for this study. Pedagogic education in Ukraine requires a substantial adjustment at the legislative, structural, and technological levels. European experience in this sphere of teacher education modernization can become a valuable asset of the comparative pedagogic science. This practice will lead to effective technological change in teacher professional training in Ukraine.

scholarly journals THE FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS WITH THE HELP OF PROBLEM-BASED LEARNING

2017 ◽  
pp. 11-16
Author(s):  
Iryna Zadorozhna
Keyword(s):  
Teacher Training ◽  
Problem Solving ◽  
Foreign Language ◽  
Communicative Competence ◽  
Problem Based Learning ◽  
Language Training ◽  
Future Teachers ◽  
Strategic Competence ◽  
Student Autonomy ◽  
Cultural Research

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.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

Influence of Communicative Competence on Peer Preferences in a Preschool Classroom

1994 ◽  
Vol 37 (4) ◽  
pp. 913-923 ◽  
Author(s):  
Bethany L. Gertner ◽  
Mabel L. Rice ◽  
Pamela A. Hadley
Keyword(s):  
Peer Relationships ◽  
Social Acceptance ◽  
Communicative Competence ◽  
Language Skills ◽  
Social Consequences ◽  
Linguistic Competence ◽  
Single Word ◽  
Preschool Classroom ◽  
Communication Ability ◽  
Peer Popularity

Recent research suggests that children’s linguistic competence may play a central role in establishing social acceptance. That possibility was evaluated by examining children’s peer relationships in a preschool classroom attended by children with varying degrees of communication ability. Three groups of children were compared: children with normally developing language skills (ND), children with speech and/or language impairments (S/LI), and children learning English as a second language (ESL). Two sociometric tasks were used to measure peer popularity: positive nominations and negative nominations. Children in the ND group received more positive nominations than the children in either the ESL or S/LI groups. When the children’s positive and negative nominations were combined to classify them as Liked, Disliked, Low Impact, or Mixed, the ND children predominated in the Liked cell, whereas the other two groups of children fell into the Disliked or Low Impact cells. In addition, the PPVT-R, a receptive measure of single-word vocabulary, was found to be the best predictor of peer popularity. The findings are discussed in terms of a social consequences account of language limitations.

Communication Improvement within the Education Process and Emotional Intelligence Development

2015 ◽  
Vol 3 (5) ◽  
pp. 163-175
Author(s):  
Adrian Sonea ◽  
Ovidiu Niculae Bordean ◽  
Eugenia Câmpeanu Sonea
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Educational Process ◽  
Communication Process ◽  
Current Phase ◽  
North West ◽  
Teacher Student ◽  
Education Process

Both the authors’ previous experience and the devoted literature highlight the particular role of teacher-student communication for the quality of graduates’ professional development and education. The research presented herein is based on a sociological survey conducted in a large university from north-west Romania, on more than 600 Economics Master’s students.The chief goal of our research is to determine efficient ways to improve the student training provided by the master programmes in Economics, by means of a better stimulation on the part of the teachers, a more efficient teacher – student communication, a better quality of the teaching materials employed and a greater relevance of the educational content for the particular area of specialisation pursued.After an initial review of the material resulted from the sociological survey, we continued to analyse the results in relation to the tiers of the communication process, the role of groups in the learning process and of the education process in the development of emotional intelligence.Within the current phase of our study, the underlying hypotheses are:(1) The training of Economics and Business Administration students provides them with opportunities of professional specialisation, while developing skills and abilities useful in everyday life.(2) The students’ training in Economics also entails an implicit educational process, which supports the development of their emotional intelligence.(3) Multiculturalism bears manifold benefits, both in terms of specialist professional training and on graduates’ attitudes and behaviour in the social life.This study allowed us to validate the hypotheses and to draw some interesting conclusions for the education of students enrolled in the university surveyed.

scholarly journals Challenges of collaborative education and academic learning in engineering higher education

2020 ◽  
Vol 8 (8) ◽  
pp. 192-202
Author(s):  
Marcelo de Jesus Rodrigues da Nóbrega ◽  
Patrícia Guedes Pimentel ◽  
Flavio Maldonado Bentes
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Collaborative Teaching ◽  
Academic Learning ◽  
Professional Relationship ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Collaborative Education ◽  
Everyday Problems ◽  
Education Process

The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

scholarly journals Podejście zadaniowe (enfoque por tareas) a strategie komunikacyjne w nauczaniu języka hiszpańskiego jako obcego

Neofilolog ◽  
1970 ◽  
pp. 247-256
Author(s):  
Małgorzata Spychała
Keyword(s):  
Language Learners ◽  
Final Section ◽  
Communicative Competence ◽  
Teaching Approach ◽  
Advantages And Disadvantages ◽  
The Common ◽  
Sample Set

The article discusses task-based learning (TBL) in Spanish: enfoque por tareas, which is a teaching approach whose aim is to develop the learner’s communicative competence as well as to help the teacher activate language learners in the classroom – in this case learners of Spanish. The article describes the main objectives of the task and projects defined in the Common European Framework, including the proposed activities designed to fulfill a given task. The final section presents a sample set of lessons following TBL and analyzes the advantages and disadvantages of this approach.

scholarly journals Essence and Structure of the Formation of Communicative Competence of Students

2018 ◽  
pp. 225-237
Author(s):  
Tan Xiao
Keyword(s):  
Interpersonal Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Educational Process ◽  
Preschool Age ◽  
Communication Process ◽  
Professional Activities ◽  
Joint Activities ◽  
Effective Use ◽  
Favorable Conditions

The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities. The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.

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