scholarly journals Teaching Russian abroad: the concept of additional professional training

2021 ◽  
Vol 121 ◽  
pp. 02007
Author(s):  
Elena Mikhailovna Markova ◽  
Alina Aleksandrovna Pozdnyakova ◽  
Elena Romualdovna Laskareva
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Training Programs ◽  
Educational Institution ◽  
Educational Programs ◽  
Training System ◽  
Russian Language ◽  
Point Of View ◽  
Language Teachers ◽  
Foreign Language Teachers

The importance of a qualitative renewal of the additional professional training system for Russian language teachers of foreign schools gives rise to many problems of both theoretical and organizational nature. The following ones are particularly relevant: 1) the determination of professional deficits of teaching staff; 2) the identification of gaps in the current system of additional professional training for Russian as a foreign language teachers; 3) the correction of the identified professional deficiencies through additional educational programs on various directions and degrees of complexity. The solution to these problems is impossible in the absence of the concept of additional professional training system for Russian as foreign language teachers, formed on the basis of an ethno-oriented approach, which involves the development of models of advanced training for teaching specific ethnic groups. Such a concept can be implemented through a system of diagnostic and educational events held remotely in a controlled segment of the Internet (on the platform of a specific educational institution or its autonomous substructure). Since the organization of additional professional training for Russian as foreign language teachers of foreign schools is closely related to the type of educational institution in which the teacher works (national state, national non-state, weekend school, schools under the Russian Orthodox Church, etc.), it is advisable to consider the educational content of advanced training programs from two points of view: 1) from the point of view of the requirements for the training of the contingent of students, 2) from the point of view of the requirements for the personality of the teacher of a particular educational institution. Taking these factors into account is important, since it directly affects the nature of the training content and the technologies used. This study offers the options for modular educational programs for additional training in three fields of activity (subject, organizational, methodological, psychological): 1) the program “Difficult cases of Russian grammar and Russian word usage”, aimed at eliminating gaps in the field of subject competences; 2) the program “Problems of teaching the Russian language in a limited language environment”, aimed at eliminating gaps in the organizational and methodological sphere; 3) the program “Psychological foundations of organizing educational activities in a foreign language”, aimed at eliminating gaps in the field of psychological competencies. Sequential remote implementation of modules included in additional professional training programs will provide access to up-to-date methodological knowledge for a large number of teachers of Russian as a foreign language.

scholarly journals BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION

2019 ◽  
pp. 90-95 ◽  
Author(s):  
Victoriia Dоmina
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Professional Training ◽  
Training System ◽  
Language Teachers ◽  
Foreign Languages ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Language Groups ◽  
Communication Culture

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.

scholarly journals Linguo-sociocultural competence in the structure of the professional training of foreign language teachers

2018 ◽  
Keyword(s):  
Cultural Studies ◽  
Cultural Competence ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers

The article is devoted to the analysis of the role and the place of linguo-sociocultural competence in university teaching of the language and preparation for professional work of foreign language teachers, in particular, Chinese teachers of the Russian language. The invariant and variable aims of education and the communicative needs of students-philologists – future teachers in the current branches of communication are formulated: professional, socio-cultural, business, socio-political and colloquial. The modern points of view on the structure of professional competence of future foreign language teachers, the place of linguistic and socio-cultural competence in its structure are analyzed. The result of mastering a foreign language by this contingent of students should be an integrative communicative competence, which is a complex of key competencies: linguistic, conversational, socio-cultural and professional. The role of mastering the aspects of the language system, productive and receptive types of speech activity in the process of forming the professional skills of students in communication and studying in the socio-cultural sphere is described. Cultural studies components of the educational process organization are emphasized. The training of linguistic and socio-cultural competence should be carried out within the framework of the culturological approach. The most developed in the methodology aspect of this approach is linguistic and cultural studies. The linguistic-cultural knowledge, abilities and skills of foreign languages future teachers are systematized. The analysis of the main data formation of linguistic and socio-cultural competence is carried out on the example of the organization of the teaching Russian to Chinese students. Methodical solutions for the formation of professionally oriented linguistic and socio-cultural competence based on its cognitive-active model are proposed.

scholarly journals Standards of Foreign Language Teachers’ Professional Training: Prospects and Foreign Experience

2018 ◽  
Vol 8 (3) ◽  
pp. 7-19
Author(s):  
Olesia Sadovets ◽  
Natalya Bidyuk
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Role Model ◽  
Training Programs ◽  
Language Teachers ◽  
National Standards ◽  
Foreign Language Teachers ◽  
Theoretical Substantiation ◽  
Teachers Training ◽  
Different Levels

Abstract The article deals with an urgent issue of necessity to enhance professional training of future foreign language teachers. It has been substantiated that the only way to assess its quality is to use a set of professional standards. Theoretical substantiation of the standards elaborated by TESOL, as well as their step-by-step process of elaboration, have been studied. These standards served as a model for developing standards of foreign language teachers’ professional training in other countries. On their basis the standards of foreign language teachers’ professional training, as well as indicators of teachers’ performance for each of them, have been formulated as a role model for other countries which pay special attention to foreign language teachers’ training. The main difficulties of the standards implementation have been defined, as well as their possible solutions. One of the most urgent issues raised in the article is the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them. Conclusions about productivity and efficiency of the conducted research can only be made after the standards approbation throughout the complete foreign language teachers’ training program that is 4-6 years (depending on the degree - Bachelor or Master). Still, at this stage of our research it is quite clear that one of the possible solutions to the problem of the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them is involvement of stakeholders of different levels to elaboration of the standards (from future teachers to educational authorities). The practical value of the presented material is that it can be used by other countries for elaborating their own national standards.

scholarly journals PROFESSIONAL TRAINING OF TEACHERS OF HUMANITIES IN HIGHER EDUCATION INSTITUTIONS IN GERMANY

2021 ◽  
pp. 25-28
Author(s):  
Anna Kozemirova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Educational Institutions ◽  
Foreign Language Teachers ◽  
Pedagogical Training ◽  
Basic Competencies ◽  
Main Material

The article is devoted to the topical problem of professional training of teachers of humanities in higher education institutions in Germany. The problems and features of basic competencies that are formed in teachers of humanities in training in higher education institutions are considered. Objectives of the study: to investigate the professional training of teachers of humanities; consider the structure of higher education institutions in Germany; to analyze the presentation of the main material on the professional training of teachers of higher education institutions in Germany. Based on the study of domestic and German scientific sources, it was found that the attention of researchers focused on the study of the development of higher education, the origin and formation of pedagogical education in Germany; theories and practices of teacher training in Germany; comparative pedagogy. The study found that the training of foreign language teachers in Germany is based on ancient traditions and is closely linked to the peculiarities of the development of school education in the country; dissemination and teaching of foreign languages; opening of modern languages in universities of philological specialties; typology of educational institutions. It was found that the system of training foreign language teachers in Germany has gone from the training of a classical philologist to a thorough philological and psychological-pedagogical training.

scholarly journals Multimedia Technologies as a Means of Increasing the Effectiveness of Professional Training of Future Foreign Language Teachers

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 30-39
Author(s):  
Tetiana Boyko ◽  
◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Professional Activity ◽  
Foreign Language Teachers ◽  
Multimedia Technologies

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.

scholarly journals Methods for identifying communicative and organisational skills in professional training of future foreign language teachers by tools of modern informational technologies

2021 ◽  
Vol 16 (1) ◽  
pp. 317-327
Author(s):  
Vita P. Bosa
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Modern Information Technology ◽  
Language Communication ◽  
Communication Activity ◽  
Psychological Difficulties ◽  
Psychological Features ◽  
Selection Of

The purpose of the article is devoted to the problem of researching the level of formation of communicative and organisational skills in the professional training of future foreign language teachers by tools of modern information technology (IT). Based on the analysis of the problem of professional training of foreign language teachers by means of modern IT, the state of development of methods for identifying communicative and organisational abilities of future foreign language teachers and features of the process of their training for foreign language communication activity by instruments of modern IT was clarified. According to the results of the analysis of the problem, it was noted that the majority of students who communicate in a foreign language have psychological difficulties and have communicative and organisational barriers due to their psychological characteristics. The selection of methodological tools for the study of professional training of future foreign language teachers by instruments of modern IT followed the described criteria and indicators of the formation of communicative and organisational skills. Keywords: Communication and organisational skills, means of modern IT, standardised methods, individual psychological features

scholarly journals PRZYGOTOWANIE DO TWÓRCZOŚCI PEDAGOGICZNEJ W KSZTAŁCENIU WSTĘPNYM NAUCZYCIELI JĘZYKÓW OBCYCH

Neofilolog ◽  
2019 ◽  
pp. 205-217
Author(s):  
Elżbieta Jastrzębska
Keyword(s):  
Foreign Language ◽  
Professional Identity ◽  
Creative Process ◽  
Personal Development ◽  
Professional Training ◽  
Language Teachers ◽  
Creative Activity ◽  
Foreign Language Teachers ◽  
The Subject ◽  
New Strategies

Creativity in teaching in the subject literature can be divided into three categories: the creative process, the product and the support of the development of creative activity in students. Not only is creativity important for the teacher today but also it is an essential part of his or her professional identity. In XXI century pedeutology [a branch of educational theory] the vision is of an open-minded and autonmous teacher, a reflective practitioner who is prepared to create his or her own new strategies to function in educational situations which are constantly changing. This educator effectively supports the personal development of the student and their process of learning. For this reason, creativity in teaching should also be one of the principal objectives of the professional training of the foreign language teachers, which in turn poses important questions. The notion of creativity in teaching, its scope and how it can be prepared for during the aca-demic training of the foreign language teachers are the subjects of the article.

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