Training Foreign Language Teachers To Provide Safety In Professional Activities

2018 ◽  
Author(s):  
T. V. Dymova
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Professional Activities

scholarly journals THE MODERN TRENDS IN FUTURE FOREIGN LANGUAGE TEACHERS` TRAINING TO ICT USAGE IN THEIR FUTURE CAREER

2017 ◽  
Author(s):  
Vladimir Proshkin ◽  
Oksana Glushak ◽  
Nataliia Mazur
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Information And Communications Technologies ◽  
Foreign Language Teachers ◽  
Reading And Writing ◽  
Professional Activities ◽  
Communications Technologies

The analysis of competences that should be formed in the future foreign language teachers by the tools of modern information and communications technologies is presented by the authors. It is been determined that generic (core) competences include: informatics, informational, organizational and methodological competences; profile (specific) competences include the abilities of information and communications technologies usage for such pupils` skills forming as: listening, speaking, reading and writing. The program of electronic study course to support the realization of above-mentioned task is presented. The purpose of the program is to create a modern level of informational and computer culture, acquiring practical skills of application information technologies by teachers and philologists in order to increase the efficiency of the educational process; students of philological specialties and their preparation for the pedagogically effective use of information technology training in further professional activities. The content of the program modules has been given. Module 1. Network technologies in foreign languages, module 2. Office technologies in foreign languages, module 3. Multimedia technologies. The stages of using ICT in education have been identified, they are search, analysis and research of information, software, methodological resources for a lesson preparation with the further discussion; planning of organizational and methodological measures aimed at achieving goals and objectives of a certain lesson type; developing information materials according to the topic and type of lesson using ICT tools; assessment of future foreign language teachers readiness for the introduction of informational materials on the basis of software resources into the learning process. The usage of ICT for listening, speaking, reading and writing skills forming is demonstrated on the examples of software, on-line services and various podcasts.

scholarly journals ЗАОХОЧЕННЯ ЯК МЕХАНІЗМ ВПЛИВУ НА ПРОФЕСІЙНЕ САМОВДОСКОНАЛЕННЯ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ КРАЇН ЄВРОПЕЙСЬКОГО СОЮЗУ

2020 ◽  
pp. 219-228
Author(s):  
Олександра Борзенко ◽  
Keyword(s):  
Higher Education ◽  
European Union ◽  
Foreign Language ◽  
Language Teachers ◽  
The European Union ◽  
Foreign Language Teachers ◽  
Additional Payments ◽  
Professional Activities ◽  
European Union Countries ◽  
Motivational Process

Recently, the importance of international cooperation in education, the use of the best practices of higher education institutions in the European Union, the development of pedagogical skills and professional activities to organize the process of foreign language teaching has been growing, so the issue of encouragement as a mechanism of influence on the professional development of foreign language teachers is relevant. It is noted that organization of higher education in the European Union has both much in common and in different. It is stated that the professional development of foreign language teachers in the European Union is a dynamic and continuous process that lasts throughout their activities. An important place is given to the motivation of teachers to self-improvement in order to achieve the highest level of professionalism. Teachers’ self-improvement allows them to deepen their professional competence by understanding the social and cultural dimensions of education, based on their own needs and requirements of society. It is determined that any culture finds its unique reflection in the language, as well as in the study of the cultural heritage of the people, which is enshrined in their language as a reflection of the spiritual world of humans and their culture. It is emphasized that an important role in the motivational process of encouragement as a mechanism for influencing the professional selfimprovement of foreign language teachers is played by the current system of encouragements in each European Union country. Encouragement systems reflect both the professional activity of an individual and the historical development of the country. Encouragement is a positive stimulating effect on the needs, interests, consciousness, will, behavior of foreign language teachers, as well as on the results of their work. Encouragement arouses the interest of the individual in obtaining certain social benefits and is used in cases of achieving results in own professional activities. Encouragement is used for successful performance of professional duties, important tasks, long-term work and is a mechanism of influence on the development of professional self-improvement. The analysis of scientific works on the problem under research shows that in the European Union countries national educational traditions are combined, that the motivational process for self-improvement depends on individual characteristics, age, pedagogical experience, scientific degree, position and is encouraged by the relevant stimulating moral (expression of gratitude, rewarding with certificate of appreciation, etc.) and material (rewarding with a gift, additional payments, financial awards, grants, etc.) systems of payment for work. The system of additional payments is non-uniform not only in the universities of different European Union countries, but also within a specific higher education institution. Teachers can be nominated for state awards for outstanding merit to the country. State awards are the highest form of recognition for high merit in the development of education, science, economy, culture. State awards are established exclusively by the laws of each country.

scholarly journals THE ROLE OF MEDIA EDUCATION IN THE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS

2021 ◽  
Author(s):  
Victoria Barkasi ◽  
◽  
Tetiana Filippyeva ◽  
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
Language Teachers ◽  
Media Education ◽  
Educational Technologies ◽  
Foreign Language Teachers ◽  
Rational Use ◽  
Professional Activities ◽  
The Future

The aim of the article is to study the advantages of media education technologies in the training of future foreign language teachers due to the fact that the current stage of society highlights the education of the individual who must effectively select and concentrate information, process it and create new, separate useful from unnecessary ways and programs for their solution. Therefore, today it is not enough to use video, audio, press and information and communication technologies when teaching future foreign language teachers only for the development of oral and written speech. It is necessary to pay attention to the development of visual and critical media literacy of students, based on the main objectives of media education. The article considers the problems of formation of professional competence of the future teacher of a foreign language by means of media education. The author analyzes the principles and functions of media education as the main components of professional media education of the future foreign language teacher. The peculiarities of the introduction and rational use of the latest media educational technologies in the professional training of future foreign language teachers are revealed. Their influence on the educational process and the need to update the role of the teacher in modern conditions of pedagogical activity are analyzed. The relevance of the article is determined by the dynamic trends in the introduction of media in the educational process. The integrated use of media education technologies motivates future foreign language teachers to master their profession, gives them the opportunity to acquire and develop new skills and abilities. The inclusion of the study of media education technologies in the initial program of the Faculty of Foreign Languages will promote the rational use of media education in future professional activities, critical evaluation of information, the ability to analyze and recognize media texts, and learn about new trends in teaching their subject. Improving knowledge in the field of media educational technologies, acquiring knowledge of pedagogical development of personality and awareness of the role and place of teachers in the educational process provides an opportunity to intensify and motivate student learning activities and gain initial pedagogical experience.

scholarly journals COMMUNICATIVE APPROACH TO FORMING FUTURE FOREIGN LANGUAGE TEACHERS’ GRAMMATICAL COMPETENCE

2021 ◽  
Vol 1 (193) ◽  
pp. 461-465
Author(s):  
Olena Hladka ◽  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Integrated Approach ◽  
Language Teachers ◽  
Grammatical Structure ◽  
Foreign Language Teachers ◽  
Professional Activities ◽  
Grammatical Competence ◽  
Grammatical Skills ◽  
Communicative Approach

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.

scholarly journals Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research)

2017 ◽  
Vol 7 (4) ◽  
pp. 89-97
Author(s):  
Olesia Sadovets
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Professional Learning ◽  
Continuous Professional Development ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
British Council ◽  
Professional Activities ◽  
Academic Achievements ◽  
Teachers Professional Development

Abstract Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers’ professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities that are in need of improvement and introduce appropriate strategies of their own professional development has been characterized. Direct connection between continuous teachers’ professional development and the level of students’ academic achievements has been stressed. Key characteristics of effective professional development have been defined, namely: being correspondent to actual needs of teachers and students; teachers’ involvement into the decision making concerning the content and the fulfillment of professional development; provision of cooperation and teachers’ experience exchange; collegiality presupposing common work of teachers and educational establishments in general; practicality, that is the fulfillment of professional development directly in the process of teachers’ work in class; obligatory character of professional development as indispensable part of teachers’ work; constant reflection and research; prioritizing academic achievements of students as the main stimulus for professional learning of teachers; continuity of professional development and its consideration not as separate forms of work. Modern widely used forms of teacher professional development have been analyzed, namely: self-education, common lessons planning with their further analysis; professional discussions concerning new teaching techniques and the appropriateness of their application; reflexive groups for teaching experience exchange and lessons analysis (video recording of lessons or students’ works), observation/attending teachers’ lessons with their further discussion in constructive form and without formal evaluation; participation in professional learning communities to solve urgent issues concerning school work and teachers’ professional activities; common work of teachers with curricula for detailed studying of problematic issues and their elimination; common teachers’ elaboration of learning materials for definite groups of students; participation in mentoring programs; work in online educational communities It has been proved that modern professional development of foreign language teachers shifts its focus from the competency of a teacher to the level of students’ academic achievements which is the direct indicator of a teacher’s competency.

scholarly journals Professional pedagogical listening competence as an indispensable component of foreign language teacher’s professional training

2021 ◽  
pp. 98-107
Author(s):  
Liliya A. Ibragimova ◽  
Alexandra E. Sarapulova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Scientific Literature ◽  
Subject Area ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Professional Activities ◽  
Communication Activity ◽  
Special Concern ◽  
Definition Of

The article is devoted to the exploration of the characteristics of pedagogical listening being an essential part of the foreign language teachers communication activity and requiring special concern within the system of future professionals training. The study aims to make a case for the need for the pedagogical listening competence to be subjected to focused development during the foreign language teachers professional training. The first part of the article provides the definition of professional pedagogical listening and an analysis of the functions and peculiarities of teachers listening covered in the Russian and foreign scientific literature. The assumption is made that pedagogical listening has its own specifics based on the teachers subject area. The second part of the paper describes the function and peculiarities characteristic of the foreign language teachers listening. As a result, a number of features inherent to the foreign language teachers listening were highlighted. The analysis revealed that those features bring about some difficulties associated with the pedagogical listening implemented by a foreign language teacher, which requires the teacher to have special skills. The results suggest that the pedagogical listening competence requires focused development during the foreign language teachers professional training. The training process containing the components aimed at the development of that competence will provide higher quality training of future professionals and increase graduates capacity to perform their professional activities. The implementation of the task apparently calls for the development of proper scientific and methodological support, which should be considered as one of the promising lines of research on this field.

scholarly journals Axiological Aspects of the Implementation of Russian Language Policy in Professional and Methodological Training of Foreign Language Teachers

2019 ◽  
pp. 32-43
Author(s):  
A.V. Malev ◽  
S.V. Chernyshov
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Education ◽  
Foreign Language Education ◽  
Russian Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
Cultural Concepts

The article considers the language as the value of human existence and ethno-cultural society, which determines the importance and significance of language policy of states. The article reflects the main directions of the language policy in Russia with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the field of foreign language education. The article presents the survey results among the students of Moscow Pedagogical State University, studying in the direction of training 44.03.01 “Pedagogical education”, which allowed to identify the degree of readiness of the students to implement the Russian language policy in their future professional activities. In conclusion, the authors propose to highlight the basic linguistic and cultural concepts in professional and methodological training of foreign language teachers and the main axiological guidelines at each level of higher education, ensuring the full implementation of language policy in foreign language education in Russia.

scholarly journals Problems of teaching a foreign language to younger children with mental retardation in the context of inclusive education and ways of their solutions

KANT ◽  
2020 ◽  
Vol 36 (3) ◽  
pp. 354-358
Author(s):  
Larisa Panova ◽  
Elena Kirichenko
Keyword(s):  
Mental Retardation ◽  
Secondary Schools ◽  
Foreign Language ◽  
Inclusive Education ◽  
Education System ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Professional Activities ◽  
Education Environment ◽  
Inclusive Processes

The article is devoted to topical problems of teaching a foreign language to children with mental retardation in secondary schools. Foreign language teachers face many difficulties in their professional activities in an inclusive education environment. As a result, the development of inclusive processes in the education system is delayed. The authors of the article consider these problems and suggest ways and means to solve them.

scholarly journals PROFESSIONAL TRAINING OF FOREIGN LANGUAGE TEACHERS: TODAY’S GLOBAL REALITIES

2020 ◽  
Vol 1 (17) ◽  
pp. 53-56
Author(s):  
Larisa Koroliova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Professional Activities ◽  
New Type ◽  
The Media ◽  
Tv Shows ◽  
New Generation ◽  
The Brain

This paper addresses to common problems of training a generation of students with clip thinking, fluent in IT‑technologies and modern gadgets. This generation grew up surrounded by constantly improving digital technologies, accompanied by the media, which constantly provides the viewer with information mainly of entertaining or intimidating nature (talk shows, sitcoms, TV shows, contests, games, constantly interrupted by commercials, news, etc.). As a result, the brain is rebuilt, adapting to reality, and a new type of thinking arises – the socalled ‘Clip thinking’, which is characterized by fragmentation, non-linearity, emotionality, quick switching from one topic to another, illogicality. In accordance with this, the features of students’ thinking, over the years of rapid technological progress and the development of the media, have acquired new characteristics. Unlike the previous generation with digital thinking, which is characterized by rationality, ability to think algorithmically and multitasking, students with clip thinking need new approaches in teaching and preparing them for future professional activities. Given the above, it is necessary to create a new teaching technology that will contribute to the quality training of a new generation of future foreign language teachers.

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