scholarly journals PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING

2020 ◽  
Vol 2 ◽  
pp. 326
Author(s):  
Elena Smirnova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Multicultural Education ◽  
Teaching Practice ◽  
Social Role ◽  
Educational Process ◽  
Professional Activity ◽  
Language Teacher ◽  
The Social

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. 

Development of ecological culture of an individual in a multicultural environment.

2020 ◽  
Vol 89-90 (4-5) ◽  
pp. 102-115
Author(s):  
Natalia Evstafyeva ◽  
◽  
Irina Wagner ◽  
Yulia Grishaeva ◽  
◽  
...  
Keyword(s):  
Multicultural Education ◽  
Social Role ◽  
Modern Society ◽  
Russian Society ◽  
Multicultural Environment ◽  
The People ◽  
The Social ◽  
Ecological Culture ◽  
Methodological Aspects

The article deals with methodological aspects of the development of ecological culture of schoolchildren in a multicultural educational environment. The authors identify two acute problems in modern society – multiculturalism and ecology. The Russian Federation is a multicultural country. Multicultural education is aimed at preserving the diversity of Russian society, carries the potential and tool for protecting ethnic and national communities in a multi-ethnic Russia, promotes the integration of all territorial-economic, political and national-cultural communities into a single Russian nation, allows a person to adapt to a multicultural world, helps a person understand himself and the people around him and promote the social role of a cultural person in society. The authors consider the relationship between multiculturalism and ethnopedagogy, identify the main pedagogical approaches and principles of development of multicultural education. The article notes the importance of integration of two significant areas in education and in the world - ethnology and ecology. Together they make an ethno-cultural module and an eco-cultural module which form the values for the society sustainable development. The possibility of using the technology of project activity through the implementation of ethno-ecological projects of students is considered. The authors note that ethnoecological projects on the dominant activity of students can be of different directions: research, educational, creative or practical ones. The most effective way to work on projects is through the implementation of a system of eco-oriented multicultural project weeks. Authors pay an important attention to the projects aimed at studying the ethnoecological traditions of the native land, the peculiarities of its geography, climate, natural landscape, flora and fauna, reflected in folklore, folk crafts, cults, rituals, holidays, legends, myths, etc.

scholarly journals EWALUACJA ROLI SPOŁECZNEJ NAUCZYCIELI JĘZYKA NIEMIECKIEGO W KONTEKŚCIE ZABURZENIA STABILIZACJI ZAWODOWEJ

Neofilolog ◽  
2019 ◽  
pp. 227-247
Author(s):  
Ewa Papierz-Łapsa
Keyword(s):  
Technological Progress ◽  
Role Model ◽  
Social Role ◽  
Educational Process ◽  
Foreign Languages ◽  
World Culture ◽  
The Social ◽  
The World ◽  
Changing Role

In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL). The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustratethe disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.

scholarly journals AXIOLOGICAL POTENTIAL OF RUSSIAN PROVERBS: ON THE ISSUE OF FORMATION OF LINGUISTIC AND CULTURAL COMPETENCE FOR INTERNATIONAL STUDENTS

2021 ◽  
pp. 164-170
Author(s):  
Марина Ивановна Журина
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Foreign Student ◽  
Basic Element ◽  
Educational Process ◽  
Folk Culture ◽  
Mental Picture ◽  
Folk Traditions ◽  
High Degree

Настоящая статья посвящена вопросу использования пословицы, уточнению ее роли в обучении русскому языку как иностранному. В работе применяется аксиологический подход к изучению афористического жанра. Знакомство с пословицей как средоточием ценностных, эстетических ориентиров способствует развитию коммуникативных навыков, формирует представление о русской культуре, ее своеобразии, народных традициях и обычаях, особенностях русского характера. Поэтически закрепляя ментальную картину народной культуры, обнаруживая аналоги в языках разных народов, пословица неизменно привлекает внимание ученых-филологов. Актуальность исследования определяется ценностно ориентированным аспектом изучения народных афоризмов в структуре уроков русского языка как иностранного, соответствующим гуманизирующей роли современного образовательного процесса. В статье рассматриваются пословицы о языке как одной из основополагающих составляющих ценностного мира и особенно интересные всем любителям словесности. Народные изречения расширяют словарный запас обучающихся, сочетают лексические единицы различной стилевой принадлежности, закрепляют необходимость бережного отношения к слову, укрепляют мотивацию к освоению языка. Включение пословиц в уроки русского языка как иностранного является базовым элементом формирования лингвокультурологической компетенции обучающихся. Знание пословичных выражений, умение уместно употреблять их в различных контекстах свидетельствует о высокой степени коммуникативной активности студента-иностранца, делает его речь более естественной и образной. This article is devoted to the issue of using the proverb, clarifying its role in teaching Russian as a foreign language. The work employs an axiological approach to the study of the aphoristic genre. The proverb as a focus of value and aesthetic orientations contributes to the development of communication skills, forms an idea of Russian culture, its originality, folk traditions and customs, and the peculiarities of the Russian character. Poetically fixing the mental picture of folk culture, revealing the analogs in the languages of different peoples, the proverb invariably attracts the attention of philologists. The relevance of the research is determined by the value-oriented aspects of the study of folk aphorisms in the structure of RFL lessons, which correspond to the humanizing role of the modern educational process. The article deals with proverbs about language as one of the fundamental components of the value world and is especially interesting for all lovers of literature. Folk sayings expand the vocabulary of students, combine lexical units of various styles, reinforce the need for careful attitude to the word, strengthen the motivation of learning the language. The inclusion of proverbs in the lessons of the RFL is a basic element of the formation of linguistic and cultural competence of students. Knowledge of proverbial expressions, the ability to use them appropriately in various contexts indicates a high degree of communicative activity of a foreign student, makes his speech more natural and imaginative.

PERSONAL-ORIENTED DEVELOPING FOREIGN LANGUAGE EDUCATION

2020 ◽  
pp. 83-92
Author(s):  
И.И. Бурлакова
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Education ◽  
Professional Community ◽  
Foreign Language Education ◽  
Educational Process ◽  
Modern Concept ◽  
Professional Activity ◽  
Intellectual Activity ◽  
Language Teacher

Постановка задачи. Научно-методологической основой современной концепции высшего образования выступает синергетическое единство классических и современных психолого-педагогических подходов. Современное высшее образование ориентировано на приобщение молодого человека к фундаментальным знаниям, на формирование практических умений в будущей профессиональной деятельности и подготовку его к обучению на протяжении всей жизни. Однако современное образование мало ориентировано на жизненное и профессиональное самоопределение студента. Выводы. Комплексное использование в учебном процессе личностно-ориентированных технологий позволяет стимулировать развитие личностного потенциала, умственную деятельность, «запускает» развитие познавательных процессов, способствует формированию компетенций, необходимых будущему учителю иностранного языка. Личностно-ориентированное иноязычное обучение в вузе будет способствовать снятию страха будущего учителя перед школой, перед современными детьми и будет способствовать безболезненному вхождению молодого учителя иностранного языка в профессиональную деятельность и профессиональное сообщество. The scientific and methodological basis of the modern concept of higher education is the synergetic unity of classical and modern psychological and pedagogical approaches. Modern higher education is focused on introducing a young person to fundamental knowledge, on forming practical skills in future professional activities and preparing them for lifelong learning. However, modern education is not focused on the life and professional self-determination of the student. The integrated use of personal-oriented technologies in the educational process in the process of teaching a foreign language stimulates personal and intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future foreign language teacher should possess. Personal-oriented foreign language education at the University will help to remove the fear of the future teacher before school, before modern children and will contribute to the painless entry of a young foreign language teacher into the professional activity and professional community.

scholarly journals Political-ethical skill development in nursing undergraduates

2013 ◽  
Vol 47 (5) ◽  
pp. 1203-1210 ◽  
Author(s):  
Maria Dyrce Dias Meira ◽  
Paulina Kurcgant
Keyword(s):  
Social Role ◽  
National Curriculum ◽  
Educational Process ◽  
Undergraduate Nursing ◽  
Analysis Technique ◽  
The Social ◽  
Curriculum Guidelines ◽  
Religious Teaching ◽  
Ethical Skills

This research aimed to identify political-ethical skills developed in a training process compatible with the expected profile set by the National Curriculum Guidelines for the Undergraduate Nursing Degree. A case study was conducted with units represented by 32 former students from a particular religious teaching institution who already were in the job market. The content of the interviews was analyzed using the thematic analysis technique, which resulted in the following categories: "Political-ethical skills in the formative process" and "Political-ethical skills as a product of the educational process." From the former students’ perspective, these categories reinforced the social role of the nurse and the need for students to be reflective, understanding and participative in the transformation of society.

scholarly journals THE ROLE OF FOREIGN LANGUAGE IN THE FORMATION OF PROFESSIONAL MOBILITY IN THE TRAINING OF FUTURE SPECIALISTS IN NON-LINGUISTIC UNIVERSITIES

2021 ◽  
pp. 164-170
Author(s):  
Halyna Bondar ◽  
Inna Nesterenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Education ◽  
Language Education ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Mobility ◽  
Language Communication

The article considers the problem of the formation of professional mobility in the training of future specialists in non-linguistic universities, which has recently gained particular relevance due to the growing role of foreign language communication in the professional activities of future specialists.The requirements of higher education aimed at training competitive future specialists are taken into account. Foreign language education today becomes at the same level with professional education, integrates with it and significantly affects the success and competitiveness of future specialists in the labor market. This circumstance underlines the need to change the purpose, content, process and form of organization of the educational process of foreign language teaching. Actuality of the research topic is a result of the modernization of higher education and aimed at finding effective ways to train future specialists, meeting all the latest requirements of the labor market.The concept of “professional mobility” is considered. The role of foreign language in the formation of professional mobility in the training of future specialists in non-linguistic universities in the context of professional mobility is analyzed, the opportunities offered for higher education future specialists with foreign language skills are described.Modern higher education, as a channel of professional mobility, can help future specialists in vocational and personal development with professional mobility to become competent future specialists, creating specific pedagogical conditions and, thereby, the basis for their self-realization in the difficult social, economic, political conditions of society. Keywords: foreign languages, training, professional mobility, future specialists, non-linguistic higher education institution, formation of professional mobility, competitive future specialists, foreign language communication, professional activity.

scholarly journals Implementation of a Teacher̕ s Individual Style in the Process of Foreign Language Instruction

2020 ◽  
pp. 149-165
Author(s):  
Margarita Ariyan ◽  
Keyword(s):  
Foreign Language ◽  
Personal Characteristics ◽  
Informed Choice ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Professional Activity ◽  
Language Teacher ◽  
Training Tool ◽  
Individual Style

The article deals with the problem of implementing an individual style of teacher activity in the process of foreign language instruction. The purpose of the article is to raise awareness of the need to correlate professional qualities, temperament, and individual style of teacher activity with specific properties and teaching potential of various means and technologies in foreign language teaching. It is noted that the productivity of a teacher’s activities depends on how successfully her individual intellectual, emotional, and other characteristics are harmonized with the nature of the pedagogical tasks she undertakes. The ability of a teacher to make an informed choice of tools and teaching technologies presented in modern methodological literature is associated with formation of a number of professional skills: the ability to evaluate the methodological potential of a given training tool or technology; to analyze a textbook based on selected criteria: to take into account the learning conditions and characteristics of students, etc. Internal reflection that allows the teacher to become aware of her own mental characteristics can provide an important criterion for choosing methods, techniques, and technologies that are organic for the teacher. The article considers various individual styles of activity, largely determined by the characteristics of a teacher’s temperament, and the author concludes that they need to be taken into account when choosing means and technologies for training. The ability to reflect on one’s own psychological characteristics and to develop an individual style of teaching is thus seen as a most important professional quality of a foreign language teacher. The article presents a thorough analysis of the issue, complete with practical and theoretical provisions related to employing professional and personal characteristics of a foreign language teacher in the educational process. It is stated that the effectiveness of a teacher’s professional activity is determined not only by her methodological training but also by her ability to resolve contradictions between her own natural tendencies, personal characteristics, and the nature of situations that take place in the educational process. The article considers various individual styles in terms of performance and identifies both the factors that determine the individual style of the teacher and aspects of the teacher’s professional activity that depend on the chosen style of teaching. In conclusion, the author emphasizes the importance and urgency of researching and developing practical ways for teachers to choose the optimal type of the learning process within given conditions, taking into account the needs of students and the characteristics of their own personality.

scholarly journals Ethno-Cultural Competence of Foreign Language Teachers for General Education Institutions (On Example of the Republic of Sakha (Yakutia))

2020 ◽  
pp. 43-50
Author(s):  
Vera Erimeevna Neimokhova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Multicultural Education ◽  
General Education ◽  
Personal Development ◽  
Language Teachers ◽  
Ethnic Culture ◽  
Language Teacher ◽  
The Republic ◽  
Cultural Dialogue

In the article, the author defines the concept of ethno-cultural competence of a teacher, his or her ability to organize a dialogue of original cultures. The purpose of the article is to study the concept of ethno-cultural competence of a foreign language teacher in the context of intercultural communication. Methods: consideration of the provisions of materialistic philosophy on the harmony of national, interethnic and universal and dialectical unity of form and content; analysis of the main provisions of the competence approach, theories and practices of personal development; review of philosophical, cultural, sociological, psychological and pedagogical provisions. The theoretical basis consists of the ideas of prospects for development and formation in the system of moral and ethical priorities, the ideas of socio-cultural modernization of education, multicultural education and upbringing, ethno-cultural education, and the theory of cultural dialogue. As a result of the analysis, the author concludes that the training and upbringing of a globally thinking citizen who knows the cultures and traditions of his or her people is achieved in the process of interaction of a foreign language teacher with representatives of various original cultures. According to the author, only in this case the teacher can improve his or her skills and develop competencies in the field of ethnic culture. The author sees a possible solution to the issue of developing the ethno-cultural competence of teachers in the creation of training sites and offers a number of pedagogical tutorials on the research topic. The key point is to train competent teachers who are able to arouse students' curiosity about their native ethnic culture and take into account the possibilities of interaction, mutual respect, and interpenetration of cultures.

scholarly journals The use of digital tools in foreign language training of students

2021 ◽  
Author(s):  
Л.А. Метелькова ◽  
Е.Г. Хрисанова ◽  
Е.В. Фролова
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching Practice ◽  
Educational Process ◽  
Foreign Languages ◽  
Digital Tools ◽  
Professional Activity ◽  
Language Training ◽  
Current State

Актуальность исследования обусловлена многими факторами. Во-первых, в настоящее время цифровые инструменты начинают занимать значительное место в процессе обучения разным дисциплинам как в системе среднего, так и высшего образования. Во-вторых, их использование обусловлено не простым желанием педагога разнообразить занятие или сделать его более эффективным, а само состояние общества делает их внедрение в образовательный процесс необходимым и иногда, единственно возможным. Цель статьи заключается в обосновании эффективности использования современных цифровых инструментов в иноязычной подготовке обучающихся. Авторами проанализировано современное состояние исследуемой проблемы в отечественной и зарубежной педагогике и методике обучения иностранным языкам. Статья предназначена для учителей иностранных языков, а также студентов педагогических вузов, будущих учителей, для использования во время педагогической практики и в профессиональной деятельности. The relevance of the study is due to many factors. Firstly, nowadays digital tools are beginning to take a significant place in the learning process in various disciplines, both in the system of secondary and higher education. Secondly, their use is not due to a simple desire of the teacher to diversify the lesson or make it more effective, but the very state of society makes their introduction into the educational process necessary and, sometimes, the only possible one. The purpose of the article is to substantiate the effectiveness of the use of modern digital tools in foreign language training of students. The author analyzed the current state of the problem under study in domestic and foreign pedagogy and methods of teaching foreign languages. The article is intended for teachers of foreign languages, as well as students of pedagogical universities, future teachers, for use during teaching practice and professional activity.

scholarly journals Special features of professional activity of the foreign language teacher in higher educational establishment

2020 ◽  
Vol 8 (2) ◽  
pp. 5
Author(s):  
A. N. Shamov ◽  
O. M. Kim
Keyword(s):  
Higher Education ◽  
High School ◽  
Foreign Language ◽  
Educational Process ◽  
Foreign Languages ◽  
Professional Activity ◽  
Training And Education ◽  
Language Teacher ◽  
Educational Establishment ◽  
Higher Educational

Introduction. The staff of Secondary and Higher Educational establishments start training as  students of one of pedagogical universities and this training continues throughout all their professional life. A foreign language teacher ins not an exception. The objective of a higher educational establishment is to provide the foreign language teacher with profound background in several directions, necessary in his professional activity. These concepts include: 1) concepts in linguistics; 2) concepts in psychology and pedagogics; 3) concepts in lingvo-didactics. concepts from the above mentioned scientific spheres are further supported within the framework of self-teaching activities and postgraduate education, they are  clarified and enriched with  new concepts and meanings, new data obtained from the modern teaching, psychological and methodological research.Materials and Methods. A wide range of research methods (general scientific and special) were used within the framework of the research. The authors of the study widely used the following  methods of research: 1) an analysis of the scientific literature on training staff for secondary and higher education; 2) analysis of existing educational systems for  teachers training; 3) monitoring the professional work of foreign language teachers;4) testing methods for teachers studying at training courses in the Nizhny Novgorod Institute of Education Development; 5) methods of linguistic descriptions of professional concepts and terminology related to training and education by means of  foreign language; 6) survey; 7) monitoring of pedagogical activity of the foreign language teacher and its analysis; 8) Discussions with the management of educational institutions, where the teacher is working.Results. The following scope of scientific work has been performed as a result of the survey 1) The psychological and didactic features of activity of the future foreign language teacher in the school environment and the higher education institution have been defined; 2) significant range of professional teaching concepts that are important for the efficient organization of educational process in the sphere of language in schools and universities has been revealed; 3) conditions under which bachelors and post-graduate students  master  methodological concepts within their systematic training in high school have been described; 4) special methodological terms explicating professional and methodological ideas and meanings that are important for the teaching of the discipline "Foreign Language", in the organization of educational, cultural and educational activities of the teacher by means of a foreign language have been selected and organized into particular structure; 5) tools for assessing the quality of mastering terminological apparatus of methodical science has been definedDiscussions and Conclusions. The authors made recommendations for teachers of major subjects "Theory and a training and education (foreign language)", "Methods of teaching foreign languages at school", "Methods of teaching foreign languages in high school", "Theory and Methods of Teaching Foreign Languages and Cultures "in order to create a professional conceptual field of the teacher of foreign language.

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