THE USE OF INFORMATION TECHNOLOGY IN DISTANCE, PART-TIME AND FULL-TIME COURSES

2020 ◽  
pp. 41-50
Author(s):  
Almaziya G. Kataeva ◽  
◽  
Sergei D. Kataev ◽  
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Professional Competence ◽  
Time Frame ◽  
Full Time ◽  
Internet Resources ◽  
Modern Development ◽  
Grammatical Skills ◽  
Part Time ◽  
Time Courses

The modern development of society determines the forms and content of the process of teaching foreign languages. The quantity and quality of information in the field of mastering a foreign language is constantly growing as a means of sociocultural, linguistic and cultural and professional development of an individual. A foreign language is currently considered as an integral part of intercultural communication in various fields of objective reality and the development of a culture of interethnic communication. In the process of teaching a foreign language, technologies are becoming increasingly important which makes it possible to achieve the required level of communicative competence in speaking and writing in a shorter time frame and to recreate a virtual spatial temporal communication environment with native speakers. In this regard, the form of distance learning can be more and more prospective, being psychologically more comfortable for students and teachers; many of its elements can be integrated into other forms of training. The article exposes certain information technologies, the use of which increases the effectiveness of teaching a foreign language in distance, part-time and full-time courses. On the example of specific interactive multimedia Internet resources in the field of learning the German language, the urgent importance of using computerized teaching methods for acquiring and enhancing pronunciation, lexical and grammatical skills and knowledge with the aim of forming linguistic and cultural and professional competence of students is emphasized. At the same time, the article highlights importance of non-verbal forms of communication for achieving the desired effect of verbal communication, while relying on relevant audiovisual Internet resources.

De Nieuwe Part-Time Opleiding Tot Leraar Mvt

1984 ◽  
Vol 18 ◽  
pp. 146-158
Author(s):  
Johan Matter
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Foreign Language ◽  
General Education ◽  
Teaching Profession ◽  
Full Time ◽  
Part Time ◽  
Time Courses ◽  
New Situation ◽  
Second Degree

In the Netherlands, one of the ways of getting a teaching qualification is via a variety of evening courses, named LO, MO-A and -B, which were meant originally for career-minded primary-school teachers· This part-time curriculum takes the student at least 3+2+4=9 years, and will bring him a third, second or first degree of qualification. The third degree enables him to teach in the lower secondary schools (LBO, MAVO), the second degree in the lower grades of the higher secondary schools, the first degree, equivalent to the qualification obtainable at universities, in all the forms of secondary schools. The programmes in these courses, some of which are as much as a hundred years old, had a reputation of solid traditionalism. In the early seventies new institutes for teacher training (NLO-institutes) were created, which allow the student in full-time courses to get a second and third degree in two different subjects. These institutes were based on a new educational philosophy and were more oriented towards the teaching profession than the traditional part-time courses. In 1978, the minister of Education allowed the old MO-institutes to renew themselves in order to become up-to-date training institutes. This article describes the operation that this decision implied-The restructuring of the LO-MO-A had to take place according to the so-called Y-model. After a first preparatory year the student passes a preparatory exam which has a diagnostic function, both for him and the Institute. After two years of study the student has to choose between two options: the general education option and the teacher training option. In the modern language field the general option leeds to careers in which a thorough knowledge of a specific foreign language and foreign-language culture is required, such as in journalism or in industry. The article, however, limits itself to the teaching option for modern languages. If one compares the new situation with the old one, one finds the following more or less fundamental differences: - Whereas vast differences could be observed in the nature of the curricula for the respective languages in the old situation, the objectives for the new curricula were defined along the same lines which allows for a maximum of comparability. - In the new situation the student gets a third degree after three years, and a second degree after one more year· - Great importance is attached to oral and written skills, much less to grammar and translation. - Unlike the situation of old, every element in the curriculum should be legitimized to a large extent by its relevance to teaching. - Foreign language culture is taught with an emphasis on today's political, social and cultural manifestations. - The most profound break with the past is that 25 per cent of the curriculum is devoted to general didactics and language pedagogy.

scholarly journals Nyutdannede jordmødres vurdering av utdanning, klinisk kompetanse og arbeidsforhold

2015 ◽  
Vol 10 (2) ◽  
pp. 139 ◽  
Author(s):  
Mari Landsverk Hagtvedt ◽  
Tine Schauer Eri
Keyword(s):  
Working Conditions ◽  
Clinical Competence ◽  
Professional Competence ◽  
Perinatal Period ◽  
Evaluation Study ◽  
Full Time ◽  
Self Assessment ◽  
Part Time ◽  
Time Position

<p>Newly qualified midwives’ self-assessment of education, clinical competence and working conditions</p><p>In Norway, post-graduate nursing programmes are being transformed into master programmes. This occurs without previous evaluation of the study programmes. The level of competence and the requirements of newly qualified are being discussed, and a mentoring programme has been suggested to ensure follow-up and development of clinical competence. In central parts of the country, newly qualified midwives have difficulties getting a permanent full time position, which affects their possibilities to develop clinical competence. An evaluation study of the midwifery program at Vestfold University College has been performed to assess its relevance for professional work, as well as mapping the respondents’ working conditions and their self-assessment of clinical competence. The method used was a survey. The respondents rate the program as good. They lack competence to manage complicated conditions related to the perinatal period, and are inadequate when it comes to issues related to women’s sexual heath. These midwives work part-time, and it may take years to get a permanent position. They rate the follow-up as newly qualified as satisfying, yet they do not feel sufficiently confident during clinical practice. Comprehensive national midwifery competence will require more full time positions and better follow-up of newly qualified. To lay the basis for the content in master programmes, there is a need for a national evaluation of the midwifery programmes and a review of the professional competence of newly qualified.</p>

I. The United Kingdom

1979 ◽  
Vol 1 (1) ◽  
pp. 49-57 ◽  
Author(s):  
I.S. Simpson
Keyword(s):  
United Kingdom ◽  
Formal Education ◽  
Information Science ◽  
Scientific Information ◽  
High Standard ◽  
Full Time ◽  
The United Kingdom ◽  
Back Ground ◽  
Part Time ◽  
Time Courses

The evolution of information science in response to the demand for scientific information is discussed as a back ground to the development of part-time and full-time courses in the United Kingdom to provide a formal education for information scientists. The work of the Institute of Informa tion Scientists in evaluating courses and maintaining a high standard of entry to the profession is also treated.

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.

FEATURES OF USING MODERN TECHNOLOGIES IN DEVELOPMENT OF LANGUAGE COMPETENCE

2021 ◽  
Vol 76 (2) ◽  
pp. 88-94
Author(s):  
R.I. Abilkairova ◽  
◽  
R.K. Sadykova ◽  
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
English Language ◽  
Professional Competence ◽  
Language Education ◽  
Professional Activity ◽  
Scientific Publications ◽  
The Future ◽  
Development Of Language ◽  
Modern Technologies

The article examines the important role of modern technologies for teaching English as a foreign language in foreign language education. The use of modern technologies and information innovative technologies in the formation of the competencies of future specialists in a foreign language, the use of modern information technologies in the educational and methodological process allows the future specialist to acquire knowledge, skills and become competitive in the future. In many scientific publications, the concept of "competence" is associated with the definition of personality traits as a set of knowledge, skills, abilities, actions. In any life situation, a future specialist can be literate if he can apply the acquired knowledge and skills in life in any situation. The only way to demonstrate competitiveness is to develop competence. In general, the competence of a specialist is a combination of knowledge, skills, personal qualities and skills necessary for professional activity in a particular area. Since the formation of professional competence is a way to improve professionalism, it is formed only through the training and self-education of the future specialist in the English language.

scholarly journals Labour Markets and Wages in Australia: 2010

2011 ◽  
Vol 53 (3) ◽  
pp. 303-323 ◽  
Author(s):  
Therese Jefferson ◽  
Alison Preston
Keyword(s):  
Labour Market ◽  
Time Frame ◽  
Labour Markets ◽  
Full Time ◽  
Time Work ◽  
Part Time ◽  
Using Data ◽  
Labour Market Activity ◽  
Full Time Employment ◽  
Part Time Work

In this article we present data on earnings and hours in 2010 and, using data over a longer time frame, show how the character of the Australian labour market has significantly changed in recent decades. Among other things, we demonstrate a continued shift towards part-time work and, across full-time and part-time labour markets, a change in the distribution of jobs towards more highly skilled occupations. We continue to argue that traditional indicators of labour-market activity, such as headline unemployment and earnings in full-time employment, are only able to partially explain the health of the labour market. There is an urgent need to better understand other dimensions such as underemployment, part-time employment and part-time earnings.

New Roles for the University: The British Experience

1976 ◽  
Vol 159 (2) ◽  
pp. 43-54
Author(s):  
Michael Pinto-Duschinsky
Keyword(s):  
Higher Education ◽  
Open University ◽  
Full Time ◽  
University System ◽  
Success Stories ◽  
Part Time ◽  
Robbins Report ◽  
Time Courses ◽  
The University

To survey the expansion of British higher education during the last twenty years is to conduct an inquest into an almost unmitigated disaster. The greatly enlarged university system and the new polytechnics have yielded few of the advantages originally claimed by the proponents of rapid growth. The main reason for this failure is that “expansion” has generally been seen as “more of the same.” Since the 1950s, and particularly since the authoritative Robbins Report of 1963, the new universities and polytechnics have too easily become replicas of the old. Higher education has remained geared to the traditional Oxbridge function — the provision of full time, non-vocational, residential, degree courses for 18 – 22 year olds. Significantly, one of the most notable success stories has been the Open University. Unlike conventional institutions, this has introduced a fresh concept of higher education. It offers part time courses catering mainly for adults. The courses are based on correspondence materials and television lectures. The Open University has shown how it is possible to extend the role of the university.

scholarly journals Advanteges of Blended Learning in Foreign Languages Teaching

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Olesya Baklashkina ◽  
Natalia Maksimova ◽  
Svetlana Luts
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Education System ◽  
Mixed Type ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
State University ◽  
Part Time ◽  
Theoretical Issues

The article is devoted to the opportunities of blended learning, which is used in teaching foreign languages to students of non-linguistic specialties at Baikal State University. Since recently, the education system has been undergoing significant changes in terms of educational process organization. This is primarily due to global digitalization processes, as well as the forced move to blended or mixed forms of work during the pandemic. The authors of the article suggest using the term blended learning, since such terms as full-time learning, part-time learning do not reflect the whole essence of work in teaching a foreign language. The relevance of using a blended learning is determined by the taught discipline itself - a foreign language, since it is impossible to form the necessary skills and competencies only within the framework of classroom hours. A foreign language instructor has always used a mixed type of work, which has grown into a modified form today. The article analyzes some theoretical issues and provides an overview of blended learning practice. It is also describes the advantages of using this form in the educational process in general and in teaching foreign languages, in particular. In conclusion, the authors point out the necessity of using this form of work in teaching foreign languages.

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