scholarly journals DEVELOPING MEDIATIVE COMPETENCE AS SOFT SKILLS COMPONENT OF FUTURE FOREIGN LANGUAGE TEACHERS

2021 ◽  
pp. 128-134
Author(s):  
Hanna Piskurska ◽  
Oksana Popova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Soft Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Teacher Student ◽  
Training Exercises

The article focuses on the problem of developing soft skills of the students majoring in Foreign Language Teaching. The article aims at designing a set of exercises for developing the mediative competence as a component of future foreign language teachers’ soft skills. The following groups of exercises have been selected and described: non-communicative analytical, receptive, partially analytical mediative, and purely communicative. It is concluded that the mediative competence of future foreign language teachers is acquired by the integration of all types of training exercises. Keywords: professional competence; soft skills; mediative competence; meditative activity; professional training; foreign language teacher; student; exercise.

Language teacher identity

2019 ◽  
Vol 52 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Hayriye Kayi-Aydar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Teacher Identity ◽  
Classroom Practices ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Pedagogical Choices ◽  
Language Teacher Identity

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

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 FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
pp. 198-202
Author(s):  
Y. STRYZHAK
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Pedagogical Orientation ◽  
The Future

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented. The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training.  The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication. It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

Formation of Methodical Competence of Students at Seminars on the Methodology of Teaching a Foreign Language

2020 ◽  
pp. 136-143
Author(s):  
Natalia Aleksandrovna Zhukova ◽  
Keyword(s):  
Foreign Language ◽  
Research Methods ◽  
Professional Training ◽  
Language Teachers ◽  
Foreign Languages ◽  
Approaches To Teaching ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Activity Component ◽  
Definition Of

Introduction. The article updates the methodical training of future foreign language teachers as part of their professional training. The content of methodical training of students is revealed through the concept of methodical competence. The purpose of the article is to clarify the definition of the methodical competence of a foreign language teacher, to present its structure, to reveal the features of its formation at seminars on the methodology of teaching a foreign language. Methodology and research methods. The methodological foundations of the research are the ideas of communicative and socio-cultural approaches to teaching foreign languages, competence-based, contextual, and personal-activity approaches. Results. The following components of methodical competence are highlighted: the personal component; the cognitive and informational component; the operational and technological component; the activity component. This article reveals the possibilities of seminars for the formation of methodical competence of students. The author gives detailed recommendations based on her textbook on the methodology of teaching foreign languages to teachers on the successful formation the components of this competence. Conclusion. The effectiveness of the formation of methodical competence of future teachers of a foreign language largely depends on the correct organization of seminars on the methodology of teaching a foreign language.

scholarly journals Axiological aspects of foreign language teachers’ preparation for primary foreign language education

2021 ◽  
Vol 284 ◽  
pp. 08010
Author(s):  
Natalya Galskova ◽  
Zinaida Nikitenko
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Developmental Potential ◽  
History Of ◽  
Spiritual Ability

The article outlines axiological basis of professional training of English teachers, capable to develop communicative, cognitive and moral development of junior schoolchildren when they master a new language and facts from a different culture. The article refers both to the history of methodological research, in which the issues of the formation of professionally significant skills of a foreign language teacher were studied, and to the modern problems of the formation of the teacher’s personality and his readiness for pedagogical activity. The article examines linguistic values and substantiates a new goal of professional training of a future foreign language teacher for the primary stage of secondary school, taking into account the priority of his spiritual ability and recognition of professionalism as its fundamental characteristic. The authors associate the formation of professionalism with the disclosure of the personal potential of the future teacher, which is an integrative phenomenon, the components of which are the basis for determining the new content of teacher training as a person capable of realizing the educational and developmental potential of primary foreign language education.

scholarly journals The influence of "MUSIC" model on the development of foreign language communicative competence of prospective foreign language teachers in the process of professional training

2021 ◽  
pp. 195-205
Author(s):  
T. A. Koknova ◽  
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Prospective Teachers ◽  
Professional Training ◽  
Professional Competence ◽  
Competence Development ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
The Impact

The methodological influence of B. Jones’ model “MUSIC” on the process of professional competence development in prospective foreign language teachers in the process of professional training is studied in the article. The definitions of “educational environment” and “educational space” are considered; it is concluded that the process of professional training of prospective teachers of foreign languages should be aimed at the development of their professional competence. In the course of the research it is established that the five-level model “MUSIC” of B. Jones, which is presented from the author's point of view, can help to optimize the impact of the environment on the process of professional competence development in the course of professional training of prospective foreign language teachers. At the first level, it is suggested to provide extended powers to prospective teachers of foreign languages in order to exercise their self-control over the process of developing thier professional competence during professional training. At the second level, it is necessary to make sure that prospective foreign language teachers recognize the importance of the material offered to them for mastering for their future professional development. At the third level, prospective foreign language teachers must be clearly aware that the success of their learning also depends on the right strategies. The fourth level is closely related to the sincere interest of prospective professionals in acquiring professional qualities. At the fifth level, it is essential to take care of students, to take into account the environmental factors that may affect the level of their professional development. It is concluded that in the focus of professional competence development of prospective foreign language teachers it is vital to create such an environment that would promote friendly relations between prospective professionals and the faculty staff, as it will have a positive effect on the quality of training of prospective foreign language teachers.

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 The Relationship of Georgia's Rural Foreign Language Teachers' Sense of Efficacy to Teacher Attrition

2019 ◽  
Vol 31 (3) ◽  
Author(s):  
Peter Swanson ◽  
Robin Huff
Keyword(s):  
Teacher Efficacy ◽  
Foreign Language ◽  
Content Knowledge ◽  
Two Dimensions ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Preparation Programs ◽  
Language Teacher ◽  
Rural Teachers ◽  
New Instrument

Foreign language teachers are in critical need in many parts of rural America. Using Bandura's conceptual framework of self-efficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new instrument is psychometrically sound and there are two dimensions to language teacher efficacy: Content Knowledge and Facilitating Instruction. Positive correlations between the two surveys suggest that teaching languages requires more than just strength of content knowledge and FL teachers may need assistance engaging students. Aditionally, it appears female novice Spanish teachers are more prone to attrition than teachers of other languages. The research holds implications for professional development opportunities as well as teacher preparation programs. 

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