scholarly journals THE READINESS FORMING CONDITIONS OF FUTURE PRIMARY SCHOOL TEACHERS FOR FOREIGN LANGUAGE TEACHING IN THE PROFESSIONAL TRAINING PROCESS

2020 ◽  
Vol 1 (1(21)) ◽  
pp. 14-21
Author(s):  
Любов Байдюк
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Professional Training ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Training Process ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals ORGANIZATION OF FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL PRACTICE WITHIN THE OPTIONAL BLOCK «FOREIGN LANGUAGE»

2021 ◽  
pp. 50-59
Author(s):  
Natalia Kosharna ◽  
Lada Petryk
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Professional Practice ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modern Technologies

The article is devoted to the issue of organizing the future primary school teachers’ professional practice within the pedagogical specialty 013 «Primary education» the first (bachelor’s) level of higher education in the content of the optional block «Foreign Language». In the process of the work, the native and foreign special literature on the research problem was analyzed. The normative legal documents and reports on the issues of the primary school teacher training, in particular its practical professional component, in the leading European countries were taken into account. To achieve the goal, a set of scientific methods was used: theoretical ones – studying the state of the investigated problem, determining the essence of future primary school teachers’ professional practice; empirical methods: questionnaires, interviews; pedagogical observations. It was found that the main purpose of professional practice of future primary school teachers within the optional block «Foreign Language» is the formation of their practical methodological competence through the implementation of theoretical knowledge and skills in foreign language teaching methods at primary school, modern technologies and innovative teaching tools. When organizing this type of practice, it is necessary to take into account the following tasks for the development of future teachers’ skills: to use teaching methods, technologies and tools of foreign language teaching at primary school in accordance with the practical purpose of the lesson; to plan a foreign language lesson methodically correct; to select, analyze and effectively apply modern technologies and innovative means of teaching a foreign language in accordance with the practical purpose of the lesson; to develop lifelong learning skills; to develop the ability of future teachers to plan a foreign language lesson and to control the formation level of foreign language knowledge, skills and abilities of primary school pupils. It is proved that the result of effective organization of professional practice within the optional block «Foreign Language» is the formation of future teachers’ professional competencies: the ability to organize foreign language teaching at primary school with focus on modern methodological approaches and leading pedagogical experience; ability to communicate in a foreign language in an oral and writing forms within a certain foreign language topic; ability to use a foreign language in various situations of social, educational and professional communication.

scholarly journals MEDIA DIDACTIC SUPPORT OF THE PROCESS OF FUTURE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE TRAINING

2021 ◽  
Vol 32 (1) ◽  
pp. 112-128
Author(s):  
Lada Petryk
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Mobile Applications ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Theoretical Research ◽  
Language Training ◽  
School Teachers ◽  
Primary School Teachers

The article reveals the essence of media didactic support of future primary school teachers’ foreign language training. It consists in providing students with methodological support in order to form their foreign language communicative competence through completeing tasks, solving professional and life situations. Media didactic support guids in creating a foreign language communicative environment, which provides clearly defined tasks (situations, instructions) within the subject of the discipline of the foreign language unit and ways to analyze, evaluate foreign media, create own ones and perform manual actions using media tools. The paper presents some elements of the author's media didactic support of future primary school teachers’ foreign language training in the content of foreign language disciplines, which testify to the diversity of future primary school teachers’ foreign language training with didactic tools, methods and forms of foreign language teaching. Applying theoretical research methods (analysis, comparison, generalization, systematization, synthesis and specification), emphasis is placed on aspects of media didactics development in the process of future primary school teachers’ foreign language training, which allows integration of future school teachers’ foreign language communicative competence and their media literacy. It is established that alongside with traditional methods of foreign language teaching (conversation, explanation, demonstration, etc.) innovative ones are being actively used (the usage of computer programs, the usage of mobile applications, creative tasks, webquest, filming, audio recording, analysis of problem situations and others). Media tools (digital images and photos, collages, comics, screenshots, websites, blogs, infographics, clusters, audio recordings, podcasts, cartoons, audiobooks, online dictionaries, social networks, mobile applications for others) expand the didactic tools of foreign language teaching.

scholarly journals ORGANIZATIONAL AND METHODOLOGICAL CONDITIONS FOR IMPLEMENTING THE SYSTEM OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

2020 ◽  
pp. 67-81
Author(s):  
Iryna Pinchuk ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Creative Thinking ◽  
Professional Training ◽  
Communicative Competence ◽  
Language Education ◽  
Educational Environment ◽  
Pedagogical Practices ◽  
School Teachers ◽  
Primary School Teachers

Ensuring quality training for qualified teachers is one of the priorities of national education. The purpose of this article is to analyse and systematize the conditions for the formation of foreign language communicative competence, which make it possible to implement the aims of reforming and modernizing the professional training of future primary school teachers. An important component of ensuring the practical implementation of the professional training for future primary school teachers is to determine the organizational and methodological conditions that help increase the levels of the above-mentioned competence, indicated in the article. During the survey, experts were asked to rank 18 specific organizational and methodological conditions aimed at forming foreign language communicative competence. The study revealed certain organizational and methodological conditions: 1) creating a foreign language professionally oriented interactive educational environment as a means of increasing the motivation of foreign languages professional training; 2) interdisciplinary integration of foreign language education content based on the systematic updating and modernization of future primary school teachers’ professional training; 3) activation of students’ foreign language communicative activity by developing critical and creative thinking; 4) ensuring the constant foreign language support for pedagogical practices. According to the first condition, the process of forming a foreign language communicative competence is based on the immersion of students in an interactive foreign language environment, individualization of training through academic counselling (training), mentoring, and tutoring. The development of international relations and cooperation of the university in the context of integration into the global and European educational environment is one of the components encouraging the creation of a professionally oriented foreign language interactive educational environment. The second condition provides for the interdisciplinary integration of the foreign language education content on the basis of systematic updating and modernization of professional training for future primary school teachers, the implementation of interdisciplinary links within the cycles of general and professional training by deepening and systematizing foreign language knowledge. In order to intensify the foreign language communicative activity of students in a foreign language, a systematic, critical and creative thinking of future specialists was developed through the use of problem learning, innovative active and interactive technologies of collaboration, methods, techniques and group forms of organizing activities; thanks to the optimal combination of verbal and computer means of professional communication in a foreign language based on blended learning technology and the widespread use of ICT. Ensuring a continuous foreign language support for pedagogical practices was carried out by enriching the pedagogical practices program with the tasks aimed at forming the foreign language communicative competence of future primary school teachers.

scholarly journals APPLYING THE INTEGRATIVE APPROACH IN THE PROCESS OF FORMING FUTURE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

World Science ◽  
2020 ◽  
Vol 3 (3(55)) ◽  
pp. 11-15
Author(s):  
Iryna Pinchuk
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Professional Training ◽  
Communicative Competence ◽  
Basic Knowledge ◽  
Integrative Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Time Requirements ◽  
The Individual

The article deals with proving the advantages of multi-subject integrated training. It was defined the importance of taking into account the theoretical and methodological foundations of using an integrative approach in the process of forming future primary education teachers’ foreign language communicative competence. It was determined the specifics of conducting integrated courses, practical classes, including binary ones, in order to implement the professional training of future primary school teachers according to time requirements. The integration principle corresponds to the mental and physiological nature of the individual, through integration of a person-centered approach to training, as the student is able to choose basic knowledge and skills in different subjects and to apply them in practice.

scholarly journals Aims setting process of pre-service primary school teachers’ foreign language communicative competence development

2021 ◽  
pp. 9-13
Author(s):  
Tamara Bondar
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Professional Training ◽  
Communicative Competence ◽  
Competence Development ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Setting Process ◽  
Level 2

The article highlights the features of aims setting process of pre-service primary school teachers’ foreign language communicative competence development, which is based on the definition of the purposes in accordance with the peculiarities of future professional activity. This process is one of the main educational categories and reflects the features of the educational process and the results of professional training of intending primary school teachers. The paper focuses on the views of Ukrainian and foreign scientists on the types of aims and their functions in the future teachers’ training. This work aimed to outline the features of the aims setting process and to determine the purposes of pre-service primary school teachers’ foreign language communicative competence development. The process of determining the purposes of education is to form a system of general scientific and special professional knowledge that provides certain skills of intending primary school teachers. It is noted, that the main requirements for formulating the aims of the educational process are: clarity, hierarchy and diagnostics. The competence orientation to general (broad sphere of life), special (narrow sphere of activity) and subject (certain courses) determines three stages of designing the aims of intending primary school teachers’ foreign language communicative competence formation: establishing strategic (general) aim, concretizing it in tactical purposes and forming operational objectives. Tactical purposes are represented by a set of cognitive, developmental and implementation ones, which are specified by operational objectives. To schematically depict the hierarchy of the aims for the pre-service professionals’ foreign language communicative competence development, the method “Aim Tree” was used, which allows to display the hierarchical structure of the aims by dividing the overall aim (level 1) into subaims (level 2), which in turn are divided into new sub-aims (level 2)

scholarly journals COMPREHENSIVE APPROACH IN TRAINING FOR PRE-SCHOOL TEACHERS WITH OPPORTUNITY OF THE FOREIGN LANGUAGE TEACHING

2017 ◽  
pp. 96-108
Author(s):  
Iryna Mordous
Keyword(s):  
Foreign Language ◽  
Vocational Training ◽  
Professional Training ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Comprehensive Approach ◽  
Academic Disciplines ◽  
School Teachers ◽  
Directed Information

The purpose of specialized academic disciplines, filling a professionally directed information field to ensure the implementation of a competence approach, taking into consideration of practical and scientific elements of vocational training – we consider the interdependence and interpenetration of these components on the path to the realization of the continuity and complexity of professional training of pre-school teachers to the foreign language teaching of children.

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