GENERAL AND SPECIFIC PRINCIPLES OF THE FUTURE FOREIGN LANGUAGE TEACHERS TRAINING AT THE INSTITUTIONS OF TERTIARY EDUCATION

2018 ◽  
Vol 243 (56) ◽  
pp. 34-38
Author(s):  
Rogulska Oksana ◽  
Keyword(s):  
Foreign Language ◽  
Tertiary Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
The Future ◽  
Teachers Training

scholarly journals A MODEL OF FOREIGN LANGUAGE TEACHERS TRAINING IN THE INFORMATION-EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATIONAL INSTITUTIONS

2019 ◽  
Vol 72 (4) ◽  
pp. 91-105
Author(s):  
Roman S. Gurevych ◽  
Oksana O. Rogulska ◽  
Olha V. Tarasova ◽  
Olha V. Magdiuk
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Educational Environment ◽  
Language Teachers ◽  
Educational Institutions ◽  
Foreign Language Teachers ◽  
Higher Educational Institutions ◽  
The Future ◽  
Higher Educational ◽  
Teachers Training

The article addresses the expediency of creating and maintaining information-educational environment at higher educational institutions. The views of scholars on the definition of the “information- educational environment of higher educational institutions” are analyzed. The information-educational environment of Khmelnytskyi National University is described and the peculiarities of the future foreign language teachers training in the conditions of the information-educational environment of higher educational institutions are revealed. It is proved that the information-educational environment has considerable potential for improving the quality of education of the future foreign language teachers. It promotes students’ awareness of the specifics of their future professional activities, develops personal and professional qualities necessary for their future career; gives the possibility to construct individual educational paths and develop students’ creative abilities. A model of the future foreign language teachers training system in the conditions of the information- educational environment of higher educational institutions is theoretically grounded. The model contains the following blocks: target; theoretical and methodological; content and technological; control-productive. The target block of the model reveals the purpose of training and social requirements for a competitive future foreign language teacher. The target block generates other elements of the model necessary to achieve the expected result. The theoretical and methodological block includes the fundamentals of the concept of the future foreign language teachers training for professional activities; methodological approaches, didactic and specific principles. The content and technological block contains organizational and pedagogical conditions describing the main methods and forms of professional training, means and technologies for its implementation. The educational content of the model includes: compulsory and elective courses of the curriculum and practical training sessions aimed at the professional training of the future foreign language teachers. The other element of the model is the identification of stages of its implementation: theoretical and practical, correction and stabilization, reflexive and fixing. The control-productive block determines the formation of components that ensure the readiness of the future foreign language teachers for professional activity (motivational and axiological, cognitive and communicative, pragmatic and practical, functional and personal, evaluative and reflexive), criteria (motivational, educational, operational, personal, reflexive) and levels(low (reproductive), middle (productive) or high (professional).

scholarly journals Specificity of the Concepts «Media Literacy», «Media Competence» and «Media Education» in the Foreign Language Teachers Training

2020 ◽  
pp. 20-30
Author(s):  
Olena Byndas ◽  
Keyword(s):  
Foreign Language ◽  
Media Literacy ◽  
Language Teachers ◽  
Media Education ◽  
Professional Activity ◽  
Foreign Language Teachers ◽  
Psychological Mechanisms ◽  
Effective Media ◽  
Adequate Evaluation ◽  
Teachers Training

The article summarizes information on the concepts «media education», «media literacy» and «media competence». The author emphasizes that foreign language teachers ought to be media literate, media competent, be able to use the means of media education, and teach students to create their own media space. Based on the analysis of scientific achievements of domestic and foreign researchers in the field of media education, the essential features of media literacy and media competence as important characteristics of the result of media education of pupils and students are revealed. It has been proven that foreign language teachers’ media competence is related to the development of skills of media immunity, reflection and critical thinking as psychological mechanisms of media literacy, which provide conscious consumption of media products based on effective media orientation, adequate evaluation of information in foreign languages. The relevance of the use of educational media products in the foreign language teachers’ professional activity is determined. The conditions for the formation of foreign language teachers’ media competence are revealed – the desire for self-improvement, clear internal motivation, the availability of relevant knowledge in the field of media education, involvement in practical activities to evaluate media texts and create one’s own media products.

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.

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