scholarly journals Professional training of future teachers of the Russian language and literature: advertising technology and students’ reading interests

2020 ◽  
Vol 45 (3) ◽  
pp. 114-124
Author(s):  
Svetlana Yu. Zalutskaya ◽  
◽  
Nadezhda I. Nikonova ◽  
Keyword(s):  
Professional Training ◽  
Russian Language ◽  
Future Teachers ◽  
Reading Interests ◽  
Language And Literature ◽  
The Russian Language

scholarly journals Formation of historical commenting competence in students – future teachers of the Russian language and literature

2021 ◽  
Vol 52 (4) ◽  
pp. 160-174
Author(s):  
Anna O. Budarina ◽  
◽  
Galina A. Guschina ◽  
Elena A. Torpakova ◽  
◽  
...  
Keyword(s):  
Immanuel Kant ◽  
Historical Analysis ◽  
Russian Language ◽  
Language Teachers ◽  
Future Teachers ◽  
Research Results ◽  
Language And Literature ◽  
Comparative Historical Analysis ◽  
The Subject ◽  
The Russian Language

Introduction. The relevance of the research lies in the fact that historical commenting on linguistic phenomena is an important means of solving the problems of training language teachers, since it allows explaining modern linguistic facts, concepts, patterns by establishing their diachronic properties. The purpose of the study is to test a model of the formation of historical commenting competence in students – future teachers of the Russian language and literature. Materials and methods. The study was conducted from January to December 2020 at the Immanuel Kant Baltic Federal University. The sample included 90 people. Methods applied: comparative historical analysis of monuments of ancient Russian writing; expert assessments; methodology for determining the formation of linguistic competence of students (E.N. Piskunova); mathematical statistics (χ2-Pearson test). Research results. The program of the courses "Old Church Slavonic" and "History of the Russian literary language" included the study and comparative historical analysis of the monuments of ancient Russian writing. The results of testing the model showed statistically significant changes in the experimental group according to the following criteria: information-cognitive (χ2 = 20.3; p <0.01), activity-semantic (χ2 = 45; p <0.01), professional-communicative (χ2 = 8.5; p <0.05) and practice-oriented (χ2 = 21.1; p <0.01). Discussion and conclusion. A comparative analysis of the research results showed that teaching the historical syntax of the Russian language affects the formation of the competence of historical commenting in students – future language teachers and the level of their training. The developed methodological toolkit provides an analysis of the syntactic field of subject sentences of the Old Russian language and their historical commenting on the basis of the subject of the dictum and the subject of modus.

scholarly journals INTERDISCIPLINARY RELATIONS IN THE STUDY OF LITERATURE IN THE SYSTEM OF UNIVERSITY PHILOLOGICAL EDUCATION

2021 ◽  
Vol 23 (79(1)) ◽  
pp. 18-21
Author(s):  
A.L. Fokeev ◽  
Keyword(s):  
School Education ◽  
Russian Language ◽  
Future Teachers ◽  
Teaching Literature ◽  
Interdisciplinary Relationships ◽  
The University ◽  
The Russian Language

The article deals with the importance of studying interdisciplinary relationships in teaching literature at a university. On the example of the author's academic course working program "Literature and Cinematography in School Education", the main methods of working with students in the studied discipline are shown, attention is drawn to the importance of this subject in the training of future teachers of the Russian language at the Pedagogical Department at the university

scholarly journals ПРОФЕССИОНАЛЬНАЯ САМОРЕАЛИЗАЦИЯ В ПРЕДСТАВЛЕНИИ БУДУЩИХ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА

2020 ◽  
Author(s):  
Ekaterina Komarova
Keyword(s):  
Professional Growth ◽  
Teaching Practice ◽  
Personality Development ◽  
Educational Institution ◽  
Russian Language ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Professional Activities ◽  
Professional Self ◽  
The Russian Language

Введение. Важнейшей задачей современного образования является обеспечение возможностей для личностного и профессионального роста и для осуществления самореализации. Изложены основные подходы к изучению понятия «самореализация». Приводятся результаты анкетирования будущих учителей русского языка. Выявлены представления будущих учителей русского языка в отношении их профессиональной самореализации. Материалы и методы. Исследование было проведено на основе анализа теоретических источников по проблеме самореализации и результатов анкетирования студентов филологического факультета. Авторская анкета состояла из трех вопросов открытого типа и четырех вопросов закрытого типа. Результаты и обсуждение. Проанализированы различные подходы к пониманию названных понятий и обоснована собственная позиция по этому вопросу. По результатам анкетирования установлено, что 15 % студентов третьего курса и 55 % студентов четвертого курса уверены, что профессиональная самореализация подразумевает постоянное совершенствование в выбранной профессии и потребность в совершенствовании. Охарактеризованы потребности, возникающие у будущих учителей русского языка в ходе педагогической практики, которая является ключевым звеном между теоретическим обучением будущих учителей русского языка и их самостоятельной работой в образовательном учреждении. Заключение. Самоактуализация понимается автором как тенденция к самореализации. А самореализация – как процесс развития личности, предполагающий активную содеятельность с другими людьми, приложение собственных усилий. Выявлено, что критической точкой в становлении будущего учителя русского языка является педагогическая практика. До практики основными трудностями у студентов являются неуверенность в себе и нехватка знаний в области методических дисциплин. Это можно скорректировать опытом работы в качестве учителя. После педагогической практики основанными барьерами самореализации для студентов становятся отсутствие свободного времени у учителей русского языка и высокая интенсивность работы. Это заставляет будущих учителей русского языка сомневаться в правильности выбора сферы своей дальнейшей профессиональной деятельности. Поднимается вопрос о психолого-педагогическом сопровождении студентов во время практики.Introduction. The most important task of modern education is to provide opportunities for personal and professional growth and for the implementation of self-realization. The main approaches to the study of the concept of selfrealization are outlined. The results of a survey of future teachers of the Russian language are presented. The ideas of future teachers of the Russian language in relation to their professional self-realization are revealed. Material and methods. The study was conducted on the basis of the analysis of theoretical sources on the problem of self-realization and the results of a survey of students of the philological faculty. The author’s questionnaire consisted of 3 open-ended questions and 4 closed-ended questions. Results and discussion. Various approaches to understanding these concepts are analyzed and their own position on this issue is substantiated. According to the results of the survey, it was found that 15% of 3-year students and 55% of 4-year students are sure that professional self-realization implies continuous improvement in the chosen profession and the need for improvement. The needs arising for future teachers of the Russian language during pedagogical practice, which is a key link between the theoretical training of future teachers of the Russian language and their independent work in an educational institution, are characterized. Conclusion. Self-actualization is understood as a tendency to self-realization. And self-realization is a process of personality development, involving active cooperation with other people, the application of one’s own efforts. It is revealed that the pedagogical practice is a critical point in the formation of the future teacher of the Russian language. Before practice, the main difficulties for students are self-doubt and lack of knowledge in the field of methodological disciplines. After teaching practice, the lack of free time among teachers of the Russian language and the high intensity of work become the basic barriers for self-realization for students. This makes future teachers of the Russian language doubt their further professional activities. The question arises of the psychological and pedagogical support of students during practice.

scholarly journals INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE: LEVELS AND WAYS OF REALIZATION

2021 ◽  
Vol 1 (194) ◽  
pp. 33-37
Author(s):  
Olha Lilik ◽  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Third Way ◽  
Research Activities ◽  
Wide Range ◽  
Language And Literature ◽  
Interdisciplinary Integration

The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values ​​and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.

scholarly journals The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

2020 ◽  
Vol 8 (11D) ◽  
pp. 9-19
Author(s):  
Elena I. Tsymbalyuk ◽  
Nadezhda M. Romanenko ◽  
Anastasyia V. Romanenko ◽  
Marina A. Volkova
Keyword(s):  
Intercultural Competence ◽  
Foreign Students ◽  
Russian Language ◽  
Language And Literature ◽  
The Russian Language

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.

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