scholarly journals Formation of intercultural competence among schoolchildren in Great Britain

2021 ◽  
Vol 10 (37) ◽  
pp. 146-154
Author(s):  
Larisa M. Zakharova ◽  
Tatiana A. Chibisova
Keyword(s):  
Great Britain ◽  
Teacher Training ◽  
Intercultural Competence ◽  
Historical Perspective ◽  
Diagnostic Assessment ◽  
Future Teachers ◽  
Multicultural Environment ◽  
State Pedagogical ◽  
Main Components ◽  
Russian Education

The study identifies the term intercultural competence and distinguishes its main components. The authors examine the experience of Great Britain in the formation of this competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present. The study of the main methods used in multicultural classes in Great Britain and in many countries of Europe made it possible to group them according to the components of intercultural competence. In order to identify the level of development of this competence among future teachers themselves, there were interviewed the students of Ulyanovsk State Pedagogical University named after I.N. Ulyanov. The diagnostic assessment was also conducted for British students who showed a significantly higher level of tolerance compared to Russian students. Therefore, it was thought appropriate to refer to the experience of teacher training in Great Britain that has developed a certain system of training future teachers who are ready to work in a multicultural environment. The comparative analysis of the curricula of 15 leading universities in Great Britain revealed a number of features in teacher training, including the development of their readiness to work in a multicultural educational environment. The experience of Great Britain in the formation of intercultural competence among schoolchildren and future teachers made it possible to determine the directions and trends of their development in modern Russian education at two levels: at the level of school education and at the level of higher education related to the preparation of teachers for work in multicultural classes.

scholarly journals Teaching Russian to Non-Native Speaking Students in the Multicultural Space of Russian and Moldova Universities

2020 ◽  
Vol 29 (3) ◽  
pp. 119-126
Author(s):  
N. D. Afanasieva ◽  
M. A. Volkova ◽  
E. I. Tsymbalyuk
Keyword(s):  
Intercultural Competence ◽  
Professional Training ◽  
Professional Communication ◽  
Sociocultural Factors ◽  
Master's Students ◽  
Cross Cultural Communication ◽  
Multicultural Environment ◽  
State Pedagogical ◽  
Educational Programmes ◽  
The University

The article gives a comparative analysis of the factors promoting an increase of interest in learning Russian on the part of non-native speaking students. The research is based on the survey of 225 students carried out at MGIMO-University and Chisinau State Pedagogical University (Moldova). The authors revealed linguo-didactic and sociocultural factors defining students’ choice of language of communication at the university and promoting the building of cognitive interest to learning Russian and forming intercultural competence. The research has shown that 1) the foreign bachelor’s and master’s students have clear goals in learning Russian; 2) the majority of students express an apparent interest in learning Russian; 3) most of students are interested in receiving skills in professional communication in Russian. The professional training of specialists in international relations implies knowing of several languages, the ability to work in multicultural environment, the readiness to effective cross-cultural communication. The research showed that it is necessary to make adjustments in the educational environment and the content of educational programmes based on the labour market demands.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

scholarly journals Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program

2019 ◽  
Vol IV (III) ◽  
pp. 221-228
Author(s):  
Saria Rasul ◽  
Abid Shahzad ◽  
Zafar Iqbal
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Experimental Treatment ◽  
Study Data ◽  
Second Phase ◽  
Future Teachers ◽  
Teacher Training Program ◽  
Third Phase

This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

scholarly journals VOLUNTEERING AS A FACTOR OF DEVELOPMENT OF STUDENTS ' CIVIC CONSCIOUSNESS

2020 ◽  
Vol 66 (2) ◽  
pp. 154-160
Author(s):  
N.A. Aidnalieva ◽  
◽  
E.D. Li ◽  
Sh.E Zhandauova ◽  
◽  
...  
Keyword(s):  
Empirical Study ◽  
Research Work ◽  
Future Teachers ◽  
Civic Consciousness ◽  
Priority Areas ◽  
State Pedagogical ◽  
Student Volunteer ◽  
Definition Of ◽  
Development Of Students

The article presents the results of a theoretical and empirical study of the readiness of future teachers of the faculty of psychology and education to volunteer. The authors proposed a definition of the desired concept, its structure, and levels of formation. The work of the volunteer center of the Kostanay state pedagogical University named after U. Sultangazin is considered, the goals and tasks, priority areas of the youth center are described. It is emphasized that students ' volunteering takes the form of socially significant projects. The civil position of the student-volunteer is revealed. The conclusions and prospects of further research work on the development of a program of readiness for volunteer activities for future teachers are formulated.

scholarly journals A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 268-285
Author(s):  
Birutė Žygaitienė ◽  
Evelina Buivydaitė
Keyword(s):  
Great Britain ◽  
Technology Education ◽  
Household Economics ◽  
Technological Education ◽  
School Students ◽  
Specific Content ◽  
Learning Modules ◽  
Multicultural Environment ◽  
Research Activities ◽  
Subject Specific

The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.

scholarly journals Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education

2020 ◽  
pp. 168-175
Author(s):  
Valeriia Shkarlet ◽  
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Intercultural Communication ◽  
Professional Training ◽  
Foreign Languages ◽  
Future Teachers ◽  
Modern Times ◽  
Multicultural Environment ◽  
Language Knowledge ◽  
History Of

The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

scholarly journals origins of the teacher’s worldview, culture and ethics formation in northern Russia

2020 ◽  
Vol 6 ◽  
pp. 112-118
Author(s):  
Alla Dmitrievna Nikolaeva ◽  
Aya Petrovna Bugaeva ◽  
Sofia Nikolaevna Shadrina ◽  
Venera Petrovna Marfusalova
Keyword(s):  
Human Capital ◽  
Teacher Training ◽  
Training System ◽  
Moral Experience ◽  
Future Teachers ◽  
University Teachers ◽  
Northern Russia

The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.

Gamification model in a pedagogical university on the example of teaching mathematics

2021 ◽  
pp. 152-161
Author(s):  
Yuliya Nikolayevna Kovshova ◽  
◽  
Marina Nikolayevna Sukhonosenko ◽  
Keyword(s):  
Learning Process ◽  
Economic Education ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Future Teachers ◽  
State Pedagogical ◽  
The Future ◽  
The University ◽  
Practice Of Teaching

The purpose of the article is building a model of the future teachers’ learning process gamification, its illustration with some results of the development and implementation of games in the practice of teaching mathematics in a pedagogical university based on scientific and methodological foundations and on our own experience. The article substantiates the relevance of research in this direction and formulates a contradiction that leads to the problem of introducing gamification into the educational process of the university and the need to develop didactic and methodological materials. It presents this model in the form of a scheme and a detailed description, demonstrates the functioning of this model on specific examples of teaching mathematics to students of the Institute of Physical, Mathematical, Information and Economic Education of the Novosibirsk State Pedagogical University. The fragments of the developed games are given. According to the results of the study, it formulates the conclusions. It outline the prospects of work in the direction of using gamification in a pedagogical university.

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