scholarly journals Formation of Humanistic Values of Future Foreign Language Teachers in the Process of Studying Social and Humanitarian Disciplines: Empirical Findings

2020 ◽  
Vol 10 (1) ◽  
pp. 173
Author(s):  
Vita V. Bezliudna ◽  
Iryna Yu. Shcherban ◽  
Olha V. Svyrydiuk ◽  
Galyna O. Bondar
Keyword(s):  
Foreign Language ◽  
Theoretical Data ◽  
Language Teachers ◽  
Academic Disciplines ◽  
Foreign Language Teachers ◽  
Current State ◽  
Observation Methods ◽  
Language And Literature ◽  
State Pedagogical ◽  
Tight Correlation

The paper is aimed at analysing the current state of humanistic values formation of future foreign language teachers in the process of studying social and humanitarian disciplines. The research was carried out at Pavlo Tychyna Uman State Pedagogical University (Ukraine). The experiment involved 268 students, majoring in 014 Secondary education (Language and literature (English)). The following methods were used: analysis, comparison, classification and systematization of theoretical data, observation, methods of mathematical statistics and complex pedagogical diagnostics, generalisation, etc. The results have showed a low level of humanistic values formation of future foreign language teachers. It is explained by the fact that the disciplines, containing humanistic elements, are studied as separate academic disciplines without their tight correlation and applied format; humanistic potential implementation of social and humanitarian disciplines is not provided in syllabi of those disciplines and information on humanistic ideals is only illustrated. The results of the study reveal the essential difficulties in students’ humanistic values formation. The identified difficulties have led authors to the conclusion that there is a need for developing new approaches to improving the process of humanistic values formation in future foreign language teachers by means of social and humanitarian disciplines. The ways to overcome the difficulties have been suggested.

scholarly journals Ways to Improve the Content in the Context of Linguistic and Methodological Competence Development in Future Foreign Language Teachers

2020 ◽  
pp. 24-34
Author(s):  
Tetiana Koknova ◽  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Competence Development ◽  
Language Teachers ◽  
Academic Disciplines ◽  
Foreign Language Teachers ◽  
Analysis And Synthesis ◽  
General Training ◽  
Definition Of ◽  
Pedagogical Research

The problem of the content of linguistic-and-methodological training is vital in the context of a competence-based approach. The purpose of the given study is to test the ways of effective linguistic-and-methodological competence development in the course of professional training of prospective foreign language teachers at content level. The methods of research involve theoretical methods of pedagogical research (analysis and synthesis, comparison, generalization, induction and deduction, abstraction and concretization) as well as practical methods, such as diagnostics: interviews (oral interviews, conversations), questionnaires and testing. The article presents the definition of linguistic and methodological competence, traces its connection with the competence-based approach in education. Three structural components of linguistic and methodological competence (linguistic-subject, didactic-methodical and scientific-research) are distinguished, and the competencies that are a part of each of them are given. A detailed analysis of the content of academic disciplines is presented, and the disciplines that promote the development of linguistic and methodological competence of prospective foreign language teachers, both from the cycle of humanities and general training, are singled out. The main ways of improvement and enrichment of the content of disciplines from the cycle of humanities Master’s program focused on the development of linguistic and methodological competence (due to the topics of specific disciplines or additionally introduced special courses) are outlined.

scholarly journals Doprinos pozorišne pedagogije razvoju kompetencija nastavnika nemačkog jezika u inicijalnom obrazovanju

2021 ◽  
Vol 18 (1) ◽  
pp. 269-285
Author(s):  
Marija Nijemčević Perović ◽  
Keyword(s):  
Foreign Language ◽  
Group Discussion ◽  
Language Teachers ◽  
German Language ◽  
Foreign Language Teachers ◽  
Teaching Competencies ◽  
Language And Literature ◽  
Study Programs ◽  
Theatre Pedagogy ◽  
Data Collection Technique

This paper examines the contribution of theatre pedagogy, implemented in the initial education of German language and literature students, to the development of teaching competencies defined in strategic documents. The target group of the research consisted of German language teachers who were members of the Academic Theater of German Students during their bachelor and master studies. A semi-structured group discussion was used as the data collection technique, while the data analysis and interpretation theater pedagogy methods, they should be integrated into the curricula of study programs dealing with the education of future foreign language teachers. were performed using a qualitative research method. The results have shown that theatre pedagogy contributes to the development of professional, psychological, didactic and mod- erational-mediational skills of future teachers of German as a foreign language. Having in mind the spectrum of teaching competencies that are developed through the application of

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