scholarly journals Implementing a Program on Poly- / Multiculturalism for Future Teachers of Foreign Languages: Practice-Oriented Approach

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Oksana Chaika ◽  
Keyword(s):  
Multicultural Education ◽  
Foreign Languages ◽  
Future Teachers ◽  
Education Development ◽  
Professional Activities ◽  
Multicultural Environment ◽  
Research Findings ◽  
Pedagogical Innovations ◽  
Key Aspects ◽  
Everyday Communication

The article considers the key aspects for implementation of a university program on poly- / multiculturalism for future teachers of foreign languages (FL), teachers / instructor of languages for specific purposes (LSP), lecturers and teachers of translation, aiming at the practical value. The two concepts ‘polycultural education’ and ‘multicultural education’ are differentiated; it is substantiated that more research is required and the clarifications are to be introduced among academics locally and globally as the mentioned concepts and relevant labels in terminology are misused / confused in the research works laid out in Ukrainian and Russian. Next, the course “Poly- / multiculturalism for future teachers of foreign languages” aims at mastering pedagogical innovations in the field of poly- / multicultural education, development of students' ethno-cultural competence and pedagogical creativity, respectively. The purpose of the optional / specially designed is to form students' ideas about cultural pluralism as an objective social reality and nurture such ideas in support for everyday communication inside and outside the classroom. It is found relevant to single out the following course objectives: 1) to develop poly- / multicultural and ethno-pedagogical competences of students who are training to become FL teachers / instructors, LSP teachers / instructors, translation lecturers, philologists, translators, etc.; 2) to form the students’ ability in future to conduct professional activities in a poly- / multicultural environment, taking into account the peculiarities of the socio-cultural situation of development; 3) to keep developing the students’ ability to use in professional activities the basic development laws of the modern social and cultural environment. It is specified that the course designs the cornerstones by highlighting the relevance in the modern global and educational environment; aim and objectives; the contents; the structure; and the methodology of the course. It is concluded that the research findings contribute to good practices of designing and developing university curricula from a practice-oriented perspective and help bring quality change to the modern educational space.

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 Lecture-visualization as the form of the psychological and pedagogical supply of formation of professional and methodic integrity of future learners of preschool education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 242-247
Author(s):  
Yuliia Rudenko
Keyword(s):  
Higher Education ◽  
Visual Perception ◽  
Visual Information ◽  
School Teacher ◽  
Preschool Education ◽  
Preschool Age ◽  
Future Teachers ◽  
Education Development ◽  
Professional Activities ◽  
Reading Methods

The article is devoted to the problem of the use of lecture-visualization in the psychological and pedagogical support of the formation of professional and methodological orientation of future teachers of preschool education institutions. The purpose of the article is to define the essence of the concept «lecture-visualization»; to substantiate the psychological and pedagogical, methodological, linguodidactic potential of the lecture-visualization, the need for its use in vocational education of future educators; to identify the main stages of preparation of a higher school teacher for a lecture-visualization, to describe the main structural elements of a lecture-visualization. The article focuses on the advantages of the lecture-visualization (the possibility of visual perception of theoretical material; increasing the motivation to learn the educational material; interactive communication in the student-teacher system, the development of skills for creative understanding of visual information and the subsequent use of their professional activities;). Lecture-visualization is defined in the study as a form of education in higher education, one of the components of the methodological support for the formation of professional and methodological orientation of future teachers of preschool education institutions, which contributes to: increasing the motivation for speech education / self-education; development of skills of visual perception, processing, analysis synthesis of the information obtained; subject-subject interaction of a higher education teacher and students; development of creative activity and cognitive independence of students; the formation of special, subject-specific competences, namely the professional-vocational competence of future educators of pre-school education institutions. The prospect of further scientific developments of this problematic is assumed in the description of the content of lectures-visualizations of such courses as: «Speech culture and expressive reading», «Methods of organizing artistic and speech activity of children in pre-school educational institutions», «Preschool linguodidactics», «Methods of teaching Ukrainian language of children preschool age», «Methods of familiarizing children with Ukrainian folk studies in preschool education institutions».

scholarly journals PREPARATION OF FUTURE TEACHERS FOR THE IMPLEMENTATION OF THE IDEAS OF MULTICULTURAL EDUCATION IN THE INTERACTIVE EDUCATIONAL SPACE

2019 ◽  
Vol 21 (2) ◽  
pp. 27-50 ◽  
Author(s):  
N. A. Astashova ◽  
S. K. Bondyreva ◽  
O. L. Zhuk
Keyword(s):  
Multicultural Education ◽  
Ethnic Groups ◽  
Three Dimensional ◽  
Practical Significance ◽  
Professional Activity ◽  
Central Position ◽  
Practical Training ◽  
Future Teachers ◽  
Education Development ◽  
Different Cultures

Introduction. The urgency of the problem of training future teachers to implement the ideas of multicultural education consists in the need to create a new school and a new person, for whom the interiorisation of human and national heritage is a unifying beginning and a stimulus for the development of society, culture, education and personality. The implementation of the resources of dialogue educational space allows this problem to be solved. A dialogue in its various modifications acts as a pedagogical tool, by which various cultural spheres are integrated and creative activity of pupils as citizens of the multicultural world is stimulated.The aim of the present publication was to present the options for the organisation of theoretical and practical training of future teachers for effective and creative professional activity in the dialogue educational space, which operates at the level of interaction of different cultures.Methodology and research methods. In the course of the research, the scientific ideas of humanistic, cultural and dialogical approaches to modern education were used and revised. The humanistic approach is the key approach in the study, since it determines the basis of multicultural education, emphasises the central position of a personality in the interethnic dialogue. The culturological approach in education is focused on the socio-cultural processes, valuable attitudes, unique traditions and customs of diverse ethnic groups, and on the adaptation of students to the available multiethnic environment when preserving national identity. The dialogical approach combines humanistic and culturological approaches, it justifies and creates interaction between different cultures based on the principles of pluralism and tolerance.Results and scientific novelty. The article reveals the purpose of multicultural education – the versatile development of a personality on the basis of universal and national values, aimed at preserving the ethnic and cultural diversity of the peoples of Russia. The authors formulated theoretical foundations of multicultural education, in which the development of multicultural dialogue of tolerance and respect for a different way of life and mental (intellectual) values of other ethnic groups are dominant aspects. The prerequisites for the development of the humanistic potential of the teacher and student are shown in the context of modelling and implementation of ethno-cultural component of education, development of intercultural interaction and cultural experience. The principles of multicultural education are characterised: continuity, differentiation and diversity, creativity, cultural integrity, three-dimensional (stereoscopic) picture of the world, multilinguality and variability. The definition of the concept of dialogue educational space is given. Dialogue educational space is considered as specially designed environment of positive multicultural cooperation between students and teachers.Practical significance. The research materials can be used in the practice of higher pedagogical education to improve the quality of training and development of multicultural competency of future teachers.

scholarly journals Teacher ethics as a research problem: a narrative review of the scholarly writings

2021 ◽  
Vol 102 (2) ◽  
pp. 48-53
Author(s):  
N. Bissembayeva ◽  
◽  
S. Nurgaliyeva ◽  
P. Ishanov ◽  
◽  
...  
Keyword(s):  
Professional Education ◽  
Professional Ethics ◽  
Negative Impact ◽  
Research Problem ◽  
Narrative Review ◽  
Future Teachers ◽  
Professional Activities ◽  
The Individual ◽  
Key Aspects ◽  
Near Abroad

The authors explore a vital problem of our time, i.e., the professional ethics of teachers. Considering the relevance of this problem, the authors of this paper initiated a study devoted to a narrative review of scientific sources of foreign authors from far and near abroad on teaching professional ethics to future teachers, synthesizing points of view on key aspects of this problem. The research was carried out by the method of systematization and generalization of pedagogical experience in the aspect of the issue under study, thus the authors of this work tried to bring experimental facts of scientific views of authors from far and near abroad into the system of observation. According to the results of interviews with graduate students, the majority of respondents have low indicators of knowledge and skills in the field of professional ethics by the end of university, which will have a negative impact on their future professional activities. The results of research will expand scientific knowledge on the problem of forming professional ethics among students-future teachers and complement the main provisions of professional ethics and concepts of moral and professional development of the individual, enriching the theory and methodology of continuing professional education.

scholarly journals SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"

2018 ◽  
pp. 34-37
Author(s):  
I. Shestopalova ◽  
K. Potapenko
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Foreign Languages ◽  
Solid Base ◽  
Moral Norms ◽  
Professional Activities

The article is devoted to the problem of socialization of an individual in the process of foreign language learning, which is a part of multicultural education and is considered as an important tool for a person's adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural rules and moral norms, which plays a crucial role in the process of socialization is activated. Since the main goal of the educational process in foreign languages is the formation of the very communicative skills, its contribution to the process of socialization of a man is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other peoples, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co- exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.

From the Synergy to the Discrimination - Analysis of Attitudes and Decisions of the Prison Staff Towards Muslim Prisoners in the Context of Multicultural Education

2016 ◽  
Vol 2 (2) ◽  
pp. 81
Author(s):  
Arkadiusz Urbanek
Keyword(s):  
Multicultural Education ◽  
Social Relations ◽  
Ethnically Diverse ◽  
Prison Staff ◽  
Professional Activities ◽  
Personal Attitudes ◽  
The Subject ◽  
Pragmatic Aspects ◽  
Diverse Groups

The aspiration to keep the synergy in relations between majorities and minorities repeatedly emerges as the cause of conflicts in social relations. It is also a subject of the interest of the multicultural education, particularly in countries of Eastern Europe, building contacts with the culturally and ethnically diverse groups to a wider scale. Relations in culturally, religiously and ethnic diverse societies, are becoming more and more related to the personal attitudes and a given policy. These issues acquire in the prison circumstances even greater significance, as given moods and personal attitudes of the prison staff create the pragmatic aspects of the professional activities addressed to the sentenced. Additionally, the key role is played by the quality of the penitentiary policy and the legal culture. The article presents the comparative analysis of the research carried out in 2016 amongst the prison staff in Poland. The subject of the research concerned attitudes that influence the decisive processes. The personal relations have been analyzed in the context of the relation with the sentenced Muslims. The aim of the research was not only to reveal the quality of the decisions concerning the sentenced Muslims, but also the sources of such decisions. The latter, in consequence, may shift, as the research results prove, towards synergy or discrimination. The diversification of the discrimination was one of the intriguing aspects, disclosed at various levels that not always explicitly concerned the discrimination of the minority.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

СОДЕРЖАНИЕ КРИТЕРИЕВ ПСИХОЛОГОПЕДАГОГИЧЕСКОЙ ГОТОВНОСТИ БУДУЩИХ ПЕДАГОГОВ К РАБОТЕ В ПОЛИКУЛЬТУРНОМ ОБРАЗОВАНИИ// Actual Problems of Applied Sciences Journal World, 3(13), 2019/ Chief Editor Markus Hemmer: Open European Academy of Public Sciences (OEAPS Inc.). Barcelona, Spain, 2019. PP.29-36.

2019 ◽  
Author(s):  
Елена Васильевна Фалунина
Keyword(s):  
Applied Sciences ◽  
Multicultural Education ◽  
Personal Characteristics ◽  
Chief Editor ◽  
Future Teachers ◽  
European Academy ◽  
Effective Activity ◽  
Degree Of Stability ◽  
Different Levels

В статье предлагается рассмотреть критерии психолого-педагогической готовности будущих педагогов к работе в поликультурном образовании, которые рассматриваются на отношенческо-мировоззренческом уровне, на уровне развития личностных характеристик и профессионально-важных качеств, а так же на ценностно-смысловом и результативно-деятельностном – профессиональном, педагогически значимом уровне. Показано, что рассматриваемые в статье виды отношений могут проявляться на разном уровне: когнитивном, эмоциональном и поведенческом, а так же могут отличаться степенью устойчивости, осознанности, выраженности и широты.The article proposes to consider the criteria of psychological and pedagogical readiness of future teachers to work in multicultural education, which are considered at the relational and ideological level, at the level of development of personal characteristics and professionally important qualities, as well as at the value-semantic and effective-activity-professional, pedagogically significant level. It is shown that the types of relations considered in the article can be manifested at different levels: cognitive, emotional and behavioral, as well as can be affected by the degree of stability, awareness, severity and breadth.

From theory to practice: Jewish and Arabs students in academia practice multicultural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asmahan Masry-Herzallah ◽  
Meital Amzalag
Keyword(s):  
Graduate Students ◽  
Multicultural Education ◽  
Older Students ◽  
Content Type ◽  
Global Era ◽  
Positive Attitudes ◽  
Jewish Students ◽  
Arab Students ◽  
Research Findings ◽  
Faculty Of Education

PurposeThe research examined factors of academic studies as perceived by Jewish and Arab students in Israel, and changes in their implementation of activities in a multicultural context in the field of education, comparing between undergraduates studying for a BA in education and graduate students for MA in education and attending a course titled “Multiculturalism in the Global Era”.Design/methodology/approachThe findings are derived from a questionnaire distributed to Arab and Jewish students (N = 434), studying together in the Faculty of Education of one academic college in Israel. In total, 251 of them were graduate students, and 183 who were undergraduates.FindingsIt was found that insofar as the students from either programme acquired knowledge and tools regarding multiculturalism, they reported (1) more positive attitudes regarding the “Other” group and regarding multiculturalism, (2) implementation of a larger number of activities relating to multiculturalism in the field of education, (3) Arab students performed more activities in multicultural contexts and (4) older students performed a larger number of activities in multicultural contexts. The research findings also indicated a direct relation between participation in the course and activities conducted in the field of education. In addition, students' acquiring of knowledge on multiculturalism mediated the relation between participation in the course and implementation of multicultural activities in the field of education.Originality/valueThe research stresses the importance of higher education institutions in promoting knowledge and practice of multiculturalism in Israeli society.

Development of ecological culture of an individual in a multicultural environment.

2020 ◽  
Vol 89-90 (4-5) ◽  
pp. 102-115
Author(s):  
Natalia Evstafyeva ◽  
◽  
Irina Wagner ◽  
Yulia Grishaeva ◽  
◽  
...  
Keyword(s):  
Multicultural Education ◽  
Social Role ◽  
Modern Society ◽  
Russian Society ◽  
Multicultural Environment ◽  
The People ◽  
The Social ◽  
Ecological Culture ◽  
Methodological Aspects

The article deals with methodological aspects of the development of ecological culture of schoolchildren in a multicultural educational environment. The authors identify two acute problems in modern society – multiculturalism and ecology. The Russian Federation is a multicultural country. Multicultural education is aimed at preserving the diversity of Russian society, carries the potential and tool for protecting ethnic and national communities in a multi-ethnic Russia, promotes the integration of all territorial-economic, political and national-cultural communities into a single Russian nation, allows a person to adapt to a multicultural world, helps a person understand himself and the people around him and promote the social role of a cultural person in society. The authors consider the relationship between multiculturalism and ethnopedagogy, identify the main pedagogical approaches and principles of development of multicultural education. The article notes the importance of integration of two significant areas in education and in the world - ethnology and ecology. Together they make an ethno-cultural module and an eco-cultural module which form the values for the society sustainable development. The possibility of using the technology of project activity through the implementation of ethno-ecological projects of students is considered. The authors note that ethnoecological projects on the dominant activity of students can be of different directions: research, educational, creative or practical ones. The most effective way to work on projects is through the implementation of a system of eco-oriented multicultural project weeks. Authors pay an important attention to the projects aimed at studying the ethnoecological traditions of the native land, the peculiarities of its geography, climate, natural landscape, flora and fauna, reflected in folklore, folk crafts, cults, rituals, holidays, legends, myths, etc.

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