scholarly journals NARRATIVE COMPETENCE FORMATION OF FUTURE FOREIGN LANGUAGE TEACHERS THROUGH THE CONTEXTUAL LEARNING IMPLEMENTATION

2020 ◽  
Vol 68 (4) ◽  
pp. 116-122
Author(s):  
Y.O. Pentina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Contextual Learning ◽  
Professional Activity ◽  
Joint Activity ◽  
Narrative Competence ◽  
Foreign Language Teachers ◽  
Problem Situations ◽  
Different Levels ◽  
Active Interaction

The article presents the contextual learning in foreign language educational process.Reveals its’ importance for future foreign language teachers preparation. The author considers peculiarities of professional activity contexts and its role in narrative competence formation. Narratives created by students are the most common forms of verbal communication, realized at different levels of communicative activity, depending on the situation and context.Narrative competence formation in the process of contextual learning is possible through problem-based tasks that arespeciallyorganized by the teacher and provide active interaction of students, their joint activity in finding solutions to the presented problem content. The articleprovides examples of problem situations that reveal the methodological aspect. Prospects for further research of contextual learning and its importance in the process of future foreign language teachers’ narrative competence formationaresuggested.

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 Theoretical and applied principles of formation of competencies of foreign language teachers

2021 ◽  
Vol 7 (3C) ◽  
pp. 487-493
Author(s):  
Myroslava Fabian ◽  
Olga Dolgusheva ◽  
Lesya Rohach ◽  
Nelia Zuienko ◽  
Svitlana Musiichuk ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Professional Activity ◽  
Structural Components ◽  
Foreign Language Teachers ◽  
Technical University ◽  
And Behavior ◽  
Russian Education

The article considers general tendencies in world and Russian education, and also both principles and methods of forming professional, communicative, intercultural competences and in the process of teaching foreign language for professional purposes in the conditions of engineering, economic and other non-linguistic specialties at technical university. The article views some essential issues of this competence including awareness of pedagogical values, the construction of the pedagogical process, pedagogical communication and behavior; pedagogical technology, its essence, structural components, understanding of innovative components of professional activity, requirements for the design and engineering of pedagogical technologies.

scholarly journals Multimedia Technologies as a Means of Increasing the Effectiveness of Professional Training of Future Foreign Language Teachers

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 30-39
Author(s):  
Tetiana Boyko ◽  
◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Professional Activity ◽  
Foreign Language Teachers ◽  
Multimedia Technologies

The article highlights the specifics of professional activity of future foreign language teachers, which proves that increasing their competitiveness and reforming the system of general secondary and higher education in Ukraine increase the requirements for professional training of future foreign language teachers. It is stated that in the process of introduction of the latest information technologies in all spheres of activity of educational institutions the problem of formation of their information communicative competence in the process of studying in higher education institutions acquires special significance in the training of future foreign language teachers. The article describes the phenomenon of «multimedia technology» as a computer technology that allows you to flexibly manage the flow of various information. It is emphasized that there is no single approach to this phenomenon. The purpose of this article is to characterize the problem of multimedia technologies as a means of improving the effectiveness of professional training of future foreign language teachers. The author’s research proves that at the present stage the work on the introduction of multimedia in the educational process of higher education is carried out in two directions: the first is that multimedia is included in the educational process as an «aid» using traditional methods of education; the second direction involves changing the content of education, reviewing the methods and forms of organization of the educational process, building holistic courses based on the use of content in certain disciplines of higher education institutions that train future foreign language teachers. The article states that the use of multimedia by applicants for higher education, future teachers of foreign languages and ensuring the systematic use of multimedia technologies should be consistent with the didactic goals of professional training of applicants for higher education in foreign languages.

scholarly journals EFFICIENCY OF PROFESSIONAL ACTIVITY OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF SIOP MODEL

2021 ◽  
Author(s):  
Olha Demianenko ◽  
◽  
Rymma Maiboroda ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Foreign Language ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Teachers ◽  
Professional Activity ◽  
Teaching Skills ◽  
Foreign Language Teachers

As the title implies, a scientific paper reveals the issue of an efficiency of professional activity of foreign language teachers in higher education institutions in the context of SIOP model. The problem of this study is that in spite of the stressed importance of teaching skills, student teachers lack many of the English as a foreign language (EFL) teaching skills which may have a negative impact on their teaching performance that in turn affects their teaching self-efficacy. The methods of applying SIOP model and the effect of using SIOP model on developing EFL student teachers’ teaching skills are studied. It is emphasized that among the multiple factors that affect students’ achievement is teacher effectiveness. Thus, the challenge remains to improve and promote the effectiveness of teachers in an effort to increase students’ academic achievement. The positive and negative aspects of the education shift towards SIOP model are identified, the principles of enhancing innovative educational process effectiveness are revealed. It is worth noting that any professional development of foreign language teachers in higher education institutions must address specific knowledge and attitudes that are relevant to teaching foreign language learners. Teachers need to understand basic constructs of the second language development, the nature of language proficiency, the role of the first language and culture in learning, and the demands that mainstream education places on culturally diverse students. There is growing evidence that professional development approaches that are guided by teacher input and that view teacher learning as continual and transformative makes higher education institutions a better place for students and staff. The results indicated that introduction of SIOP model has opened up a number of problems associated with the introduction of such training services. It is stressed that the factors of SIOP model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension. It should be stressed that the introduction of SIOP model in modern educational process opens up wide horizons and unlimited possibilities for the efficiency of professional activity of foreign language teachers in higher education institutions, which have yet to be studied and mastered by modern pedagogical science.

scholarly journals Content of scientific and pedagogical features of formation of gnostic competence of future foreign language teachers

2021 ◽  
pp. 54-60
Author(s):  
N. N. Abdygaliyeva ◽  
A. T. Taubeyeva
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Professional Activity ◽  
Foreign Language Teachers ◽  
Pedagogical Skills ◽  
High Level

This article discusses the main features of the formation of gnostic competencies in the training of future foreign language teachers in language universities. The author emphasizes that gnostic competence also plays an important role in improving a teacher's pedagogical skills, emphasizing that gnostic competence is the basis of a teacher's professional activity and is a determinant of achieving a high level of pedagogical skill, as well as design or structural skills.

scholarly journals Standards of Foreign Language Teachers’ Professional Training: Prospects and Foreign Experience

2018 ◽  
Vol 8 (3) ◽  
pp. 7-19
Author(s):  
Olesia Sadovets ◽  
Natalya Bidyuk
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Role Model ◽  
Training Programs ◽  
Language Teachers ◽  
National Standards ◽  
Foreign Language Teachers ◽  
Theoretical Substantiation ◽  
Teachers Training ◽  
Different Levels

Abstract The article deals with an urgent issue of necessity to enhance professional training of future foreign language teachers. It has been substantiated that the only way to assess its quality is to use a set of professional standards. Theoretical substantiation of the standards elaborated by TESOL, as well as their step-by-step process of elaboration, have been studied. These standards served as a model for developing standards of foreign language teachers’ professional training in other countries. On their basis the standards of foreign language teachers’ professional training, as well as indicators of teachers’ performance for each of them, have been formulated as a role model for other countries which pay special attention to foreign language teachers’ training. The main difficulties of the standards implementation have been defined, as well as their possible solutions. One of the most urgent issues raised in the article is the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them. Conclusions about productivity and efficiency of the conducted research can only be made after the standards approbation throughout the complete foreign language teachers’ training program that is 4-6 years (depending on the degree - Bachelor or Master). Still, at this stage of our research it is quite clear that one of the possible solutions to the problem of the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them is involvement of stakeholders of different levels to elaboration of the standards (from future teachers to educational authorities). The practical value of the presented material is that it can be used by other countries for elaborating their own national standards.

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