FORMING AND DEVELOPING CLIL-TEACHER’S COMPETENCES

2021 ◽  
Vol 71 (3) ◽  
pp. 38-45
Author(s):  
B.E. Bukabayeva ◽  
◽  
Z.A. Kemelbekova ◽  
G.A. Erzhanova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Activity ◽  
Training Module ◽  
Language Competence ◽  
Multilingual Education ◽  
Professional Teacher ◽  
Effective Use

The article deals with the relevance of the foreign language and professional training of CLIL teachers in Kazakhstan. On the basis of scientific sources, the analysis of the concepts CLIL, BICS, CALP, according to the definitions given by domestic and foreign authors was carried out. Currently, researchers are actively exchanging their views on the methods of forming foreign language professional competence and professional competence of CLIL specialists. The formation of the competence of a CLIL teacher is one of the main goals of multilingual education. As you know, today it is possible to further develop the quality of education through the effective use of the results of the teacher's professional activity. Since, a specialist is “tomorrow's competitive specialist in the labor market” who has received knowledge from a competent and professional teacher becomes a decisive force in the development of economy, technology, science, politics and society as a whole. Professional foreign language competence and professional competence are carried out only when the CLIL-teacher actively implements and develops his skills by attending courses and using them in practice. The importance and content of the language training module and the vocational training module that a CLIL teacher acquires at the end of the module are also considered in this article.

scholarly journals FOREIGN LANGUAGE COMPETENCE OF TEACHERS

2020 ◽  
pp. 71-78
Author(s):  
Olga Voloshina ◽  
◽  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Research Methodology ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Language Competence ◽  
Criteria And Indicators ◽  
Professional Activities

This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.

scholarly journals Digitalization of education: trends in teacher training

2021 ◽  
Vol 273 ◽  
pp. 12075
Author(s):  
Vladimir Borisenkov ◽  
Olga Gukalenko ◽  
Viktor Pustovoitov
Keyword(s):  
Economic Development ◽  
Professional Training ◽  
Professional Competence ◽  
Public Institutions ◽  
Children And Youth ◽  
Professional Activity ◽  
Future Teachers ◽  
Commercial Organizations ◽  
Personal Interests

Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects and programs for the training of teachers, taking into account the prospects for economic development, digitalization of society and the education system; the transition to understanding the digitalization of professional pedagogical education as a process that includes the formation of future teachers’ personal readiness for professional activity in the context of the digitalization of society and education; provision of the process of training pedagogical personnel with hardware, network and software resources adequate to the needs; reducing the level of academic load on teachers who train teachers; improving the quality of professional pedagogical education based on personalization and targeting; ensuring the parity of interests of commercial organizations, state and public institutions, personal interests of future teachers; purposeful formation of future teachers’ competence in the design and modernization of educational space based on IR technologies; formation of professional competence among future teachers in the field of ensuring the protection of children and youth in the information space.

scholarly journals PROFESSIONAL COMPETENCE STRUCTURE OF FUTURE BACHELORS OF RAILWAY TRANSPORT IN PROFESSIONAL TRAINING

2021 ◽  
Vol 28 (2) ◽  
pp. 6-10
Author(s):  
A. Hrebenyk
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Model Development ◽  
Professional Activity ◽  
Railway Transport ◽  
Scientific Publications ◽  
Organization Level ◽  
Competence Structure ◽  
Interview Analysis

Under intensive living and production conditions, questions increasingly arise not so much about the content of knowledge acquired by students, but about highly effective methods, forms, means of professional competence formation as the professional training important component. This article raises the issue of the professional competence formation of future railway transport specialists in the professional training. The scientific publications on the research topic are analyzed and the professional competence structural components of future bachelors’ in this field are identified. Formulation of the problem. Nowadays, more and more employers are not fully satisfied with the specialists’ training. As a result, there is a significant reform of the educational sector. Special attention is paid to the issues of professional training. Thus, the professional competence formation of the future specialist is a relevant and important issue. And the question of the professional competence structure of future specialists, including future bachelors of railway transport, needs a detailed study. Materials and methods. In the scientific process, dissertation research materials, pedagogical and scientific literature were used. To achieve the goal of the study theoretical and empirical methods: analysis and systematization; observation; written and oral interview; analysis, systematization, generalization were used. Results. Thus, the professional competence components of future bachelors of railway transport are identified, namely: motivational-value, personal-functional, reflexive-evaluative. Conclusions. The proposed professional competence structure of future bachelors of railway transport is singled out taking into account the professional competence content and these specialists’ professional activity features. Structuring the category “professional competence of future bachelors of railway transport” can positively affect the organization level of this competence formation process in students in the training process and the process quality of its formation diagnosing level. Further research is needed on the model development of this process and its organizational and methodological support.

scholarly journals THE FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE OF STUDENTS OF NONLINGUISTIC SPECIALTIES BASED ON WEB 2.0 TECHNOLOGY

2020 ◽  
Vol 71 (3) ◽  
pp. 153-158
Author(s):  
Zh.K. Akkassynova ◽  
◽  
А.А. Zhussupbekov ◽  
S.M. Lukpanova ◽  
◽  
...  
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Web 2.0 ◽  
Professional Competence ◽  
Relevant Literature ◽  
Digital Technologies ◽  
Professional Activity ◽  
Essential Components ◽  
Research Findings ◽  
Effective Use

Professionally-oriented competence is one of the essential components of students' professional competence. Today, it is a great demand for specialists to sufficiently owning a foreign language to implement the professional activity in a foreign-language sphere. In this context, special attention should be paid for the formation of this competence of students of non-linguistic specialties. The research focuses on considering the effective ways of forming of professionally-oriented competence of students of non-linguistic specialties. One of the possible ways of managing with it is the usage of modern digital technologies, including Web 2.0 in teaching Professionally-oriented foreign language course. The research methods consisted of relevant literature review on this topic and a survey. The research findings present that students highly appreciate using digital technologies while studying the course and confirm its practice-oriented nature. This research recommends effective use of digital technologies for successfully forming of professionally-oriented competence of students of non-linguistic specialties

scholarly journals THE ROLE OF A TUTOR IN THE PROFESSIONAL TRAINING OF THE FUTURE OCCUPATIONAL SAFETY SPECIALIST DURING THE PERIOD OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
IRYNA KAMENSKA
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Professional Training ◽  
Occupational Safety ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Professional Activity

The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.

scholarly journals Formation of English Competence of Future Pharmacists

2021 ◽  
pp. 138-151
Author(s):  
Olena Каrasova
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Professional Activity ◽  
Literature Study ◽  
Language Competence ◽  
The Future ◽  
Questions And Answers ◽  
English Competence ◽  
Clinical Thinking

The introduction to the article analyzes the current state of the future pharmacists’ language competence, in particular English. The purpose of the study is to theoretically substantiate the essence of the concept of «English-language competence of future pharmacists» and highlight the features of its formation. Methods. In the process of fulfilling the goal a set of theoretical methods was used - analysis of scientific-methodical, psychological-pedagogical literature, study of normative-program documentation on the research topic. The results. Based on the analysis of the scientific literature, the essence of the concept of «profession-oriented English-language competence» is clarified together with its links with professional competence, language and communication. The author specifies the meaning of «profession-oriented English-language competence» as a set of knowledge, practice-oriented skills, mastery of medical concepts, techniques of logical thinking aimed at solving profession-oriented situational problems, realization of discussions in the form of questions and answers on professional topics. Conclusions. The article identifies the peculiarities of forming the profession-oriented English-language competence in teaching a foreign language to students of the pharmaceutical university: a foreign language in profession-oriented learning becomes not only the object of learning, but also a means of forming the students’ profession-oriented English-language competence; mastering a foreign language is realized in practice-oriented language activities, the ability to participate in the communication of profession-oriented topics, and not in the knowledge of individual elements of a language; increasing the role of self-study work of students is caused by the constant development of modern technologies and innovations in pharmacy, increasing the amount of professional information and pharmaceutical terminology in English, which requires the future specialist skills and abilities to master information independently; the professional activity of pharmacists is connected with the formation and further development of their clinical thinking, professional and personal qualities (observation, flexibility, purposefulness, concentration, determination, communicative literacy).

scholarly journals FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
pp. 198-202
Author(s):  
Y. STRYZHAK
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Pedagogical Orientation ◽  
The Future

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented. The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training.  The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication. It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

scholarly journals КОНЦЕПТУАЛЬНІ ЗАСАДИ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ У ГАЛУЗІ НАНОМАТЕРІАЛОЗНАВСТВА ДО ПРОДУКТИВНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

2021 ◽  
Vol 1 (2) ◽  
pp. 168-176
Author(s):  
I. T. BOHDANOV ◽  
◽  
Y. O. SUCHIKOVA ◽  
I. O. BARDUS ◽  
◽  
...  
Keyword(s):  
System Approach ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Activity ◽  
Actual Problem ◽  
Productive Activities ◽  
General Scientific ◽  
Methodological Principles ◽  
Conceptual Foundations

The article is devoted to the actual problem of improving the quality of professional training of future specialists in the field of nanomaterials to productive activities, namely the development of conceptual foundations for building an appropriate methodological system. The article proposes a conceptual idea of the study, which assumes that improving the quality of training of future specialists in nanotechnology will increase under the condition of systematic philosophical-natural-mathematical fundamentalization of learning content, as well as their involvement in productive synthesis of innovative nanomaterials based on dual education. The article highlights the conceptual principles of training future specialists in the field of nanotechnology for productive professional activity. In particular, methodological and theoretical bases of development of methodical system of fundamental professional training of future specialists for productive professional activity are given. General scientific methods of cognition, as well as systemic, competence-based, activity-based, integrative, prognostic, synergetic methodological approaches are determined by the methodological foundations. The theoretical foundations of the substantiation and development of the methodological system are determined by the philosophical provisions of the theory of knowledge, the general scientific provisions of the system approach, the psychological provisions of the theory of personality, the theory of creativity, models of knowledge representation, pedagogical laws, regularities, and principles of teaching. Based on the conceptual idea and theoretical and methodological principles defined organizational and pedagogical conditions, compliance with which in developing goals, content, methods, tools and forms of teaching methodological system of fundamental training of future professionals in nanomaterials will ensure the effectiveness of the formation of their professional competence to perform productive activities. Key words: nanotechnologies, professional training, fundamentalization, productive activity, system approach.

Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities

2020 ◽  
Vol 5 (6) ◽  
pp. 308-316
Author(s):  
O. Bespalova ◽  
◽  
N. Zakalyak ◽  
А. Kolesnik ◽  
А. Sitovskyi ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Occupational Therapists ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Activities

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

scholarly journals Teaching Spoken Production in Global Contexts 2021

2021 ◽  
Vol 12 (4) ◽  
pp. 213-223
Author(s):  
Nilakshi Phukan ◽  
Svitlana Volkova ◽  
Kateryna Tuliakova ◽  
Oleksandr Pasichnyk ◽  
Yuliya Kornytska
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Competence ◽  
Starting Point ◽  
Law Faculty ◽  
Good Starting Point ◽  
Methodological Principles ◽  
Kyiv Polytechnic Institute ◽  
Methodological Guidelines

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students’ professional competence. These findings provide a good starting point for discussion and further research.

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