Translanguaging as a resource for meaning-making at multilingual construction sites

In this article we investigate spoken professional interaction at construction sites in Sweden, where workers from Poland, Ukraine and Estonia are temporarily employed as carpenters, ground workers and kitchen installers. We study how the workers use resources associated with different languages and how these resources are mobilized along with embodied resources for meaning-making. The analysis aims at investigating what social space the workers construct by going between or beyond different linguistic structures, as defined in the theory of translanguaging. The study is based on Linguistic Ethnography and Conversation Analysis is used for close analysis. We focus on instances of translanguaging, such as Swedish-sounding institutionalized keywords, practices of receptive multilingualism and the search for communicative overlaps in repertoires. The findings from busy construction sites show that the stratifying aspect gives some workers a voice in the organization, while others remain silent. Hence, it is primarily professionals functioning as team leaders, who talk to different occupational categories and use resources associated with different languages. The data provide an opportunity to investigate the theory of translanguaging and its transformative power in relation to professional settings that are linguistically diverse, but also strictly hierarchical.

FORMATION OF PSYCHOLOGICAL AND PEDAGOGICAL FUNDAMENTALS OF PROFESSIONAL RELATIONS IN PREPARING A FUTURE TEACHER

The article emphasizes the features of the teacher's professional activity as one that is focused on the collectively achieved result. The requirements for professional relations in the teaching staff are clarified and the content, approaches, methods of preparation of the student - future teacher to establish relations of cooperation with colleagues in the institution of general secondary education are outlined. The authors substantiate the objective need to prepare future teachers for professional relations, which involves mastering the ethical principles of business relationships in the educational environment, understanding the essence of the requirements for the employee as a member of a team of like-minded people; ability to act in accordance with common goals, objectives, based on recognized in the educational environment moral and ethical principles; ability to analyze complex communicative situations, knowledge of ways to prevent and resolve conflicts between participants in professional interaction; awareness of the essence of anthropological competence of a modern teacher, its indicators, ways of formation and methods of implementation in professional communication, mastery of the basics of psycho-emotional self-regulation, to be motivated for constant personal and professional self-improvement. In freelance education, such training can have a universal meaning, but it is especially important for the teacher as a subject of continuous multilevel professional interaction.

Professional Development in a Rural Cluster of Schools

<p>This study investigated a model of professional development that has been developed by the principals of a cluster of six New Zealand rural schools. It explored the reasons why the principals chose this model of self initiated professional development, how professional development was achieved and the factors that sustained it. Data were gathered using a variety of tools, including interviews with the principals and an external professional development provider, observations, a survey and a limited historical documentation search. Results indicated that the need for regular social and professional interaction with other principals who work in similar communities was highly valued by all participants. They believed that they were unique and capable of providing professional leadership and collegial support for their cluster. The change from meeting for organizing sporting events to providing relevant professional development was strongly influenced by a mentoring contract offered by the Ministry of Education. Implications for the provision of professional development specifically for rural schools and their learning communities are discussed and suggest that the principals of rural schools have specific needs. Their professional development should include opportunities for social and professional interaction with cooperative decisions and activities initiated by them.</p>

Professional Development in a Rural Cluster of Schools

<p>This study investigated a model of professional development that has been developed by the principals of a cluster of six New Zealand rural schools. It explored the reasons why the principals chose this model of self initiated professional development, how professional development was achieved and the factors that sustained it. Data were gathered using a variety of tools, including interviews with the principals and an external professional development provider, observations, a survey and a limited historical documentation search. Results indicated that the need for regular social and professional interaction with other principals who work in similar communities was highly valued by all participants. They believed that they were unique and capable of providing professional leadership and collegial support for their cluster. The change from meeting for organizing sporting events to providing relevant professional development was strongly influenced by a mentoring contract offered by the Ministry of Education. Implications for the provision of professional development specifically for rural schools and their learning communities are discussed and suggest that the principals of rural schools have specific needs. Their professional development should include opportunities for social and professional interaction with cooperative decisions and activities initiated by them.</p>

Dynamic Processes in Professional and Business Etiquette

The research focuses on the study of the dynamics of etiquette norms in the innovative communicative space. The paper considers the factors which may condition changes in etiquette norms and stimulate formation of new norms and rules. The contribution explains the importance of taking into account theoretical foundations of etiquette studies while considering innovative norms, and lays special emphasis on comparison of traditional and innovative norms. The article reveals the role of socio-cultural context in the process of implementation of etiquette norms, and outlines the factors which determine the variability of their functioning. The study highlights specific features of innovative etiquette norms: the focus of attention is on etiquette norms regulating behaviour in the online communicative environment – with special reference to business interaction, in particular, business interaction in the format of zoom conferences. The paper suggests classification of innovation norms, outlines etiquette gaps and ways of their elimination. The publication also explains the importance of practical valiability of the study, and accounts for the need in optimization of business etiquette training – with special reference to up-to-date conditions of professional interaction.

PSYCHOLOGICAL FOUNDATIONS OF PROFESSIONAL INTERACTION OF PEOPLE AND ROBOTS: FORECAST FOR THE FUTURE

The 21st century is marked by the rapid development of science and technology: robots are gradually entering all spheres of human life and activity, along with other mechanisms. In this regard, in society, in popular science literature, in the media, the question is increasingly being asked, can a robot, in particular with artificial intelligence, replace a person in performing professional activities? Variety of problem of the impact of the introduction of robots and artificial intelligence on the future lives and activities of mankind is highlighted in research, discussions, statements, public speeches by E. Musk, B. Pring, P. Roehrig, M. Frank, S. Hawking, M. Zuckerberg, etc. «Success in creating artificial intelligence could be the biggest event in the history of our civilization, or the worst. Computers can, in theory, emulate human intelligence, and exceed it. », - S. Hawking said. The purpose of the article: to carry out the psychological futurological forecast for the introduction of robots, artificial intelligence, in particular in the higher education system through the prism of the author's many years of psychological and pedagogical experience. The current trends in the achievements of scientific and technological progress are analyzed: every day all over the world there are news about examples of successful professional interaction between people and robots (robots Sofia, Grace, Aypera, student robot and much more). Conclusions: the probable possibility of professional competition between humans and robots is obviously a positive argument for obtaining higher education, as well as the ability to constantly learn independently, based on the knowledge, skills and abilities already acquired. The robotization of the educational system should lead to significant facilitation and simplification of the teacher's activities in the future, since all routine work can be put on robots, in turn, teachers will be able to fully devote themselves to pedagogical creativity.

Network Community as a Resource for Supporting the Activities of Mathematics Teachers in the Context of COVID-19

The process of professional development in the information society is associated with the constant updating of organizational forms of interaction and the provision of conditions for the continuous professional development of a modern teacher. The transition to remote interaction of subjects of the educational process in the conditions of COVID-19 has significantly complicated this process. High demands were placed on the level of IT competencies of the teacher, related to the provision of the educational process in the conditions of using distance technologies and e-learning. The teacher has faced with complex professional tasks. At this stage, network communities have become a key resource for supporting the teacher's professional activities. The review of scientific and pedagogical publications on the research topic determines the basis of the article. The paper attempts to clarify the concept of "network professional community to identify the key capabilities of the "network professional community to identify the levels of effective interaction and constructive work, as well as to determine the optimal conditions for professional development in the conditions of remote interaction of the subjects of the educational process. The generalization of the regional experience of the network community is aimed at the formation of strategic directions in the formation of a continuous system of professional development of mathematics teachers in the information society, to determine the effective conditions for the organization of professional interaction in the network structure. Based on the results of monitoring the work of the network community of mathematics teachers, the authors identified active forms of professional interaction and relevant topics for professional development. The paper defines the structural components of the model of continuing education in the context of the network community of mathematics teachers, as well as the key characteristics of the network professional community at the regional level.

PSYCHOLOGICAL AND PEDAGOGICAL READINESS OF PEDAGOGICAL UNIVERSITY STUDENTS TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION

This article considers the psychological and pedagogical readiness of pedagogical university students for professional interaction with children with HIA. Special attention is paid to the levels of information, psychological and professional readiness of future teachers to work in conditions of inclusive education; the results of the conducted study on this topic are given. The need to develop and introduce into the educational process a set of practical classes on future professionals’ preparation for work in inclusive practice is discussed.

THE TO-BE TRANSLATORS’ TRAINING FOR CROSS-CULTURAL COMMUNICATION IN THE SPANISH-ITALIAN ENVIRONMENT THROUGH THE PRISM OF THE PHILOSOPHICAL SCIENCE

The article considers the issue of the to-be translators’ training for cross-cultural professional interaction using as an example the communication between representatives of Spanish and Italian cultures. In this study, the author considered the possibility of combining the theoretical discipline of philosophical science with practical exercises for the development of speech competencies in Spanish and Italian foreign languages. After all, philosophy, according to the author, can become an integral auxiliary element in the formation of the worldview of future professionals, the formation of thinking, imagination, disclosure of creative and spiritual potential of the individual for further effective use in the realities of professional activity. The philosophy of education in recent years is considered by many authors as an important element that makes possible conscious educational development, which is not implemented within the dominant mentality. The article also described the essence of the concept of intercultural communication, because it is a fundamental element of professional translation. Given the practicality of new teaching models, the article examines the problem of forming a translator’s personality, their worldview, their human qualities, finding motivation and inspiration, revealing creative and intellectual potential and much more, which includes the process of preparing a translator for cross-cultural professional interaction. The domestic and foreign scientific and journalistic materials of the authors who worked in the field of philosophical science and its relationship with other disciplines and the process of professional training of applicants in higher education were considered and analyzed. Based on the experience and findings of research, the author has developed several examples of practical exercises based on crosscultural interaction in the Spanish-Italian environment, using which students of philology, translation and linguistics can work out and consolidate all necessary competencies in the process of philosophical science tasks. In the course of writing the article, the object of research was analyzed, which was the process of training future translators in higher education on the basis of a combination of philosophy and translation. The subject of research, which was the pedagogical conditions of preparation of future translators for cross-cultural professional interaction on the basis of a combination of philosophy and translation, was also considered. A set of exercises for the practice of cross-cultural interaction in the Spanish-Italian environment was developed, in which students of philology, translation and linguistics can work out and consolidate all the necessary competencies in the process of performing the proposed tasks through the prism of philosophical science. In the future, it is planned to expand and deepen research on this issue and develop new practical exercises and recommendations for their application for a comprehensive coverage of philosophical science for translators.