Abstract
The article examines the conditions of constructing future teachers’ (currently B.A. students’) professional and communicative competence in the context of modernization of the present-day system of higher education, which stipulate the need to rethink the concept of future professionals’ competence and the transition from sector-specific professional competencies to meta-competencies of a wider scope associated with the peculiarities of professional and communicative communication. Following on from the theoretical and methodological analysis, it is concluded that the construction of a quasi-professional educational environment reconstituting the conditions of professional communication can be organized in the form of solving situational case problems using such technologies as subject-language integrated learning, blended learning visualization and podcasting. The methodological validity of the proposed scientific research results on constructing a quasi-professional educational environment to form future teachers’ professional and communicative competence has been confirmed by the results of their evaluation at the Humanitarian and Pedagogical Academy (branch) of Vernadsky Crimean Federal University (Yalta) and Krasnoyarsk State Pedagogical University named after V.P. Astafiev (Krasnoyarsk).
Highlights
The use of the competence-based approach both in Russia and abroad is associated with a number of problematic issues that are still to be resolved: despite the available theoretical research into the problem of meta-competencies’ formation 5, 6, there are still no technologies for their formation in future teachers’ practice-oriented education
The key problem of the research is to study the potential of a quasi-professional educational environment as one of the conditions of future teachers’ professional and communicative competence formation
On the basis of the studied theoretical material, we have developed and practically tested a number of recommendations for constructing a quasiprofessional educational environment to form future teachers’ professional and communicative competence
Summary
The use of the competence-based approach both in Russia and abroad is associated with a number of problematic issues that are still to be resolved: despite the available theoretical research into the problem of meta-competencies’ formation 5, 6 , there are still no technologies for their formation in future teachers’ practice-oriented education. No algorithms have been developed for teaching activities that promote adaptation to the chosen profession and develop students’ professional and communicative activity. The professional and communicative competence can be formed and developed in the process of implementing quasi-professional activities through the use of innovative technologies for its modeling 7, 8, 9. The key problem of the research is to study the potential of a quasi-professional educational environment as one of the conditions of future teachers’ professional and communicative competence formation
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