Foreign Teaching Research Articles

METHODOLOGY OF TEACHING FOREIGN LANGUAGES

METHODOLOGY OF TEACHING FOREIGN LANGUAGES

THE METHODS OF TEACHING FOREIGN LANGUAGES

THE METHODS OF TEACHING FOREIGN LANGUAGES

Current trends in the development of pedagogical systems of ukraine in the conditions of digitalization of society

The purpose of the work is to analyse the current trends in the development of domestic pedagogical systems in the context of digitalization of society.
 The research methodology consists in the use of methods of scientific analysis, pedagogical positions on the issues of digitalization of education, implementation of systemic and integrative approaches.
 The scientific novelty consists in highlighting the main trends of the prospective pedagogical system. The main trends include: humanization and humanitarianization; national orientation; openness; science; continuity; digitalization. An analysis of each trend is presented and their role in the development of education is determined. It has been established that the digitalization of education creates prerequisites for the wide implementation of psychological and pedagogical developments in pedagogical practice, which allow to intensify the educational process, implement learning ideas, including within the framework of new models.
 Conclusions. Summarizing the analysis of the main trends and features of pedagogical systems at the current stage, it is very important to take into account the orientation of global educational processes. This is primarily an orientation to the individual, development of creative potential; openness of education as a condition of professional flexibility, mobility of a specialist, his ability to self-education and professional self-development; the need for interconnection and coordination of various stages of professional training, retraining and advanced training. Therefore, in order to modernize the pedagogical system of Ukraine, the national traditions and prospects of the country should be determined, taking into account the current trends in the development of digital technologies and the experience of foreign education systems.

Revisiting the formation of universal competencies of foreign students

Foreign citizens study at Russian universities according to educational programs in accordance with the Federal State Educational Standard, designed for pre-university training of Russian citizens. This is especially evident in the formation of universal competencies (UC). The identification and search for the solution to the problems that arise in this case determine the relevance of the research. We set a goal to determine how significant the differences were between the content of pre-university Russian and foreign education, which is necessary for the formation of UC-11 – citizenship and UC-9 associated with it – inclusive culture, using the method of comparative analysis. Documents on foreign education served as the material.When developing an educational program in terms of the formation of UC-11, universities take into account continuity with the general educational subject of social science, which Russian students study at a basic or advanced level. In this regard, the content of foreign education was assessed from the standpoint of the presence of the disciplines of the subject area «Social sciences». The analysis carried out showed their complete or partial absence in pre-university foreign education. Meanwhile, it turned out that the inclusive position of many foreign students, unlike Russian students, was practically formed. Thus, the university needs to develop individual educational programs for foreign students, providing for the expansion of the list of variable and optional disciplines, changing the ratio of contact work with a teacher and student’s independent work. The optimal form remains the previous or parallel development of a specially designed additional educational program.

Identity in the making: The influence of context on mobile teachers’ construction of a professional identity

Teacher mobility has been increasing. We sought to document professional identity construction processes by mobile teachers, who experience many challenges – both as migrants, and as foreign teachers – while abroad, challenges which are reflected in how they construct a professional identity. We conducted a comparative analysis of two groups of teachers who were engaged in teaching programs through national or organizational initiatives in two different continents. Finding suggest that context was crucial to teachers’ expectations and perceptions of their role, and clearly impacted on the strategies they chose to construct their professional identity. A thorough understanding of how mobile teachers construct their professional identity demands recognition of varying contexts, as well as teachers’ initial work environment.

МОВНЕ ПОРТФОЛІО ЯК РЕАЛЬНИЙ ПРОГНОЗОВАНИЙ РЕЗУЛЬТАТ КЕРОВАНОГО ОСВІТНЬОГО ПРОЦЕСУ

In institutions of higher education the question of motivation arises while studying any discipline, however, the problem of motivation for professional improvement of English level knowledge plays an important role. This task is especially topical for teachers and students of non-linguistic specialties. The language portfolio provides an opportunity for learners to record and independently review their own achievements and mistakes while learning any language in general and English in particular. The article offers a step-by-step algorithm for familiarizing students with the language portfolio method at meetings of “English in Intercultural Communication” scientific group. The specified mechanism is based on the theoretical and practical works of domestic and foreign teachers. When considering the topic of using the “Language Portfolio” technology in higher education institutions, it is necessary to appeal to its successful implementation in general secondary education establishments. The main attention is focused on the main characteristics of the language portfolio, the structural and functional loading of its sections as well. It has been noted that the teacher faces a difficult task: to teach students to plan a portfolio the ultimate goal to be clear, to outline the amount of information they need to master, and what level they will reach by the end of the semester or the academic year. The language portfolio integrates all components of teaching (training, learning, assessment and self-assessment) and covers all types of speaking activities. It has been assumed that motivating students and ensuring their step-by-step organization of reflective self-assessment and complex control can be done not only in foreign language classes, but also at meetings of the “English in Intercultural Communication” scientific group by surveying, presenting and clarifying the essence of the language portfolio, its key properties, a detailed description of its sections (language passport, language biography and dossier) and a well-directed and carefully thought-out pedagogical approach.

Американская традиция проведения интеллектуальных состязаний: конкурсы и олимпиады

Importance. The Olympiad movement is gaining popularity around the world, attracting the attention of schoolchildren as a reliable tool for self-development and study of subjects at an increased level. The problem of the study is the analysis of foreign practices of organizing intellectual competitions for schoolchildren, in the context of the development of creative abilities of students. The focus of our attention is the national ecosystem of the implementation of intellectual competitions in the United States. The purpose of our study is refracted in identifying the peculiarities of the implementation of these competitive events in the American tradition, while the relevance is due to the success of the US teams at international olympiads. Materials and methods. Methodologically, we rely on the principles of systemic, de-factional and cultural approaches. Among the theoretical methods we used are the study of scientific literature on the topic, including in English; generalization, categorization, comparative analysis, as well as analysis of US legal acts in the field of education, and websites of operators of intellectual competitions. Results. As a result of the study, a number of features of the American system for the selection and development of talented schoolchildren in school were established, among the features were the decentralization of the organization of competitions and the widespread introduction of team competitions. Conclusion. The novelty of the study is refracted in the study of the features of the competitive and Olympiad movement in the United States at the present stage. The theoretical significance lies in the increase in pedagogical knowledge about foreign education in the implementation of the Olympiad movement, at the practical level, the obtained data can be adapted and introduced into domestic practices for finding talented youth.

FORMATION OF RESEARCH COMPETENCIES IN TEACHERS-UNDERGRADUATES

The article analyzes the formation of research competencies in future teachers, who get education at the master's level. For this purpose, the views of Azerbaijani educators, as well as foreign educators on the formation of scientific and research skills in the laws of the Republic of Azerbaijan are investigated. In our country, the “special educational program of the magistracy" has been approved. Among the professional competencies that a graduate needs to form according this program, a special place is occupied by competence in the research field.It is from this point of view that we found it necessary to analyze the formation of research skills among future teachers getting a master's degree. The modern level of development of society requires serious and important intellectual searches, and s since these searches should serve a person that provide a complex human activity in unity and connection.

"PEDAGOGIK TEXNOLOGIYALAR VA XORIJIY TAJRIBALARNING XORIJ TA`LIMIDAGI AHAMIYATI VA UNI O`ZBEKISTONDA AMALGA OSHIRISH ASOSLARI"

"PEDAGOGIK TEXNOLOGIYALAR VA XORIJIY TAJRIBALARNING XORIJ TA`LIMIDAGI AHAMIYATI VA UNI O`ZBEKISTONDA AMALGA OSHIRISH ASOSLARI"

Pradinių klasių mokytojų, taikančių STEAM ugdymo metodą, patirtys integruoto-holistinio kompetencijų lygmens požiūriu

After analysing literature sources, the article discusses the STEAM educational approach and its application in primary education. The concept of teachers’ competencies and the significance, structure, and levels of integrated and holistic competencies are analysed. The guidelines for training primary school teachers, the importance of cooperation of higher education institutions with practitioners applying the STEAM educational approach, and the relevance of curriculum improvement are discussed. 18 Lithuanian and foreign educators using the STEAM educational approach participated in a scientific focus group interview study. Having obtained the content analysis data, teachers’ experiences were analysed, and competencies were identified. Educators’ competencies were analysed based on the STEAM fields: science, technology, engineering, art, and mathematics. The applicability of the STEAM areas in the educational process and other experiences of using the STEAM educational approach were identified. Using content analysis, the following categories were identified: the STEAM activities in education institutions (23 statements), General competencies in the STEAM (17 statements), Subject-specific competencies in the STEAM (11 statements), Most needed competencies (8 statements), Use of science in the STEAM (17 statements), Use of technology in the STEAM (21 statements), Use of Engineering in the STEAM (11 statements), Use of Arts and Culture in the STEAM (19 statements), Use of Mathematics in the STEAM (16 statements). The discussion of the participants in the study focuses on the following main sub-categories: Information Technology (11 statements), Creativity (9 statements), Application of knowledge in mathematics (7 statements), Project development (5 statements), Practical research (5 statements), Sharing of best practices (5 statements), New technologies and information management (4 statements), Design and construction (11 statements), Painting/Drawing (6 statements), Playing music (5 statements), and Data processing (6 statements). These main sub-categories reveal primary teachers’ competencies when applying STEAM education in their work. Creativity competence took a special place in the analysis of competencies. It is analysed in the article from integral, multifunctional, and holistic perspectives.

汉语国际教育专业博士发展分析

汉语国际教育专业博士发展分析

Legal Basis for the Functioning of Confessional Schools of Muslims in the Middle Volga Region in the Post-Reform Period

The article analyzes the legal foundations of state policy in relation to confessional schools of Muslims in the inner provinces of Russia in the second half of the 19th early 20th centuries. In accordance with this, the goals and essence of such fundamental documents as the Rules “On measures for the education of foreigners inhabiting Russia”, “Rules on the establishment of an educational qualification for clergy of the Mohammedan confession in the district of the Orenburg Spiritual Assembly” are considered in detail. Attention is paid to the attempts and features of establishing control by state bodies over the mektebe and madrasah. The mechanisms of their implementation and the attitude of the Muslim population towards them are shown.

В.А. СУХОМЛИНСКИЙ О ВОСПИТАНИИ КУЛЬТУРЫ ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ УЧИТЕЛЯ

Analysis of works by V.A. Sukhomlinsky, reflecting the idea of cultivating a culture of pedagogical activity of a teacher, showed that its theoretical source was the works of outstanding domestic and foreign teachers of the past and the work of contemporary scientists, which contributed to its significant ideological and theoretical enrichment. At the same time, proposed by V.A. Sukhomlinsky, the idea of cultivating a culture of pedagogical activity of a teacher is distinguished by an undeniable scientific novelty. The idea of cultivating a culture of pedagogical activity of a teacher in the pedagogical work of a scientist has gone through three periods in its development: the period of searching and substantiating new ways in working with the personality of a teacher and student; the period of combining the culture of activity and the general culture of the teacher in his professional activity; the period of creation of a local culture-consistent education system (Pavlysh secondary school). Analysis of the practical activities of V.A. Sukhomlinsky in different periods and the works created by him at that time, led to the conclusion that by the mid-60s, a holistic pedagogical concept of the culture of the teacher’s pedagogical activity had developed in the work of the great teacher. In the legacy of V.A. Sukhomlinsky’s idea of cultivating the culture of teacher’s pedagogical activity lies in the fact that a culturally appropriate teacher is an integral person with a moral and humanistic orientation, a high level of general culture, capable of self-realization in activities close to the norms of culture. The culture of the teacher’s pedagogical activity in the light of the stated idea is interpreted by us as an integrative quality of the personality, syncretically combining motivational, cognitive, activity and emotional-evaluative components, as well as such a way of its conscious organization in which both the teacher and the student develop. Based on the analysis of printed and handwritten works by V.A. Sukhomlinsky, the conditions for educating the culture of the teacher’s pedagogical activity are revealed: the organization of a reflexive educational environment; creating an atmosphere of scientific creativity in the teaching staff; emotional coloring of pedagogical activity, which have been tested in the Pavlysh secondary school and remain relevant today.

ЗАРУБІЖНИЙ І ВІТЧИЗНЯНИЙ ДОСВІД РЕГУЛЮВАННЯ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ПРАЦІВНИКІВ ТА ЇХ ПРОФІЛЬНОЇ ПІДГОТОВКИ

This article, for the first time in domestic practice, explores the application of additional regulation of professional activity in Ukraine and EU member states. The following tasks were carried out: studying international and European approaches to the employment of regulated professions by employers and educational service providers; comparing the domestic system of professional activity regulation; reviewing relevant domestic publications; analyzing legislative and regulatory acts of a regulatory nature; proposing the typification of regulated professions and professional qualifications in Ukraine for the first time; and identifying the primary shortcomings of the Ukrainian system of professional activity regulation. During the research, the methods of monographic, systematic analysis, and comparative were used. The results indicate that domestic authors tend to concentrate their specialized research on the study of foreign education while paying little attention to relevant domestic practices. Among the author's key findings is the lack of a unified, legally established framework for defining and implementing regulations for professional activities in the country. Comparing the recognition of professional qualifications in regulated professions is challenging due to differences in recognition procedures, volumes, tools, terms, and content. The lack of a national registry of regulated professions and qualifications also poses difficulties for stakeholders and foreign partners. This is particularly important when it comes to recognizing the professional qualifications of war refugees in host countries. In Ukraine, professions and qualifications are typically regulated using a departmental and sectoral approach. This approach involves preparing, externally assessing, recognizing, and practically implementing over 400 regulated professions, job titles, and positions, as well as full and partial professional qualifications associated with them. The National Qualifications Agency is not responsible for creating a register of regulated professions/qualifications. It also does not fully form the register of qualifications as a whole, focusing exclusively on including only professional qualifications defined in professional standards, the number of which is insignificant and does not exceed three hundred, etc.

Acculturation as the process of migrants’ adaptation to foreign education environment

The issues of acculturation as ways of psychological adaptation of young migrants to education environment have always been of great interest to psychologists and sociologists. These phenomena usually denote complex and individual processes of overcoming life hardships in modern education environment. Therefore, the purpose of the article is to point out the main psychological issues of acculturation as a significant process of young migrants’ adaptation to foreign education environment.

The Literacy Approach to Teaching Foreign Languages

The Literacy Approach to Teaching Foreign Languages

Theoretical and Methodological Foundations of Interactive Teaching Foreign Languages to International Relations Students

Theoretical and Methodological Foundations of Interactive Teaching Foreign Languages to International Relations Students

The Use of Augmented Reality and Virtual Reality Technologies in Teaching Foreign Languages

The article is devoted to analyzing the educational potential of augmented reality (AR) and virtual reality (VR) technologies in teaching foreign languages, specifically in the professional training of future teachers. The possibility and benefits of introducing AR technologies in the system of teachers’ professional training are based on the experience of the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children», which is taught during the first (bachelor's) level of education to students of the 012 Preschool Education Specialty at the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. The literature analysis and the description of the empirical experience of the interaction and implementation of AR and VR technologies in the course content are the major research methods used in this article. The article performs an analysis of the advantages and disadvantages of AR and VR technologies in foreign language teaching. The didactic potential of both aforementioned technologies is identified, including the improved learning environment, increased motivation, interaction, and content retention, the richness of multimedia modes, better visualization, and suitability for special learning needs. The article emphasizes the influence on multiple language skills and vocabulary development (vocabulary acquisition, phonics, pronunciation, comprehension, writing, reading, speaking, improved communication, and general learning skills). The data received proves the suitability and benefits of implementing current AR technologies in the professional training of future teachers and language teaching in general, as opposed to VR technologies that are limited due to their drawbacks that outweigh their current advantages, but still allow them to be considered a very powerful tool in the near future. Still, their partial accessibility by learners gives them the right to be used in terms of the realization of individual approaches. As a result of this article, a list of AR and VR technologies that could be used in foreign language teaching is revealed. The perspective of future research could focus on the analysis of specific technologies from AR or VR groups

STREET ART AND ITS USE WHEN TEACHING FOREIGN LANGUAGES

STREET ART AND ITS USE WHEN TEACHING FOREIGN LANGUAGES

ОБРАЗОВАТЕЛЬНАЯ ТРАЕКТОРИЯ В ПРЕПОДАВАНИИ ИСПАНСКОГО ЯЗЫКА (ЗАРУБЕЖНЫЙ И РОССИЙСКИЙ ОПЫТ)

Mastering foreign languages is traditionally one of the ways of obtaining universal competencies in the educational process. The choice of studying Spanish as a component of the trend of continuity of education leads to the need to create an individual educational route. The article examines the ways of forming the educational trajectory of teaching Spanish in the context of the development of intercultural communication and the increasing need of an individual for personal improvement. The study demonstrates the possibilities of choosing the forms of learning a foreign language in the Russian and Spanish educational systems, which contributes to the development of universal and, accordingly, professional competencies necessary for personal growth. The leading factor for building an individual educational route is the need for communication in foreign languages, hence the priority of the communicative method as the main form of organization of foreign language teaching. The paper considers the peculiarities of foreign language teaching styles, their connection with educational historical and cultural traditions and information technologies. The study is based on a comparative analysis of the forms of linguistic and non-linguistic education in Russia and Spain, which helps to form an individual educational route for the student. The result of the study demonstrates for the student the possibilities of obtaining linguistic and non-linguistic education in domestic and foreign teaching practices and building an individual educational route taking into account personal needs and professional motivations.