Foreign Teaching Research Articles

Research on the Teaching of Landscape Engineering by Foreign Teachers in Sino-Foreign Cooperative Education in SUCC

Sino-foreign cooperative education plays an important role in undergraduate education. It has also proved itself popular in higher vocational education in recent years, in which foreign teachers are undertaking the task of teaching some specialized courses. The teaching by foreign teachers has certain irreplaceable advantages, but nonnegligible disadvantages as well. Questionnaires have been distributed to the students majoring in Landscape Engineering from Shanghai Urban Construction College to investigate the teaching of specialized courses by foreign teachers. Based on the statistics, the advantages and disadvantages of their teaching have been analyzed, and several suggestions on how to adopt the good points and avoid the shortcomings are offered, so as to improve the quality of Sino-foreign cooperative education in higher vocational college.

The impact of an urban facilities management summer school on the participants

PurposeThe purpose of this paper is to investigate how an Urban Facilities Management (Urban FM) focused summer school in Norway in 2019 impacted knowledge creation, as well as the host and foreign educators, along with the international student participants.Design/methodology/approachThis paper’s data collection is formed as a “post-event study” using interviews and a quantitative survey from both the students and educators to look at the impact of the summer school on the student and the associated educational programs.FindingsThe outcomes of this study indicate that the impact on educators and their educational programs was substantial with regard to their teaching experiences. The study confirmed that foreign experience allowed not just for greater potential for cross institution cooperation for the future but also allowed for the usage of the summer school case studies in host and guest educational programs. For the students, the added value was in the international experience primarily and a chance to study on a case study project. The study was also successful in the dissemination of Urban FM knowledge.Originality/valueThis paper also offers added theoretical value in the development of a model in future projects on how to capitalize on the potential impact of the summer school on educators and students. The possibilities for increased dissemination and knowledge creation in Urban FM is also significant.

Causes, Forms and Consequences of Insecurity on Nigerian Educational System: Implications for Educational Managers

This paper discusses on the Causes, Forms and Consequences of Insecurity on Nigerian Educational System: Implications for Educational Managers. Secondary data were used to support the points raised in the paper. The data were sourced from print materials and online publications by recognized institutions and individual authors. The paper identified nonchalant attitude of school administrator on security, Lack of comprehensive school security policy to guide action, Non execution of security duties by incompetent guards, etc. as the causes of insecurity in educational system in Nigeria. The paper also identified physical violence, battery and assault, burning of schools or fire outbreaks, abduction and kidnapping of persons, false imprisonment and detention of students, armed robbery, stealing and trespassing, burglary and vandalism, rape, sexual harassment and prostitution, bombings and school shootings, etc. as some of the forms of insecurity found in educational system. The paper has as well identified loss of manpower in educational institutions, poor quality of education, destruction of infrastructural facilities, and discouragement of educational pursuit by children, resort to foreign education and internal displacement of learners among others as some of the consequences of insecurity on Nigerian educational system in Nigeria. In order to address the challenges of insecurity in educational system in Nigeria, the paper recommends among other things that government should ensure that the political will to fight all forms of insecurity in the country through the use of best strategies are honestly and sincerely made available.

Primary methods of internationalisation of higher legal education

Introduction. Recent trends in the sphere of internationalisation of higher education expand theoretical insights into the dialectical nature of correlation between pedagogical science and educational practice, as well as the relationship between the general direc tions of the development of higher education, its national and regional specifics. An analysis of the experience of internationalisation of universities is required for the development of various models to modernise higher education, including legal education, and to substantiate practical recommendations for reforming the Russian higher education system. To date, an understanding has been reached of the need to internationalise higher education in the context of globalization to increase the competitiveness of the Russian higher education system, as evidenced by the Federal project to maximise the competitive position of Russian universities among the world’s leading scientific and educational centres (The Russian Academic Excellence Project 5-100). Internationalisation, being the key to optimising the export potential of Russian higher education, is essential for the modernisation of legal education.Aim. The research aimed to evaluate the productivity of actual instruments of international cooperation between universities and to outline optimal approaches to the usage of successful practices of international and Russian educational space to enhance the attractiveness of Russian legal education, and, as a consequence, the creation of a sustainable competitive advantage of a higher education institution.Methodology and research methods. Complex, interdisciplinary goals and tasks of the present research predetermined the application of gnoseological and synergetic approaches to the selection of research tools. The gnoseological approach facilitated a more profound analysis of the nature of internationalisation and integration of education in the current international processes. The synergetic approach resulted in the integration of pedagogical and legal research methods to define an optimal internationalisation strategy for the training of multiskilled legal professionals.Results. The authors assessed the effectiveness of the existing ways of internationalization of Russian legal education according to foreign student demand. A comprehensive analysis of the legal, political and social aspects of the current state of attractiveness of the Russian market of educational services and the need to identify the specifics of the internationalization of higher legal education was carried out. The experience monitoring of inter-university international cooperation allowed the authors to determine the conditions for the effectiveness of joint legal programmes (creation of an innovative educational environment, project activities and a flexible management system); to analyse modern pedagogical technologies applicable to legal disciplines; to determine the best schemes used by Russian and European universities for external mobility of students and teachers; to develop the proposals for the introduction of disciplines (for Russian students) provided in foreign languages by Russian and foreign teachers; to propose measures to improve the state policy in the field of interest, aimed at stimulating Russian universities to develop international joint educational programmes.Scientific novelty. The article presented the analysis of positive and negative experiences of Russian universities in application of internationalisation key tools in legal higher education. The acknowledged internationalisation methods of higher education were systematised in general. The additional ways for the integration of Russian legal education, in particular, to the international educational space, were identified.Practical significance consists in the approbation of new methods based on competency and practice-oriented approaches. The authors developed the guidelines for the implementation of internationalisation to enhance university competitive advantage and to increase the demand for graduates in labour market.

Formation of prospective music art teachers’ readiness for inclusive educational activity

The article reveals the current problem of Ukrainian and foreign education - the preparation of present-day teachers to get engaged with learners with special educational needs. The objective of the study is to highlight the results of theoretical and experimental research on the formation of prospective music teachers’ readiness for inclusive educational activities, which is the result of students` professional training, prospective bachelors of music, determined by the level of music mastery, psychological-and-pedagogical, information and communication knowledge and skills along with technological ones regarding a system of humanistic and cultural values in the field of educational inclusion. To study this problem, the following scientific research methods were used, such as: scientific approaches (humanistic, socio-psychological, technological, competence), a set of theoretical, empirical, mathematical methods. The structure of readiness of prospective music art teachers for educational inclusive activities comprises the following components: motivation-and-value, psychological-communicative, musical-epistemological, inclusion-and-activity. The results of the pedagogical experiment proved the effectiveness of enriching the content of bachelor students` training with an educational and inclusive component and the introduction of author's pedagogical technology of inclusive music education for secondary school students, mastering of which enhances the readiness for inclusive education with prospective music art teachers.

An Analysis on the Application of Interactive Teaching Approach in College Oral English Class

How to cultivate students’ communicative competence has become one of the core contents of current college English teaching. Facing the new challenge, Interactive Teaching Approach emerged and has been favored and advocated by domestic and foreign education scholars. Based on the theory of Constructivism, Krashen’s Input Hypothesis and Interaction Hypothesis, this paper conducts a qualitative analysis of previous studies tentatively. By studying the actual situation of college oral English teaching and the current research status of the Interactive Teaching Approach, this paper analyzes the application status and its advantages. The study indicates that the domestic college English teaching environment should be improved and teachers fail to give students adequate guidance and sufficient training. This study also finds that Interactive Teaching Approach is effective to improve college students’ communicative competence based on previous researches. The results show Interactive Teaching Approach contributes to lighten students’ learning passion, promote the interactive teaching climate and improve the efficiency of college oral English teaching. The author hopes that this study could help the application and popularization of the Interactive Teaching Approach in college oral English teaching, and contribute to the reform of college oral English teaching.

CONTEXT OF FORMING STUDENTS’GRAMMAR SKILLS THROUGH TASKS IN MANUALS OF PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY

The article deals with the analysis of the basic ways of developing grammar skills of future EFL teachers. It presents the most used set of exercises and tasks oriented to enhance foreign grammar skills and presented in educators’ manuals of Pavlo Tychyna Uman State Pedagogical University. It presents common and different characteristics of teaching books and educators’ manuals of the University. The article analyzes the popular modern approach to teaching grammar “present, then practise”. It proves that tasks in manuals aim to help teach grammar theory through practice of some lexical items and idioms, discourse and different styles of English as well.The aim of the article is to analyze the context of forming students’ grammar skills through tasks in manuals of Pavlo Tychyna Uman State Pedagogical University; to find the common and different characteristics of teaching books and manuals.The article indicates the main ideal of manuals that is as following: to supplement or partly substitute the main teaching book; it contains the set of tasks to form chief students’ language skills; it has some recommendations for individual studying, refers to students’ syllabus and reflects the teaching needs of the faculty or university. It is proved that the approach “present, then practice” for teaching grammar should be organized in several steps that are clearly presented in educators’ manuals: 1) tasks to guess, compare the grammatical structure; 2) tasks to use the grammatical structure in students’ prepared speech; 3) writing tasks to practise grammatical structure; 4) tasks to practise grammatical structure on the spot.The conducted research indicates the importance of teaching grammar for understanding its meaning, finding grammar in discourse and choosing grammatical structures for forming different language styles.
 Keywords: foreign education; grammar skills; manuals; teaching books; students; set of language tasks; teaching grammar; future EFL teacher.

"Excuse my Misunderstanding": Using Intercultural Approach to teach English as a Foreign Language in France

In France, the intercultural approach has been largely associated with teaching French as a Foreign language due to the multicultural and multilingual nature of the classes. There is very little research on the use of such an approach in teaching English as a Foreign language. This is due to the fact that the majority, if not all the students, share a similar culture and common linguistic codes. The intercultural experience, in that case, is encountered through the English program as presented by the teacher, who in most cases is also French. This paper examines the use of the intercultural approach in teaching English as a foreign language (EFL) to French learners (middle school /university students) by a foreign teacher and the consideration of social representations (stereotypes) as a strategy to develop classroom participation in verbal communication. It discusses theoretical understanding of the intercultural approach and how this approach could be used in practice by drawing examples from the teacher and the learners' experiences. Data was collected through participatory observations and questioning. The research findings will show that using social representations as a strategy in intercultural approach can be instrumental to the development of verbal communication.

Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.

Indonesian Efl Learners’ Attitude And Perception On Taks-Based Language Teaching

Task-based Language Teaching in Asia, especially Indonesia, was more popular in foreign language English teaching. The approach that focuses on the student is regarded to be more efficient than the traditional one. This study was undertaken so as to find out the attitude and perspective of learners regarding implementing language teaching based on tasks (TBLT). 96 learners of the Islamic Junior high school in Indonesia were randomly selected. In order to investigate participants' attitudes and perceptions a task based questionnaire has been designed. By employing the Likert Scale, data were evaluated quantitatively. The results of the study demonstrate that most EFL Indonesian learners have generally good attitudes and views concerning TBLT and so most of them like to join in TBLT English class. In other words, EFL learners are ready to adapt to a new methods of language learning because they are willing to apply TBLT successfully. In this study, some major issues highlighted by the results will be examined and some significant suggestions made by the results are discussed.

KEY ASPECTS OF THE DEVELOPMENT OF CONDUCTING PERFORMANCE IN CHINA

Statement of the problem. Conducting performance in China is still a poorly explored area of the national musical art, which makes it necessary to deeply comprehend its main aspects and determine the originality of this important area of the country’s musical culture. This study is aimed at identifying the influence of the dynamics of historical development in China in the 20th century on the development of a conductor’s profession in the country. The recent researches and publications study the specifics of the conductor’s gesture (M. Mannone, I. Poggi, B. Silvey, L. Reizabal), personal conducting activities of the brightest representatives of this profession in different countries (C. Bongiovanni, J.-C. Branger, J. Orrego Salas, M. Walter and others). However no work mentions the activities of Chinese conductors. This profession is practically not studied among its Chinese representatives, too. Methodology of this research includes the study of scientific works devoted to various aspects of European conducting (R. Komurdzhi, Lee En Zhong, B. Smirnov, O. Tremzina), to the outstanding conductors (S. Bongiovanni, J.-C. Branger, J. Orrego Salas, M. Walter), general problems of connection of conducting with exact sciences (M. Mannone), and, especially, the history of the development of a new type of symphony orchestra in China (Hon-Lun Yang & M. Saffle, Mingyen Lee). Hence, it calls for an integrated approach, which includes historical-typological, comparative, genrestyle and dialectic methods. Results and Conclusions. Active involvement of European music has been taking place in China relatively recently – since the 1920s. In this way, the problems of creating a national conducting school and a symphonic culture of performance in the country became especially acute. The history of the development of the symphony orchestra and conductor’s performance of Chinese musical art of the twentieth century can be imagined as a single culture process that is constantly moving in the same vein encompassing all countries and continents. During the 20th century a new profession of musician-conductor of a new type of orchestra was formed in China, which combined instruments of the European symphony orchestra and national instruments. The formation of national symphonic schools in China is also linked to specific historical events: the modernization of Chinese music, the foreign education of many Chinese musicians, the influence of communist ideology (“exemplary performances”), on the one hand, and Western capitalist (Hong Kong orchestras), on the other. The specificity of the activity of the conductor of a new type of symphony orchestra is directly related to various changes in the quantitative and qualitative composition of the orchestra, special features for use of both individual instruments of the symphony orchestra and whole sections, and to technical capabilities of national and European instruments.

An Efficient Teaching Model of International Cooperation Based on Artificial Intelligence

International cooperation in running schools has promoted the scale of higher education and trained a number of talents with international vision. However, there are many differences between domestic teaching and foreign teaching in the international cooperation in running schools. This makes it difficult for students to adapt to the teaching of foreign universities. Connecting domestic teaching with foreign teaching and solving the problem of differentiation has become an important issue in international cooperation in running schools. In order to improve the quality of international cooperation of high education, it is very urgent to design an efficient model of international cooperation. We exploit artificial intelligence to design a teaching model of international cooperation. We implement the effective model of international cooperation in logistics management and software technology, where the implementation results show that the model can provide learning suggestions of the foreign stage according to the learning situation of the domestic stage.

FOREIGN TRADE, EDUCATION, AND INNOVATIVE PERFORMANCE: A MULTILEVEL ANALYSIS

This study analyses the innovative performance of 5,273 companies across 64 different economic sectors and 32 different regions in Colombia. We assess the effects of education and open economy variables on the innovative performance of firms by analyzing firm, sectoral, and regional level determinants. The study takes the multilevel approach of the innovation process considering the structure and behavior of innovation systems in developing countries. We furthermore focus on technology transfer from foreign trade and the role of education in the process of innovation. We find that education and open economy variables have a significant relationship with innovation performance at the firm and regional levels. We finally conclude that Colombia has a fragmented innovation system with a weak institutional structure, and low interaction between policymakers, industry, universities, research centers.

Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction

The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.

Policies on teaching English in Southeast and East Asian countries

English is one of the keys to successful globalization; therefore, every country develops own English teaching policy. Teaching English in Asia is a very common issue ruled and supported by the government. This article is a contrastive study on different English policies in such Southeast and East Asian countries as China, India, Indonesia, Japan, Malaysia, South Korea, Taiwan, and Vietnam. The contrastive analysis focused on such aspects as school year of implementing English as required subject, teaching hours of English, teacher’s training, use of local and foreign teachers, teaching methods and materials, funding, etc. The contrastive study among countries mentioned above evaluated the advantages and disadvantages of certain English teaching policies. The positive results of one country can be borrowed and adapted by another country considering its cultural, political, economic or social features. On the other hand, the failures of one country’s English teaching policy can be considered and avoided by another country’s planning on English teaching policy.

Predictors of Teachers’ Self-Efficacy in Teaching EFL: An Examination of “Nativeness” and Teachers’ Training

The study aimed to establish the link between teacher training and “nativeness” on teachers’ self-efficacy in teaching English as a second language. By applying a teacher’s sense of efficacy scale, we measured the self-efficacy of a total of 281 foreign teachers in Chengdu, China. We adopted MANOVA and tested the influence of “nativeness” and teachers’ training on teachers’ self-efficacy. Our analysis shows that while being a native speaker does not necessarily influence a teacher’s self-efficacy, trained teachers have higher self-efficacy than untrained teachers. Thus, the current study lends credence to the view that language proficiency should not be allied with being a language teacher. Instead, educational administrators and policymakers should focus on language teachers’ professional development rather than emphasizing the native/non-native teachers’ distinction.

INNOVATIVE TRENDS IN THE PROFESSIONAL FUTURE PRESCHOOL EDUCATION SPECIALIST TRAINING: DOMESTIC AND EUROPEAN EXPERIENCE

The article provides a comparative analysis of preschool educator training for professional activity in foreign education systems. It characterizes higher pedagogical education and innovative tendencies in foreign countries. An innovative aspect of preschool teacher training is singled out in the course the analysis of preschool educator training systems abroad: maximum continuity, perspective, and continuity of educational programs of various degrees, their mutual integration, which guarantees the continuation of education. The future pedagogue training is viewed through wide use of such innovative methods as discussions, heuristic conversation, «aquarium,» the method of synectics, didactic games, etc. The results of the analysis of innovative methods used abroad during the preschool specialist training demonstrate the uniformity of its key criteria, namely conceptuality, consistency, manageability, effectiveness, and reproducibility. The research emphasizes that in the aspect of integration into the European educational system abroad, future preschool specialist training acquires the features of knowledge generalization and universalization, curriculum diversification, disciplines courses integration, standardization and unification of education content, and appraisal of students’ educational achievements, etc. Considering these principal statements, the process of Ukrainian pedagogical educational development can be projected saving organizational forms and models that were shaped historically, taking into account European and world tendencies. Conclusions regarding organization tendencies of future preschool teacher training in the world countries allow focus on those aspects that can be determined as innovative ones for the modern domestic system of preschool teacher training.

System and activity approach to learning artificial intelligence in basic school

Problem and goal. The problem of insufficient substantive and methodological support for the training of basic school pupils in the field of artificial intelligence (AI) is considered. The aim is to identify the features of the application of the system-activity approach to teaching basic school pupils in the field of artificial intelligence, to describe the principles of teaching school pupils the basics of artificial intelligence and the conditions for their implementation, to highlight the types of school pupils activities in the context of the system-activity approach. Methodology. A set of methods was used: analysis of regulatory documents that determine the priority tasks of our country; analysis of research and scientific and methodological publications in the field of teaching AI for basic school pupils in the domestic and foreign education system; reflection of the content of the knowledge gained; identification of methodological approaches; search for principles, conditions and opportunities for teaching elements of AI to basic school pupils; local pedagogical experiment. Results. A comparative analysis of the methodological experience of predecessor teachers made it possible to identify the possibility and effectiveness of the application of the system-activity approach to teaching basic school pupils in the field of AI. The revealed approach made it possible to determine the fundamental principles of teaching the elements of artificial intelligence, the conditions for their implementation, as well as the most appropriate types of activities for basic school pupils. Conclusion. Today AI technologies are actively developing information technologies and possession of them has a positive effect on the level of information culture of a school pupils, which, in accordance with the requirements of the information society, must be formed, at least, in basic school. The results of the study made it possible to substantiate the possibility and expediency of applying the system-activity approach to teaching the elements of artificial intelligence to basic school pupils, starting from grade 5.

SOUVISLOST MIGRACE A UZNAVANI VZDELANI

This contribution defines the conflicts that international migration brings in connection with the increased number of applicants for recognition of foreign education in the Czech republic. The migration of people has been increasingly observed since the so-called Arab Spring 2011 until now. Globalization or connecting the whole world is a current trend that people are learning to accept. Each country receiving migrants determines its own strategy, rules, and approach to migration. „It is estimated that today about 150 million people live outside their homeland“ (Siskova, 2001: 18). With the increased migration and globalization, there has been an increased number of applicants in the Czech Republic for the recognition of education, serving mainly for further higher education. At the same time, for gaining job opportunities, for using foreign experience and, last but not least, for finding better living conditions. „The main determinants of human movements can be considered differences in the wealth of individual economies, living standards and stability in given societies“ (Siskova, 2001: 19). The aim of the contribution is to get acquainted with the basic concepts of migration and migration policy in connection with the recognition of education in the Czech Republic from foreign countries and whether increased migration of persons related to the recognition of foreign education and the acquisition of further education of foreigners in the Czech Republic.

International program and provider mobility in Japan: policies, activities and challenges

Japan has traditionally emphasized international student recruitment and exchange as priorities in its internationalization strategy. However, little attention has been given to the increasing importance of international program and provider mobility (IPPM), which includes international branch campuses, franchise programs, international joint universities and joint/double degree programs. This article analyzes the policies, status and role of IPPM to meet future needs of Japanese higher education. The study reveals that the full potential of IPPM is not realized given the government's restrictive regulations for the establishment of Japanese programs and international branch campuses abroad as well as foreign higher education providers in Japan. While regulations are necessary to ensure quality and achieve the multiple benefits of IPPM provision, there is a need to re-examine and relax some of the government regulations that serve as barriers. The success of the three Japanese international joint universities provides evidence that Japanese universities are motivated and experienced in working collaboratively with international partners and looking for new IPPM opportunities. Scholars, policy analysts, and academics interested in Japan’s engagement with the rest of the world through collaborating with foreign higher education partners will benefit from this analysis of current and past IPPM activities and policies and the call for further research.