THE ROLE OF THE PROCESS OF PROFESSIONAL DEVELOPMENT OF TEACHERS AND INSTRUCTORS OF A FOREIGN LANGUAGE IN THE MODERN WORLD
UDC index:
378.046.4
DOI: 10.31773/2078-1768-2019-46-237-246
Article ID in the RSCI:
Article file: Download
Information about authors: Ershov Denis Ivanovich, PhD Applicant, Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University (Lipetsk, Russian Federation). E-mail: pismo-69@rambler.ru
Annotation: The relevance of the study is due to the challenges facing the modern universities in general and language education in particular. The purpose of the research of this article is to study a foreign experience in training and retraining the specialists in the field of a foreign language to determine the role of the process of advanced training for teachers and instructors of a foreign language in the modern world, theoretical substantiation and development of methods for improving the communicative and methodological competence of a foreign language teacher of specialized classes as a set of goals, principles, content and technologies of training in the system of advanced training. Methods: in the course of the study, we used the following methods; cognitive-generalizing: the study of domestic and foreign philosophical, psychological, pedagogical and methodical literature on the problem of research; theoretical: analysis and synthesis of scientific literature; comparative: modeling method, design in the development of programs; empirical: questionnaire, diagnostic (questioning and interviewing, conversation); the study of educational software and guidance materials; included an observation: generalization of pedagogical experience. Results: the article examines the foreign experience of advanced training the university teachers. This research carried out studying the models of several countries. In the process of advanced training, the principles of Pham Van Zyong were established based on personal, interdisciplinary and culturological approaches, successfully proven in the process of experiential training based on the MPU Master’s Degree, both, in training the students and teachers, and in the process of retraining and advanced training already working and qualified foreign language teachers. Conclusions: Summing up the comparative analysis of various advanced training positions across countries, it should be noted that the comparative perspective allows identifying the similar and excellent features of teachers’ training. For example, the various degrees of autonomy of individual teachers are one aspect of the differentiation of national systems.
Keywords: model, modeling, modular training, psychological capabilities of the individual, relaxation, mental stress, technological map of the occupation.
DOI: 10.31773/2078-1768-2019-46-237-246
Article ID in the RSCI:
Article file: Download
Information about authors: Ershov Denis Ivanovich, PhD Applicant, Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University (Lipetsk, Russian Federation). E-mail: pismo-69@rambler.ru
Annotation: The relevance of the study is due to the challenges facing the modern universities in general and language education in particular. The purpose of the research of this article is to study a foreign experience in training and retraining the specialists in the field of a foreign language to determine the role of the process of advanced training for teachers and instructors of a foreign language in the modern world, theoretical substantiation and development of methods for improving the communicative and methodological competence of a foreign language teacher of specialized classes as a set of goals, principles, content and technologies of training in the system of advanced training. Methods: in the course of the study, we used the following methods; cognitive-generalizing: the study of domestic and foreign philosophical, psychological, pedagogical and methodical literature on the problem of research; theoretical: analysis and synthesis of scientific literature; comparative: modeling method, design in the development of programs; empirical: questionnaire, diagnostic (questioning and interviewing, conversation); the study of educational software and guidance materials; included an observation: generalization of pedagogical experience. Results: the article examines the foreign experience of advanced training the university teachers. This research carried out studying the models of several countries. In the process of advanced training, the principles of Pham Van Zyong were established based on personal, interdisciplinary and culturological approaches, successfully proven in the process of experiential training based on the MPU Master’s Degree, both, in training the students and teachers, and in the process of retraining and advanced training already working and qualified foreign language teachers. Conclusions: Summing up the comparative analysis of various advanced training positions across countries, it should be noted that the comparative perspective allows identifying the similar and excellent features of teachers’ training. For example, the various degrees of autonomy of individual teachers are one aspect of the differentiation of national systems.
Keywords: model, modeling, modular training, psychological capabilities of the individual, relaxation, mental stress, technological map of the occupation.
