The article discusses the actual problem of the research activity development of teachers caused by modern trends of social development and justified in scientific research, which is a condition for increasing the competitiveness of representatives of all professions. It is proved that only a teacher who has a high level of research activity can teach a person to independently formulate problems, search for new ideas and solutions, and instill self-education skills. The structural-functional analysis of professional and teaching activities allowed us to identify the scientific-research component in its composition, which assumes that pedagogical activity is of a research nature, if it is aimed at improving this activity, improving the quality of the results obtained. The process of professional and personal development of a teacher is a sequence of interrelated and successive time stages that begin with the emergence of professional intentions in the individual and end with the teacher's self-realization in professional work. Based on the theoretical research analysis, the development process correlation of research activities with the stages of professional and personal development of the teacher is carried out. The generalization of the existing experience made it possible for each of the seven identified stages of professional and personal development of the teacher to formulate the tasks and orientation of the teacher's research activities. The presented characteristics reveal the tendency of complication, improvement of research activity from stage to stage and prove its development in correlation with the stages of professional and personal development of the teacher.
The article substantiates the relevance of developing the cognitive interest of students in the educational process, in particular, the cognitive interest of adolescents in learning foreign languages using the capabilities of social networks by teachers. This is proved by the modern trends in social development identified by the theoretical and methodological analysis of scientific literature (globalization and digitalization of society and education, etc.) and is confirmed by the data of the conducted empirical study, which showed the forced need to organize distance learning during the pandemic and the demand for an attractive environment of social networks for teenagers and underestimation of its pedagogical capabilities by teachers. Structural and comparative approaches to the theoretical analysis of studies enabled to consider the socio-psychological functions of social networks in conjunction with the structure of cognitive interest, in which, in addition to the intellectual and volitional components, the emotional one is particularly significant. This complex includes general pedagogical opportunities that increase the effectiveness of various aspects of the educational process, and specific opportunities for developing the cognitive interest of adolescents in learning foreign languages. The generalization of the existing experience of using social networks for various educational purposes enabled to meaningfully reveal this complex by differentiating 14 opportunities of applying them in the educational process into general pedagogical and specific ones (aimed to develop cognitive interest of adolescents in learning foreign languages).
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