In recent years, the question of using new information technologies in the education system has been increasingly raised. These are not only new technical means but also new forms and methods of teaching, a new approach to the learning process. The purpose of this study consisted in developing a program for teaching future foreign language teachers using digital technologies. In this study, a descriptive and analytical methods were used. Analysis of specialised literature on research topics as well as of training programs for future teachers of a foreign language was conducted. A system of classes for future teachers of a foreign language for a semester in the subject “English” and a number of recommendations for creating a course and conducting classes using digital technologies has been developed. A pilot study that showed the effectiveness of these techniques was conducted. It was found that thanks to the authors’ approach the students can complete the tasks assigned to them more quickly and learn how to correctly apply new tools in their work.
In the modern world, which is characterised by migration processes, ethnic and cultural mixing, the interest of representatives of various fields of knowledge to the category of ethnicity, ethnic processes, their historical, cultural, philosophical and linguistic component is growing. In this regard, the work is devoted to studying the dynamics of representations of ethnicity in different types of discursive practices and identifying the specifics of conceptualisation of ethnicity in English-speaking society in the context of ideological, socio-economic and socio-cultural transformations of the second half of the 20th – early 21st century. The relevance of the study is due to the inclusion of the dynamics of language development and change in such areas of modern linguistics as ethnolinguistics, linguocultural studies and discourse analysis, as well as growing interest in the evolution of language, lexical structure of English and changes in the English world picture with the development of ethnic culture, the synthesis of language modifications in the context of global socio-cultural transformations. The following methods were used in the work: definition analysis; comparative analysis; quantitative analysis; analysis-discourse; hypothetical-deductive method; generalisation; systematisation. The research methods used in the article made it possible to substantiate the principles of material selection for studying the dynamics of ethnic representations in English dictionaries; to reveal the concepts of ethnic stereotype and ethnonym-nickname as ways of stereotyping; to characterise the concept of political correctness as relevant for the study of linguistic construction of ethnicity. The dynamics of the representation of ethnicity in the lexicographic discourse on the material of British dictionaries of two times cross-sections (mid-20th century and modern latest edition) in the context of socio-cultural transformations were analysed. The practical value of the work is that the obtained results contribute to a fuller understanding of the English-language picture of the world, deepen scientific ideas about the interaction of ideology, language, culture.
The article addresses potential issues surrounding the development of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Integrative readiness is an open, dynamic, synergistic system functioning of cognitive, motivational, affective, and selective processes which is developed through the purposeful training of future teachers for work in inclusive, which is included in the educational social environment as a tool for acquiring productive knowledge, forming integrative skills. The structure of integrative readiness includes personality orientation; ability to perform their duties, professional competences; productive knowledge that the student receives from environmental information based on personal prior knowledge, skills, personal and professional qualities, and integrative skills that demonstrate the ability of an individual to make independent decisions and appropriate actions in unpredictable new situations. The levels of integrative readiness were investigated, covering the following interrelated stages: theoretical analysis, synthesis, comparison; modelling and technological design; generalization; observational; pedagogical experiment. A study was conducted. The research involved 285 pre-service teachers from the Ternopil Volodymyr Hnatiuk National Pedagogical University, enrolled in the Speciality 016: Special Education unit. A structural model of the formation of integrative readiness of future teachers for professional activity was developedwhich consisting of the following blocks: target, content and procedural, and resultant. The research finding reported that the effectiveness of corrective, developmental, and educational work in the educational inclusive space largely depended upon the quality of training of the pre-service teacher, and the use of active and interactive training.
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