The relevance of this research is due to the problem of modern society informatization, the need to form a single information space, the emergence of new competencies, which the modern teacher should master, increase in requirements for the qualifications and professional activity of the teacher; the need to set a strategic goal of transforming the country into a world intellectual State with the predominant development of discarnate intellectual and knowledge-based material industries. The purpose of this research is to identify the specificity of formation of future university school teachers' ICT competence. Research methods. The leading method to investigate this problem is the pedagogical experiment (ascertaining, forming and control), and the method of statistical processing of quantitative results of research. 146 future university school teachers took part in the experiment. During the process of formation of ICT competence of future university school teachers, the phenomena of society informatization, the need to improve the information culture, and computer literacy were taken into account. Educational quest-technologies, tasks, exercises which form a unified system for the formation of ICT competence of future university school teachers were developed. Specificity of the author's method of formation of ICT competence of future university school teachers is that this process is based on the simultaneous formation of media literacy and informational culture. Relevance of the research. The research proved the effectiveness of the proposed methodology for the formation of ICT competence of future university school teachers, the results of implementation of which mainly identified a sufficient level of the ICT competence formation of future university school teachers. The materials of the article can be useful for university school teachers, parents, teachers of higher education institutions while using this method of formation of ICT competence.
The rapid development of using information technology enables scholars to present their work in the worldwide databases, to read works of other colleagues, to be read, to get citations. The primary objective of this study is to show the scholars of Romance languages and linguistics who meet with their projects and publications in Agence Universitaire de la Francophonie (AUF) how to work with databases. The second objective is to point out that to present research made in the field of Romance languages and linguistics written in a Romance language is a difficult task for a number of scholars across the world.
Проблема и цель. Фонетический метод обычно применяется для формирования у носителей языка логической связи между фонемами и графемами. Поскольку в английском языке данное соотношение считается довольно трудным для обучающихся, не являющихся носителями данного языка, фонетический метод может играть важную роль на занятиях английским языком как иностранным. Фонетический метод является довольно новым в словацком образовательном пространстве, поэтому авторами была предпринята попытка выявить уровень осведомленности о данном методе и определить частотность его применения среди учителей английского языка в Словакии. Методология. В исследовании приняли участия 92 словацких преподавателя английского языка. В исследовании использовались методы анкетирования и полуструктурированного интервью. Результаты. В ходе исследования было установлено, что только половина преподавателей осведомлена о фонетическом методе и менее четверти опрошенных учителей применяют его на своих занятиях. Заключение. Фонетические правила (правила чтения) могут более эффективно помочь лицам, изучающим английский язык как иностранный, в овладении произношением и орфографией данного языка. Более подробная информация о данном методе должна быть включена в учебные планы педагогических учебных заведений и курсов повышения квалификации учителей иностранных языков. Ключевые слова: фонетический метод; произношение; орфография; учителя иностранного языка. *Исследование финансировалось Агентством по научным грантам Министерства образования, науки, исследований и спорта словацкой Республики (VEGA 1/0062/17). Сорадова Даниеладокторант факультета педагогики английского языка, педагогический факультет, университет Константина философа в Нитре, Словакия.
The relevance of research: Modern transformations in society and education pay special attention to the increase of the quality of teaching staff training, making new requests for competitive specialists in the world labor-market. According to the demands of educational laws and regulations, modern teacher is meant to be competent in his own sphere of work, have a number of professional skills, be flexible and mobile, be capable to work efficiently in compliance with international standards, be prepared for professional and personal growth. At the same time, an increased competition at the world labor-market requires new approaches to training future teachers with regard to increased demands for the specialists who are capable to adapt to modern world standards. The purpose of the research: The purpose of this research is to identify efficient forms and means of academic mobility of future foreign language teachers. Research methods: The leading research method that tests hypothesis is pedagogical experiment (ascertaining, forming and control stages of experiment) and also the method of processing of quantitative results of the research. 270 future foreign language teachers took part in the experimental research where 138 respondents belonged to an experimental group and 132 future teachers belonged to a control group. Results of the research: the model of formation of academic mobility of future foreign language teachers was designed and scientifically grounded. Formation of academic mobility is implemented by means of media-education technologies, methodological principles which include systemic, competency-based, synergetic, student-oriented approach and the following principles such as humanization, viability, self-education, succession, continuity, dialogism. The proposed model was realized in three stages (motivational-cognitive, organizational-action-based, professionalcommunicative) and provided for gradual acquisition by future educators the motivation for academic migration and their ability to master their foreign language communicative competence. The purpose of the above mentioned model is to develop such personal qualities which will contribute to students' readiness to get education in foreign educational environment. The result of the realization of the model is the formation of the academic mobility of foreign language teachers on a creative level. Relevance of the research: The efficiency of the proposed model of formation of academic mobility of future foreign language teachers by means of media education technologies has been proved and confirmed by the statistics of the experiment. Materials of the article can be useful for students, teachers of educational institutions of higher education, foreign language teachers who write projects, course works, qualifying projects and other types of scientific works. Wang & Gorbunova / Academic Mobility of Future Foreign Language Teachers 960
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.