Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.
The article defines the concepts of distance education, distance learning and performs their general analysis. Their main forms, types and meanings in the educational system, as well as advantages and disadvantages are considered. The historical foundations of distance learning and all the stages of its formation are clearly traced, followed by the definition of characteristic features. Describes possible ways to eliminate existing problems and improve the quality of such learning. Considerable attention is paid to distance learning technology and its resources, in particular, expanded reality. Its key features, strengths and weaknesses, importance in the educational process and distance education are outlined. To create this article we used methods of synthesis and analysis, historical, comparative, and theoretical analysis of scientific literature and thematic journals and collection of data from sources. To achieve the proposed goal, we used the literature of various scientists and researchers who devoted their works to the subject of distance education. This allowed an in-depth study and research on this topic and came to the conclusion that distance learning is not inferior to traditional and is in increasing demand every year. In turn, expanded reality technology is exactly what the modern student needs to fully immerse himself in the world of learning and make the process exciting, interesting and interactive.
In the article, the authors analyze international experience of scientists, the Ukrainian realities and prospects for selection of expedient innovation tools. The purpose of such selection is to optimize distance education in the primary school teacher training in Ukraine on the basis of innovative technologies. The relevance of the topic is determined by a number of contradictions between the need for innovations in distance education and objective obstacles on the way to this. The purpose of the article is formulation of selection criteria, selection of the most urgent and most relevant accessible technologies and the theoretical substantiation of their application (on the example of teaching and learning the discipline “Mathematics”). The methodology involved includes the following methods: searching, sampling (according to relevance, effectiveness, regional features) and theoretical. Methods of modeling, generalization and forecasting were applied partly. The result of the work is substantiation of various types of innovative lectures as the best method of distance teaching and selection of specific technologies which (according to the didactic evidence) are the most effective. Also, the efficiency of the Moodle platform is described as the most universal access tool. Along with the literature review, fragments of discussion and comparison took place, which testified that the Ukrainian problem of innovative distance education belongs to the resource and psychological (stereotypes) area. International significance. The article is interesting for the reformers of education in developing countries and the scientists who follow the world tendencies in the education digitalization.
The study examined the change in the attitude of students and teachers to the system of distance learning of future teachers of higher education institutions after passing the blitz course "Modern distance education". The experiment was conducted in Ukraine -a post-Soviet state, where part-time and part-time education still prevails, and distance learning still remains innovative and is gradually being implemented within the transitional credit transfer system. The article used sociological methods to study the acceptability of innovative forms of learning. In particular, after the participants of the blitz course "Modern Distance Learning" sociologically measured the attitude to innovative areas of distance learning, namely: work with electronic resources,counseling, modeling personal educational trajectory, organization and self-organization of independent forms of work and psychological training (motivation, training in self-regulation techniques, trainings and self-trainings on the practice of independent decision-making and responsibility). Particular attention was paid to diagnosis and self-diagnosis, as well as control and self-control. After a theoretical (sociological) discussion of innovative forms of distance learning, it was found that teachers are interested in innovative methods of work, but prefer a stationary form of educational services; during distance learning, emphasis is placed on consulting forms of work and multifaceted monitoring of competencies. Students, on the other hand, showed a high sensitivity to e-learning, providing maximum academic freedom and self-control. However, the dynamics of a positive attitude to distance innovation had a slight increase in students and moderate -in teachers. At an international level, the scientific novelty of the article involves subjective views of students and university teachers on distance learning in the post-Soviet countries, where until now such learning was implemented only by the top-down approach. Thus, the article can become a theoretical basis for the development of contact educational programs in the humanities for the implementation of innovative methods of distance learning in the studied region.
The article aims to form the special features of using pedagogical technologies of designing and functioning of the complex system of quality control of specialists' training in HEIs. The methodology of the article is built on the statistical analysis of the results of the OECD TALIS (2018) survey of HEIs teachers in the Czech Republic, which allow us to determine the pedagogical technologies of the functioning of a comprehensive system of quality control of training specialists in HEIs. The sample included 6,039 HEIs teachers, of whom 72.4% were women and 27.6% were men. The results show differences between the countries (the Czech Republic, Poland, and Hungary) in the level of innovativeness of HEIs teaching and the level of involvement of students in the development of innovations.
Випуск 71'2019 Серія 5. Педагогічні науки: реалії та перспективи УДК 378.091.12:811.1 DOI https://doi.org/10.31392/NPU-nc.series5.2019.71.28 Каніболоцька О. А. СТРУКТУРНІ КОМПОНЕНТИ ГОТОВНОСТІ ДО НЕПЕРЕРВНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ВЧИТЕЛЯ ІНОЗЕМНОЇ МОВИ В СУЧАСНОМУ СУСПІЛЬСТВІ Розглянуто проблему неперервної професійної діяльності майбутнього вчителя іноземної мови. Проаналізовано структуру його готовності до професійної педагогічної діяльності. Зазначено, що професійна неперервна підготовка майбутнього вчителя іноземної мови в умовах сучасного суспільства розглядається як цілісна, відкрита, інтегративна, багаторівнева, мобільна система, що відповідає соціальним та освітнім вимогам, запитам ринку професійнопедагогічних послуг та умовам сертифікації. Концепція ґрунтується на осмисленні процесу неперервної підготовки майбутнього вчителя іноземної мови, що дає змогу сформувати конкурентоспроможного фахівця, здатного до творчої іншомовної професійної діяльності, та складається з теоретико-методологічного, структурно-змістовного, реалізаційно-технологічного, критеріально-аналітичного складників. Розглядаються різні компоненти готовності до професійної діяльності як із психолого-педагогічної точки зору, так і з точки зору методики викладання іноземних мов. Варіативність та особистісна орієнтація сучасної освіти потребують змін у теорії й методиці навчання іноземної мови в середніх навчальних закладах, а також у технологіях навчання на всіх ступенях. Зростає кількість методик, які сприяють формуванню практичних навичок пошуку й аналізу інформації, самонавчанню, самоорганізації, досвіду відповідального вибору та поведінки, становленню ціннісних орієнтацій. Тому коло вимог до особистості вчителя іноземної мови, визначене не тільки кваліфікаційною характеристикою, а й змінами в суспільстві, зростає, і на практиці відповідати цим вимогам стає все важче. Визначено вимоги до вчителя іноземної мови в рамках розвитку сучасної школи. Окреслено основні напрями та компоненти професійної підготовки майбутнього вчителя іноземної мови, враховуючи загальні компоненти підготовки вчителя та психолого-педагогічне підґрунтя професійної діяльності вчителя іноземної мови. Акцентовано на необхідності дослідження особливостей організації неперервної професійної підготовки вчителя іноземної мови. Ключові слова: неперервна освіта, готовність до професійної діяльності, компоненти готовності, вчитель іноземної мови.У справі об'єднання людства на основі певних ціннісних підстав і цільових орієнтирів одним із пріоритетних чинників стає неперервна освіта. Неперервність у сучасному культурно-освітньому контексті є ідеєю, принципом навчання, якістю освітнього процесу, умовою становлення людини. Однією з неодмінних умов ефективності вчителя іноземної мови (далі -ІМ) є його готовність до професійної фахової діяльності. Аналізуючи питання підготовки вчителів іноземної мови, варто зазначити, що проблему формування їхніх знань, умінь і навичок у різний час досліджували багато науковців: теоретичні погляди на сутність підготовки майбутніх учителів іноземних...
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