During the period of remote learning in Russia, caused by measures to combat coronavirus infection in 2020, many university professors realized that dissatisfaction with the quality of their teaching activities, the teaching methods and the conditions in education was carried out, significantly reduced their motivation to teaching activity. The analysis of scientific literature showed that there is a lack of research on the motivation of university faculty, which is explained by the public attitude towards the initially high motivation of professors and the lack of methodological tools for conducting research. We used the following research methods: competence-based and system-activity approaches, as well as several theories of motivation developed by Russian and foreign scientists. Realizing that faculty motivation is one of the main factors that can ensure high quality education through the introduction of advanced teaching technologies, the article presents the results of an empirical study that made it possible to determine four main groups of negative factors that affect faculty motivation to carry out distant evaluation of the students. The recommendations are formulated for the university faculty, educational and methodological departments and administration of universities, which can contribute to the growth or maintenance of the faculty motivation both in “face-to-face” and distant educational process.
During the period of the forced remote learning caused by the threat of the coronavirus infection spread, Russian university teachers, as well as their foreign colleagues, had to acquire quickly new skills in the field of information technologies and organization of classes exclusively in electronic mode. However, the changes in the structure of the teachers’ personality were not limited only to informational and methodological competences. The relevance of this research is to test the hypothesis about the emergence of a new type of teacher’s pedagogical culture, characterized by a special awareness of the humanistic and social role of a teacher in the course of e-learning. The aim is to study the content of a new type of pedagogical culture, as well as its structural components performed by the competences, the presence of which was actualized during the pandemic. The theoretical research methods (study and analysis of scientific publications on the teachers’ competences, especially in demand during the pandemic, synthesis, systematization, comparison, etc.) and empirical methods (conversation, questioning, observation) were used in the study. The conducted empirical research, as well as the analysis of domestic and foreign publications show that, despite a short-term nature of remote learning, the transformations in pedagogical culture have the character of a qualitative leap and are global in nature, as they have affected the teachers in all countries. This allows us to declare the emergence of a new type of pedagogical culture, namely the “electronic” pedagogical culture of a higher school teacher, which is a natural result of the development of “basic” culture and is characterized by a change in priorities in the structure and in the content of its constituent blocks of competences. The article compares real changes in the structure of a teacher’s personality with forecasts regarding the “competences of the future”, as well as with the “information pedagogical culture”, which is believed to have arisen in the process of information technologies penetration into the educational process. The scientific novelty of the research consists in substantiating the possibility of transforming the “basic” pedagogical culture of the teacher under the influence of external and internal factors. In theoretical terms, the study expands the scientific understanding of the essence of the teacher’s pedagogical culture, the patterns of its development and transformation, as well as its competence-based structural organization.
Выявленные пробелы в методологии использования информационно-коммуникационных технологий (ИКТ) на занятиях по иностранным языкам в вузе заставляют обратиться к анализу таких базовых элементов, как определение ИКТ, принципы обучения с использованием ИКТ, концептуальные подходы к организации образовательного процесса и т. д. В статье обоснована необходимость объединения методологических оснований использования ИКТ, базирующихся на деятельностном подходе, с возможностями компетентностного подхода. Предлагаемая автором классификация ИКТ, применяемых на занятиях по иностранному языку, в основу которой заложена идея использования комплекса дидактических подходов, позволяет наполнить процесс обучения личностными смыслами и уважением к позиции обучающегося как самостоятельного субъекта развития своих универсальных и профессиональных компетенций. Ключевые слова: информационно-коммуникационные технологии, деятельностный подход, компетентностный подход, классификация информационно-коммуникационных технологий, обучение иностранному языку в вузе.
Professional and personal competences of a university professor are considered not only as one of the theoretical directions of pedagogical research, but also as a factor in ensuring the quality of modern higher education. Despite the constant efforts of individual researchers and international organizations dealing with educational problems on a global scale, the composition of the unified system of professor’s competences has not been drawn up yet due to the differences in national, methodological and practical approaches. The task of assessing a university professor, determining the degree of effectiveness of his educational and research activities is no less urgent. In connection with the existing tendency in modern pedagogy to assess a professor by means of the identification of his competences, the article analyses the changes in the basic competences that occurred during the period of forced remote learning. As a result of using a number of theoretical and empirical research methods, the most popular tools and techniques for assessing the professor’s performance have been identified, the attitude of the professors to the use of these methods and the objectivity of experts has been demonstrated. The directions of modernization of methods, which can be used to assess the work of university professors on the basis of modern electronic technologies in the context of digitalization of education are outlined.
The organization of professional communication in the context of e-learning is unthinkable without solving a number of issues related to the university teachers’ speech behaviour. During the COVID-19 pandemic, the problem of studying of the teacher’s vocal tract functioning, the prevention of occupational diseases of the vocal tract, as well as identifying the psychological and linguistic features of the teacher’s speech during online classes, webinars and video lectures has become more than relevant. Basing on the study of the normative and methodological regulation issues of the online-speaker’s speech in distance communication, the peculiarities of speech technique and oratory competency in conditions of distance learning, an interdisciplinary study was carried out, which made it possible to determine the factors that increase the effectiveness of e-learning, activate the students’ attention and form a positive visual and audiolingual teacher’s image. The use of empirical research methods made it possible to determine a number of features of the teacher’s professional communication in the context of e-learning. The article offers recommendations for teachers and university authorities to improve professional qualifications in the field of the issues studied.
The transition of all Russian universities to distant learning at the end of March, 2020 revealed a number of organizational and pedagogical problems associated with identifying the readiness of university teachers and students for a new form of interaction. The purpose of the study is to determine the degree of readiness of the subjects of the educational process for the implementation of distant learning at the level of legal regulation, pedagogical qualifcations and pedagogical interaction. The research hypothesis is based on the assumption that pedagogical interaction in the course of distant learning has special properties that make increased demands on the professional qualifcations of university teachers, as well as on the competencies of both subjects of the educational process.The article analyses the degree of elaboration of the issue of pedagogical interaction in the legal and scientifc literature. The results of the empirical study conducted in order to identify the degree of readiness of university teachers and students to use distance learning are described and analysed. Recommendations are suggested to improve the quality of distant learning and the degree of satisfaction of participants in pedagogical interaction.
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