The article considers the problem that determines the main competencies of the university teachers’ professional activity and the content of these competencies. The content of the university educational activity is directly connected with the teacher’s professionalism. The task of the university is to form a competent teaching staff, which provides for a high level of training of specialists graduated from the university. Currently, the education system is undergoing changes caused by the growth of society technological development, which affects the content of teacher’s professional competencies. The purpose of this article is to specify the competencies that characterize the professional activity of a modern teacher. The author has identified the key professional competencies of a university teacher, analyzed and presented the generalization the competencies content. The results of the work can be useful for teachers of higher education to determine the direction of professional development, and to design the trajectory of professional selfdevelopment.
Аннотация. В статье рассматривается проблема преодоления коммуникативных неудач, которые проявляются в ходе иноязычной коммуникации в учебном процессе, что препятствует продуктивному формированию иноязычной коммуникативной компетентности. Автор отмечает эффективность обучения иностранному языку, основанного на преодолении коммуникативных неудач в рамках иноязычного коммуникативного взаимодействия в профессионально ориентированных учебных ситуациях при соблюдении заданных педагогических условий и реализации ключевых подходов образования, которые способствуют формированию новых свойств знаниевой сферы студентов, нового уровня иноязычной коммуникативной компетентности. Ключевые слова: коммуникативные неудачи, мотивация изучения иностранного языка, педагогические условия формирования иноязычной коммуникативной компетентности, образовательные подходы к обучению иностранному языку.
The article examines some features of the transformation of students’ learning activities as a result of forming the particular educational environment based on digital technologies within the university. The insertion of new digital technologies in training process of the university increases the effectiveness of students’ independent work organisation and the management of their cognitive activity. The author notes the need to evaluate the information and communication technologies applied taking into account the pedagogical principles of teaching. The article presents examples of practical use of popular platforms Moodle, Rosetta Stone. The educational activity organized by the teacher through these computer systems makes it possible to increase the educational results of students, since it is aimed at performing various kinds of tasks that contribute to the development of the student’s competencies within the framework of mastering a specific academic discipline. The educational and cognitive students’ activities while learning a subject by applying digital technologies is considered as an independent process of mastering knowledge aimed at developing continuous learning skills.
As a proponent of the non-idealistic philosophy of language, more precisely, German philosophy of language, Kazimierz Twardowski was the intellectual pioneer of the theory of intentionality, truth, and predication. His aim was to develop a theory of scientific philosophy that would be characterized by vigor and exactness. While, on the one hand, Twardowski’s scientific philosophy may be portrayed as strongly intellectualistic, his approach was not scientistic. It is reasonable to argue that Twardowski owed his philosophical outlook to his tutor, Franz Brentano who inspired Twardowski to make distinctions between the object and the content of a presentation within the frame of reference of mental acts’ intentionality. Among his lasting contributions are (1) his formulation of the judgment-based theory of knowledge, (2) his conviction and elaboration of the concept of time-independent truth, (3) his concept of metaphilosophy, and (4) his emphasis on analysis as a viable method in philosophical deliberations.
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