A Model of Foreign Language Teachers Training in the Information-Educational Environment of Higher Educational Institutions

Abstract

The article addresses the expediency of creating and maintaining information-educational environment at higher educational institutions. The views of scholars on the definition of the “information- educational environment of higher educational institutions” are analyzed. The information-educational environment of Khmelnytskyi National University is described and the peculiarities of the future foreign language teachers training in the conditions of the information-educational environment of higher educational institutions are revealed. It is proved that the information-educational environment has considerable potential for improving the quality of education of the future foreign language teachers. It promotes students’ awareness of the specifics of their future professional activities, develops personal and professional qualities necessary for their future career; gives the possibility to construct individual educational paths and develop students’ creative abilities. A model of the future foreign language teachers training system in the conditions of the information- educational environment of higher educational institutions is theoretically grounded. The model contains the following blocks: target; theoretical and methodological; content and technological; control-productive. The target block of the model reveals the purpose of training and social requirements for a competitive future foreign language teacher. The target block generates other elements of the model necessary to achieve the expected result. The theoretical and methodological block includes the fundamentals of the concept of the future foreign language teachers training for professional activities; methodological approaches, didactic and specific principles. The content and technological block contains organizational and pedagogical conditions describing the main methods and forms of professional training, means and technologies for its implementation. The educational content of the model includes: compulsory and elective courses of the curriculum and practical training sessions aimed at the professional training of the future foreign language teachers. The other element of the model is the identification of stages of its implementation: theoretical and practical, correction and stabilization, reflexive and fixing. The control-productive block determines the formation of components that ensure the readiness of the future foreign language teachers for professional activity (motivational and axiological, cognitive and communicative, pragmatic and practical, functional and personal, evaluative and reflexive), criteria (motivational, educational, operational, personal, reflexive) and levels(low (reproductive), middle (productive) or high (professional).

Fostering Students’ Responsibility and Learner Autonomy by Using Google Educational Tools

“…Prominent scholars also research the topics of language learning via ICT, the issues of Internet-based assessment, and the problems connected with ICT technologies in the educational process (Bihych, 2009;Borysko, 2019;Gurevych et al, 2019;Gurevych & Kademiya, 2016;Gurzhiy & Ovcharuk, 2013).…”

“…To teach this skill, such scholars as Bykov & Shyshkina, 2018;Gurevych et al, 2019;Mccombs, 2003 recommend holding students accountable for their work. Nowadays, it has become possible because of the spread of modern technologies which allows boosting students' academic curiosity by giving them a choice of the learning content.…”

Innovation and Practice of Educational Management Path Building in Colleges and Universities in the Context of Big Data

“…These data contain valuable information and insights, which can provide effective support and decision-making basis for educational management in colleges and universities [2]. Colleges and universities need to continuously improve the quality of teaching and student management, and student management is the focus and difficulty of school work, which is related to the stability of the school and the overall development of students [3][4].…”

Можливості Та Проблеми Реалізації Автономії Здобувача Освіти В Онлайн-Навчанні

“…Дослідження Арнольд (Arnold, 2006) переконують, що є багато способів сприяння автономії в онлайн вищій освіті, які загалом збігаються з методами, визначеними у традиційному контексті: це навчання у спільноті або взаємонавчання, залучення в діалог, експертне оцінювання, рефлексія навчання, узгоджені навчальні заходи та самооцінювання. Відмінність лише в тому, що у контексті онлайн-програми кожен метод має особливі якості та виміри, які стали можливими завдяки технологіям.…”