Integrative potential of educational resources in a modern metropolis

Markova, Elena Mikhailovna; Pozdnyakova, Alina A.; Kolyadina, Tatyana; Dmitriyeva, Darya; Zotov, Vladimir

doi:10.1051/shsconf/20219803013

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…Mastering this program allows the RFL teacher to eliminate the competence gaps in the psychological sphere, identified during diagnostic testing (see [25]).…”

Section: The Program "Psychological Foundations Of Organizing Educational Activities In a Foreign Language"mentioning

confidence: 99%

Teaching Russian abroad: the concept of additional professional training

2021

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The importance of a qualitative renewal of the additional professional training system for Russian language teachers of foreign schools gives rise to many problems of both theoretical and organizational nature. The following ones are particularly relevant: 1) the determination of professional deficits of teaching staff; 2) the identification of gaps in the current system of additional professional training for Russian as a foreign language teachers; 3) the correction of the identified professional deficiencies through additional educational programs on various directions and degrees of complexity. The solution to these problems is impossible in the absence of the concept of additional professional training system for Russian as foreign language teachers, formed on the basis of an ethno-oriented approach, which involves the development of models of advanced training for teaching specific ethnic groups. Such a concept can be implemented through a system of diagnostic and educational events held remotely in a controlled segment of the Internet (on the platform of a specific educational institution or its autonomous substructure). Since the organization of additional professional training for Russian as foreign language teachers of foreign schools is closely related to the type of educational institution in which the teacher works (national state, national non-state, weekend school, schools under the Russian Orthodox Church, etc.), it is advisable to consider the educational content of advanced training programs from two points of view: 1) from the point of view of the requirements for the training of the contingent of students, 2) from the point of view of the requirements for the personality of the teacher of a particular educational institution. Taking these factors into account is important, since it directly affects the nature of the training content and the technologies used. This study offers the options for modular educational programs for additional training in three fields of activity (subject, organizational, methodological, psychological): 1) the program “Difficult cases of Russian grammar and Russian word usage”, aimed at eliminating gaps in the field of subject competences; 2) the program “Problems of teaching the Russian language in a limited language environment”, aimed at eliminating gaps in the organizational and methodological sphere; 3) the program “Psychological foundations of organizing educational activities in a foreign language”, aimed at eliminating gaps in the field of psychological competencies. Sequential remote implementation of modules included in additional professional training programs will provide access to up-to-date methodological knowledge for a large number of teachers of Russian as a foreign language.

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“…Mastering this program allows the RFL teacher to eliminate the competence gaps in the psychological sphere, identified during diagnostic testing (see [25]).…”

Section: The Program "Psychological Foundations Of Organizing Educational Activities In a Foreign Language"mentioning

confidence: 99%

Teaching Russian abroad: the concept of additional professional training

2021

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Strategies for distance support of advanced professional training for teachers of Russian as the second language

et al. 2021

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The effectiveness of advanced professional training for a teacher of Russian as the second language is possible only based on the complex use of modern distance learning technologies that are aimed at usage in a specific subject area and reflect its specifics as adequately as possible. This article summarizes the results of project activities on the formation of a system of advanced professional education for teachers of Russian as the second language, carried out at the premises of The Kosygin State University of Russia. The project aimed to develop strategies for creating an integrated system of distance support, including 1) a model of an electronic educational environment based on cloud technologies and representing a secure solution in a controlled segment of the Internet, capable of accumulating resources for teaching the Russian language in Russia and abroad; 2) a system of diagnostic measures to identify the competence gaps of RSL (Russian as the Second Language) teachers in the subject, organizational, methodological, psychological spheres; 3) recommendations for the creation of advanced training programs (modules) capable of eliminating the identified competence deficiency in these areas. The following can be considered as objectives of the project: 1) selection of distance technologies (elements of distance technologies), relevant for use in the process of professional training of an RSL teacher; 2) formation of a cluster of diagnostic measures; 3) modeling educational content; 4) determination of cognitive strategies for teaching and self-education of an RSL teacher in the system of advanced professional training. The system of diagnostic measures described in the work assumed the assessment (measurement) of the teacher’s activities in three aspects: 1) from the standpoint of subject knowledge, 2) from the organizational and methodological standpoint, 3) from the psychological standpoint. This approach made it possible to single out the components of professional competencies and form a methodology for expert assessment of the educational environment, including the Russian-speaking educational environment abroad. In this case, the instrument of pedagogical measurement was testing carried out remotely on the constantly operating platform of The Kosygin State University of Russia at https://edu.rguk.ru.

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Gender aspect in psychological support of Russian teachers of foreign schools

Pozdnyakova¹,

Markova²,

Dmitrieva³

et al. 2021

SHS Web Conf.

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“Staff feminization” of the Russian schools is a general tendency of the modern education, however, the problems that female teachers face when performing their professional activity in a foreign cultural environment are rather specific and therefore they require the most careful consideration and further correction through the system of psychological support. The study of the mechanism of psychological support, as well as the methods of its implementation, is the objective of the present article. The tasks of the research are the following: 1) determination of the stress factors, accompanying the activity of the female teachers of the Russian school abroad; 2) selection of the contemporary psychological techniques required for neutralization of the stress factors; 3) formation of a cluster of measures required for psychological support of teacher of Russian as a foreign language; 4) modelling of the educational content directed to the formation of the psychological competencies of the Russian teacher of a foreign school. The system of psychological support has two levels and includes the following measures: 1) prevention of the impact of negative factors and 2) liquidation of the competency-based lacunes in the field of psychological knowledge. Taking into consideration the specific character of a foreign cultural environment allows determining the individual trajectories of the professional development of a teacher. The system of psychological support is not closed; it should be updated and improved constantly taking into account and under the influence of the demands of the time to become a part of the mechanism of the general training of a teacher of the Russian school abroad.

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Integrative potential of educational resources in a modern metropolis

Cited by 3 publications

References 2 publications

Teaching Russian abroad: the concept of additional professional training

Teaching Russian abroad: the concept of additional professional training

Strategies for distance support of advanced professional training for teachers of Russian as the second language

Gender aspect in psychological support of Russian teachers of foreign schools

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