Novice university educators: professional, psychological and motivational spheres of adaptation

Karpovich, Irina; Krepkaia, Tatyana; Voronova, Larisa; Combarros‐Fuertes, Patricia

doi:10.1088/1757-899x/940/1/012136

Cited by 4 publications

(2 citation statements)

References 32 publications

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“…A significant number of articles are devoted to the analysis of various psychological and behavioural characteristics of first-year students and their relationship with the development of different areas of self-adjustment. For example, the concept of educational anxiety and its impact on academic performance [14][15][16] and anxiety and its correlation with student motivation [17] are considered to be of great importance. Among other characteristics that contribute to the academic success, we can highlight self-regulation, one of the leading factors of academic adaptation, the importance of which for the professional culture of all students was noted in [18,19].…”

Section: Introductionmentioning

confidence: 99%

The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

et al. 2021

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A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

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Section: Introductionmentioning

confidence: 99%

The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

et al. 2021

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“…Writing tasks for engineers should include a situation or a problem to solve that will create a challenge for them and motivate them to generate new ideas or innovate existing ones using their creativity and other soft skills [29,30]. Moreover, a written task can be made in an online format as information and communication technologies now can simplify both the process of writing, developing technology and numeracy skills of students, and teacher's evaluation of the work, helping them adapt to educational innovations [31,32].…”

Section: Introductionmentioning

confidence: 99%

Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education

Medvedeva

Rubtsova

2021

Education Sciences

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The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students’ opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method’s prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach’s alpha, which revealed good reliability of the questionnaire, and t-test showed high efficiency of the technology that improved students’ soft skills.

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Challenges of Professional Adaptation: Difference Between Novice University Teachers with and Without Pedagogical Training

Karpovich

Voronova

Ivanova

et al. 2021

Technology, Innovation and Creativity in Digital Society

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Novice university educators: professional, psychological and motivational spheres of adaptation

Cited by 4 publications

References 32 publications

The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education

Challenges of Professional Adaptation: Difference Between Novice University Teachers with and Without Pedagogical Training

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