Professional Development of a Foreign-Language Tertiary Teacher: Competence-Based Approach

Krupchenko, Anna; Inozemtzeva, Kira; Prilipko, Elena

doi:10.5901/mjss.2015.v6n6s5p257

Cited by 3 publications

(4 citation statements)

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“…At some institutions of higher education, the problem is solved with in-service teacher training (Krupchenko, Inozemtzeva and Prilipko 2015). Considering it a good way out, we also support the idea of pre-service teacher training at tertiary level which is to be based on the formed competences of an EFL school teacher and a practitioner of EFL for English major undergraduates.…”

Section: Introductionmentioning

confidence: 67%

Practitioner of Efl for Non-English Major Undergraduates: Specific Professional Needs

Matsnieva¹

2019

ESPEAP

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The paper deals with the problem of forming the methodological competence of a prospective practitioner of EFL for non-English major undergraduates. Foreign language learning environments training English and non-English majors have been comparatively analysed from the point of view of the teaching objective, result, content, process and resources. On the basis of the analysis, specific professional needs of a practitioner of EFL for non-English majors have been singled out. They encompass such components of the practitioner’s professional activity as research, designing, organizing, self-education, and collaboration. Research and designing include students’ educational and job-related needs investigation, academic and professional discourse analysis, teaching objective specification, teaching content selection, course syllabus development, teaching materials selection, adaptation and development. Organizing focuses on the application of the functional approach to EFL acquisition, computer-assisted learning, distance learning, blended learning, content and language integrated learning (CLIL), role plays, business games, simulations, differentiation strategies in the groups with the heterogeneous input level of the students’ intercultural communicative competence and low level of motivation to foreign language learning. Self-education presupposes developing a positive attitude to the students’ field, monitoring the latest news and achievements in it, mastering the basics of the students’ major, its terminology, genre and discourse peculiarities. Collaboration includes cooperation with students, readiness to be corrected by them when a solecism in the subject is made by the practitioner and collaboration with a teacher of the students’ major while selecting the teaching content, designing the course and in team teaching. The singled out peculiarities are to be taken into consideration while designing the structure of the methodological competence of a practitioner of EFL for non-English major undergraduates.

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Section: Introductionmentioning

confidence: 67%

Practitioner of Efl for Non-English Major Undergraduates: Specific Professional Needs

Matsnieva¹

2019

ESPEAP

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“…Expert EFL teachers have more knowledge of learners, learning, and teaching and the ability to combine theoretical and practical knowledge, actively engage students in class and themselves in critical reflection, and respond to different contexts [12,17]. Taken together, the specific features of teachers' professional quality can be divided into two thematic groups: teacher beliefs [24,[35][36][37][38][39][40][41] and teaching capacity [8,10,17,24,[42][43][44][45][46][47].…”

Section: Research On Efl Teachers' Professional Qualitymentioning

confidence: 99%

“…Teacher beliefs were related to their perceptions and thoughts about all aspects of school education, and their attitudes towards teaching and learning over the course of their careers [51,52]. Previous studies have found that teachers display beliefs about language teaching and learning (i.e., an understanding of their own teaching profession and students' learning, as well as the role of the English language) [8,37] and beliefs about language teacher learning and development (i.e., attitudes towards and the pursuit of professional development) [8,36,38,39]. Specifically, beliefs about foreign language teaching and learning have been found to involve teachers' cognition of student-oriented teaching [11,53,54] and their pedagogic goals [8,55].…”

Section: Research On Efl Teachers' Professional Qualitymentioning

confidence: 99%

“…Specifically, beliefs about foreign language teaching and learning have been found to involve teachers' cognition of student-oriented teaching [11,53,54] and their pedagogic goals [8,55]. Beliefs about language teacher learning and development emphasise the interconnection between teaching theory and practices [36,39,41] and the interaction between teachers' professional development and contexts [38]. For example, Zheng [36] adopted a complexity theory to reveal the non-linear relationship between Chinese EFL teachers' teaching beliefs and practice and found that teachers' teaching practices could be influenced by their beliefs, which were usually embodied in EFL teaching objectives.…”

Section: Research On Efl Teachers' Professional Qualitymentioning

confidence: 99%

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Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China

et al. 2021

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While there has been much research into teachers’ professional quality in general education, scant attention has been paid to the professional quality of EFL (English as a foreign language) teachers, especially those working in adverse areas, for their sustainable career trajectories. Drawing on Wu’s framework of EFL teachers’ professional quality, this study adopted a mixed-method study design to investigate the professional quality of experienced EFL teachers in China’s rural areas. A questionnaire was administered online to 367 Chinese EFL teachers from 15 high schools in the northeast part of China. Follow-up interviews were then conducted with four volunteers. The results of the exploratory factor analysis produced a two-module structure of teachers’ professional quality, addressing teacher beliefs and English language pedagogical content knowledge (PCK) for their sustainable career development. The teacher belief module addresses beliefs about language teacher learning and development as well as beliefs about foreign language teaching and learning. The English language PCK module includes two subscales: English teaching capacity and English knowledge and skills. Descriptive analysis showed that these participants had high levels of professional quality. Possible explanations for the interpretations of EFL teachers’ professional quality are provided from the qualitative data. Based on the above findings, the paper offers some implications for sustaining EFL teacher development in the future.

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Linguodidactic foundations of linguistic provision of information security of an organization

Krupchenko

Kuznetsov

2023

Gumanitarnye nauki

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The Department of Foreign Languages and Intercultural Communication at the Financial University under the Government of the Russian Federation is growing the status of an international platform for the research into Cognitive Linguistics and Professional Linguodidactics (PLD). It reflected the outcomes of that research both in the community-significant and large-scale conferences, and in the innovative educational process. The actualization of the inseparable connection between the research and the social and education practice is due to the opening of the undergraduate program in linguistics that was launched at the Financial University in the 2021–2022 academic year. The materials of this article reflect the first results of implementing the master’s program ‘Actual Problems of Linguodidactics and Methods of Teaching a Foreign Language. The core idea of this program rests in the definition of the linguodidactic foundations that reveal the structural and the content model of the development of the information and analytical competence of a future professional who would be capable of ensuring the information security of an organization by linguistic means. In the discussion part, the authors argue it proved the scientific and the practical interaction of the university teachers and their undergraduates to be embodied, on the one hand, in the course of the theoretical substantiation of the axiological strategies of foreign language education. (The latter determining the key concepts that play the role of the wording of the principles of PLD, i. e. the academic field that gained a new sound in the present research.) On the other hand, this interaction affects the selection of the adequate technologies that is necessitated by the said principles and the development of the specific target tasks that bring to life the mission the program’s focus, i. e. the linguistic support of the information security of an organization.

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Professional Development of a Foreign-Language Tertiary Teacher: Competence-Based Approach

Abstract: The article describes research aimed at outlining the pathways to structure EFL tertiary teachers ' professional

Cited by 3 publications

References 1 publication

Practitioner of Efl for Non-English Major Undergraduates: Specific Professional Needs

Practitioner of Efl for Non-English Major Undergraduates: Specific Professional Needs

Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China

Linguodidactic foundations of linguistic provision of information security of an organization

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