CC BY
43нальной образовательной траектории в цифровых средах с возможностью нелинейного представления информации // Перспективы науки и образования. - 2019. - № 3 (39). -С. 461-473.
16. Сохор А. М. Логическая структура учебного материала // Вопросы дидактического анализа. - М.: Педагогика, 1974. - 192 с.
17. Филиппов О. Е. Логическая структуризация учебного материала как средство систематизации и обобщения знаний учащихся старших классов средней школы по физике: автореф. дисс. ... канд. пед. наук. -М., 2003. - 18 с.
18. Ярославцева Н. В., Лопуха Т. Л., Да-хин А. Н., Суслов Д. В. Структурные компоненты процесса моделирования результатов открытого образования // Перспективы науки и образования. - 2019. - № 3 (39). - С. 55-72.
N. Ye.Seleznyova
УДК 378.046.4
FOREIGN INTERNSHIPS AS PART OF THE SYSTEM OF FOREIGN LANGUAGE TEACHER TRAINING
Xhe profession of a foreign language teacher, especially in a military educational institution, is interesting because the teacher is in the midst of different manifestations of culture, and his work is at the junction of a wide variety of knowledge, since in addition to the language itself, you need to know a lot of things and phenomena that are usually discussed in this language. For this reason, a foreign language teacher must understand the history, geography, politics, sociology, psychology, technology, tours of
duty, sports, food, and often in a variety of Sciences, and all this in order to teach their students to communicate on the necessary topics in everyday life and professional activity, the number of which is almost incalculable [9].
A special task in this profession is to familiarize students with the culture of the country of the studied language. This is due to the fact that without knowledge of culture sometimes there can be no effective communication. Therefore, the training of teachers for intercultural professional training and the process of familiarizing a foreign language teacher with a foreign language culture, which does not end with getting a diploma of higher education, but continues throughout his professional activity, within the framework of personal continuous professional development and additional vocational education, is of particular importance in the system of training and professional development of a foreign language teacher of a new generation [9].
Changes in the requirements for the quality of training specialists necessitate continuous skill development, improvement of methodological training and the level of professional competence of teachers of higher education, forming an active, conscious, creative teacher [1; 6].
The purpose of the article is to consider the experience of foreign language teachers' professional development on the example of the Black Sea Higher Naval School named after P. S. Nakhimov (Sevastopol, Crimea) and the current state of the system in the military educational establishments of Crimea in order to determine the most effective ways of improving professional skills and personal qualities of the new generations of foreign language teachers working with the military.
The most topical problems of introducing new innovative means of professional development, increasing the effectiveness of the system of additional vocational education have recently been thoroughly examined by Russian and foreign researchers: S. V. Averyanova [1], I. V. Any-anova [2], V. V. Borscheva [4], D. Makhotin [5], Ye. A. Nosacheva [6], Ye. G. Orshanskaya [8], Simon Borg [12], Murat Hismanoglua [13], Joy Townsend [14] and others.
However, it remains beneficial to analyze and implement the experience of specific regions and educational establishments in organizing professional development of pedagogical staff in different historical periods.
In this article we consider the historical pedagogical experience of professional development of the foreign language teachers of the Black Sea Higher Naval School named after P. S. Nakhimov (Sevastopol, Crimea) in the late XX - early XXI centuries, which has its peculiarities due to historical, political, economic and methodological changes in the region. From 1991 to 2014 Crimea was a region of Ukraine which established strong international ties in the sphere of military education. In 1995 in the frameworks of international cooperation of the Ministry of Defence of Ukraine and Great Britain, «Peacekeeping English Project» planned for 15 years was activated. It was directed at creating a system of military foreign language training by means of uniting and strengthening regional interaction of military educational establishments, their management, teaching personnel in order to provide a high level of pedagogical, methodological and scientific support of training Ukrainian military personnel participating in multinational peace support, law enforcement and humanitarian operations [12, p. 93-94].
According to this program, British Council consultants carried out a number of international methodological seminars and conferences for English language teachers in Ukraine and abroad. They also organized a one-year In-service Course for English (ICELT) which was attended and successfully completed by four teachers of Sevastopol Naval Institute (from 2009 to 2014 Naval Academy of Armed Forces of Ukraine, since 2014 - Black Sea Higher Naval School named after P. S. Nakhimov), which included academic studies on methodology, practical tasks, seminars, lesson observations by tutors, peer observations with further analysis, discussions and feedback. This course helped not only to improve teaching activities, but to develop self-evaluation, academic and scientific research skills in their future careers. On finishing the course all four teachers obtained international Cambridge University certificates.
Lesson and peer observations are obligatory part of teacher work in the Russian military schools nowadays, but as J. Townsend states, observation of teachers is a very common occurrence in schools but is less frequently connected with effective feedback. In order to be effective, feedback needs to be specific, actionable, constructive and timely. Feedback is more successful when part of an ongoing process in order to allow for changes to occur and a sense of achievement to build, thus leading to increased motivation and further change [15]. Thus, involvement of colleagues from other schools or countries would provide such a change in a routine process.
From 1995 to 2014, within the national program «Language training of the servicemen and employees of the Armed Forces of Ukraine» in cooperation with the foreign ministries of defence, 12 teachers of the department of foreign languages of the Sevastopol Naval Institute took different international teacher training courses abroad on teaching military terminology, methodology and management of language training: in Hungary, Slovenia, Estonia, Romania, Germany, the USA - INTRO (Introduction to American Language Course), MELT (Managing English Language Training) courses (at Defense Language Institute (DLI), San Antonio, Texas), in Canada - MTAP (Language Teacher Training Course at the Language School «Actiky» in Ga-tino), in France (Methods of Teaching French, Rochford).
Internship is an independent type of additional professional education. It is focused on the formation and consolidation in practice of professional knowledge, skills obtained as a result of theoretical training [2; 5; 7; 8]. Researchers classify 3 types of internships: research, scientific-methodical and linguistic. Research internships provide an opportunity to listen to several theoretical disciplines, write an article, etc. Scientific and methodological internships are aimed at improving the methodological methods of students, and suggest the preparation of educational and thematic plans, development of author's programs, creating educational and methodological publications. Language internships
are focused on improving the level of foreign language proficiency [8].
From the experience of the teachers of the Black Sea Higher Naval School, we can conclude that teacher training courses abroad combine the elements of all three types of internships. They had an opportunity to improve their language proficiency in everyday communication and specific military terminology as well as familiarize with the cultural peculiarities of the visited country reflected in the language in everyday life and during excursions, gain theoretical knowledge through lectures and self-study, and observe in practice innovative teaching techniques and methods while attending foreign language classes, develop practical skills in using computer and IT technologies while preparing for presentations and classes [11], in academic writing while working on research works for publications, establish friendly relations with teachers from other countries, broaden general and professional knowledge, get authentic and create their own teaching materials.
Modern system of professional training and development of the Black Sea Higher Naval School named after P. S. Nakhimov comprises self-education, lesson and peer observations, individual research work, writing dissertations, attending at least once in 5 years a professional development course which is conducted on the basis of the Nakhimov School itself, in Moscow, Saint Petersburg or in one of the local higher educational establishments, etc.
Survey of 23 foreign language teachers of the Black Sea Higher Naval School named after P. S. Nakhimov, Branch of the Federal state educational institution «Nakhimov Naval School of the Ministry of Defense of the Russian Federation» (Sevastopol Presidential Cadet School) (Sevastopol PKU), the State budget educational institution of the Republic of Crimea Cadet boarding school «Crimean cadet corps» showed that none of the respondents evaluated the effect-tiveness of the current system of professional training, development and job retraining in the system of additional vocational education of teaching staff involved in the process of foreign language education in military schools as ex-
cellent. 52,17 % of experts rated it as «good», 21,74 % - «satisfactory», and 26,09 % - «unsa-tisfactory».
Some teachers (R. V. Kira, V. A. Shishikina, E. V. Tkacheva) emphasize the importance of foreign internships or training courses for enriching the cultural content of teaching foreign languages, along with increasing the interest of students of teachers who have passed this kind of courses. In addition, they named courses, we-binars and seminars on the use of multimedia teaching tools, programs for the creation of electronic textbooks and manuals, distance learning language courses as the most important to improve the level of professionalism of teachers.
Among modern innovative ways of profess-sional development Ye. A. Nosacheva suggests implementing the technology of the professional autonomous teacher training practiced in the Ruhr University Bochum (Germany) that she studied during her foreign internship [6]. E-lear-ning, which involves organization of educational activities with the use of information computer technologies and e-content, is one of the educational learning technologies used for the organization of additional professional programs and internships in professional development. This category includes technologies for delivering information (websites, email, use of content, that someone has placed in the Internet) and the organization of interaction (skype, icq, social networks, forums) [2].
Foreign internship is one of the elements of the system of additional vocational education which includes language teacher professional development and retraining.
Taking into consideration recent publicca-tions [6, 7, 10; 11], the conducted survey and the analysis of the experience of the foreign languages department of the Black Sea Higher Naval school named after P. S. Nakhimov, we can enumerate the following advantages of foreign internships:
- visiting a foreign country suggests learning its history, culture and arts;
- constant presence in the foreign language environment facilitates language and culture acquisition, development of linguistic and socio-cultural communicative competence;
- communication with foreign colleagues contributes to methodological theoretical and practical teacher training, exchange of experience and ideas, enlarging the knowledge of innovative technologies and methods;
- analysis of teaching practices and behaviors, familiarization with different cultures influences development of critical thinking and personal qualities of a teacher, broaden his mind;
- the experience of the teacher who actually travelled to the country of the studied language increases the interest of students to the learning process.
Thus, a foreign internship is one of the most effective ways to improve personal motivation and skills of teachers of military educational institutions in terms of the development of professional communicative competence as it combines effects of research, scientific-methodical and linguistic internships. So international cooperation of military organizations, schools, and teachers can contribute a lot to the improvement of the foreign language education of military specialists.
Along with foreign internships, seminars, webinars, specialized methodological and linguistic courses organized on the principles of innovative, practice-oriented and personal-oriented activities, intercultural communication, and e-learning must be effectively used in the process of developing professional skills and personalities of modern foreign language teachers.
АННОТАЦИЯ
Изучен опыт прохождения зарубежных стажировок как компонента непрерывного профессионального образования и повышения квалификации преподавателей кафедры иностранных языков Черноморского высшего военно-морского училища имени П. С. Нахимова (г. Севастополь, Крым). Подчеркивается важность международного сотрудничества в области модернизации иноязычного образования военных для улучшения системы языковой подготовки военнослужащих Российской Федерации. Рассмотрены инновационные способы повышения квалификации преподавателей.
Ключевые слова: зарубежная стажировка, повышение квалификации, преподаватели
иностранных языков, непрерывное профессиональное образование, модернизация иноязычного образования, языковая подготовка военнослужащих.
SUMMARY
The experience of foreign internships as a component of continuing professional education and training of teachers of the Department of foreign languages of the Black Sea Higher Naval School named after P. S. Nakhimov (Sevastopol, Crimea) has been studied. The importance of international cooperation in the field of modernization of foreign language education of the servicemen to improve the system of foreign language training of the Russian Federation military personnel is emphasized. Innovative ways of teacher professional development have been considered.
Key words: foreign internship, professional development, teachers of foreign languages, continuing professional education, modernization of foreign language education, language training of military personnel.
ЛИТЕРАТУРА
1. Аверьянова С. В. Повышение качества профессиональной подготовки преподавателей иностранного языка высшей школы // Российский внешнеэкономический вестник. -№ 5. - 2012. - С. 85-93.
2. Анянова И. В. Дистанционная стажировка как элемент электронного обучения в системе повышения квалификации Свердловской области [Электронный ресурс] // Научно-методический электронный журнал «Концепт». - 2014. - № 11 (ноябрь). - С. 136140. - URL: http://e-koncept.ru/2014/14324.htm (дата обращения: 21.07.2019).
3. Белобаева М. Н. Самообразовательная деятельность в процессе подготовки будущего учителя иностранного языка // Современные проблемы науки и образования. - 2011. -№ 6. - С. 148-156.
4. Борщева В. В. «Action research» как инструмент повышения квалификации в преподавании иностранных языков // Педагогика и психология образования. - № 2. - 2017. -С. 75-79.
5. Махотин Д. Стажировка педагогов -современная новация для их развития [Электронный ресурс] // Учительская газета. -
2014. - 30 июня. - № 26. - URL: http://www.ug. ru/archive/56456 (дата обращения: 21.07.2019).
6. Носачева Е. А. Технология подготовки профессионально автономного преподавателя иностранных языков в Рурском университете (г. Бохум, ФРГ) [Электронный ресурс] // Психология, социология и педагогика. - 2016. - № 12. - URL: http://psychology.snauka.ru/ 2016/ 12/7541 (дата обращения: 21.07.2019).
7. Петухова Г. В., Петухов С. Ю. Стажировка как форма повышения квалификации педагогов на базе общеобразовательной организации: материалы VI Междунар. науч. конф. Педагогическое мастерство. Москва, июнь
2015 г. - М.: Буки-Веди, 2015. - С. 190-193.
8. Оршанская Е. Г. Организация повышения квалификации и профессиональной переподготовки учителя иностранного языка в системе дополнительного профессионального образования России [Электронный ресурс] // Сибирский педагогический журнал. - 2009. -№ 5. - URL: http://science-education.ru/ru/ arti-cle/view?id=5029 (дата обращения: 21.07.2019).
9. Сомова С. В. Личность учителя иностранного языка [Электронный ресурс] // Современные проблемы науки и образования. -
2015. - № 1-2. - URL: https://science-education. ru/ru/article/view?id=20192 (дата обращения: 21.07.2019).
10. Торопова Е. Н., Колпакова Ю. А. Французская система повышения квалификации преподавателей французского языка как иностранного (на примере стажировок в июле
2016 года) // Культура. Искусство. Образование: сборник научных и методических трудов. Вып. XIV / Красноярский государственный институт искусств; ред.: Н. А. Еловская, М. В. Холодова, М. М. Чихачёва. - Красноярск: КГИИ, 2016. - С. 266-273.
11. Яковлева Т. А. Современные методы преподавания немецкого языка как иностранного (по материалам стажировки в Институте Международной Коммуникации в Дюссельдорфе) [Электронный ресурс] // Филологические науки в МГИМО. Сборник научных
трудов. - № 48. - М.: МГИМО, 2012. - URL: https://mgimo.ru/upload/iblock/2a6/2a6eb249a3 4ad207702aac387dd4d28c.pdf (дата обращения: 21.07.2019).
12. Речич С. Л. З icTOpii формування та розвитку военно-полггачного сшвробггаиц-тва Збройних Сил Укра!ни с НАТО // Су-хопутш вшсыка Збройних Сил Украши: 20 рошв миротворчо! дiяльностi: матерiали до-повiвдей науково-практично! конференцп, 25 жовтня 2012 р. - Лыив: АСВ, 2012. - С. 93-96.
13. Borg S. Overview - Beyond the workshop: CPD for English language teachers // Professional development for English language teachers: perspectives from higher education in Turkey / Edited by Simon Borg: British Council, 2015. - Pp. 5-17.
14. Hismanoglua Mt. Effective profession-nal development strategies of English language teachers [Электронный ресурс] // Procedia Social and Behavioral Sciences. - 2010. - Vol. 2. - P. 990-995. - URL: http://sciencedirect.com (accessed: 21.07.2019).
15. Townsend J. The use of observation -feedback cycles as a method of teachers' continuous professional development in the context of TE:ST // Innovation in English Language Teacher Education / Edited by George Pickering and Professor Paul Gunashekar // Selected papers from the fourth International Teacher Educator Conference Hyderabad, India, 21-23 February 2014: British Council, 2015. - Pp. 184-192.
16. Krupchenko А., Inozemtzeva К., Prilip-ko Е. Professional Development of a Foreign-Language Tertiary Teacher: Competence-Based Approach // Mediterranean Journal of Social Sciences. - Vol 6. - № 6 S5. - December 2015. -P. 257-261.
М. Ю. Антоненко, Н. Б. Смирнова
УДК [378/016 : 745/749]
ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ БУДУЩЕГО ПРЕПОДАВАТЕЛЯ ХУДОЖЕСТВЕННОЙ ШКОЛЫ В ПРОЦЕССЕ ИЗУЧЕНИЯ ДЕКОРАТИВНОЙ ЖИВОПИСИ
п,
роисходящая в последнее десятилетие модернизация российского общества выдвинула на первый план проблему совершенствования образования. Руководство страны, определяя в качестве приоритетной задачи подготовку специалиста-профессионала, обладающего компетенциями и личностными качествами, способствующими успешной профессиональной деятельности, осуществляет реформу высшего образования. Изменяются концепции изучения учебных дисциплин, использование педагогических технологий, форм и методов преподавания. Законодательная база этих процессов представлена в ряде документов: законе «Об образовании», Федеральных государственных образовательных стандартах высшего образования и др.
В сложившихся условиях возрастает роль отдельных учебных дисциплин, которые участвуют в формировании компетенций студентов, будущих преподавателей художественной школ. Так, например, повышается значимость учебных занятий по декоративной живописи: помимо формирования определенных умений и навыков владения декоративными живописными техниками, ведущей задачей становится и формирование профессиональных компетенций будущих преподавателей художественной школы в процессе их освоения, что на данный момент представляет собой одну из центральных задач обучения.
Основные положения компетентностно-го подхода раскрыты в трудах таких ученых, как В. А. Адольф, Л. И. Гурье, Э. Ф. Зеера, И. А. Зимняя, Н. Б. Козлов, Л. Л. Малинская, А. К. Маркова, С. И. Мокроусов, А. И. Субет-то, А. Р. Хайруллин, А. В. Хуторской и др.
Анализ публикаций последних лет показал, что проблемам реализации компетентно-стного подхода в системе профессионального образования посвящены исследования В. В. Евдокимова, Х. О. Карасева, Г. А. Колесникова, А. Л. Смятских, Ф. К. Шуканова, С. И. Ферхо.
В последние годы проблемой формирования профессиональных компетенций у педагогов в области искусства занимается ряд ученых: Л. А. Буровкина, С. В. Валикжанина, П. В. Пайдуков, О. П. Поповкина, Т. П. Те-рентьева и др.
Анализ научной литературы показал, что под определением дидактических условий понимаются обстоятельства «процесса обучения, которое является результатом целенаправленного отбора, конструирования и применения элементов содержания, методов (приемов), а также организационных форм обучения для достижения определенных дидактических целей» [1, с. 124]. Это дает основание полагать, что выявление педагогических условий и их реализация в образовательном процессе высшей школы позволит совершенствовать учебный процесс. Ученые также в качестве условий выдвигают совокупность объективных возможностей обучения и воспитания людей, организационных форм и материальных возможностей [3, с. 14].
Определение педагогических условий, данное А. В. Сверчковым, позволяет признать их в качестве связующего педагогической деятельности по управлению процессами формирования профессиональной педагогической культуры личности [4, с. 279-282].
В результате изучения научной литературы было выявлено, что понятие «педагогические условия» имеет ряд характерных признаков:
1. Ученые рассматривают педагогические условия как совокупность возможностей образовательной и материально-пространствен-
