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22УДК 378.2+81
СОВЕРШЕНСТВОВАНИЕ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ УЧИТЕЛЯ ИНОСТРАННЫХ ЯЗЫКОВ
Раисова Айгуль Бектуровна.
Казахстан, г. Павлодар, Павлодарский государственный университет им. С. Торайгырова, к.п.н, старший преподаватель кафедры «Иностранные языки» university2017@mail.ru.
Макарихина Инна Михайловна.
г. Новосибирск, Новосибирский государственный архитектурно-строительный университет (Сибстрин), к.п.н, доктор PhD, доцент кафедры «Иностранный языки» michmacha@mail.ru.
Аннотация. В статье рассматриваются профессиональные характеристики учителя иностранного языка, его профессиональной подготовки. Описываются компетенции учителя иностранного языка, необходимые процессе преподавания данной дисциплины
Ключевые слова: профессионально-педагогическая подготовка, готовность к профессиональной деятельности, способность поставить цель, систематизация профессиональной подготовки.
DEVELOPMENT OF FOREIGN LANGUAGE TEACHERS' PROFESSIONSL
PREPARATION
Makarikhina Inna.
Novosibirsk, Novosibirsk State University of Architecture and Civil Engineering (Sibstrin), k.p.s., PhD, associate professor of «Foreign languages» Department. michmacha@mail .ru.
Raissova Aigul.
Kazakhstan, c. Pavlodar, S. Toraighyrov Pavlodar State University, k.p.s., PhD, senior lecturer of «Foreign languages» Department.
Abstract. Professional characteristics of an ideal teacher, his professional training are examined in the article. The competences of the foreign language teacher, necessary for this discipline teaching are described here.
Key words: professional-pedagogical preparation, readiness for professional activity, ability to set a goal, systematization of vocational training.
The dynamics of language policy in Russia are a reflection of state ideology and the unique experience of building a unified Russian civil society.
Extending contacts of Russia with the world community in all spheres of life, access to world informational space and quality education, dominating role of the language as an effective tool for intercultural communication and understanding put a high educational priority to the knowledge of foreign languages, especially English as an international language. Within the last two decades knowledge of foreign languages has become a necessary component of specialist's competitiveness at a labor market. [1, a 100-103]. In this respect, Russia has faced the problem of modernizing of the system of education in general and particularly foreign language education. For the last two decades there has been intensive research on the foreign language teaching/learning processes in Russia concerning goals, content, and principles. Innovations in the system of foreign language education have required the revision of the content of foreign language teaching, the development of new education standards, syllabi, learning programs, and textbooks. The professional development system acts as an integral part of the continuing education, which allows foreign language teachers to meet their own professional and personal interests, develop individual didactic systems in accordance with their individual-typological characteristics.
The purpose of the research in this monograph is to develop the theoretical basis and to work out practical implementation of the contents of foreign language teachers' didactic preparation.
In accordance with the purpose of study we have set the following tasks:
1. Analyze the aspects of the educational background of foreign language teachers.
2. Select a system of knowledge and competences in the content of didactic preparation of foreign languages foreign language teachers in accordance with the points of The Bologna Convention (2008 y).
3. Identify a set of conditions to improve the didactic preparation of foreign languages foreign language teachers.
4. Develop a model to improve the didactic training of foreign language foreign language teachers and test its effectiveness in experimental work.
The results of the research have revealed that foreign language foreign language teachers' didactic preparation will be more effective if:
- theoretical basis of this training takes: cognitive, motivational, technological, organizational, research and reflective components are included in educational content.
- specific characteristics and psychological education of foreign languages teachers are taken into consideration.
- modern technology trainings are designed for foreign language teachers so that they are able to create individual didactic systems.
- the following conditions are necessary for effective didactic preparation of the foreign language teachers: introduction of the course "Development of Foreign language teachers' Didactic Preparation"; implementation of specific approaches and forms in adults' education, which include workshops, creative tasks, online round tables with English language teachers from other schools and areas, research activities, like preparing reports, studying academic papers in Didactics published both in national and international editions. Additionally, the content of foreign language teachers
training programs, which takes into account characteristics of the motivational sphere of adults' learning and the use of didactic training in the process of stimulus situations, needs to be worked out.
Various aspects of didactic preparation of foreign language teachers are studied by such national scholars as G. B. Siks, (Creative dramatics. Harper & Bros., New York, no date.) and many others [2, c. 24; 3, c 55-59; 4, c. 10-15]. The studies reveal foreign language teachers' didactic training is a three-dimensional concept which includes: mastering the studying process construction; shaping foreign language teachers' professional culture; and the assessment of learning outcomes in terms of social expectations to students' foreign language proficiency.
Theoretical analysis of didactic preparation of foreign language teachers has revealed the following three problems:
First, the system of teaching development is able to quickly and adequately respond to the changes in the requirements for the level and quality of professional foreign language teachers through the course content and direction [5, c. 211-213, 6, c. 21-25].
Second, adult education, including foreign language teaching, has its regulations, principles, organization, and technology implementation.
Third, the process of the development of foreign language teachers' didactic preparation in accordance with the Bologna Convention proclamation should be directed to the development of didactic training constructive, research and reflective, as well as contribute to the formation of individual didactic system of foreign language teachers [6, c. 16-21; 7, c. 37-40; 8, c. 19-30].
We consider the introduction of the course "Didactic Training of Foreign Language teachers" as a necessary component of the effective training program for foreign language teachers. While studying the course, a foreign language teacher is expected to improve his /her knowledge of the general pedagogical, didactic and methodological principles of foreign languages teaching. Other competences include the ability to analyze the lessons of all kinds, his/her own and colleagues' teaching performance, students' progress, textbooks and manuals; to work with academic literature, questionnaires, to conduct an experiment, to write an article in Methodology, to enter conversations in the field of Methodology. Theoretical and methodological basis for foreign language teachers' didactic preparation development is formed during the course study.
In our opinion, the Adults educational approaches serve as the second component of the training program. Several factors of the pedagogical process should be considered for selection of pedagogical techniques. These factors include:
• the function of educational information in the educational process (training, control - diagnostics);
• the purpose of educational information (cognitive type, operating type);
• the adult's intellectual abilities (level of educational-cognitive activity, basic level of a subject studying)
• the foreign language teachers' methodological abilities (level of methodological expertise, methodological and technical equipment of the educational process).
All these factors require the use of various approaches and methods in adult education in the sphere of the foreign language teachers development training programs: various kinds of lectures and workshops, master classes, round tables, "brainstorming", trainings, group and individual work, and so on. [9, c. 5-10; 10, c. 12-17; 11, c, 140155; 12, c 18]
The third component can be identified as organization of foreign language teachers training in such spheres as academic reading/writing/speaking/listening. The component aims at developing foreign language teachers' research and critical thinking competences.
Experimental work
Experimental work was carried out during the 2006-2007, the 2008-2009, and the 2009-2010 school years on the basis of Pavlodar Institute of Foreign language teachers Training Development. There were eight groups of trainees, four control and four experimental groups. The experimental groups consisted of pre-service English language teachers:
2007-2008 academic year - 26 people (1 E Group) & 24 people (2 E group), and
2008-2009 academic year - 24 people (3 E group) & 22 (group 4 E), [96 people in
total].
The control group consisted of pre-service English language teachers:
2007-2008 academic year - 23 people. (Group 1 K) & 22 people (2K Group), and
2008-2009 academic year - 21 people (3 K group) & 25 person (4 K group),
[91 people in total].
In the control groups, the foreign language teachers training were carried out according to the traditional program. We experimentally tested the proposed system to improve the didactic foreign language teachers' training.
At the stage of the experiment, average level of didactic training was dominated in all experimental groups. For example, 22 foreign language teachers (22.82%) showed the low level of didactic preparation at the stage of cut off point of ascertaining, after the end of the experiment, 14 foreign language teachers have moved to a higher average level. 50 foreign language teachers (52.08%) showed the average level at the beginning of the experiment, in the end - 49 foreign language teachers (51.04%). The observed decrease in the number of foreign language teachers with an average level associated with the 15 foreign language teachers at transition the highest level since initially it showed 24 foreign language teachers (25.00%), and at the end of the experiment - 39 foreign language teachers (40.63%). The reliability of the experimental work results was confirmed by the calculation of x2 test.
Conclusions
The experimental work was carried out to check the effectiveness of the organizational and pedagogical conditions to improve the didactic training of foreign language teachers. The pre-service showed significant increase in its level in the experimental groups. Thus, the experimental work demonstrates the effectiveness of the foreign language teachers' didactic development training program.
Considering foreign languages teachers' didactic preparation features, we identify the components of the didactic training as language competences, education and
psychology, and professional competences. During the foreign language teachers' didactic training, we included a special course " foreign language teachers' Didactic Training ", creative tasks and specific techniques of adult education, in order to help foreign language teachers to form the individual style of their teaching activities.
The course " foreign language teachers' Didactic Training" consists of six components:
Component 1: Cognitive
Component 2 Methodological
Component 3: Research
Component 4 Reflective
Component 5: Organizational and projecting
Component 6: Motivation
The purposes of the special course are to improve methodical competence and to build individual didactic system.
At the end of the course, foreign language teachers will be able to:
- analyze lessons of any kind;
- analyze the activities of colleagues and their own;
- analyze the performance of students;
- analyze textbooks and teaching aids;
- consult relevant academic literature;
- conduct class action research;
- carry out the survey and interview;
- conduct assessment;
- carry out a scientific experiment;
- write an article on a methodological theme;
- participate in the discussion of methodological issues;
- summarize the classroom experience (self and others);
Thematic focus of all course's components, supporting material prepared for each component, the glossary, education, lectures on training, multi-level tests, workshops, multimedia technology can improve the didactic training of foreign language teachers with competences search, research and creativity, innovative teaching techniques and remote sensing information.
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