"Pedagogical sciences" / 2. Problems of training of specialists
Kurtas H. V.
Communal establishment of Sumy
regional institute of postdegree pedagogical education, Ukraine
FOREIGN-LANGUAGE RETRAINING OF THE
SCIENTIFIC AND PEDAGOGICAL STAFF IN THE SYSTEM OF POSTDEGREE EDUCATION
Currently in the process of integration of the higher
school of Ukraine into uniform European educational space special significance
is attached to the strengthened foreign language retraining of the teaching
staff of higher educational institutions. The main objective of language
education in system of postdegree pedagogical education is professional and
foreign-language retraining of teachers to active cross-cultural communication
in the context of the professional and scientific activity. The knowledge of a
foreign language admits today by one of the main common cultural competences of
the modern teacher that is reflected in the state educational standards of
higher education. However in practice the foreign-language preparation of the
scientific and pedagogical staff which is carried out within traditional system
of training is insufficient for the solution of pedagogical tasks in modern
conditions. Need of development of model of foreign-language retraining of
teachers of the higher school which could correspond to the social order of
society and real needs of the expert for knowledge of a foreign language is
obvious.
We note that at the present stage of social
development the teacher has to fill up constantly the volume of knowledge and
improve skills. Successful professional activity is impossible without analysis
of foreign scientific researches, exchange of information and practical
experience, therefore, the knowledge of a foreign language belongs to the
general, nonspecific requirements that in general confirms need of high-quality
foreign-language preparation.
The purposes of foreign-language retraining of the
teaching staff in the system of postdegree pedagogical education depend
primarily on the requirements of modern society to the level of education of
the individual teacher. It is also necessary to note that the new understanding
of the purposes of foreign-language training is connected with the main
postulates of a modern paradigm of education, namely: orientation to education
continuity, priority of independent work, self-checking and a self-esteem,
readiness to work with modern sources of information, a training orientation on
mastering communicative skills and abilities. The modern understanding of the
purposes of training in a foreign language is also presented in documents of
the Council of Europe: the development of skills of communication in language
for the solution of daily questions, exchange of information in a foreign
language, ability to pass the thoughts and feelings in the course of
communication, to understand culture, a way of life of other people.
In the course of foreign-language retraining the
purpose definitely influences the content, methods and forms of education. As a
rule, in the process of learning a foreign language the following
interconnected purposes are realized: practical, educational, educative and
developing. In foreign-language retraining of teachers the practical purposes
are directed, first of all, on language acquisition in the context of
professional communication; the educational purposes are directed on increase
of the general culture, on receiving subject and intersubject knowledge, on
mastering various skills; the developing purposes are aimed at the development
intellectual, emotional and motivational spheres of the personality, at
formation of consciousness and a personal reflection; the educational purposes
– on formation of scientific outlook, responsibility, tolerance, moral of the
identity of the expert. In the course of foreign-language retraining of
teachers the practical, educational, developing and educational purposes are
defined by the social order of society: formation of such level of communicative
competence of the expert which would allow carrying out effectively
professional activity in the foreign-language environment of communication.
This task is feasible by means of introduction to curricula of higher
educational institutions of system of postdegree formation of a new subject
matter "Foreign-language mobility of the teacher" which purpose is
practical minimum mastering a foreign language, and successful development will
allow to use it not only in daily communication, and mainly in the context of
professional and scientific activity. The specific goals of this discipline are
the achievement of the following results of foreign-language retraining of
teachers:
1. The nobility at the level of representations:
the main lexicon of general scientific style, and also basic terminology in the
field of narrow specialization; the main grammatical phenomena, characteristic
for the general scientific and professional speech; requirements to the written
professional text, requirements to the public speech, modes of work with the
scientific and professional text; methods of preparation of a public statement;
content of the concepts "speech etiquette", "politeness";
at the level of reproduction: to reproduce the main lexicon of general
scientific style, and also terms of area of specialization in the speech; to
reproduce in the speech basic grammatical designs, characteristic for general
scientific and professional styles of the speech; to state personal and others'
thought in an oral and written form according to requirements to this type of
the text; to participate in scientific discussion; at the level of
understanding: to understand the oral monological and dialogical speech on
subjects of general scientific and professional character; to understand the
main information of texts professionally of character on a wide and narrow
profile of the studied specialty;
2. To be able: to work with primary (the scientific article, theses, the report) both
secondary scientific and professional texts (the plan, theses, the abstract,
the bibliographic description, the summary, an essay); to use directory
literature and the Internet sources; to participate in scientific discussion,
to do presentations and reports on professional subjects; to respect the rules
of speech behavior in various spheres and situations of professional
communication;
3. Mastering the skills of all types of speech
activity of oral and written communication for communication in situations of
general scientific and professional character: 1) possession of all types of
reading original literature, including: fact-finding reading with a speed of
180-200 words/min. without dictionary; the number of unknown words doesn't
exceed 4-5% in relation to total number of words in the text; the studying
reading; the number of unknown words doesn't exceed 8% in relation to total
number of words in the text; use of the dictionary is allowed; 2) possession
of of speaking skills: participation in
dialogue, expression of certain communicative intentions (inquiry/reporting of
information – additional detailing, specifying, illustrating, estimated,
clarification of opinion of the interlocutor, expression of own opinion on the
received information, expression of approval / discontent, evasion from the
answer); the message (the monological statement of professional character in
volume of not less than 15-18 phrases in 4 minutes in normal tempo of speech);
3) possession of skills of audition: understanding of the oral message of the
professional character (in a monological and dialogical form) relating to the
sphere and a situation of professional communication in normal tempo of speech;
4) possession of skills of the letter: possession of the main skills of written
communication in the professional and scientific purposes; possession of the
main methods of annotation, summarizing; 5) possession of skills of an adequate
translation of literature in the specialty.
Monitoring should be carried out in
the form of written testing and offset which structurally consists of three parts:
1) reading and translation from a foreign language in Ukrainian of the original
text in the specialty using a dictionary; the volume of the text is 1000-1200
printed characters, execution time – 45 minutes; a check form – reading aloud a
fragment from the text, check of the translation prepared in writing; 2)
fact-finding reading the original text of general scientific character without
use of the dictionary; the volume of the text is 1500-2000 printed signs, time
of reading 10-12 minutes; reading comprehension is checked in the form of oral
summarizing in English and answers to the examiner's questions which can
concern both concrete contents of the text, and interpretation and its
assessment; 3) conversation in English on subjects: chosen specialty (maintenance
of a subject; history of development of this area of science; outstanding
scientists of the corresponding area of science; the latest developments in the
chosen area); scientific research of the master (problem, condition of a
problem, purpose, task, research method, equipment, results, conclusions).
Besides, an important way of
optimization of foreign-language retraining is the use of modern information
and communicative technologies and the organization of independent work of
teachers as they promotes the solution of general educative and educational
tasks: improving the skills of foreign-language communicative communication,
increase motivation to learn language, all-round development of the identity of
the teacher, and also answers an ultimate goal of foreign-language retraining
in system of postdegree education – improving the skills of foreign-language
communicative competence. In summary we will note that foreign-language
retraining of teachers in system of postdegree education possesses high
educational potential: it promotes the solution of a problem of continuous
development of the personality and is a source of replenishment of its
professional knowledge, a basis of formation and development of communicative
skills; fills a great demand of society on highly qualified specialists.
References:
1.
Evdokimova M.G. Problems of the theory and practice of information and
communicative technologies of training foreign languages: [monograph] / M.G. Evdokimova. – M.: MIET, 2004. – Page 312-314.
2.
Solovova E.N. Methods of training foreign languages: the advanced course: [manual
for students and teachers of pedagogical higher education institutions] / E.N. Solovova. – Moscow: AST: Astrel, 2008. – Page 272-274.
3.
Tyurina S.Yu. Foreign-language component of training of undergraduates of
technical college / S.Yu. Tyurina//Basic researches. – 2012. – ¹. 3-2. – Page 315-319.