Педагогические
науки/ современные методы преподавания
Professor, doctor of pedagogical sciences Zhetpisbayeva B.A
Phd student Kubeyeva A.Ye.
Phd student Kitibayeva A.K
Ye.A.Buketov Karaganda State University, Kazakhstan
Theoretical model of training the CLIL-teacher in the terms of the higher
educational institutions
A theoretical model in the broadest sense is the
representation of an object "in its pure form", its logical study and
application of the gained knowledge to a given object.
With the help of the theoretical model, the transition
from the abstract to the concrete is ensured, and as the movement from the
theoretical model to the concrete the greatest content and completeness of knowledge is
achieved, since in this case the object raised to a high degree of abstractness
when compared with a concrete reality manifests itself from different sides.
The theoretical model not only provides a transition from the abstract to the
cognition of the concrete, but also through the generalization of specific sides
opens the way to the abstract [1].
The modeling procedure as an objective and universal
epistemological procedure is widely used in pedagogy [2]. The analysis of the
object is based on certain systems of principles and concepts, the most
important of which in pedagogy
are education, upbringing, and training. Models are used either as a research
device for the presentation of the studied pedagogical object with the aim of
explaining it, studying it, clarifying it; or as a tool allowing on the basis
of the analysis of the model representation of a pedagogical object to
influence its construction or functioning. Our case is related to the second
one, when our theoretical model will allow us to build the process of preparing
a CLIL-teacher in the conditions of the university, which serves as an object
of our modeling.
According to the classification of E.A. Solodova
and Y.P. Antonova in the pedagogical models can
identify the model of "macrolevel", which
determine the concept of the development of the education system, and the model
of the "average" level, "modeling the quality of education at
the output of a particular institution" [3]. In this sense, the
theoretical model being developed by us refers to the average level; let's call
it the "meso level".
Based on the theory of the holistic pedagogical process
of N.D Khmel, which represents a two-pronged process
of education and upbringing, our model takes into account the principles and
main provisions of multilingual education and multicultural education, where
CLIL-technology acts as an innovative model of organization the educational
process of the university, when the assessment of factors are intersubjective
communications and pedagogical integration. At the same time, we intend to
reflect the intensity of pedagogical interaction between the teacher and the
trainee; degree of integration of theoretical education with the practical
activities of the future teacher; degree of organizational-methodological
support and control of independent work of students from the side of the
university.
From the set of definitions and directions of theoretical
modeling in pedagogy, we are impressed by the position of S.I. Arkhangelsky, who under the
model of the educational process understands the "mental mapping of the structure
and relationships of the process being studied" [4]. Since learning is a
two-way process, including teaching and learning, the procedural aspect of
learning can be related to the modeling of teaching, the modeling of teaching and the modeling of pedagogical interaction
[5].
The foregoing assumes that in the modeling of the
educational process the use of a systematic approach which allows a holistic
description of the process of education and upbringing. Consequently, our model
has a socio-pedagogical character, which takes into account the mutual
influence of the processes of education and upbringing. At the same time, we
represent the pedagogical process after N.E Kuzmina as a phenomenon that is
inherent: the unity and independence of the processes of education, upbringing,
development; their integrity and subordination; the presence of a common (they
all lead to one goal - the formation of the personality) and the preservation
of the specific (learning impacts on the intellectual sphere, and education -
on the motivational and emotional) [6].
It is also interesting for us the opinion of scientists
who distinguish three levels of pedagogical modeling: 1) in a broad sense as a resource for creating new
knowledge in the forms of traditional and innovative reproduction, facilitating
the realization of ideas and conditions for obtaining modern education in the
interests of man and the state; 2) in the narrow sense as a kind of pedagogical activity
aimed at finding the optimal conditions and possibilities for creating various
pedagogically popular models and means for solving a particular problem or
problem of modern pedagogical practice; 3) in the local sense as a method of scientific and
pedagogical research [7].
In developing the theoretical model for the preparation
of the CLIL-teacher in the terms of the higher educational institutions, we
were guided by the following principles:
1) the principle of adaptability and relevance of
knowledge CLIL-technology for students in pedagogical specialties
5В011000-Physics, 5В011100-Informatics, 5В011200-Chemistry, 5В011300-Biology
and 5В011900-Foreign language: two foreign languages. There is no doubt that the interdisciplinary approach,
implemented in the subject-language integration, replaces the
subject-disciplinary approach in teaching foreign languages and disciplines on
the specialty. It is important for future teachers to understand that this
approach is extremely important for the development of their abilities to live
and work in the international scientific and business community. In addition,
the observance of this principle determines the formulation of problems aimed
at the development of socially and professionally significant personality
traits, which are an integral component in the model of the CLIL-teacher;
2) the principle of health-saving preparation of the
future CLIL-teacher, included in the active search for conditions and means of
quality provision of educational services in schools in modern Kazakhstan. This
principle of modeling determines the formulation of the task of educating those
qualities of the personality of the CLIL-teacher, which are necessary for him
to perform the second labor function, namely, the educator. In addition, this
principle also means, when teaching students, the creation of conditions
contributing to the successful adaptation of the individual to changes in the
domestic educational system and the labor system, as well as providing access
to the best educational resources;
3) the principle of taking into account the individual
characteristics of the student and the peculiarities of the Kazakh trilingual
education. This principle of modeling determines the formulation of the tasks
a) the formation of the culture and ethics of the CLIL-teacher's teamwork, his
internal motivation for learning, abilities for productive self-expression and
self-realization of the future CLIL-teacher, with considering the real level of
his language training (target languages); b) the consideration of cultural
appropriateness, which in CLIL-technology is conditioned by the peculiarities
of multilingual and multicultural education; c) forming the readiness of the
future CLIL-educator to use both traditional and innovative forms, methods,
tools, teaching technologies;
4) the principle of the formation of a culture of
independent work of students in various areas of cooperation, interaction and
self-realization. This principle of modeling the pedagogical process focuses on
the development of programs for independent work of students of pedagogical
specialties as a necessary part of mastering CLIL-technology, development of
language and subject competencies of the future CLIL-teacher.
The above principles we have chosen based on the
experience of N.A.Kozyrev and O.A.Kozyreva.
In general, during the developing of the theoretical
model of the required preparation, we took into account the relevant experience
of a number of scientists [8,9,10,11,12,13] and proceeded from the fact that
theoretical models have a conceptual, prescriptive character.
Picture 8 – Theoretical model of training the
CLIL-teacher in the terms of the higher educational institutions
|
Motivational-value component
|
the
formation of a value attitude, interest and motivation to
CLIL-education
|
the
development and implementation of educational methods in the
educational process CLIL-teacher
|
development
of students' skills and skills in applying CLIL-technology in
professional activities
|
Students’
formation of specialties 5B011000-Physics, 5B011100-Informatics,
5B011200-Chemistry, 5B011300-Biology and 5B011900-Foreign language: two
foreign languages of the system of competences in accordance with the
labor functions of the CLIL-teacher
|
integration
of traditions and innovations in education, cultural relevance, interdisciplinarity, adaptation of the individual
to innovation, taking into account the real level of language training
of students of non-linguistic specialties, the "double entry of
knowledge", the study of languages, the study of language and
culture
|
Syllabus
of the elective course "CLIL-technology" for the 3rd year;
section
in the standard curriculum on the methodology of teaching chemistry,
physics, biology and informatics;
methodical
recommendations for the teaching staff of the universities on the
application of the CLIL-technology in the educational process
|
didactic
assignments of type "A", "B" and "C" *;
assignments
for practical classes and CDS; tasks for the TCL CLIL exam;
tasks for pedagogics in school
|
student
league of CLIL-teachers;
student debates clubs
|
academic
studies (lectures)
|
practical and seminar classes;
pedagogical practice in school
|
stimulation
and motivation of learning activity;
activation of CLIL education
|
CLIL-technology
in high school;
substantial
integration of courses in the methodology of teaching physics,
biology and informatics, IES and ESP
|
involvement
in the real practice of CLIL-education;
monitoring,
evaluation and feedback for CLIL-technology
|
high and
sufficient levels of the formation of competencies in accordance with
the labor functions of the CLIL-teacher based on the introduction into
the educational process of the methodology for the preparation of the
CLIL-teacher
|
* Explanations to figure 8: tasks of type
"A" are closed test tasks with the choice of one correct answer;
tasks of type "B" are open test tasks; tasks of type "C"
are case-tasks. Assignments of type "A" are estimated at 1 point,
assignments of type "B" are estimated at 6 points, assignments of
type "C" are estimated at 60 points.
The goal of the CLIL-teacher training at a university is transformed into the
expected result, the image of which is detailed in the form of a system of
competences, which are developed according to the labor functions of the
CLIL-teacher.
Since the Kazakhstani model of trilingual education
focuses on teaching of four subjects in the natural-mathematical cycle in
English, we specifically pointed out the pedagogical specialties, the graduates
of which will teach these subjects in schools, namely: 5B011000-Physics,
5В011100-Informatics, 5В011200-Chemistry, and 5В011300-Biology. Undoubtedly, we
have included here the educational process of the pedagogical specialty
5B011900-Foreign language: two foreign languages.
Tasks in the pedagogical goal setting are, as a rule,
step-by-step actions for achieving the goal. In our model, this step-by-step
algorithm represents enlarged blocks of tasks that are formulated in accordance
with the three components of the CLIL teacher training: motivational-value,
content and operational. And it would be wrong to believe that these tasks are
consistent in implementation and isolated from each other.
They are successive and logically interconnected as much
as the process of preparation can be integral. The objectives of the formation
of value attitudes, interest and motivation for students in CLIL- education are
inseparable from the development of their skills and skills in the application
of CLIL-technology in professional activities, which are being implemented in
the development and implementation of the methodology for the preparation of
the CLIL teacher in the educational process of the pedagogical specialties
indicated by us. We deliberately formulated this problem, as the theoretical
model is appropriate only if it is detailed and projected into the real
practice of education.
If the goal and tasks reflected in the presented
theoretical model are subordinated to the principles of pedagogical modeling,
then the training principles themselves, being logically interconnected with
the principles of modeling, are subordinated to the tasks of the required
preparation.
Without dwelling in detail on the methods (the optimality
of their combination is due to their correspondence to the principles of the
required preparation), we will give some explanations for the means as the most
specific didactic units for the preparation of the CLIL-teacher in the
conditions of the university. Among them the largest is the elective course
syllabus "CLIL-technology" for the 3rd year, in which the basic
content of the CLIL-teacher training is formalized. This elective course,
according to our plan, should be developed and introduced the specialties
5B011000-Physics, 5B011100-Informatics, 5B011200-Chemistry, 5B011300-Biology,
namely the methods of teaching chemistry / physics / biology / computer science
as a prerequisite for the basic discipline. And with the support of the content
of this elective course to adapt, make appropriate adjustments to the Model
Curricula on the methodology according to the specificity of teaching
chemistry, physics, and biology and computer science. At the same time, we
consider it advisable to make these adjustments as a whole section of the basic
discipline that should be developed by the teachers of these disciplines in
conjunction with the teacher of the proposed elective course, the development
of the latter is the prerogative of the teacher of a foreign language, more
precisely English, because he teaches not only a foreign language (in the cycle
of the GED), but also the discipline "Profession-Oriented Foreign
Language."
In general, the theoretical model of the CLIL-teacher
training is built with considering the peculiarities of the Kazakh trilingual education.
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