Підходи до розвитку фахової компетентності майбутніх учителів іноземних мов у США: загальні тенденції
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Дата
2019
Назва журналу
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті висвітлюються основні тенденції й підходи до розвитку фахової компетентності здобувачів філолого-педагогічної іншомовної освіти в США. У дослідженні застосовано низку теоретичних методів: аналіз, синтез, абстрагування й узагальнення концептуальних та емпіричних напрацювань. Сучасними тенденціями у формуванні компетентності майбутніх учителів-філологів є надання виняткового значення розвитку іншомовної комунікативної компетентності, посилення контролю за якістю фахової підготовки вчителів іноземних мов, імплементація зовнішньої системи звітності, удоцільнення змісту фахової підготовки за рахунок розширення його вузькоспеціальної наповненості й практичної зорієнтованості, наскрізна педагогічна практика, колаборація між учасниками різнорівневих освітніх закладів, менторство та підтримка початкуючих педагогів тощо.
In the study the key tendencies and approaches of foreign language teaching candidates’ competence development in the USA are discussed. To this end, the following research methods have been used: analysis, synthesis, abstraction, classification, generalization of conceptual orientations and empirical evidence as gleaned from relevant academic literature. The findings reveal that one of the most prominent tendencies in the preparation of foreign language teaching candidates in the USA is implementation of standards in the sphere of foreign language teaching and teacher education, critical concern over the quality of teacher education and increase of control over its effectiveness, emphasis on the oral proficiency attainment of student-teachers, optimising the content of teacher education programs, early start and extended practical experience in schools etc. The basic constituents of professional competence increasingly addressed in the teacher education research and practice are communicative, cultural, general pedagogic and psychological, methodological, technological and research competencies. The results of empirical studies testify to demonstrable positive effects of communicative competence development methods used in American universities, as shown by numerous studies reporting results of oral proficiency assessment of foreign language teaching candidates at the examination OPI. The research findings indicate that the quality of teacher education is enhanced owing to greater congruence of widely recognized and established normative demands of teacher preparedness, the system of external accountability, as reflected in the relevant documents of educational standards. Implementation of teacher preparation standards, and introduction of the examination OPI have led to gains visible in the spread of adequate approaches of professional competence development in teacher education, optimization of methods, forms and means of language teacher preparation around the country, as well as special training offered to student-teachers enabling them to base their instruction on the principles underlying standards of foreign language learning. Further research is necessary to specify what didactic approaches are used in the American universities aimed at developing professional competence’s constituent components.
In the study the key tendencies and approaches of foreign language teaching candidates’ competence development in the USA are discussed. To this end, the following research methods have been used: analysis, synthesis, abstraction, classification, generalization of conceptual orientations and empirical evidence as gleaned from relevant academic literature. The findings reveal that one of the most prominent tendencies in the preparation of foreign language teaching candidates in the USA is implementation of standards in the sphere of foreign language teaching and teacher education, critical concern over the quality of teacher education and increase of control over its effectiveness, emphasis on the oral proficiency attainment of student-teachers, optimising the content of teacher education programs, early start and extended practical experience in schools etc. The basic constituents of professional competence increasingly addressed in the teacher education research and practice are communicative, cultural, general pedagogic and psychological, methodological, technological and research competencies. The results of empirical studies testify to demonstrable positive effects of communicative competence development methods used in American universities, as shown by numerous studies reporting results of oral proficiency assessment of foreign language teaching candidates at the examination OPI. The research findings indicate that the quality of teacher education is enhanced owing to greater congruence of widely recognized and established normative demands of teacher preparedness, the system of external accountability, as reflected in the relevant documents of educational standards. Implementation of teacher preparation standards, and introduction of the examination OPI have led to gains visible in the spread of adequate approaches of professional competence development in teacher education, optimization of methods, forms and means of language teacher preparation around the country, as well as special training offered to student-teachers enabling them to base their instruction on the principles underlying standards of foreign language learning. Further research is necessary to specify what didactic approaches are used in the American universities aimed at developing professional competence’s constituent components.
Опис
Ключові слова
фахова компетентність, учитель іноземних мов, підготовка вчителів-філологів, стандарти професійної підготовки та розвитку вчителів, США, professional competence, foreign language teachers, training of teachers philologists, standards of teachers professional training and development, USA
Бібліографічний опис
Леврінц, М. Підходи до розвитку фахової компетентності майбутніх учителів іноземних мов у США: загальні тенденції [Текст] / М. Леврінц // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. А. Біда, Ю. А. Бондаренко та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 10 (94). – С. 222–232. – DOI: 10.24139/2312-5993/2019.10/222-232.