Особливості професійної соціалізації вчителів іноземної мови в Німеччині
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2014
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Анотація
Стаття висвітлює особливості професійної соціалізації вчителів іноземної мови в Німеччині. Розглянуто історію розвитку закладів педагогічної освіти, що бере свій початок ще з 1707 року. Схарактеризовано особливості підготовки вчителів іноземної мови в Німеччині, а саме розглянуто заклади, в яких майбутні вчителі іноземної мови можуть отримати освіту, тривалість та організацію навчання. Наголошено, що внаслідок федеративного поділу Німеччини кожна федеральна земля може мати власні особливості підготовки вчителів. Зазначено, що вчитель іноземної мови повинен досконало володіти іноземною мовою, процесами викладання та навчання, мати гарні знання з історії, географії та культури тієї країни, мови якої він навчає.
The article highlights the peculiarities of foreign language teachers’ professional socialization in Germany. Professional socialization is defined as a complex process of personal professional formation and development during professional training and labour activity according to the requests and conditions of labour process, during which skills, knowledge and competences are acquired by the person. The history of pedagogical educational establishments’ development, which has begun in 1707 with the formation of pedagogical seminaries, has been reviewed. The peculiarities of foreign language teachers’ training have been characterized, such as the variety of establishments in which future teachers can receive their education, duration and organization of training. It is said that according to the German federal structure each Land may have its own peculiarities in foreign teachers’ training. Nowadays there are 51 higher educational establishments, in which foreign pedagogical education can be received, 6 of them are pedagogical higher schools in Freiburg, Heidelberg, Karlsruhe, Ludwigsburg, Schwebisch-Gmünd, Weingarten. It has been investigated that teachers’ training consists of two periods: Bachelor’s Degree training, which lasts 6 terms and Master’s Degree training, which lasts 4 terms. Great importance has the period of postgraduate studies, the task of which is not only to improve language skills, but also to teach future teachers to use modern technologies and methodological innovations in the sphere of intercultural education. That’s why teachers’ professional socialization is completely connected with acquirement of knowledge and skills such as profound knowledge of foreign language, processes of foreign language teaching and training, knowledge of history and culture of the foreign country. Recently the process of teachers’ professional training and their socialization have been greatly improved thanks to the severization of requirements for the acquirsition of foreign, sociocultural and communicative competence, addition of extra subjects to the curriculum, early foreign language teaching, introduction of second and third foreign language at school, education abroad.
The article highlights the peculiarities of foreign language teachers’ professional socialization in Germany. Professional socialization is defined as a complex process of personal professional formation and development during professional training and labour activity according to the requests and conditions of labour process, during which skills, knowledge and competences are acquired by the person. The history of pedagogical educational establishments’ development, which has begun in 1707 with the formation of pedagogical seminaries, has been reviewed. The peculiarities of foreign language teachers’ training have been characterized, such as the variety of establishments in which future teachers can receive their education, duration and organization of training. It is said that according to the German federal structure each Land may have its own peculiarities in foreign teachers’ training. Nowadays there are 51 higher educational establishments, in which foreign pedagogical education can be received, 6 of them are pedagogical higher schools in Freiburg, Heidelberg, Karlsruhe, Ludwigsburg, Schwebisch-Gmünd, Weingarten. It has been investigated that teachers’ training consists of two periods: Bachelor’s Degree training, which lasts 6 terms and Master’s Degree training, which lasts 4 terms. Great importance has the period of postgraduate studies, the task of which is not only to improve language skills, but also to teach future teachers to use modern technologies and methodological innovations in the sphere of intercultural education. That’s why teachers’ professional socialization is completely connected with acquirement of knowledge and skills such as profound knowledge of foreign language, processes of foreign language teaching and training, knowledge of history and culture of the foreign country. Recently the process of teachers’ professional training and their socialization have been greatly improved thanks to the severization of requirements for the acquirsition of foreign, sociocultural and communicative competence, addition of extra subjects to the curriculum, early foreign language teaching, introduction of second and third foreign language at school, education abroad.
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Ключові слова
іноземна мова, учитель іноземної мови, професійна соціалізація, педагогічна освіта, професійно-педагогічна підготовка, магістратура, бакалаврат, підвищення кваліфікації, компетенція, foreign language, foreign language teacher, professional socialization, pedagogical education, professional pedagogical training, Master’s Degree training, Bachelor’s Degree training, postgraduate studies, competence
Бібліографічний опис
Бойчевська, І. Б. Особливості професійної соціалізації вчителів іноземної мови в Німеччині [Текст] / І. Б. Бойчевська // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 3 (37). – С. 26–32.