Провідні суперечності професійної підготовки майбутніх учителів іноземної мови до організації міжкультурної освіти
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Стаття присвячена висвітленню результатів констатувального експерименту з вияву провідних суперечностей, які знижують якість професійної підготовки майбутніх учителів іноземних мов до міжкультурної освіти. На основі провідних європейсьвих документів уточнено сутність і завдання міжкультурної освіти. Конкретизовано визначення міжкультурної освіти як концепції навчання дітей, молоді й дорослих у дусі розуміння і толерантного ставлення до інших культур, рас, релігій, поглядів та звичаїв, а також як сукупності інноваційних технологій навчання й виховання, спрямованих на визнання рівноправності всіх культур, реалізацію міжкультурного діалогу, знищення стереотипного мислення та маргінальних поглядів тощо. За результатами соціологічного опитування випускників закладів вищої освіти виявлено провідні суперечності, що мають місце у процесі професійної підготовки майбутніх учителів іноземних мов.
This article is devoted to elucidation of the results of the ascertainment experiment carried out and focused on the exposure of the major controversies which are believed to undermine the quality and consistency of future foreign language teachers’ training for implementation of the inter-cultural education. On the basis of the primary European documents issued, we have attempted to specify the essence of and the relevant tasks set by the inter-cultural type of education. The definition of the “inter-cultural education” has been outlined as that one of an accepted concept pertinent to the education of children, youth and adults in terms of the ample comprehension and tolerant attitude to alternative cultures, races, religions, views, beliefs, etc., and also treated as a set of innovational technologies of education and upbringing which are directed at recognition of equality of all existing cultures, the establishment of the inter-cultural dialogue, elimination of the stereotypical mindset and “marginal” thinking. Thus, on the basis of the results achieved during the interviewing of a number of niversity alumni, certain controversies pertaining to the process of future foreign language teachers’ professional training, - have been revealed therein. Among them there are certain controversies, such as: between the demand of the Ukrainian society in qualified foreign language teachers who would possess the inter-cultural competence and tolerance as well as display the aptitude for solving strategic tasks of the inter-cultural education, - and the Ukrainian college/university graduates’ insufficient level of its formation; between the “foreign language” academic subject's significant social-cultural potential, - and the insufficient elaboration of the theory of the inter-cultural education of students; between the need of contemporary Ukrainian educational institutions in a quality foreign language teacher representing an example of the inter-cultural communication, the active participant and organizer of the inter-cultural communicative school environment, - and the imbalanced state of the foreign language teacher’s growth and development as a multi-cultural linguistic personality. The aspects related to the elaboration of functional models of organization of future foreign language teachers’ professional training in regards to the inter-cultural education of students, - are deemed particularly promising for further research.
This article is devoted to elucidation of the results of the ascertainment experiment carried out and focused on the exposure of the major controversies which are believed to undermine the quality and consistency of future foreign language teachers’ training for implementation of the inter-cultural education. On the basis of the primary European documents issued, we have attempted to specify the essence of and the relevant tasks set by the inter-cultural type of education. The definition of the “inter-cultural education” has been outlined as that one of an accepted concept pertinent to the education of children, youth and adults in terms of the ample comprehension and tolerant attitude to alternative cultures, races, religions, views, beliefs, etc., and also treated as a set of innovational technologies of education and upbringing which are directed at recognition of equality of all existing cultures, the establishment of the inter-cultural dialogue, elimination of the stereotypical mindset and “marginal” thinking. Thus, on the basis of the results achieved during the interviewing of a number of niversity alumni, certain controversies pertaining to the process of future foreign language teachers’ professional training, - have been revealed therein. Among them there are certain controversies, such as: between the demand of the Ukrainian society in qualified foreign language teachers who would possess the inter-cultural competence and tolerance as well as display the aptitude for solving strategic tasks of the inter-cultural education, - and the Ukrainian college/university graduates’ insufficient level of its formation; between the “foreign language” academic subject's significant social-cultural potential, - and the insufficient elaboration of the theory of the inter-cultural education of students; between the need of contemporary Ukrainian educational institutions in a quality foreign language teacher representing an example of the inter-cultural communication, the active participant and organizer of the inter-cultural communicative school environment, - and the imbalanced state of the foreign language teacher’s growth and development as a multi-cultural linguistic personality. The aspects related to the elaboration of functional models of organization of future foreign language teachers’ professional training in regards to the inter-cultural education of students, - are deemed particularly promising for further research.
Опис
Ключові слова
інтеркультурний підхід, міжкультурна освіта, організатор міжкультурної освіти, майбутні вчителі іноземної мови, суперечності професійної підготовки, inter-cultural approach, inter-cultural education, organizer of the intercultural education, future foreign language teachers, controversies of professional training
Бібліографічний опис
Подковирофф, Н. Провідні суперечності професійної підготовки майбутніх учителів іноземної мови до організації міжкультурної освіти [Текст] / Н. Подковирофф // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 6 (90). – С. 129–138.