Підготовка майбутніх викладачів іноземної мови за професійним спрямуванням в університетах США

Abstract

Диссертация на соискание научной степени кандидата педагогических наук по специальности 13.00.04 – теория и методика профессионального образования. – Тернопольский национальный педагогический университет имени Владимира Гнатюка, Министерство образования и науки Украины, Тернополь, 2014. В диссертационной работе осуществлен комплексный анализ подготовки будущих преподавателей иностранного языка профессионального направления в США. Обоснованы теоретико-методологические основы подготовки преподавателей иностранного языка профессионального направления, охарактеризированы ключевые категории исследования (анализ учебных потребностей, анализ дискурса, учебно-методическое обеспечение), конкретизированы сущность понятий «профессиональная компетенция» и «профессиональная компетентность» преподавателя иностранного языка профессионального направления, разработана структура профессиональной компетентности преподавателя иностранного языка профессионального направления. На основе изученных научно-педагогических источников проанализированы модели подготовки преподавателей иностранного языка профессионального направления в США, исследованы организационно-содержательные особенности, педагогические технологии, используемые в процессе подготовки, определены пути адаптации лучших идей американского опыта для реализации в условиях украинской высшей школы.

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Тернопільський національний педагогічний університет імені Володимира Гнатюка, Міністерство освіти і науки України, Тернопіль, 2014. У дисертаційній роботі здійснено комплексний аналіз підготовки майбутніх викладачів іноземної мови за професійним спрямуванням у США. Обґрунтовано теоретико-методологічні основи підготовки викладачів іноземної мови за професійним спрямуванням, охарактеризовано ключові категорії дослідження (аналіз навчальних потреб, аналіз дискурсу, навчально-методичне забезпечення), конкретизовано сутність понять «професійна компетенція» та «професійна компетентність», розроблено структуру професійної компетентності викладача іноземної мови за професійним спрямуванням. На основі вивчених науково-педагогічних джерел проаналізовано моделі підготовки викладачів іноземної мови за професійним спрямуванням у США, досліджено організаційно-змістові особливості, педагогічні технології, які використовуються у процесі підготовки, визначено шляхи адаптації кращих ідей американського досвіду для реалізації в умовах української вищої школи.

Scientific thesis for the Degree of Candidate of Pedagogical Sciences in the specialty 13.00.04 – Theory and Methods of Professional Education. – Volodymyr Hnatyuk National Pedagogical University, Ministry of Education and Science of Ukraine, Ternopil, 2014. The research has encompassed a comprehensive study of the preparation of future teachers of foreign languages for specific purposes (LSP) in the United States. In the given paper the theoretical and methodological foundations of LSP teacher training have been analyzed in depth, the key categories of the research (training needs analysis, discourse analysis, teaching materials development) have been characterized, the content of the concepts "professional competency" and "professional competence" has been specified. Constructivist pedagogy has laid theoretical and practical foundation of the research. Methodological basis of LSP teacher preparation has been studied through the lenses of competence-based, action-based approaches and individual approaches in education. Further study of pre-service and in-service programs in the USA has revealed that the necessary condition of successful functioning of LSP teacher education is the realization of the following principles: interaction of theory and practice, motivated, engaged, inquiry-based, communicative professionally-oriented learning, learner-centeredness. Within the scope of the research the structure of professional competence of LSP teachers and its constituents have been outlined: groups of competencies (professional-communicative, technological and adaptive) and experience (professional, social, cultural). In the course of the research professional competencies have been viewed as a unity of three categories: knowledge, skills and motivation, each of them having their indices of development. The developed criteria and indices were later used in the experimental part of the research. Analysis of existing teacher training models in the US has discovered a great variety which necessitated their classification. Therefore current models can be classified according to the following criteria: type of education (distant, on-campus), target component (certification, degree), content component (rational, training and integrative). The contemporary higher education in the USA is focused not only on shaping a professional but also on a personality able to be a part of the community and influence its development. Thus the principle of lifelong learning has been employed in the three stages of teacher shaping and development, defining pre-service, in-service education and professional development. The programs of LSP teacher preparation in the USA is based on the standards developed by TESOL (Teachers of English to Speakers of Other Languages) and ACTFL (American Council of Teachers of Foreign Languages). They six domains (language, culture, planning, implementing, and managing instruction, assessment, professionalism) outlined in the standards emphasize comprehensive development of a LSP teacher through not only curricular (formal education) but also extracurricular activities (participation in professional communities, blogging, conferences, exchange programs) promoting learning foreign languages for specific purposes. Analysis of LSP teacher activities in the US and Ukraine has revealed several mutual pros and cons of LSP teaching. Among the advantages are possibilities to learn new realms and thus to develop, to use a combination of methods of instruction (content discipline and language), team-teaching which facilitates understanding of content discipline for a language teacher, better compensation rates. The major cons are associated with lack of teaching materials (for some very specific professional), content-specific knowledge, and intrinsic motivation. The analysis of LSP teacher preparation models in American universities has enabled us to conduct an in-depth study of organizational and content features, forms, means, educational technologies used in the LSP teacher preparation models; further examination of peculiarities in LSP teacher preparation and American experience in conducting such a preparation has provided us with opportunity to outline the main ways of applying best educational practices to the contemporary situation and pedagogical conditions in the developing Ukrainian higher education system, among which are: 1) organization of LSP teacher practicum through the course of studying in the framework of cooperation between education and professional sphere (universities, institutes, international companies, governmental and non-governmental organizations); 2) introduction of portfolio as additional means of teacher practicum evaluation; 3) emphasizing on reflective teacher learning and practice during the course; 4) strengthening of practical component of ESP teacher training through peer learning practices (peer observation, peer teaching, team teaching etc.); 5) introduction of the disciplines, embracing the field of Applied Linguistics: Second Language Acquisition (psychology of learning a foreign language), Methodology of EFL and ESP teaching (lesson planning, materials and curriculum development), CALL (Computer Assisted Language Learning).