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2015 | 4(48) | 126-132

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Development of Information and Communication Competence of Future English language teachers in Great Britain

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The problem of training teachers of English as a foreign language through the integration of information and communication technologies and development of students’ ICT-competence in the educational process in British universities is actualized in the article. The scope of technology integration is examined with a view of showing its relationship with pedagogy. The successful solution of problems of quality training linguists in higher education establishments is based on the competence approach. Competence approach is regarded as the basis of modernization of higher teacher training education. The main tasks of higher education in the context of the competence approach are outlined. Professional competence formation completely allows investigating the question of specialist training quality. In this context IST- competence is considered to be a key integral characteristics of future specialists. Modern society demands professionally competent specialists with critical thinking, readiness for research work, self-realization in their professional activity. These tasks may be achieved through modernization teaching technologies innovation and their integration into the process of language teaching/learning. Development of information and communication competence at university graduates is a key component of their professional training and is carried out in the course of the program disciplines study with wide integration of information and communication technologies in the instructional process. It is noted that technology means the application of research findings to promote teaching/learning language for professional goals and is used to facilitate students learning. This article discusses the result in a wide use of technology for instructional purposes, which is not restricted to the mechanical application of various new computer hardware and software devices during the process of instruction. It includes the strategies for selecting the desired technologies, skill to demonstrate how the selected technologies will be used, skill to evaluate such technologies, as well as the skill to customize the use of such technological skills in a way that addresses instructional problems. In further exploration it is worth studying the characteristics of the educational process for the preparation of teachers of English in UK universities for using Moodle, Mahara and Totara Partner and the development of information and communication competence when working with masters programs.


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