Online Teacher Training for Global Teaching Contexts – Can E-learning Help Develop Better Language Teachers?

• Authors: Jarosław Krajka

Title variants

PL

Kształcenie nauczycieli na odległość do celów globalnego nauczania – czy e-learning może pomóc przygotować lepszych nauczycieli języków obcych?

RU

Дистанционное обучение учителей в целях глобального образования – может ли e-learning помочь подготовить лучших учителей иностранных языков?

Abstracts

PL

Podczas dwuletniego okresu pandemii COVID-19 całość kształcenia uniwersyteckiego, w tym kształcenia nauczycieli języków obcych, prowadzone było wyłącznie online. O ile w wielu przypadkach zmiana trybu pracy na nauczanie zdalne oznaczała spadek efektywności kształcenia z uwagi na brak kontaktu fizycznego i większą ilość czasu potrzebną do przygotowania materiałów na zajęciach, jednocześnie okazało się, że umiejętne zastosowanie narzędzi i metod e-learnigu może znacząco zwiększyć efekty uzyskiwane podczas procesu kształcenia nauczycieli. Celem artykułu jest pokazanie, jak zmaksymalizować skuteczność kształcenia kompetencji zawodowej nauczycieli języków obcych poprzez umiejętne połączenie synchronicznych i asynchronicznych zadań wykonywanych na platformie e-learningowej.

RU

В течение двухлетнего периода пандемии COVID-19 университетское образование, включая обучение учителей иностранных языков, осуществлялось исключительно в режиме онлайн. Хотя во многих случаях переход на дистанционное обучение означал снижение эффективности обучения из-за отсутствия физического контакта и увеличения количества времени, необходимого для подготовки материалов для занятий, оказалось, что умелое использование инструментов и методов электронного обучения может значительно повысить результаты, получаемые в процессе обучения учителей. Цель данной статьи - показать, как можно максимально повысить эффективность процесса формирования профессиональной компетентности учителей иностранных языков с помощью умелого сочетания синхронных и асинхронных заданий, выполняемых на электронной образовательной платформе.

EN

During the two-year pandemic period all university education, including language teacher training, was conducted exclusively in the online mode. While for many instructional contexts transition to the online mode meant decreasing the effectiveness of instruction due to lack of physical contact and greater time consumption for materials development, it became clear that skillful use of e-learning tools and procedures might give university education a boost. The paper will put to test the research hypothesis that using social professional networks, composed of participants who are familiar to one another outside the course but become new personas inside it, will have a positive effect on the involvement of teacher trainees in pursuing teaching qualifications, evidenced in their increased participation in methodology-oriented tasks in different modes. This will be illustrated with examples from the Foreign Language Teaching Methodology online course for undergraduate applied linguistics students which blended synchronous and asynchronous interactions in different Moodle activities.

Keywords

RU

дистанционное повышение квалификации; дистанционное обучение во время пандемии; автономия учащегося; образовательные платформы для электронного обучения

PL

doskonalenie zawodowe na odległość; zdalne nauczanie w czasach pandemii; autonomia ucznia; platformy e-learningowe

EN

online professional development; pandemic emergency teaching; learner autonomy; online learning platforms

• Publisher: Wydawnictwo Uniwersytetu Śląskiego
• Journal: International Journal of Research in E-learning IJREL
• Year: 2022
• Volume: 8
• Issue: 2
• Pages: 1-17

Dates

published

2022

Contributors

author

Jarosław Krajka

• Maria Curie-Skłodowska University in Lublin

• https://orcid.org/0000000241729960

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Identifiers

DOI

10.31261/IJREL.2022.8.2.02

Biblioteka Nauki

25776849