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PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGES TEACHERS AS THE PRECONDITION OF THEIR SUCCESSFUL PROFESSIONAL ACTIVITY

100%

Бойчевська І.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 4(58)

199-206

The article deals with the process of the future foreign language teachers’ professional competence development. The aim of the article was to review professional competence development as the precondition of the successful professional activity of the future foreign language teachers. Several methods have been used during the article preparation such as: system analysis of documents and scientific researches of the problem investigated, with the help of which the possible aspects of the problem’s examination have been revealed; terminological analysis, which was useful in the process of identification of different approaches to the term “professional competence”. The explanation of the term “professional competence” has been introduced from the point of view of the European scientists. It was stated in the article that the professional competence is the combination of professional knowledge, skills, experience and specialist’s personal qualities, which characterize his professional level and are necessary for the fulfillment of the effective professional activity. Moreover, the professional competence of the foreign language teacher was defined as an integral ability of the personality to solve professional problems. It has been emphasized that the basis for the development of future foreign languages teachers’ professional competence is formed with the sufficient level of foreign language teachers’ readiness for social and cultural competence formation of pupils of secondary schools. The investigation of teacher’s professional competence in the context of new language policy from the point of view of social, cultural and competence approach allows determining the peculiarities of its formation. It also gives some reasons to state that the acquisition of professional competence by the future foreign language teacher becomes possible according to the development of high level of social and cultural competence. Thus, professional competence is the factor of specialist’s quality of training. The main components of future specialists’ professional competence are fundamental knowledge, knowledge of the methodology of scientific search, information and computer competence, sociological competence, legal competence, professional growth, constant advance of professional knowledge.

Investigation into the Participation Activity Rate of Foreign Languages Teachers in Specially Focused Network Pedagogical Communities

84%

Malykhin O., Aristova N.

The New Educational Review

2018

vol. 53

227-238

The authors present the results of research carried out in the 2017/2018 academic year among foreign languages teachers at eight higher education institutions. The aim of the study was to find out the connection between the participation activity rate of foreign languages teachers in specially focused network pedagogical communities and the level of professional self-realization through their self-efficacy. We used methods of mathematical statistics, computer data processing and discursive reflextion for drawing logical conclusions from experimental data. 267 foreign languages teachers from Ukrainian universities participated in the first stage of research. During the second stage, 108 selected foreign languages teachers completed a questionnaire for collecting data and evaluating the level of their self-efficacy. Results indicate a significant difference in the professional self-realization levels among the members and non-members of specially focused network communities and confirm the suggested hypothesis.

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1 The New Educational Review

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Aristova N.

1 Malykhin O.

1 Бойчевська І.

1 2018

1 2016

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PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGES TEACHERS AS THE PRECONDITION OF THEIR SUCCESSFUL PROFESSIONAL ACTIVITY

Investigation into the Participation Activity Rate of Foreign Languages Teachers in Specially Focused Network Pedagogical Communities