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Master Program in Foreign Language Education at New York University Steinhardt (US)

100%
Ikonnikova M.
Comparative Professional Pedagogy
|
2016
|
vol. 6
|
issue 2
40-44
EN
The article deals with master program in foreign language education at New York University Steinhardt (US). Thus, its peculiarities have been revealed. It has been defined that the study program presupposes mastering of foreign language teaching approaches that meet various needs of learners. It has been indicated that students acquire the understanding of educational conditions as well as economic, social and cultural factors influencing learning; develop professional knowledge of linguistics, (foreign) language acquisition, (foreign) language pedagogy, etc. The curriculum of the program is based on block-modular and interdisciplinary approaches that results in considerable flexibility. In addition, students have excellent opportunities to gain valuable practical experience and strengthen professional teaching skills during student teaching placements including abroad. It has been concluded that professional training of future specialists in the field of foreign language education on the example of New York University contributes to forming of modern, competitive philologists able to apply the latest teaching technologies, forms and methods to the educational process and adapt to fast-changing conditions of the educational environment. It has been emphasized that the abovementioned positive aspects of US experience in training foreign language teachers can be taken into account while developing national curricula in education, philology, linguistics, applied linguistics etc.
2

АНАЛІЗ НАВЧАЛЬНИХ ПЛАНІВ ПРОГРАМ БАКАЛАВРА ТА МАГІСТРА ГУМАНІТАРНИХ НАУК ІЗ ФІЛОЛОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ У БІРМІНГЕМСЬКОМУ УНІВЕРСИТЕТІ

100%
Подолянська А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
34-41
EN
The peculiarities of professional training of philologists in the universities of Great Britain are shown in the article. On the example of the School of Languages, Cultures, Art History and Music at College of Humanities of the University of Birmingham the author analyses the content, forms and methods of the professional training of philologists at bachelor and master levels. Detailed description of the BA and MA programs syllabuses with a list of compulsory and optional modules and their credit values are depicted in the publication. The author finds out that among a great variety of teaching methods most popular in teaching foreign languages at the University of Birmingham are: the communicative, audio-lingual, «brain-storm» methods. Theoretical material is given mostly at lectures, followed by a number of practical classes, which have a form of small groups. Great attention in the educational process is paid to the tutorials. The teaching and learning foreign languages at the University of Birmingham are mainly aimed at the foreign language competence development, thus classes are organized in such a way that the students speak the target language much. One of the characteristic features of high quality training of philologists is the year abroad module, which takes place in the third university year. The students have a great opportunity to improve their level of foreign language, face the realities of socio-cultural life of people, who speak the target language. The students choose one of the forms of completing the module: to be an assistant in German or Austrian school from British Council, to study at one of the sister-universities, to work for a foreign company where German is an official language. This module is the most interesting and favourite among the students. They continue their study with almost completed idea of the future plans: either to work at school, or to continue study in order to gain MA degree. If the students choose the second option, they have to spend a year (full-time) or two (part-time) at Birmingham more. MA programs have also module structure – the students study compulsory and optional modules. The author analyses MA program in «Literature Linguistics» course with a detailed description of the modules. One of the compulsory elements of MA program is the dissertation. So, the professional training of philologists in the University of Birmingham is realized at bachelor and master levels.
3

ПРОФЕСІЙНА ПІДГОТОВКА МАГІСТРІВ ГУМАНІТАРНИХ НАУК З ЛІНГВІСТИКИ В ЕДИНБУРЗЬКОМУ УНІВЕРСИТЕТІ v

86%
Комочкова О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
18-
EN
The article deals with professional training of Masters of Arts in Linguistics at the University of Edinburgh. The aim of the study consists in revealing peculiarities of Linguistics curriculum at the University of Edinburgh. Such methods as analysis, synthesis, systematization and generalization have been used. The author has characterized structural-organizational and content components of MA (Hons) Linguistics (full-time) at the University of Edinburgh. It has been found out that Scottish degrees differ from those elsewhere in UK. The author has outlined the following advantages of Scottish degrees: flexibility in courses choice, stipulating for students’ academic maturity; their academic mobility development; accumulation of core professional experience. It has been stated that during Year 1 students are introduced to foundations of linguistic theory, study regional and social variation of world languages, in particular English, as well as communication methods. During Year 2 students develop their knowledge of linguistic theory, research methodology, structure of oral and written English and other languages, the evolution of language and patterns of linguistic changes. Year 3 and 4 are based primarily on specialized courses (Linguistics Core: structure and Linguistics Core: others). In Year 3 students taking a Modern Language and Linguistics or English Language go abroad as an obligatory part of their degree programme. In Year 4 students have to write a dissertation (7000–10000 words) in language sciences. The author has also characterized strategies of teaching and learning applied during educational process at the University of Edinburgh. Most of courses are taught through lectures, tutorials, practicals or small-group project work. The University is keen to develop innovative approaches to teaching and learning, e.g. e-learning techniques, peer-assisted learning, clicker technology etc. Educational process of MA (Hons) Linguistics is based predominantly on independent student work (75 %). Based on the study results the author has systematized British experience of Masters of Arts’ in Linguistics professional training and has emphasized the expediency of its positive aspects implementation into professional training of linguists at the national universities. Prospects for further researches are seen in the analysis of Linguistics curricula at leading European universities.
4

ДОСВІД США В ПІДГОТОВЦІ МАГІСТРІВ ІЗ ПЕДАГОГІЧНОЇ ОСВІТИ

72%
Ганна Д., Микола С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
25-34
EN
Historical peculiarities of development of higher education in the United States became the reason that there are no unique requirements for applicants in this country. It depends on the type of institution and its prestige. The higher education system in the United States includes two sectors: private and public. The content of higher education in the most universities in the USA includes the following: 1) Biological Sciences (Agriculture, Biochemistry, Biology, Biotechnology, Ecology, Pharmacology, Medicine, Microbiology, etc.); 2) Physical Science (Geology, Electronics, Physics, Chemistry, Ceramics, Cybernetics, Computer Knowledge, Mathematics, Radiology, Statistics, etc.); 3) Humanities (Philosophy, History, Art History, Classical Philology, Linguistics, Psycholinguistics, etc.); 4) Social Sciences (Anthropology, Geography, Economics, Criminology, Pedagogy, Political Science, Psychology, Law, etc.). The master’s degree is possible in two basic types of programs: academic and professional. The degrees of Master of Arts (MA) and Master of Science (MSc) are typically awarded in the traditional natural Sciences and the Humanities. The degree of Master of Science (MSc) is also awarded in technical fields such as engineering and agriculture. In order to study for a master’s program, the student must take a test designed for entering the so-called graduate school. Depending on the results and average score of the marks obtained, the Selection Committee can designate the scholarship or reject it. There are two opposite tendencies in the content of USA pedagogical education: synthesized teaching pedagogy and the separate study of individual disciplines (Philosophy of Education, History of Pedagogy, Pedagogical Psychology, Pedagogical Sociology). Teachers training belongs to the Humanities. According to the Classifier of educational programmes – 2010 developed by the National center for education statistics, U.S. Department of education, specialty 13.0406 Higher education is the direction of preparation 13.04 “Education Management and Inspection”. Teacher education in the United States focuses primarily on the preparation of teachers-experts who know how to apply their knowledge and multifunctional skills in schools of different types. Therefore the main objective of vocational teacher education is the practical pedagogical training.
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