Professional preparation of foreign language teachers in the period of state independence (1990 - 2000)

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Professional preparation of foreign language teachers in the period of state independence (1990 - 2000)

Liliya Kravchuk, Ph.D.(Pedagogy), Associate Professor of the Humanitarian Disciplines Department

Separated Subdivision of National University of Life and Environmental Sciences of Ukraine “BerezhanyAgrotechnicalInstitute ”

The article analyzes the theoretical achievements and practical experience of training foreign language teachers in the educational establishments of Ukraine in the period of state independent. The methodological errors are investigated; the influence ofsocio-historical transformations of theformationofsemantic component oftrainingfuture specialists is explored.

With the proclamation of Ukraine's independence, pedagogical and ideological landmarks have changed preparation of foreign language teachers. The primary task was to reform the content of training specialists, assistant to new conditions and needs of modern society, recognized its depoliticization and ensuring the national orientation.

The most important directions of training specialists were: a) raising the level ofmethodology and professional training of specialists, forming their pedagogical skills; b) preparing students as a cultural mediator in situations of intercultural communication; c) formation of sociolinguistic competence, which provided knowledge of nationally - cultural features of the country, the language ofwhich is being studied, norms ofspeech and infant the behavior of its carriers; the ability to behave in accordance with these features; d) the implementation of foreign language training through “immersion in the language environment”, the involvement of carriers language and change of value paradigm of training specialists; e) pedagogisation of the learning process; f) perfect mastery of students by technical means of study; g) there is an increase the effectiveness of pedagogical practice; h) depoliticizing of learning process through the abolition individual subjects political-economic and social-political direction.

Keywords: a teacher of foreign languages; methodical culture; social and cultural aspects; sociolinguistic competence; professional skills.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛІВ ІНОЗЕМНИХ МОВ У ПЕРІОД ДЕРЖАВНОЇ НЕЗАЛЕЖНОСТІ (1990 - 2000)

Лілія Кравчук, кандидат педагогічних наук, доцент кафедри гуманітарних дисциплін Відокремленого підрозділу національного університету біоресурсів і природокористування України

У статті проаналізовано теоретичні досягнення та практичний досвід підготовки вчителів іноземної мови в навчальних закладах України в період незалежності держави. Досліджено методологічні помилки та вплив соціально-історичних перетворень на формування семантичної складової підготовки майбутніх фахівців. З проголошенням незалежності України педагогічні та ідеологічні орієнтири змінили підготовку вчителів іноземної мови. Першочерговим завданням було реформування змісту підготовки фахівців відповідно до нових умов і потреб сучасного суспільства, визнання його деполітизації та забезпечення національної орієнтації.

Introduction

One of the most important components of the current reform of school education abroad is vocational training of foreign language teachers, which should be based on a scientific complex-practical knowledge. An integral part of such a complex is historic-pedagogical knowledge in particular, the historical experience of professional training of foreign language teachers. This experience sheds light on historical tendencies. It forms the content of scientific and practical training specialist, the ratio of general education and special, professional and psychological-pedagogical knowledge, etc.

Analysis of scientific achievements and publications

The analysis of literary sources shows the great attention of modern researchers to different aspects of the profession teacher training. On issues of the formation of pedagogical education and training of pedagogical staff in Ukraine is a whole range of national scientific works edited by A.M. Aleksiuk, L.P. Vovk, S.U. Goncharenko, O.V. Hluzman, D. Yu. Korzhov, V.K. Maiboroda, O.V. Sukhomlynska, M.D. Yarmachenko. Significant historical-pedagogical questions of the national system of professional teacher training are research of N.M. Demianenko, M.B. Yevtukh, S.V Krusiuk, N.S. Matviichuk, O.S. Mysechko, S.O. Nikitin, V.E. Prokopchuk and others.

At the same time, the historiographical review of scientific literature shows that the problem of formation the system of preparation of foreign languages teachers in the period of state independence, in the history of the native higher school, was not the subject of special consideration.

Purpose and task of the article. The purpose of the article is to find out the main trends of preparation of foreign languages teachers during the period of state independence; distinguishing methodological errors and social impact - historical transformations in formation of content component preparation of future specialists. foreign language teacher training

The main part presentation. As a result of introduction in the higher education the multi-level training (in the mid 90's of the XX century), most pedagogical institutes were reorganized in universities. Pedagogical institutes of foreign languages have disappeared from the educational field of Ukraine, and faculties of foreign languages at universities began to expand the list of specialties in accordance with social changes, order for specialists with knowledge of foreign languages.

Appearance in the early 90's years of the XX century, in the system of higher education in Ukraine, non-state-owned educational institutions, have led to the introduction of new integrated specialties: “Biology and Language and Literature” (English and German),“Chemistry and Language and Literature (English and German)”, “Physics and Language and Literature (English and German)”, “Practical Psychology and Language and Literature (English and German)”, “Foreign Language and basics of computer science”, “History and English language”, “Physical education and language and literature (English and German)”.

In relation with mass learning of foreign languages from junior school age, in higher educational institutions of Ukraine, began to prepare students from the specialties “Preschool education and language and literature (English and German)”, “Primary study and language and literature (English and German)”. The training of bachelors and specialists took place from the specialties “Philology. Language and Literature (English)”, with the additional specialty “Philology. Language and literature (German)”; “Philology. Applied Linguistics. Translation”. Training period was 4 years (bachelor) and 1 year after (Specialist, Master).

With the proclamation of Ukraine's independence, there have been significant changes in the field of foreign language education. The need for studying foreign languages has sharply increased, as it has become a reaction to education on new conditions for the existence of a society. The pedagogical and ideological guidelines for the preparation of the teacher of foreign languages have changed. The primary task was to reform the content preparation of specialists, adaptation to new conditions and needs of modern society, recognized his depoliticization and provided national orientation [6, 7].

An important target setting was the increase in the pedagogical skills of the future teacher of a foreign language. Students were encouraged to work in pedagogy and use additional teaching materials, computer use, audio-, video equipment [3, 21].

The positive trend we consider the improvement of material and technical support of learning foreign languages. Equipped with linguaphone cabinets of the modern type, laboratory, used to develop the foreign language and speech skills.

The most common phenomenon was the courses of a foreign language, which taught a native speaker, which is quite effective for the development of skills in non-native environment.

However, the study of the content component of teacher training showed that lessons were oriented only on the traditional formation of the language skills. But the study of the spiritual and material culture of the country, the language of which studied, has not become the subject of foreign language learning communication on the practical classes. That is why most students had a rather weak idea of the national character and ethnic features of native speakers [5, 52].

This situation is forced to pay attention of teachers on the very target of the preparation of a foreign language teacher. Therefore, the priority task of teaching foreign languages was the formation of sociolinguistic competency, which implies knowledge of the national-cultural peculiarities of the language, the norms of speech and language, the behavior of its carriers and the ability to build their behavior in accordance with these features.

Formation of socio-cultural competence of students contributed to used the authentic material - both verbal and visual - with linguistic, audio-video materials. At the same time, it was necessary to draw students' attention to the similarities and differences of cultures, to the ability to compare the socio-cultural experience of the people speaking the foreign language with their own experience [5, 53].

The components of the socio-cultural aspect of foreign learning will combine two important components: regional studies and linguistics. The ethnographic aspect is based on the principle of knowledge of the country's culture, the language studied, the basic facts of history, geography, economics, art, literature, state system. The linguistic- national aspect includes important knowledge about social and natural customs and conventions of the peculiarities of the speech and inflectional behavior of the native speakers and the ability to behave in accordance with this knowledge.

An important direction for the preparation of future teachers of a foreign language has become formation the students as a cultural intermediary but in situations intercultural communication as a subject of dialogue of cultures. One way of educating the student as a subject of culture was using in educational activities the precedent artistic texts. Their multilevel character has made it possible to use it in the stagnation in all components of methodological training of a teacher of a foreign language and contributed to the implementation of educational, educational, developing and practical learning goals.

Means of artistic text that influence on the process of learning in aspect intercultural communication is its aesthetic and socio-cultural potential. Reading precedent artistic texts are considered as a specific form of intercultural communication, in the process of which students develop patterns and behavior patterns, developing thinking, ability to analyze the estimation, the image of the world is drawn [4, 94 - 96].

At the turn of the century, there were changes in stable perspectives on this the notion of “professional skill” of foreign language teachers and introduced multiplicity approaches to the formation of the teacher's personality, humanization preparation in the transition from technocratic to personally oriented paradigm of pedagogical education, its enrichment a national component, an orientation towards the general invariant model of the activity of the teacher, supplemented by his own creative quest, continuously professional-personal development and selfdevelopment. Professional skill begins to be perceived as integral characteristic of the relationship of all training courses of the teacher and as an indicator of it creative activity [3, 22].

In practice, the work of language pedagogical universities and faculties begin to use more effective means of training - imagination, business games, competitions of professional skill, etc. The purpose of professional training was not just preparing a good connoisseur of the language, but forming the teacher of foreign culture and communications. The main criterion for the quality of training become not just the sum of knowledge, skills and abilities, but also the ability to acquire the new knowledge and creatively apply them in a practice to solve pedagogical tasks and problems.

Actual directions of improvement pedagogical skill of foreign languages teachers become: pedagogisation of special and other disciplines; mastering technical means of studying; growth methodical and professional training; increasing the effectiveness of pedagogical practice [1, 121].

The possibilities of pedagogy of practical classes were seen in the strengthening of their professional orientation; work with school textbooks in foreign language and analysis of their content; acquaintance with the school program and subject of control works; staging problem pedagogical tasks and development of ways of their solution.

Priority pedagogical values of this stage became: realization of foreign language preparations eating through “immersion in the linguistic environment”, involving language carriers and changing value the paradigm of the preparation of a foreign language teacher himself, the preparation of language portfolios of future specialist [2, 68].

Speaking about the content component of educational subjects, it is important to note the important changes that have affected the educational process in general. Comparison of the list of training disciplines in the new social-economic mode, lead to a conclusion about the depoliticization of the educational process by eliminating certain subjects of the political, economic and socio-political direction, which were previously aimed at forming the ideology of the student.

In particular, the national component was implemented by introducing such items: Ukrainian history, Ukrainian and foreign culture, Modern Ukrainian language, Religious. The number of hours for pedagogy had been increased, thanks to the additional introduction of a course in the History of pedagogy. The cultural potential had increased thanks to additional subjects: Country studies, Ethics, Aesthetics, Logic. Course of Anatomy and Physiology of the child was replaced by a general course of Valeology.

As for specialty subjects, one should note the appearance, in our opinion, useful for the future specialist of educational subjects: “Fundamentals of pedestrianism”, “Fundamentals of Scientific Research”, “Modern information technologies”, “Technical facilities training”, etc. There is an increase in the number of hours for a practical foreign exchange course language, studying methods of teaching language, theoretical grammar, theoretical phonetics, linguistics, text styles.

Among disadvantages of the curriculum should be noted: a small amount of hours (at comparable to previous years) to study the theory and practice of translation and interpretation text. The course of Psychology (which was previously differentiated into general, Pedagogical, Pedagogical psychology), was united into one general course of Psychology.

Conclusion. With the proclamation of Ukraine's independence, pedagogical and ideological landmarks have changed preparation of foreign language teachers. The primary task was to reform the content of training specialists, assistant to new conditions and needs of modern society, recognized its depoliticization and ensuring the national orientation.

The most important directions of training specialists were: a) raising the level of methodology and professional training of specialists, forming their pedagogical skills; b) preparing students as a cultural mediator in situations of intercultural communication; c) formation of sociolinguistic competence, which provided knowledge of nationally - cultural features of the country, the language of which is being studied, norms of speech and infant the behavior of its carriers; the ability to behave in accordance with these features; d) the implementation of foreign language training through “immersion in the language environment”, the involvement of carriers language and change of value paradigm of training specialists; e) pedagogisation of the learning process; f) perfect mastery of students by technical means of study; g) there is an increase the effectiveness of pedagogical practice; h) depoliticizing of learning process through the abolition individual subjects political -economic and social-political direction.

The main methodological shortcomings the training of foreign language teachers has become: the narrow orientation of practical classes on the traditional formation of language competence of students, ignoring the socio-cultural (country-side and linguistic studies) aspect of learning foreign languages.

ЛІТЕРАТУРА

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3. Мисечко О. Є. Актуальніпитанняформуванняпрофесійноїмайстерностівчителя в умовахінститутів/ факультетівіноземнихмов в Україні (друга половина ХХ ст.) / О. Є. Мисечко // Іноземнімови в навчальних закладах. - 2010. - №4. - С. 121-124.

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