Search

THE ISSUE OF PROFESSIONALLY SIGNIFICANT QUALITIES AND COMPETENCIES OF PRESCHOOL TEACHERS IN CONDITIONS OF PROFFESIONAL-PEDAGOGICAL ACTIVITY STANDARDIZATION // Pedagogical Review. 2016. Issue 3 (13). P. 54-62

The paper considers the problem of defining professionally significant qualities of a preschool teacher in conditions of professional – pedagogical activity and pre-school education standardization. Professional activity of preschool teachers is specific, that is caused by age features of preschool children and high responsibility for their life and health. The current situation in education specifies requirements to a preschool teacher. In order to comply with these requirements, a preschool teacher should have certain professional qualities and competencies. The authors justify professional competences and professionally important qualities of a teacher in terms of standardization of professional activity. These competences and qualities contribute much to the success and effective pedagogical work.

Keywords: professionally significant qualities, preschool teacher, preschool education, standardization, professional-pedagogical activity, professional competencies, standard

STAGES OF MODERNIZATION OF LANGUAGE TRAINING AT TECHNICAL UNIVERSITY ON BASE OF TOMSK POLYTECHNIC UNIVERSITY // Pedagogical Review. 2021. Issue 3 (37). P. 28-39

The article addresses the relevance of language training in the system of engineering education due to the change of modern educational paradigm towards the necessity of training a competitive specialist with a high degree of readiness to interact in the international professional environment. The analysis of the peculiarities and problems of language training in a technical university is the subject of a great number of scientific papers; however, this issue remains topical due to the permanent modernization of higher education and the improvement of training models and technologies. The aim of the article is to conduct scientific and methodological analysis of the processes of organization and management of language training, which had a unique format of experimental training at Tomsk Polytechnic University. The beginning of the “language boom” reforms can be considered as 1998, when the Comprehensive Program for Intensification of Foreign Language Training of Engineering Students was launched. By now this program can be the subject to analysis, as it has a 20- year history of evolution and by now there is no comprehensive description of the dynamics of language development in the scientific literature. The scientific and methodological analysis, including authors’ own pedagogical observations, is aimed at describing the five stages of language training development, identifying the causes that were the catalysts of change, evaluating measures to eliminate problems and contradictions, and measures that contribute to a more comfortable and effective environment for further development and formation. The authors describe and characterize in more detail the processes that are relatively innovative for the university system of language training. Adaptive language training instructional practices for undergraduates and elective courses of individual student choice have been considered as such processes. The authors conclude with their arguments regarding potential measures that could bring the situation to the level of qualitative changes and improvement of language training in other technical higher education institutions.

Keywords: language training in a technical university, language competence, adaptation training, elective course, ESP, CLIL, interdisciplinary pedagogical tandems

Organization of foreign language adaptation training in a technical university during the pandemic // Pedagogical Review. 2023. Issue 3 (49). P. 58-66

In connection with the threat of the spread of a new coronavirus in March 2020, all Russian universities had to switch to a distance learning format. The mass transition to a distance format of training has revealed a number of problems and contradictions in the possibilities of implementing higher education programs in a distant form. This required a deep and detailed analysis of different aspects of distance training, the readiness of all participants in the educational process, the availability of material, technical and methodological support. The article considers the issues of organization of Foreign Language adaptation training in a technical university during the COVID-19 pandemic. The author believes that the general objective changes of compulsory distance training process are also typical for Foreign Language adaptation training. The contradictions emerged in this period are revealed on the example of Tomsk Polytechnic University. The article gives proof of the necessity of more in-depth study of the adaptation training mechanisms and principles. The importance of identifying the key points that ensured successful pedagogical support of adaptation course during the pandemic is emphasized. The conclusion is made that the digital transformation of the Russian education system is inevitable, but it is necessary to think about a systematic approach to building a new educational environment.

Keywords: COVID-19, digital transformation of education, online training, Foreign Language adaptation training, distance technologies, technical university