Professional Training of Future Teachers for the Development of Speech Activity of Younger Schoolchildren

Abstract

Objective: The purpose of the experiment was to determine the level of knowledge of future primary school teachers about dialogical speech in the lessons of a discipline "Self-knowledge" (content component), their ability to apply this knowledge in the process of developing the dialogical speech of primary school students with mental disorders (operational component) and the comprehensive using of knowledge about dialogical speech in the process of educational activity (motivational component).Background: Professional training of future teachers of primary schools is currently one of the pressing problems in modern Kazakhstan. One such way is the introduction of a practice-oriented competence of the future primary school teacher. This involves the formation of professional competence of a primary school teacher, his ability to solve typical professional problems on the basis of acquired knowledge and experience.Method: For determining the preparation of future primary school teachers for work on the development of dialogical speech of primary school students a pedagogical experiment consisting of ascertaining and formative stages was conducted.Results: Scientific research on the methodology of speech development is aimed at finding methods, techniques, and forms of training that increase the effectiveness of such important components of the learning content as language and speech competence, which are part of the communicative competence of pupils. In scientific pedagogy and psychology, the purpose of education and training is to develop a child's personality. The development of personality is considered as a long process of acquiring the culture of the people. Speech culture is an integral part of the general culture, so speech development is the most important task of forming the personality of a preschool and primary school pupil. The key role in psychological development is played by external, oral, monological, dialogical, and written speech. Conclusion:Interrelation of the investigated components can serve as a description of the level of preparedness of future primary school teachers.

RETRACTED: Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children

“…Teacher’s work contributes to the development of dialogical speech and the ability to fully use native language, which introduces children to their national culture, improves their communication skills, etc. (Sapargalieva et al, 2020).…”

“…Recently, “dialogism”, “dialogic training”, “dialogic speech” have become the field of scientific interest of many researchers (Dafermos, 2018). Attention was paid to the study of the practice-oriented and professional competence of the future teachers, their ability to solve professional problems based on their own knowledge (Sapargalieva et al, 2020). According to the opinions of Major et al (2018), the dialogue is determined based on the processes of communication, non-verbal interaction and discourse.…”

“…An important study was the analysis of the level of readiness of future teachers to work on the development of dialogical speech of younger schoolchildren (Sapargaliyeva et al, 2020). The analysis of the data showed that future teachers consciously choose the method and techniques that help to form skills to develop a dialogical discussion of the problem.…”

The Effectiveness of the Comparative Study of Languages with Different Structures in the Field of Phonetics (English and Kazakh Languages)

“…This discrepancy can make direct comparison difficult, as there isn't always a one-to-one correspondence between phonemes. Beyond individual sounds, languages can have distinct patterns of stress, tone, or intonation (Sapargaliyeva et al, 2020). These features can be especially challenging to compare and analyze across languages with very different prosodic systems.…”

Innovative Educational Technologies and Competencies in Higher Education

“…The current era of innovation, which is entering history as ‘The Fourth Industrial Revolution’, is making fundamental changes in all spheres of human life since the use of big data (metadata), full automation of production, augmented reality technology, robotics and the like are becoming more relevant (Monar & Rodríguez, 2020). On the one hand, as a result of this, education has gained opportunities for high-quality innovative provision of the educational process, and on the other hand, more and more professions that needed to be taught are being levelled and even disappear, which means that the demand for higher and professional school teachers is decreasing (López et al, 2019; Sapargaliyeva et al, 2020). The global community has learned the value of global change in all areas of life (Zeidmane, 2013).…”