Succeeding in Foreign Language Study: Teachers and Students Standpoints

Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

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Formation of information and communication competence of a teacher of Russian as a foreign language when teaching philological disciplines

Komyshkova

Latukhina

Marinina

2022

Vestnik of Minin University

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Introduction. One of the key professional competencies of a teacher of Russian as a foreign language is information and communication. From this point of view, it seems significant to study the ways of its formation. Along with academic disciplines, the task of which is to directly involve students in digital pedagogy, philological and methodological disciplines play a huge role in improving the IT culture of the future teacher, allowing students to get acquainted with the methodology of using information and communication technologies in practice. The experience gained can be broadcast by them in their own professional activities. Materials and Methods. In the course of the study, theoretical and empirical research methods were used: analysis, synthesis, generalization, scientific theorization. The key concepts used in the work are «digital pedagogy», «end-to-end technologies», «mobile learning», «information and communication competence». Results. The information and communication competence of a teacher of Russian as a foreign language is understood as a set of systemic scientific knowledge, skills and abilities, which are based on the development of information and communication and end-to-end technologies tools, and the ability to apply them in their professional and pedagogical activities. Philological disciplines of educational programs in the direction of training "Pedagogical education" at the bachelor's and master's level at the Minin Nizhny Novgorod State Pedagogical University (44. 03. 01 "Russian as a foreign language" and 44. 04. 01 "Teaching Russian as a foreign language") contribute to the formation of the ability to work with big data technologies, AR and VR reality, artificial intelligence, wireless and mobile technologies. The result of the formation of professional skills in the use of digital pedagogy technologies was the successfully defended graduation theses of bachelors and masters, presentations at conferences of various levels. Discussion and Conclusions. A teacher of Russian as a foreign language should have information and communication competence, which will allow organizing the learning process using end-to-end technologies, making it student-oriented, mobile. The disciplines of the philological cycle, in which the digital space is also an object of study, will allow students to form an idea of its linguodidactic potential and will provide an opportunity for the creative transformation of the acquired knowledge in their professional activities.

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Succeeding in Foreign Language Study: Teachers and Students Standpoints

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References 5 publications

Intellectual Resource as a Factor of Ensuring National and Cultural Security in the Conditions of the Training Course “Teacher of Russian as a Foreign Language”

Intellectual Resource as a Factor of Ensuring National and Cultural Security in the Conditions of the Training Course “Teacher of Russian as a Foreign Language”

Professional portrait of Teacher of Russian as a Foreign Language: competence-based approach

Formation of information and communication competence of a teacher of Russian as a foreign language when teaching philological disciplines

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