Using Content and Language Integrated Learning to build students' basic skills in professional training

Zorina, Elena; Chirkova, Elena I.

doi:10.1145/3373722.3373793

Cited by 2 publications

(2 citation statements)

References 20 publications

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“…A separate problem is the ability to intuitively stay ahead of existing technologies, since it is necessary to train a professional of the future [13], and digital technologies develop and become more complex much faster. A modern teacher should not only have digital competencies, but also build training in such a way that a modern student would be successful in learning a profession and then become a sought-after specialist for many years.…”

Section: Introductionmentioning

confidence: 99%

Management of the Development of a Modern Teacher’s Digital Competencies

Алексеева¹,

Alexandrova²,

Skvortsova³

et al. 2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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Motivation is the basis for managing the development of teachers' competencies in the modern education system. The motivational component in the study is considered as a set of internal and external motives of the teacher to use modern digital technologies, accompanied by the processes of forming an internal desire to achieve success and a sincere and personally significant desire to improve themselves in this area. The purpose of the study is to study the possibility of managing the development of teachers' digital competencies with different motivations. The article examines the features of teachers' motivation in mastering digital competence, revealed the nature of teachers' awareness of the possibilities of using information and communication tools in teaching schoolchildren, and identified the main problems that teachers with different motivations have that prevent the formation and deepening of their digital competencies. Features of motivation were studied using A.A. Rean's methodology "Motivation for success and fear of failure" and a questionnaire about teachers' ideas about the use of information and communications technologies in teaching their subject. About 30% of teachers from the experimental sample focus on achieving success in the development of digital competencies, although the proportion of teachers without a pronounced motivational orientation and focus on avoiding failure is approximately the same. This indicates an insufficiently effective methodological and psychological support for teachers who cannot independently cope with the urgent task of modern educationthe formation of digital competence. This happens for various reasonsfear of mastering new technologies, age composition, inability to take advanced training courses, etc. Thus, the strategy and tactics of developing digital competencies of teachers who avoid failure and are motivated to achieve success have fundamental differences. Methodological and psychological-pedagogical support for specialists with low and high levels of motivation is built within the framework of an individual trajectory of their professional development and self-improvement. The results of the study can be used both in the design of higher education programs and programs for professional training and retraining of teaching staff.

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Section: Introductionmentioning

confidence: 99%

Management of the Development of a Modern Teacher’s Digital Competencies

Алексеева¹,

Alexandrova²,

Skvortsova³

et al. 2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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show abstract

“…In connection with the Merdeka Belajar Kampus Merdeka Program in 2020 and the demands of 21st century learning with the 4C criteria, it takes the development and reconstruction of a curriculum that is able to change the learning approach that is centered on learners by independently developing themselves and developing soft skills in accordance with their respective capacities and interests. Skills with 4C characteristics must be owned by learners at all levels (Purnawirawan, Sudana, & Harlany, 2019;Zorina & Chirkova, 2019) of education including Higher Education, because 4C will make learners become intelligent in facing the challenges of the digital era in the 21st Century. Educators must strive for development and innovation so that the learning process they implement becomes more effective in meeting the demands of communication intelligence, critical thinking skills, collaboration and creativity supported by digital technology.…”

Section: Introductionmentioning

confidence: 99%

Development of Performance Technology Competency Training Model for Students of Chemical Education

Zurweni

Malik²

2022

FRM

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The free learning-campus program (MB-KM) contained in SN-Dikti 2020, is very relevant to the demands of 21st century education in order to address the challenges of learning in the global era. The MB-KM program provides opportunities for students to master various fields of science, develop creativity, capacity and other competencies related to the needs of the world of work. The results of the needs analysis show that there are still four competencies that have not been maximally mastered by students, namely: school management competencies, analytical thinking, technological novelty and science behavior with an average of 51.75%, while the other three competencies: pedagogical competence, high school chemistry science, and DIGITAL LEARNING IT competence have been very good with an average of 80.20%. Against the background, this was conducted research on the Development of Rational-Creative Performance Technology Training Model for Chemistry Education Students. This research is educational development research (Borg & Gall: 2007). The characteristic of this training model is in the form of Merdeka Learning Teacher Mover for school education. The MODEL ID used to design this training model is adapting the modified ASSURE model, while the Rational-Creative Performance Technology Training Model was developed by Zurweni & Affan Malik (2020). The results showed that the Rational-Creative Performance Technology Training Model has four synths: Innovation Intervention Orientation, Rational Exploration, Rational Technology Training and Evaluation. Evaluation and validation results and trials state that the Rational-Creative Performance Technology Training Model falls into the category of good, with field trials have not been successfully implemented due to the covid-19 pandemic. It was concluded that this Rational-Creative Performance Technology Training Model is worth using and is a new breakthrough as an alternative to enrichment in the debriefing of students who follow the PLP Program to partner schools. It is recommended to use this training model at the level of the Study Program as well as at the student debriefing enrichment session before following the introduction of the school field.

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Using Content and Language Integrated Learning to build students' basic skills in professional training

Cited by 2 publications

References 20 publications

Management of the Development of a Modern Teacher’s Digital Competencies

Management of the Development of a Modern Teacher’s Digital Competencies

Development of Performance Technology Competency Training Model for Students of Chemical Education

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