IFTE 2019 - V International Forum on Teacher Education
Name: IFTE 2019 - V International Forum on Teacher Education
Location: Kazan, Russia
Latest articles from this conference
The purpose of this paper is to investigate the problems of forming and developing group cohesiveness as an essential part of learning and teaching foreign languages. It raises an issue of phased group development in the process of learners’ interaction in the EFL classes in Russian primary school. The research centres on findings intended to manifest the educational potential of group cohesiveness and to clarify the terms "group" and "collective" according to contemporary international educational standards. The insufficiency of studies on group cohesiveness in foreign language classrooms and the existing research results that emphasise the importance of group processes in language learning explain the relevance of this paper. As the methodological instruments name A.N. Lutoshkin’s social climate circle and the method of emotive symbols were used. Group cohesiveness was analysed from the perspective of the pupils under study and the observers of the process. The research demonstrates the influence of group emotional state and level of cohesiveness on the effectiveness of interactive techniques in the EFL classes. The findings demonstrate the complex interaction between group development and educational results.
The comparative-pedagogical study of the systems of professional-pedagogical education both in Russia and abroad can be considered very actual, while the processes of globalization and integration influence greatly upon the transformation of the existing educational paradigm. It manifests itself both in the estimation of essential characteristics of professional-pedagogical education, as well as in the attitude towards vocational education and training (VET): thus, it is becoming more attractive for students – future specialists of the labour market in accordance with the opportunity to participate in the international movement "Worldskills". Thus the problem of professional development of teachers, able to form a completely new type of a working person ‒ creative, flexible to the changes in the globalizing world, responsible and active is of a particular importance at the present moment. The demand for results of conducted research is determined by the ability to re-think and over-estimate critically the conceptual basis of the system of professional development of teachers, to define vectors of its development in accordance with major educational trends and tendencies, to enlarge pedagogical resource of teaching and learning in the system of higher pedagogical education.
The article deals with the factors of students’ successful learning and cognitive activity at the English lessons which is regarded as a significant aspect of teaching and learning. The hypothesis of the study is the efficiency of teaching the English language. That is based on the unity of the following pedagogical aspects: motivation as the main factor of learning the English language and the importance of communicative culture development at the English lessons. The purpose and hypothesis define the following research tasks: to analyze motivational aspect as one of the successful factors to teach English and to find the best conditions of students’ communicative culture formation. The main research methods are theoretical and methodological analysis of scientific, philosophical, psychological, pedagogical, educational and methodical literature on the topic of research; analysis, comparison and generalization of University teachers’ experience; analysis and systematization of University students’ educational results (creative works, etc.); pedagogical experiment; observation; interviews; questionnaires; a modeling; a method of expert evaluation. Thus, the research result helps to improve students’ successful learning and cognitive activity at the English lessons. Thus, practical significance of the research is in developing a differentiated system based on situational communicative tasks aimed at students’ successful learning and cognitive activity at the English lessons.
The relevance of the present issue is due to a strong need to provide pupils’ personality development, including socialization, spiritual and moral values and insufficient attention to appropriate teacher training. The aim of the article is to investigate modern teenagers’ and future teachers’ spiritual and moral values, and show the possibility of spiritual and moral development of future teachers in Master’s degree programs. A survey conducted with the help of a questionnaire is the main method in the research. The article presents the results of the survey, showing the difference in the worldview of a) pupils and students; b) students who study at institutions with a special spiritual and moral element and students whose program of study does not contain such special component. The results show the potential of special courses aimed at the spiritual and moral development of future teachers, carried out with the implementation of missionary practices and spiritual dialogue, in particular.