DOI: https://doi.org/10.20535/2410-8286.133090

MODERN METHODS AND TECHNOLOGIES FOR DEVELOPING PRE-SERVICE FOREIGN LANGUAGE AND CULTURE TEACHERS’ METHODOLOGICAL COMPETENCE

Nataliia Maiier, Olga Ustymenko

Abstract


Methodological training of pre-service foreign language and culture teachers is a top priority in pedagogical education nowadays. In this article, methodological competence is determined as methodological knowledge and methodological skills that provide the ability and willingness of pre-service foreign language and culture teachers to execute all types of their professional activities. To facilitate methodological knowledge acquisition, the authors suggest applying the test method and information & communication technologies (ICT). This paper substantiates the expediency of using a case study method for building Master’s students’ methodological skills of analysing and correcting methodological errors, creating foreign language lesson plans for integrated developing of linguistic, discourse, lingua-socio-cultural, and strategic competencies. Professional methodological cases are considered as the means of implementing a case study method in teacher training process. Game method, namely professional role-playing games, are employed to foster Master’s students’ methodological skills to prepare and teach lessons for integrated reinforcement of linguistic, discourse, lingua-socio-cultural, and strategic competencies. We recommend using a project-based method to train pre-service foreign language and culture teachers to choose and select course materials, devise activities, exercises, games, aids, case studies, tests, assessments, project-based tasks, etc. Professional methodological projects are used as the instruments for applying a project-based method in teacher training at tertiary schools. On the basis of their experimental experience, the researchers substantiate the efficiency of using test method, case study method, game method, project-based method, and ICT for developing a methodological competence of pre-service foreign language and culture teachers as well as demonstrate some practical aspects of implementing these methods and technologies in the educational process. 167 Master’s students of Kyiv National Linguistic University participated in the experiment which was held in 2016-2018. The experimental teaching resources consisted of tests for students’ autonomous methodological knowledge acquisition in the course of their self-guarded extracurricular work in Moodle and professional methodological assignments with the use of the aforementioned methods. The analysis of experimental data showed that altogether test method, case study method, game method, project-based method, and ICT contribute significantly to developing pre-service foreign language and culture teachers’ methodological competence. The issues and findings raised in the article indicate that larger implications of this research and avenues for further studies are connected with substantiating the structure and content of the electronic course book for pre-service foreign language and culture teachers aimed at developing their methodological competence with the use of modern educational methods and technologies. 


Keywords


pre-service foreign language and culture teachers; methodological teacher training; methodological competence; methodological knowledge; methodological skills; test method; self-guarded knowledge acquisition; ICT; case study method; professional methodological case; game method; professional methodo

Full Text:

PDF

References


Azimov, E. G. & Schukin, A. M. (2009). Novyj slovar’ metodicheskih terminov i ponjatij (teorija i praktika obuchenija jazykam) [A new glossary of methodological terms and concepts (theory and practice of language teaching]. Moscow, Russia: IKAR.

Bespalko, V. P. (1968). Opyt razrabotki i ispol’zovanija kriteriev kachestva usvoenija znanij [Experience in developing and applying evaluation criteria for knowledge acquisition]. Sovetskaja pedagogika, 4, 52-59.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16 (3), 297-334. doi: 10.1007/bf02310555.

Gabbasova, I. N. (2012). Obzor osnovnyih preimuschestv testovoy tehnologii kontrolya znaniy [A review of major advantages of test method of knowledge assessment]. Sovremennyie nauchnyie issledovaniya i innovatsii, 6. Retrieved 16 May 2018 from: http://web.snauka.ru/issues/2012/06/15045.

Girod, M. & Girod, G. R. (2008). Simulation and the need for practice in teacher preparation. Journal of Technology and Teacher Education, 16 (3), 307-337.

Green, A. (2013). Exploring language assessment and testing: language in action. New York: Routledge. https://doi.org/10.4324/9781315889627.

Heitzmann, R. (2008). Case study instruction in teacher education: opportunity to develop students’ critical thinking. School Smarts and Decision Making Education, 128 (4), 523-542.

Howard, J. (2002). Technology-enhanced project-based learning in teacher education: addressing the goals of transfer. Journal of Technology and Teacher Education, 10 (3), 343-364.

Kelch, K. & Malupa-Kim, M. (2014). Implementing case studies in language teacher education and professional development. ORTESOL Journal, 31, 10-18.

Malyov, A. V. (2015). Nepreryivnaya lingvometodicheskaya podgotovka prepodavatelya inostrannogo yazyika [Continuous lingual and methodological training of a foreign language teacher]. Doctoral thesis, Russia, Nizhniy Novgorod.

Niemeyer, R., Johnson, A., & Monroe, E. A. (2014). Role play for classroom management: providing a lodestar for alternate-route teachers. The Educational Forum, 78 (3), 338-346. https://doi.org/10.1080/00131725.2014.912373

Nikitina, E. Yu., Afanaseva, O. Yu., & Fedotova, M. G. (2013). Metodicheskaya kompetentsiya buduschego uchitelya inostrannogo yazyika [Methodological competence of a pre-service foreign language teacher]. Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta, 12, 54-65.

Richards, J. C., Platt, J. T., & Platt, H. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). Essex, England: Longman.

Roessingh, H. & Chambers, W. (2011). Project-based learning and pedagogy in teacher preparation: staking out the theoretical mid-ground. International Journal of Teaching and Learning in Higher Education, 23 (1), 60-71.

Rudolph, A. (2008). Using role-play and case studies to improve preservice teacher attitudes toward classroom management. Teacher Education and Practice, 21 (3), 329-342.

Saraeva, A. A. (2011). Proektnaya deyatelnost kak neobhodimyiy komponent professionalnoy podgotovki buduschego uchitelya [Project-based activities as an essential component of a pre-service teacher’s professional training]. Aktualnyie voprosyi sovremennoy pedagogiki: materialyi Mezhdunarodnoy nauchnoy konferentsii (pp. 114-117). Ufa, Russia.

Shagan, V. S. (2010). Pedagogicheskoe soprovozhdenie protsessa razvitiya metodicheskoy kompetentnosti prepodavatelya kolledzha [Pedagogical maintenance of the process of developing college teacher’s methodological competence]. Extended abstract of candidate thesis, Izhevsk, Russia.

Stanley, G. (2013). Language learning with technology: ideas for integrating technology in the language classroom. Cambridge: Cambridge University Press.

Vacca, Y. S. (2014). Collaborative project work development in a virtual environment with low-intermediate undergraduate Colombian students. Profile: Issues in Teachers’ Professional Development, 16 (1),29-48. https://doi.org/10.15446/profile.v16n1.37607.

Williams, S. M. (2009). Learning together: project-based learning in the university classroom. College of Integrated Human and Social Welfare Studies, 43, 127-141.

Yurlovskaya, I. A. (2014). Proektnyie tehnologii v realizatsii standartov vyisshego professionalnogo obrazovaniya tretego pokoleniya [Project-based method for implementing standards of higher professional education of the third generation]. Internet-zhurnal “Naukovedenie”, 2. Retrieved 18 May 2018 from: http://naukovedenie.ru/PDF/127PVN214.pdf.

Zubov, A. V. (2009). Metodika primeneniya informatsionnyih tehnologiy v obuchenii inostrannyim yazyikam [Methodology of applying information technologies in teaching foreign languages: a manual for students]. Moscow, Russia: Izdatelskiy tsentr “Akademiya”.




Copyright (c) 2018 Olga Ustymenko, Nataliia Maiier

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)