Структура професійної діяльності майбутніх учителів іноземної мови

Abstract

У статті розглядаються підходи науковців до структури професійної діяльності вчителів, окреслено інноваційні тенденції навчально-виховного процесу, продиктовані Концепцією Нової української школи, представлено компонентний склад педагогічної діяльності вчителів та схарактеризовано структуру професійної діяльності майбутнього вчителя іноземної мови, що представлена такими компонентами: навчальним, освітнім, комунікативно-діяльнісним, мотиваційним, соціокультурним, інформаційно-аналітичним, креативним, контрольно-коригувальним, розвивальним, виховним, гностичним, конструктивно-планувальним, організаційним, партнерським .

The article describes the objectives, which the state requires their educators to realize, namely teaching, character building, classroom management, self-study and professional self-development, as well as managerial, organizational, methodical, extracurricular and research activities. Relevant literary sources were analyzed. Scientific approaches to the structure of teachers’ professional activities were characterized. Innovative trends in the education process imposed by the Concept of the New Ukrainian School were outlined. They include humanization of foreign language teaching and learning; cultivation of the citizens, who strive for intellectual, moral and physical development; academic freedom; continuing professional education; elaboration of author’s curricula, methods, strategies, teaching and learning facilities; implementation of pedagogy of partnership; personality-oriented education; globalization; presentation of one’s professional stance; use of alternative educational and methodical sets; realization of modern methodological approaches to selection and methodical organization of the content of foreign language teaching and learning; comprehension of the national culture through enhancing the role of a foreign language in education and acquainting pupils with world culture; early adoption of foreign language learning at preschool education level; specialization-oriented foreign language learning in high school; implementation of problem-based and intensive foreign language learning; use of such modern educational technologies as project-based learning, partnership learning, etc.; linguistic and didactic testing of pupils. The components of teachers’ professional activities were presented. The structure of future foreign language teachers’ professional activities was characterized. It consists of instructional, educational, disciplinary, communicative and activity-based, motivational, sociocultural, informational and analytical, creative, supervisory and corrective, developmental, gnostic, constructive and designing, organizational, collaborating components.