Підготовка майбутніх викладачів іноземних мов до організації дистанційного навчання

Abstract

Дисертацію присвячено дослідженню проблеми підготовки майбутніх викладачів іноземних мов до організації дистанційного навчання. Визначено, теоретично обґрунтовано й експериментально перевірено модель та організаційно-педагогічні умови ефективної підготовки майбутніх викладачів іноземних мов до організації дистанційного навчання (розширення змісту фахових дисциплін відомостями про специфіку та можливості дистанційного навчання; впровадження технологій дистанційного навчання в підготовку майбутніх викладачів іноземних мов; залучення студентів до самостійного проектування дистанційних курсів навчання іноземних мов). Уточнено критерії, показники та рівні готовності майбутніх викладачів іноземних мов до організації дистанційного навчання. Розроблено і впроваджено дистанційний курс «DistanceLearningCourseforTeachers» на платформі GoogleClassroom

Диссертация посвящена исследованию проблемы подготовки будущих преподавателей иностранных языков к организации дистанционного обучения. Определено, теоретически обосновано и экспериментально проверено модель и организационно-педагогические условия эффективной подготовки будущих преподавателей иностранных языков к организации дистанционного обучения (расширение содержания профессиональных дисциплин сведениям о специфике и возможности дистанционного обучения, внедрение технологий дистанционного обучения в подготовку будущих преподавателей иностранных языков, привлечение студентов к самостоятельному проектированию дистанционных курсов иностранных языков). Уточнены критерии, показатели и уровни готовности будущих преподавателей иностранных языков к организации дистанционного обучения. Разработан и внедрен дистанционный курс «Distance Learning Course for Teachers» наплатформе Google Classroom

The thesis analyzed the peculiarities and pedagogical conditions for the preparation of future teachers of foreign languages for the organization of distance learning. It is proved that in the conditions of rapid development of scientific and technological progress, the requirements for the future teacher of foreign languages include the free usage of modern informational and educational technologies, readiness for changes in teachers’ role and functions, the introduction of virtual learning environment and new forms of interaction. Therefore, there is need for the professional training of future teachers of foreign languages for the organization of distance learning. The readiness of the future teacher of foreign languages for the organization and introduction of distance learning is defined as a coherent structure that is the result of the integration of a complex of interrelated valuable motivational, informational-cognitive and operational-active components of the future teacher training that provide him with the opportunity to successful organization, design and implementation of distance courses in his professional activities. The state of educational and professional training programs for the training of future teachers in the aspect of gaining knowledge and skills of organization of distance learning revealed that methods and forms of distance learning are not considered in educational-professional programs as the necessary competencies and program learning outcomes. Future foreign language teachers receive fragmentary knowledge of ICTs that are more focused on traditional learning than on distance learning organization; in addition, there is lack of program of using the means of distance learning and studying the fundamentals of its organization, designing distance courses and their implementation. The results of theoretical studies and the evaluation of the readiness of future teachers of foreign languages to organization of distance learning indicate that there is a significant gap in the formation of knowledge and practical skills in the organization and introduction of distance learning technologies. The results of the readiness assessment before the experiment showed that almost half of future teachers (46.58%) have a low level of readiness. Almost the same percentage of students (47.23%) has an average level of readiness; 6.19% of students have a high level of readiness for organization and implementation of distance learning. According to the results of the research, the problems of the professional training of future teachers of foreign languages for the organization of distance learning have been identified and substantiated. They include: insufficient study of foreign and local experience of distance learning organization and its features in the study of a foreign language; insufficient theoretical knowledge and ineffective practical introduction of innovative pedagogical technologies in the design and implementation of a distance course, its components and forms of distance interaction; chaotic introduction of various forms of using the elements of distance learning; misunderstanding of the transformation of the role of the teacher in the educational process using the elements of distance learning. The practical experience of forming a virtual learning environment based on various educational platforms, interactive sites and blogs, the use of special software applications was analyzed, which allowed to identify the main advantages and disadvantages, as well as psychological peculiarities of the use of the virtual learning environment. During the experimental work the students of the Faculty of Foreign Languages studied the possibilities of the educational platforms Moodle, JetIQ, Collaborator; learned to create their own sites using GoogleSites and blogs on Blogger, LiveJournal; used the opportunities of the sites on the study of foreign languages; created their own interactive tasks on the platforms LearningApps, Kahoot, Quizlet, Flippity, Prezi. The GoogleClassroom virtual learning environment was mastered in more detail and the “Distance Learning Course for Teachers” was held to consolidate the study material. The proposed new forms and methods of organization of distance learning for teachers of foreign languages allowed the students to acquire knowledge and skills in the design and implementation of a distance course, the experience of various communicational interactions between participants of the distance course, practical skills of using open educational platforms, forming a virtual learning environment. The biggest positive changes in the results of the pedagogical experiment were defined in the indicators of such readiness as the organization of training in the virtual learning environment and the organization of interaction between students, which is explained by the active introduction of network and mobile technologies, the dynamic communication of students through these channels of communication and the use of educational platforms in higher educational institutions whose students were involved in the survey. The result of the integral coefficient according to all types of readiness indicates that the students of the creative and experimental group (2.25 units) have the greatest increase in the level of readiness; and experimental group (0.82 units). The dynamics of change in all groups shows a positive result, but the creative and experimental group, whose students not only studied and participated in the distance course, but also designed and tested the individual modules of their own course showed the best results. It was determined that the evaluation carried out on indicators of valuable motivational, informational-cognitive and operational-active criteria and various types of readiness indicates that in order to increase the readiness of future teachers of foreign languages for organization and implementation of distance learning, it is necessary to actively implement technologies of blended learning in the educational process, combining the method of projects, the technology of direct design of the distance course, its approbation and evaluation of distance courses, trainings for creating personal virtual learning environment and learning materials