Порiвняльна професiйна педагогiка
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Перегляд Порiвняльна професiйна педагогiка за Автор "Ikonnikova, M."
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Документ Master program in foreign language education at New York University Steinhardt (US)(Khmelnytskyi National University, 2016) Ikonnikova, M.The article deals with master program in foreign language education at New York University Steinhardt (US). Thus, its peculiarities have been revealed. It has been defined that the study program presupposes mastering of foreign language teaching approaches that meet various needs of learners. It has been indicated that students acquire the understanding of educational conditions as well as economic, social and cultural factors influencing learning; develop professional knowledge of linguistics, (foreign) language acquisition, (foreign) language pedagogy, etc. The curriculum of the program is based on block-modular and interdisciplinary approaches that results in considerable flexibility. In addition, students have excellent opportunities to gain valuable practical experience and strengthen professional teaching skills during student teaching placements including abroad. It has been concluded that professional training of future specialists in the field of foreign language education on the example of New York University contributes to forming of modern, competitive philologists able to apply the latest teaching technologies, forms and methods to the educational process and adapt to fast-changing conditions of the educational environment. It has been emphasized that the abovementioned positive aspects of US experience in training foreign language teachers can be taken into account while developing national curricula in education, philology, linguistics, applied linguistics etc.Документ Professional Training of Foreign Language Teachers in the USA: Based on the Experience of Lewis University(Khmelnytskyi National University, 2018) Ikonnikova, M.The paper deals with professional training of future foreign language teachers in the USA based on the experience of Lewis University. As evidenced by research findings, the scope of foreign language education in the USA is rather broad, since they attempt to promote both traditional and critical languages in the context of developing translingual and transcultural competences. Based on the example of Lewis University, we have characterized professional training of future foreign language teachers, who major in the Spanish language. The obtained results prove that the programme content is extremely practice-oriented and designed to fulfill personal needs of every student; the programme curriculum is not overwhelmed with theoretical paradigms and foreign language students can participate in different activities and fully comprehend the realities of schools and the education process. It has been found that while mastering the programme, they are able to acquire the professional knowledge, skills and abilities they will definitely need in practice. The positive aspects of Lewis University’s foreign language education programme have been determined. They are the following: practice-oriented approach to professional training of future foreign language teachers; an optimal selection of professional education courses and electives, as well as effective clinical practice; the assessment and evaluation of foreign language students’ results during and after undergoing clinical practice from different perspectives, namely, organization, content, specifics; the implementation of the inclusive education component into the content of the programme curriculum; the fulfillment of different personal, learning and occupational needs of future foreign language students. It has been concluded that the outlined positive aspects of American experience in providing professional training of future foreign language teachers based on the experience of Lewis University can be implemented into the system of foreign language education in Ukraine in order to enhance quality and efficiency of these specialists’ training at Ukrainian higher education institutions