Порiвняльна професiйна педагогiка
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Перегляд Порiвняльна професiйна педагогiка за Автор "Komochkova, O."
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Документ Comparative analysis of linguists’ professional training at british and ukrainian universities(Хмельницький національний університет, 2017) Komochkova, O.We have performed comparative analysis on professional training of linguists at British and Ukrainian universities at administrative and managerial, legislative, organizational and pedagogical, systemic, conceptual, socioeconomic levels. As evidenced above, British and Ukrainian systems of professional training of linguists differ significantly, but simultaneously they are similar to the trends in development. In the first place, the main difference is manifested in the content of curricula. Professional training of linguists in Ukraine is aimed primarily at professional orientation on the national (regional) labour market, comprehensive development of personality of future specialists, formation of harmonious development of both general and professional qualities. In British experience, this training is oriented toward the world labour market. In view of the above, it is expedient to update the content of curricula for linguistics, in particular, its focus on professional and researchbased training, taking into account the best practices of foreign experience, in particular British one. An important objective of Ukrainian higher education institutions is to improve quality of teaching professional and special disciplines, provide modern teaching materials, as well as attract foreign specialists to teaching. It is also worthwhile to encourage students to participate in work placements abroad, as it is the case with leading universities in Great Britain. Perspectives for further researches are seen in studying foreign experience in training linguists at leading European universities in order to justify the best aspects of such experience and therefore implement them into practice of professional training of linguists at Ukrainian universities.Документ Framework of future linguists’ research activities: the UK experience(Khmelnytskyi National University, 2020) Komochkova, O.In the UK, research training of future linguists plays a rather important role in developing their scientific culture and mindset, research stance and also fosters respect for scientific contributions from other members of the scientific community within and outside the UK. Research training of future linguists in British universities is characterized by diversified research activities (linguists projects, bachelor / master dissertations, organization of student scientific conferences, compilation of research bibliographies); prevalence of independent research activities over classroom work. Linguistic projects can be compulsory and optional. Research training in linguistics with their help covers all years of study. The structure of bachelor and master dissertations in linguistics is not significantly different and usually consists of the following components: a) title page; b) abstract; c) introduction; d) analysis of recent publications; e) research methodology; e) output data and their analysis; e) discussion; g) conclusions; h) sources used. British universities also involve candidates in departmental research projects. This allows future linguists to work side-by-side with their lecturers, promote their own research portfolios, participate in modern linguistic research and gain the valuable experience they will apply in their professional activities, in particular in the research field. The authors of the article believe that it is also important to establish linguistic circles, which should include meetings with the leading linguists. Based on the analyzed data, one can determine the following characteristics of future linguists’ research activities in British universities: a) diversification of research activities (implementing linguistic projects, writing bachelor / master dissertations, organizing student scientific conferences, compiling research references); b) prevalence of independent work over classroom work (1:2); c) active collaboration of British higher education institutions with the Linguistics Association of Great Britain; d) introduction of financial and individual incentives into research activities; e) involvement of future linguists in departmental research projects in linguistics; f) effective development of future linguists’ research portfolio (improving their skills in using information technologies, teamwork skills and organizational skills). Keywords: linguistics, linguist, research, research activities, the UK, lingustic project, bachelor / master dissertation.Документ Innovating literary education: a multifaceted approach to teaching foreign literature in scandinavian countries(Хмельницький національний університет, 2024) Lapshyna, O.; Dorofeyeva, O.; Komochkova, O.In the dynamic field of education, the teaching of foreign literature faces challenges. In Scandinavia, known for high-quality education, innovative methods are crucial for instilling a deep appreciation for global literary works. This article explores diverse approaches to enhance engagement, cultural understanding and critical thinking among students. Leveraging audio-visual resources, including videos and interactive presentations, creates a vibrant learning environment in Scandinavian classrooms. This fosters a deeper connection between students and foreign literature, resonating with the tech-savvy younger generation. In embracing the digital age, teachers use online platforms and tools like discussion forums and virtual book clubs to encourage interactive engagement. These digital tools enhance critical thinking and analytical skills by exploring diverse perspectives. Immersive VR literature tours allow students to virtually step into the settings of foreign literary works, providing a unique and memorable learning experience. This stimulates creativity and deepens understanding of cultural and historical contexts. Recognizing language diversity, utilizing high-quality translations broadens access to foreign literature. This inclusive approach allows students to appreciate literary expression across linguistic boundaries. Guiding students in creating digital storytelling projects using podcasts, videos, and blogs enhances creativity and communication skills. This hands-on approach prepares students for the modern digital world. Infusing play into literary education through quizzes and interactive simulations makes the study of foreign literature enjoyable and engaging. In conclusion, innovative methods in Scandinavian countries aim to cultivate globally aware individuals. These multifaceted approaches not only enhance the study of foreign literature but also foster critical thinking, cultural understanding, and a lifelong love for literature. By integrating multimedia, embracing digital tools, and promoting interactive learning, teachers in Scandinavia ensure their students embark on a literary journey that transcends borders, enriching their intellectual and cultural horizons in an evolving educational landscape.Документ Linguistics undergraduate and postgraduate courses: experience of Lancaster University (UK)(Khmelnytskyi National University, 2016) Komochkova, O.The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.Документ Strategies of higher education institutions development in Great Britain(Khmelnytskyi National University, 2015) Komochkova, O.The current stage of higher education sector transformation in Ukraine has been indicated. The study of foreign experience, namely of Great Britain, and the use of positive aspects of such experience have been justified. Information sources of Universities UK (Universities UK Strategic Plan 2013–2018; Efficiency and Effectiveness in Higher Education: A report by the Universities UK Efficiency and Modernisation Task Group; Annual Report and Consolidated Financial Statements of UUK) and The Strategic Plan 2009–2015 of Lancaster University have been studied. Vision, mission, functions,pressing issues, strategic aims of the Strategic Plan of UUK for the next five years have been presented. The achievements of UKK for 2013–2014 in accordance with strategic aims have been outlined. The actions of the organization aimed at providing British universities with various supports have been presented. The constituents of Strategic Plan of Lancaster University for 2009–2015, namely vision, mission, sectors of development (International, Teaching, Research and Impact, Finance and Organisation, the Lancaster experience) and consequently successfully achieved results have been presented. Positive aspects of British experience in strategic development of higher education institutions have been defined. Perspectives for further researches in this area have been outlined.Документ Undergraduate courses in linguistics at universities of Great Britain(2015) Komochkova, O.The concept of linguistics as a branch of science has been considered. Key abilities linguists possess have been defined. The need to apply to foreign experience, in particular, British one, has been justified. Relevant information sources, namely, Benchmark Statement for Linguistics (2007), data on Education UK, the official website for international students launched by the British Council, programme specifications for linguistics at a number of British universities have been reviewed. The list of higher education institutions (65) offering undergraduate courses (424) in Linguistics has been presented. Study options for undergraduate courses in Linguistics have been described. It has been stated that curricula in linguistics provided by higher education institutions do not greatly differ from each other by the content; nevertheless they preserve their own originality. General characteristics of study years (primarily three-year curricula) have been given. Teaching and learning methods and techniques as well assessment methods generally used at British universities have been listed. Positive aspects of British experience in professional training of future linguists have been outlined. Perspectives for improving the Ukrainian curricula for professional training of future linguists have been justified.