Organizational and content peculiarities of english teachers’ professional training in Canada

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dc.contributor.authorIkonnikova, Maryna
dc.date.accessioned2016-12-22T18:53:53Z
dc.date.available2016-12-22T18:53:53Z
dc.date.issued2016
dc.description.abstractThe article deals with studying organizational and content peculiarities of English teachers’ professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided at many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP colleges. Students are offered with the curricula ensuring their high mobility as they may define specificity, a mode and a level of study according to their educational needs and interests. It has been concluded that the content of philological training is a process coordinating the content according to its components, namely, theoretical, empirical and practical knowledge and skills form the block system of interrelated elements. It has been defined that main theoretical and methodical principles for structuring curricula and syllabi for English teachers’ professional training in Canada are multiculturalism; combination, concordance and rational correspondence of theory and practice; pedagogical ideas of equal opportunities, respect for cultures, identity and unity of learning and socialization; consistency and succession; collegiality, partnership, transparency and a dialogue of cultures. It has been specified that programme specifications for English teachers’ training are based on such directions of pedagogical activity as developing students’ interest and respect for cultures of the nations of the world, understanding their general and specific values, comprehending the essence of global events and their consequences, accepting different views on them. As a result, future English teachers obtain the abilities and skills that will ensure their effective activity in multicultural environment as well as learn how to solve the issues associated with adaptation, integration and learning of children from different ethnic groups.uk_UA
dc.identifier.citationIkonnikova M. Organizational and content peculiarities of english teachers’ professional training in Canada / M. Ikonnikova // Comparative Professional Pedagogy : Scientific Journal. – Kyiv-Khmelnytskyi : KhNU, 2016. – Vol. 6, Iss. 3.uk_UA
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/5194
dc.language.isoenuk_UA
dc.publisherKhmelnytsky National Universityuk_UA
dc.subjectstructureuk_UA
dc.subjectcontentuk_UA
dc.subjectprofessional traininguk_UA
dc.subjectlanguage studiesuk_UA
dc.subjectphilologistuk_UA
dc.subjectcurriculumuk_UA
dc.subjectsyllabusuk_UA
dc.subjectuniversityuk_UA
dc.subjectCanadauk_UA
dc.titleOrganizational and content peculiarities of english teachers’ professional training in Canadauk_UA
dc.typeСтаттяuk_UA
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