STATE OF USING ELECTRONIC LINGUOMETHODOLOGY TOOLS IN THE FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL TRAINING
Journal Title: Професіоналізм педагога: теоретичні й методичні аспекти - Year 2017, Vol 5, Issue 2
Abstract
Electronic linguomethodology is a methodology science innovative branch that appeared at the end of the twentieth century influenced by language education informatization. This innovative branch has essential significance for the future teachers’ training, but in modern researches, which concern problems of a primary school teachers training, it is reflected weakly. It has a negative influence on the teachers’ professional training quality. To justify the significance of this problem, the author conducts an empirical study, which is aimed at finding out the current state of the electronic linguomethodology tools being used in the practice of the primary school teachers’ training in the traditional learning environments in a higher school. Obtained results are hightlighted by the author in this article. The method of questionnaires was used and respondents were students of university linguomethodology courses. The author describes in detail the questionnaire structure that includes four blocks of the content: a respondent’s teaching experience; an availability of a general knowledge about electronic linguomethodology and its tools; a personal experience of electronic linguomethodology tools used in a teaching practice; a pedagogue’s opinion of students’ readiness for using electronic linguomethodology tools. A quantitative analysis of the responses for each questionnaire thematic block, conducted by using the method of ranking and qualitative analysis, gives the author an opportunity to make fundamental theoretical conclusions. The quantitative analysis results are shown in the diagrams, which are given in the article. Qualitative analysis allows the author to find that the state of using electronic linguomethodology tools in a practice of the primary school teachers’ training in the traditional learning environments in a higher school can be described as spontaneous. This state directly depends on personal acmeological aspirations of a teacher. However, this condition has a direct correlation with teachers’ age and linguomethodological activity experience: most young teachers use more electronic linguomethodology tools in practice. In addition, the absolute majority of linguomethodology teachers admit the urgent need for the systematic and correct use of electronic linguomethodology tools in the university education process. They want to acquire skills to engineer this tools themselves. All autors’ conclusions indicate the need to master the theoretical and practical skills of the electronic linguomethodology foundations not only during professional training at the university but in postgraduate education, too.
Authors and Affiliations
Inna Khyzhnyak
Keywords
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