Практична значущість тренінгових технологій для майбутніх учителів іноземних мов

Abstract

(ua) У статті розглянуто сучасні наукові підходи дослідників до поняття тренінгових технологій та визначено їхнє практичне значення у професійній підготовці майбутніх учителів іноземної мови. Мета статті полягає у визначенні змісту досліджуваного поняття, конкретизації його структури, функцій та ролі у формуванні конфліктологічної компетентності майбутніх учителів іноземної мови. \(ru) В статье рассмотрены современные научные подходы исследователей к понятию тренинговых технологий, определено их практическое значение в профессиональной подготовке будущих учителей иностранного языка. Цель статьи заключена в определении содержания исследуемого понятия, конкретизации его структуры, функций и роли в формировании конфликтологической компетентности будущих учителей иностранного языка.(en) The paper deals with investigation of different contemporary approaches to the notion «training technology», its structure, typology, in particular its practical importance for the formation of professional competence of the teachers of foreign languages was given. At modern stage of the development of conflict studies it is relevant to generalize scientific approaches to training technologies in high school. The purpose of the article is to analyze the structure of the notion «training technology» in scientific literature; to highlight its structural components and to reveal its practical value as the factor of constant professional growth of the teachers. Scientific novelty of the article explores the types of training technology (socio-pedagogical, decision-making training and communicative) valuable in the light of formation of conflictological competence of the teachers of foreign languages. The following requirements to organization of any training technology: concrete aims, the usage of effective methods and exercises, supply with material recourses, necessary rules, time limit, correction and improvement of the procedures, qualified teacher-trainer were described to achieve maximum results and involve students into active interest on the basis of sincerity, tolerance and cooperation. The main functions of training technology of the teachers were summarized: aiming function; motivational; informational; communicative; personal-cognitive; relaxation; developmental. The following principles of implementation of training technology were substantiated: the principle of active participation, the principle of voluntary participation the principle of dialogic interaction, the principle of self-actualization, principle of safety, the principle of openness, the principle of partnership. The following structure of training procedure (introduction, body and conclusion) has been singled out and different interactive exercises have been described for each structural part: individual-cooperative; communication in pairs; small groups’ communication; role-play and business play revealing practical importance of conflictological competence for future teachers for them to be able to resolve conflicts in pedagogical process.