Письменная обратная связь как составляющая профессионально-коммуникативной компетенции преподавателей иностранного языка
The present article looks at the professional and communicative competence of language teachers as integral part of their communicative competence which comprises the discourse both inside and outside of the classroom. The survey of 700 ESL-teachers in Russia and Great Britain shows that assessing L2 written works and commenting on them are amongst the most important communicative tasks in their professional life. Therefore, a set of exercises has been designed to prepare pre-service language teachers to respond to their students’ writing, and use written corrective feedback as a tool to facilitate and enhance students’ learning.
An accreditation system and professional standards of pedagogical departments are considered, as well as some innovations in teacher training in the USA. The experience of American higher education institutions is analyzed with regard to main guidelines of the pedagogical education potential reform in Russia.
A course book in academic English for pre-service teachers
This is a case of trilateral partnership to establish a service-learning program for teacher education students.
The conference proceedings address the latest developments in the field of Teaching and Learning Methodologies, Educational Projects and Innovations and New Technologies applied to Education and Research.
The article explains the need for teacher training seminars and an increased demand for new teaching skills as a result of a study conducted by the author; it outlines standards for English teachers and looks at various areas of teacher development at tertiary level, such as teaching portfolio, collaboration, teacher study groups, workshops, and research seminars.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.