Methodological model of multilingual training of future teachers of economic and mathematical disciplines at the university
DOI:
https://doi.org/10.25726/q5427-5341-0892-rKeywords:
Training model, teacher, university, mathematics, structure, trainingAbstract
The requirement of poly-linguistic determinism (according to which the subject's choice of a particular language or dialect from among those he owns is not fixed, but variable and in each particular case depends, among other things, on the interlocutor and the situation) not only does not lose its significance in modern conditions, but, on the contrary, it begins to play an increasingly important role. Recently, in the system of higher education, the multilingual factor, under the influence of a number of different circumstances, is becoming more and more often and consistently dominated by the linguistic and geographical factor. Scientific novelty is determined by the fact that higher education institutions occupy a special place in the education system. They are included in the system, connected with it, but they have certain specifics in comparison with secondary specialized, secondary primary educational institutions. This specificity is manifested both at the level of the content and forms of the educational process, and in the implementation of the educational function, as well as at the level of language practices and language competence. The practical significance of the study is determined by the fact that activity as a purely human form of activity presupposes a certain confrontation between the subject and the object, since the latter is chosen by a person to influence him in order to obtain a new form and properties; then the object from the material becomes a product of activity. Every activity presupposes a goal, content, means and result, therefore it is conscious.
References
Тонких А.П. Элементы стохастики в курсах математики факультетов подготовки учителей начальной школы // Начальная школа плюс До и После. 2003. № 4. С. 32-37.
Barabanova, S. V, Shagieva, R. V, Gorokhova, S. S., Popova, O. V, Rozhnov, A. A., & Popova, A. V. (2016). Innovative components in the educational strategy of training the modern graduates. Mathematics Education, 11(9), 3329–3338.
Bezhanovi, Z., Abashidze, M., Vasadze, N., & Khardina, L. (2017). On the parallel between political correctness and leadership skills development. In 18th Annual General Assembly of the International Association of Maritime Universities - Global Perspectives in MET: Towards Sustainable, Green and Integrated Maritime Transport, IAMU 2017 (Vol. 1, pp. 108–114).
Borodzhieva, A. (2020). Development and description of an interactive multimedia application applied in the course “coding in telecommunication systems.” In eLearning and Software for Education Conference (pp. 548–557). https://doi.org/10.12753/2066-026X-20-158
Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018. Lingua, 227. https://doi.org/10.1016/j.lingua.2019.06.001
Capacho, J., Salazar, A., & Jimeno, M. (2018). A model to assess efficiency in e-training for significant learning (E-TSL). In Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (Vol. 2018-July). https://doi.org/10.18687/LACCEI2018.1.1.415
Chang-Bacon, C. K. (2020). Who’s being ‘sheltered?’: How monolingual language ideologies are produced within education policy discourse and sheltered English immersion. Critical Studies in Education. https://doi.org/10.1080/17508487.2020.1720259
Cruz-Sandoval, D., Eyssel, F., Favela, J., & Sandoval, E. B. (2017). Towards a conversational corpus for human-robot conversations. In ACM/IEEE International Conference on Human-Robot Interaction (pp. 99–100). https://doi.org/10.1145/3029798.3038344
Ilgaz, G., Vural, L., & Eskici, M. (2019). Is the source for my curriculum knowledge and other competencies the same? Evidence from PISA 2015. Cypriot Journal of Educational Sciences, 14(4), 706–722. https://doi.org/10.18844/cjes.v11i4.4122
Khabarov, V., & Volegzhanina, I. (2018). Training of transport industry personnel in the digital economy: The evolution of information educational technology. In MATEC Web of Conferences (Vol. 239). https://doi.org/10.1051/matecconf/201823907001
Kratzmann, J., Sawatzky, A., & Sachse, S. (2020). Professionalisation of educators in early childhood education—About the collaboration of knowledge, attitudes and performance [Professionalisierung pädagogischer Fachkräfte in Kindertageseinrichtungen – Über das Zusammenspiel von Wissen, Einstellungen und Handeln]. Zeitschrift Fur Erziehungswissenschaft, 23(3), 539–564. https://doi.org/10.1007/s11618-020-00946-w
Ma, H., Yang, F., Ren, J., Li, N., Dai, M., Wang, X., … He, J. (2020). ECCParaCorp: A crosslingual parallel corpus towards cancer education, dissemination and application. BMC Medical Informatics and Decision Making, 20. https://doi.org/10.1186/s12911-020-1116-1
Malkova, I. Y., & Maslennikova, O. G. (2018). International master program as a resource for internationalization of educational environment. Vysshee Obrazovanie v Rossii, 27(7), 66–73. https://doi.org/10.31992/0869-3617-2018-27-7-66-73
Markelov, K., Golovin, V., & Brumshteyn, Y. (2019). Use of information and communication technologies for support of Russian universities relations (on the Caspian region example). In CEUR Workshop Proceedings (Vol. 2494).
Pryima, S. ?., Rogushina, J. V, & Strokan, ?.V. (2018). Use of semantic technologies in the process of recognizing the outcomes of non-formal and informal learning. In CEUR Workshop Proceedings (Vol. 2139, pp. 226–235).
Rubtsova, A. V, Almazova, N. I., Bylieva, D. S., & Krylova, E. A. (2020). Constructive model of multilingual education management in higher school. In IOP Conference Series: Materials Science and Engineering (Vol. 940). https://doi.org/10.1088/1757-899X/940/1/012132
Sabirova, D. R., & Khanipova, R. R. (2019). Innovative approaches to teaching and learning english as second and english as foreign language in multilingual education. Humanities and Social Sciences Reviews, 7(6), 45–48. https://doi.org/10.18510/hssr.2019.7610
Salkhanova, Z., Abayeva, Z., Murhamadiev, K., Zhappar, K., & Demeybekova, K. (2019). Consecutive teaching of language: A continuous pedagogical model [La enseñanza consecutiva de un idioma: Un modelo pedagógico continuo]. Espacios, 40(12).
Shaikhyzada, Z. G., Kostina, E. A., Zatyneyko, A. M., Kubeyeva, A. E., & Zhetpisbayeva, B. A. (2016). The model of technology of university engineering students’ foreign language training in conditions of multilingual education in Kazakhstan. Novosibirsk State Pedagogical University Bulletin, 6(4), 92–107. https://doi.org/10.15293/2226-3365.1604.09
Tran, H. P., & Le, Q. T. (2020). Current situation and management solutions for bilingual education in primary school. International Journal of Innovation, Creativity and Change, (3), 466–482.
Yakovleva, O. (2019). Designing an electronic communication resource: A practical experience of shaping advanced professional competencies for future teachers. In CEUR Workshop Proceedings (Vol. 2401).
