Будь ласка, використовуйте цей ідентифікатор, щоб цитувати або посилатися на цей матеріал: http://hdl.handle.net/123456789/17709
Назва: Pedagogical framework for poly multicultural education of foreign language students seeking a degree in teaching.
Автори: Chaika, Oksana
Chahrak, Nataliya
Zhumbei, Marianna
Apelt, Halyna
Kopchak, Lilia
Litvinova, Anastasiia
Чаграк, Наталія Ігорівна
Жумбей, Маріанна Михайлівна
Копчак, Лілія Василівна
Апельт, Галина Василівна
Ключові слова: educational methodology; educational package; educational process; educational space; multicultural education; pedagogical education; pedagogical framework;
Дата публікації: 2021
Бібліографічний опис: Chaika, O., Chahrak, N., Zhumbei, M., Apelt, H., Kopchak, L., & Litvinova, A. (2021). Pedagogical framework for poly multicultural education of foreign language students seeking a degree in teaching. International Journal of Health Sciences, 5(3), P. 605–616. DOI:http://dx.doi.org/10.53730/ijhs.v5n3.2618
Короткий огляд (реферат): The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly-/multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly-/multicultural competence. To this end, poly-/multicultural competence is seen prerequisite of a foreign language teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys/questionnaires, conducted in stages, along with observation as a method applied. The obtained data confirmed the key research hypothesis: the pedagogical framework for the formation of poly-/ multicultural competence with students seeking their bachelor’s degree to become teachers of a foreign language connects with mastering two or more foreign languages while intensifying the poly-/multicultural component of education. The main findings result in the contemporary need for formation of a FL teacher’s poly-/multicultural competence regarded as the improvement in foreign language proficiency, basic communication skills in a poly-/multiethnic environment, following the proactive positioning of such teacher.
URI (Уніфікований ідентифікатор ресурсу): http://hdl.handle.net/123456789/17709
Розташовується у зібраннях:Статті та тези (ФТ)

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