Basic research. "The use of the Federal State Educational Standard in the work of a foreign language teacher" Professional standard for an English teacher

NEW PROFESSIONAL STANDARD

for foreign language teachers

Foreign language teacher

Ilyushkina I.A.

2016

With the adoption of a new professional standard, approaches to teacher education will change. According to the new professional standard, a teacher must have a higher or secondary vocational education, be able to analyze and plan lessons, organize excursions, maintain a business-friendly atmosphere in the children's team, objectively assess students' knowledge, protect their interests and dignity.

The new standard also assumes that every school teacher will be fluent in a foreign language, use foreign language sources of information together with students, master the methodology of teaching migrant children, gifted students, as well as socially neglected children and students with disabilities. According to the new standard, a teacher must also be able to work with students of different age categories and have excellent computer skills (understand social networks, conduct Skype lessons, conduct presentations and video conferences).

According to experts, not all teachers can meet the requirements of the professional standard. It is necessary to make sure that professional teachers leave pedagogical institutes.

CHARACTERISTICS OF ACTIVITIES OF A SUCCESSFUL TEACHER:

Mobility

Independence in decision making

Ready for change

Ability for non-standard activities

4 BLOCKS OF PROFESSIONAL COMPETENCES FOR A FOREIGN LANGUAGE TEACHER

1) methodical

2) psychological and pedagogical

3) communicative

4) design and research

There is a need to fill the professional standard with new competencies:

1. Work with gifted children;

2. Work in conditions of inclusive education;

3. Work with children with developmental problems;

4. Work with deviant, dependent, socially vulnerable children with serious deviations in behavior.

STANDARD STRUCTURE:

Invariant - knowledge of the subject, knowledge of information technology.

The variable part is new professional competencies.

CONTENT OF THE PROFESSIONAL STANDARD:

1) Training

2) Education

3) Development

These three components form an inextricable link, depend on one another in the modern conditions of the new professional standard.

The most interesting aspect is "Development":

1. Acceptance of different children, regardless of their behavior, mental and physical condition. This point is very controversial in my opinion, since the modern school (especially in the face of students) is not prepared for this kind of loyalty, and connivance in terms of behavior is also unacceptable, as this will lead to a deterioration in the overall situation in the class (chain reaction effect).

2. Providing assistance is and has always been an integral part of any educational process. It is important to create close interaction in the student-student, student-teacher system.

3. Interaction with a psychologist and doctors. In a modern school, a teacher-psychologist is a very important specialist who helps to solve various issues related to the upbringing and internal state of the child. It is the psychologist who is able to correctly guide the participants in the learning process and find a common language with "difficult" children.

4. The program of individual development is difficult, since the school is an institution of mass education, and often the teacher simply does not have enough time to pay attention to everyone, it is also problematic to track the development dynamics of each child.

5. Protecting someone who is not accepted in the class. An outcast child is not able to become a full-fledged member of society, and his psycho-emotional state can adversely affect his studies. The task of the teacher is to help such a student to join the team, to establish relationships with peers. Often, a positive attitude from an adult can elevate an outcast child in the eyes of classmates and change their attitude for the better.

6. Safe environment, comfort. The current situation in the country and the world makes us pay special attention to security, not only actual, but also virtual. In a modern school, emergency evacuation training is regularly conducted. The task of the teacher is to warn students from the threats of the virtual world. As for comfortable learning conditions, this does not always depend on the teacher directly. For example, there is a problem of lack of classrooms, and the teacher is forced to conduct lessons in a non-core room, move from classroom to classroom. Also, classrooms do not always have the necessary equipment. There is a problem of overcrowded groups, uneven distribution of students in foreign language groups (when divided into English and some other language, for example, French or German).

7. Additional education becomes an integral part of the educational process. It helps to reveal the child's abilities or develop them. Now without additional education is not enough for any school.

As we could see, the “development” aspect is a very important component of the new pedagogical standard, although some of its points are still quite controversial and raise a number of questions. They force a change in the approach to learning in general, not only teachers, but also the school administration.

Multidimensional professional competencies of a teacher

foreign language in the context of the transition to new standards of the Federal State Educational Standard.

As part of the implementation of the national educational initiative "Our New School", in connection with the transition of the school to the federal state standards of the new generation, the disclosure of the personal potential of children, raising their interest in learning and knowledge, and preparing them for professional activities have become priority tasks of education. The process of developing the personality of a student cannot be carried out in isolation from the development of the personality of the teacher himself. The multidimensionality and multifunctionality of the professional competencies of pedagogical workers entails the presentation of special requirements for the personality of the teacher. The professional standard of pedagogical activity and pedagogical competencies are put in the basis of the system of formation of the teacher's competence.

The competencies that ensure the successful solution of professional tasks include the goals and objectives of pedagogical activity; motivation of educational activity, providing the information basis of pedagogical activity; development of programs and adoption of pedagogical decisions, organization of educational activities.

The new standards put at the forefront the educational results of a super-subject, general educational nature. The application of the knowledge gained by students in practice and the developed critical thinking of students are the main indicator of the teacher's success. In many ways, this success depends on the choice of educational and methodological kits. A complex combination of teaching materials with effective teaching aids allows you to create a new learning environment that provides high quality training for students not only in the subject, but also at the level of inter-subject and over-subject communications. Implementing the new standard, the teacher must go beyond the scope of his subject, thinking about the development of the child's personality, the need to form universal learning skills, without which the student cannot be successful at the next stages of education. A new approach requires painstaking work of the teacher on himself.

Raising the level of qualification of a modern teacher consists in restructuring the already established professional activity, which involves the inclusion of a new action in the formed activity, a new module of the profession or new professional tasks in the structure of professional activity, changing motivational attitudes or giving them a new meaning, changing professional self-assessments, mastering new methods of professional thinking.

But, unfortunately, school teachers often do not accept tasks for restructuring due to the prevailing stable stereotypes of thinking and confidence that their method is correct and complies with the standards of teaching methodology. Today at school we observe both traditional forms of experience exchange that have been rooted for decades, as well as changed approaches to teaching a foreign language, new goals and objectives, new programs and textbooks. The restructuring of the essence of professional activity is possible provided that professional retraining of the teacher is organized, which would stimulate his development. Despite the different levels of methodological skills of the teaching staff of the school, effective is the close cooperation of experienced and novice teachers who successfully combine the basics of traditional domestic pedagogy and new technologies, methods and techniques. Having a close-knit team of teachers is the key to success in your ultimate goal.

The new school needs a new teacher. The professional activity of a person is not predetermined for the entire period of his professional career and requires continuous education and self-education, constant improvement of his professional competence. A modern teacher can fully realize himself as a person, achieve effective fulfillment of learning goals, organize effective educational cooperation and pedagogical communication, only realizing his professional and personal qualities and wanting to improve them. The activity of the teacher, based on self-knowledge and self-analysis, is a way of self-development. This means that the entire process of forming self-educational competence is aimed at such qualities as "qualification", "innovation", "mobility", "success", "productivity" and "representativeness", that is, the multidimensionality of the personality of a modern teacher and his professional personality traits.

Professional competence is realized through psychological-pedagogical, methodical, communicative, philological, general cultural, informational, social and managerial competences. The multidimensional professional competencies of a foreign language teacher express the unity of his theoretical and practical readiness to carry out pedagogical activities in the context of the introduction of second-generation standards.

A foreign language teacher, possessing all the qualities inherent in a teacher of any other academic discipline at school, is also determined by specific features: the ability to find, choose a subject of communication, direct it in such a way that students do not feel superior either in knowledge, or in age, or in the social role of the teacher. Moreover, a foreign language teacher, being a communication partner, should be interested in the process and result of this communication.

Thus, self-analysis of pedagogical activity, the systematic work of the teacher to restructure his own thinking, the ability to conduct several types of activities simultaneously, the skillful use of traditional and innovative methods of teaching and education in the classroom, impeccable command of information computer technologies, the need for constant self-education and readiness to create new values and making creative decisions, the ability to integrate different areas - are components of the multidimensionality of professional competencies of a foreign language teacher, introducing new standards and solving the problems of a modern school in the framework of the ongoing cardinal changes in the Russian education system.

Bibliography:

1. Babansky Yu.K. Methods of teaching in a modern comprehensive school. - M.: Enlightenment, 1985.

2. Barannikov A. V. Self-education and competence-based approach - a qualitative resource of education: Theory and practice. M.: Moscow Center for the Quality of Education, 2009. P.60.

3. Blinov, V.I. How to implement a competency-based approach in the classroom and in extracurricular activities / V. I. Blinov. - M.: ARKTI, 2007. - 132 p.

4. Methodology for assessing the level of qualification of pedagogical workers. Ed. V. D. Shadrikova, I. V. Kuznetsova. M. 2010.-S.8.

5. Nikolaeva G.D. Modern teacher.// Nikolaeva Galina Dmitrievna. - 2012. - http://nikolaeva- uchitel.ru.

6. Sivkova S.I. Improving the professional competence of teachers of foreign languages ​​English teacher.//Festival of Pedagogical Ideas: Teaching foreign languages.-2011. - http://festival.1september.ru/articles/214054/ .

7. Khalzakova L. A. A model for the formation of self-educational competence of an English teacher / L. A. Khalzakova // Young scientist. - 2012. - No. 3. - S. 423-427.

8. Yusupova N.V. Mastering the standards of the new generation as a condition for improving the quality of education in the English language.// Social network of educators. nsportal.ru.

Previously, this state standard had the number 033200 (according to the Classifier of areas and specialties of higher professional education)

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION

APPROVE

Deputy Minister of Education of the Russian Federation

___________ V.D. Shadrikov

29.05. 2000

State registration number

STATE EDUCATIONAL

STANDARD

HIGHER PROFESSIONAL EDUCATION

Specialty 033200 Foreign language

Qualification teacher of a foreign language

Entered from the moment of approval

Moscow 2000

1. GENERAL CHARACTERISTICS OF THE SPECIALTY 033200 Foreign language

The specialty was approved by order of the Ministry of Education of the Russian Federation No. 686 dated March 2, 2000. Graduate qualification - foreign language teacher.

The normative term for mastering the main educational program for training a teacher of a foreign language in the specialty 033200 Foreign language in full-time education is 5 years.

Qualification characteristics of a graduate

A graduate who has received the qualification of a teacher of a foreign language must be ready to train and educate students, taking into account the specifics of the subject being taught; promote socialization, the formation of a common culture of the individual, a conscious choice and the subsequent development of professional educational programs; use a variety of techniques, methods and teaching aids; ensure the level of training of students that meets the requirements of the state educational standard; be aware of the need to respect the rights and freedoms of students provided for by the Law of the Russian Federation “On Education”, the Convention on the Rights of the Child, systematically improve their professional skills, be ready to participate in the activities of methodological associations and other forms of methodological work, communicate with parents (persons, their substitutes), comply with the rules and regulations of labor protection, safety and fire protection, ensure the protection of life and health of students in the educational process.

A graduate who has received the qualification of a teacher of a foreign language must know the Constitution of the Russian Federation; Laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities on education issues; the Convention on the Rights of the Child; fundamentals of general theoretical disciplines in the amount necessary to solve pedagogical, scientific, methodological, organizational and managerial tasks; pedagogy, psychology, age physiology, school hygiene; methods of teaching the subject and educational work; programs and textbooks; requirements for equipping and equipping classrooms and utility rooms; teaching aids and their didactic possibilities; main directions and prospects for the development of education and pedagogical science; fundamentals of law, scientific organization of labor; rules and regulations of labor protection, safety and fire protection.

A graduate with a degree in Foreign Language is prepared to work in educational institutions of various types.

Types of professional activity of a specialist:

teaching,

scientific and methodological,

socio-pedagogical,

educational,

cultural and educational,

correctional development,

managerial.

Opportunities to continue education of a graduate - a teacher of a foreign language, who has mastered the main educational program of higher professional education in the specialty 033200 Foreign Language

The graduate is prepared to continue education in graduate school.

REQUIREMENTS FOR THE LEVEL OF PREPARATION OF THE APPLICANT The previous level of education of the applicant is secondary (complete) general education. The applicant must have a state document on secondary (complete) general education or secondary vocational education, or primary vocational education, if it contains a record of the bearer receiving secondary (complete) general education, or higher vocational education.

3. GENERAL REQUIREMENTS FOR THE BASIC EDUCATIONAL PROGRAM

GRADUATE TRAINING IN THE SPECIALTY 033200 Foreign language

The main educational program for the training of a foreign language teacher is developed on the basis of this state educational standard and includes a curriculum, programs of academic disciplines, programs of educational and industrial practices. The requirements for the mandatory minimum content of the main educational program for the training of a foreign language teacher, the conditions for its implementation and the timing of its development are determined by this state educational standard. The main educational program for training a foreign language teacher consists of disciplines of the federal component, disciplines of the regional (university) component, disciplines of the student's choice, as well as optional disciplines. Disciplines and courses of the student's choice in each cycle must substantially supplement the disciplines specified in the federal set of the cycle. The main educational program for the training of a foreign language teacher should provide for the student to study the following cycles of disciplines and the final state certification:

GSE cycle - general humanitarian and socio-economic disciplines;

the EN cycle - general mathematical and natural science disciplines;

OPD cycle - general professional disciplines;

DPP cycle - disciplines of subject training;

FTD - electives.

The content of the national-regional component of the main educational program for the training of a foreign language teacher should ensure the preparation of a graduate in accordance with the qualification characteristic established by this state educational standard.

4. MANDATORY MINIMUM MAINTENANCE REQUIREMENTS

BASIC EDUCATIONAL TRAINING PROGRAM

foreign language teachers according to the specialty

033200 Foreign language

	Name of disciplines and their main sections	Total hours
	General humanitarian and socio-economic disciplines
	Federal component
	Latin language and ancient culture The Latin language and ancient culture are the basis of European civilization. The grammatical structure of the Latin language. Parts of speech. Lexicon of the Latin language. Phraseology. Proverbs and sayings. Latin roots in the vocabulary of European languages. The influence of Latin on the grammatical structure of the Romance languages. Ancient Greece and Rome - the cradle of European civilization, their influence in the field of religion, literature, art and language.
	Physical Culture Physical culture in the general cultural and professional training of students. Its socio-biological foundations. Physical culture and sport as social phenomena of society. Legislation of the Russian Federation on physical culture and sports. Physical culture of personality. Fundamentals of a student's healthy lifestyle. Features of the use of means of physical culture to optimize performance. General physical and special training in the system of physical education. Sport. Individual choice of sports or exercise systems. Professional-applied physical training of students. Fundamentals of methods of self-study and self-control over the state of your body.
	National history Essence, forms, functions of historical knowledge. Methods and sources of the study of history. The concept and classification of a historical source. Domestic historiography in the past and present: general and special. Methodology and theory of historical science. The history of Russia is an integral part of world history. Ancient heritage in the era of the Great Migration of Nations. The problem of the ethnogenesis of the Eastern Slavs. The main stages of the formation of statehood. Ancient Russia and nomads. Byzantine-Old Russian connections. Features of the social structure of Ancient Russia. Ethno-cultural and socio-political processes of the formation of Russian statehood. Acceptance of Christianity. The spread of Islam. The evolution of East Slavic statehood in X I-XII centuries Socio-political changes in the Russian lands in XIII-XV centuries Russia and the Horde: problems of mutual influence. Russia and the medieval states of Europe and Asia. The specifics of the formation of a unified Russian state. Rise of Moscow. Formation of the class system of organization of society. Reforms of Peter I . Age of Catherine. Prerequisites and features of the formation of Russian absolutism. Discussions about the genesis of autocracy. Features and main stages of Russia's economic development. The evolution of forms of land ownership. The structure of feudal landownership. Serfdom in Russia. Manufacturing and industrial production. Formation of an industrial society in Russia: general and special. Social thought and features of the social movement in Russia XIX in. Reforms and reformers in Russia. Russian culture XIX century and its contribution to world culture. The role of the twentieth century in world history. Globalization of social processes. The problem of economic growth and modernization. Revolutions and reforms. Social transformation of society. The clash of tendencies of internationalism and nationalism, integration and separatism, democracy and authoritarianism. Russia at the beginning of the 20th century The objective need for the industrial modernization of Russia. Russian reforms in the context of global development at the beginning of the century. Political parties in Russia: genesis, classification, programs, tactics. Russia in the conditions of world war and national crisis. Revolution of 1917 Civil war and intervention, their results and consequences. Russian emigration. Socio-economic development of the country in the 20s. NEP. Formation of a one-party political regime. Education of the USSR. Cultural life of the country in the 20s. Foreign policy. The course towards building socialism in one country and its consequences. Socio-economic transformations in the 30s. Strengthening the regime of Stalin's personal power. resistance to Stalinism. USSR on the eve and in the initial period of the Second World War. The Great Patriotic War. Socio-economic development, socio-political life, culture, foreign policy of the USSR in the post-war years. Cold War. Attempts to implement political and economic reforms. Scientific and technological revolution and its influence on the course of social development. USSR in the mid-60s-80s: the growth of crisis phenomena. Soviet Union in 1985-1991 Perestroika. 1991 coup attempt and failure. The collapse of the USSR. Belavezha agreements. October events of 1993 Formation of the new Russian statehood (1993-1999). Russia on the Way of Radical Socio-Economic Modernization. Culture in modern Russia. Foreign policy activity in the new geopolitical situation.
	Culturology Structure and composition of modern cultural knowledge. Culturology and philosophy of culture, sociology of culture, cultural anthropology. Culturology and history of culture. Theoretical and applied cultural studies. Methods of cultural research. Basic concepts of cultural studies: culture, civilization, morphology of culture, functions of culture, subject of culture, cultural genesis, dynamics of culture, language and symbols of culture, cultural codes, intercultural communications, cultural values ​​and norms, cultural traditions, cultural picture of the world, social institutions of culture, cultural self-identity, cultural modernization. Typology of cultures. Ethnic and national, elite and mass culture. Eastern and Western types of cultures. Specific and “middle” cultures. local cultures. The place and role of Russia in world culture. Tendencies of cultural universalization in the world modern process. Culture and nature. Culture and Society. Culture and global problems of our time. Culture and personality. Enculturation and socialization .
	Political science Object, subject and method of political science. Functions of political science. Political life and power relations. The role and place of politics in the life of modern societies. Social functions of politics. History of political doctrines. Russian political tradition: origins, socio-cultural foundations, historical dynamics. Modern political science schools. Civil society, its origin and features. Features of formation civil society in Russia. Institutional aspects of politics. Political power. Political system. Political regimes, political parties, electoral systems. Political relations and processes. Political conflicts and ways to resolve them. political technologies. Political management. Political modernization. Political organizations and movements. political elites. political leadership. Sociocultural aspects of politics. World politics and international relations. Features of the world political process. National-state interests of Russia in the new geopolitical situation. Methodology of cognition of political reality. Paradigms of political knowledge. Expert political knowledge; political analytics and forecasting.
	Jurisprudence State and law. Their role in society. Rule of law and normative-legal acts. The main legal systems of modernity. International law as a special system of law. Sources of Russian law. Law and regulations. The system of Russian law. Branches of law. Offense and legal responsibility. The value of law and order in modern society. Constitutional state. The Constitution of the Russian Federation is the fundamental law of the state. Features of the federal structure of Russia. The system of public authorities in the Russian Federation. The concept of civil law. Individuals and legal entities. Property rights. Obligations in civil law and responsibility for their violation. Inheritance law. Marriage and family relations. Mutual rights and obligations of spouses, parents and children. Family law liability. Employment contract (contract). Labor discipline and responsibility for its violation. Administrative offenses and administrative responsibility. The concept of crime. Criminal liability for committing crimes. Environmental law. Features of legal regulation of future professional activity. Legal basis for the protection of state secrets. Legislative and normative-legal acts in the field of information protection and state secrets.
	Russian language and culture of speech Styles of the modern Russian literary language. Language norm, its role in the formation and functioning of the literary language. Speech interaction. Basic units of communication. Oral and written varieties of the literary language. Normative, communicative, ethical aspects of oral and written speech. Functional styles of the modern Russian language. Interaction of functional styles. Scientific style. The specificity of the use of elements of different language levels in scientific speech. Speech norms of educational and scientific fields of activity. Official business style, scope of its functioning, genre diversity. Language formulas of official documents. Techniques for unifying the language of service documents. International properties of Russian official business writing. Language and style of administrative documents. Language and style of commercial correspondence. Language and style of instructive and methodological documents. Advertising in business speech. Documentation rules. Speech etiquette in the document. Genre differentiation and selection of language means in a journalistic style. Features of oral public speech. speaker and his audience. Main types of arguments. Speech preparation: choice of topic, purpose of speech, search for material, beginning, deployment and completion of speech. Basic methods of searching for material and types of auxiliary materials. Verbal form of public speaking. Understanding, informativeness and expressiveness of public speech. Colloquial speech in the system of functional varieties of the Russian literary language. Conditions for the functioning of colloquial speech, the role of extralinguistic factors. A culture of speech. The main directions of improving the skills of literate writing and speaking.
	Sociology Prehistory and socio-philosophical premises of sociology as a science . Sociological project of O. Kont. Classical sociological theories. Modern sociological theories. Russian sociological thought. Society and social institutions. World system and processes of globalization. Social groups and communities. Types of communities. community and personality. Small groups and collectives. social organization. social movements. Social inequality, stratification and social mobility. The concept of social status. Social interaction and social relations. Public opinion as an institution of civil society. Culture as a factor of social change. The interaction of the economy, social relations and culture. Personality as a social type. Social control and deviation. Personality as an active subject. social change. Social revolutions and reforms. The concept of social progress. Formation of the world system. Russia's place in the world community. Methods of sociological research.
	Philosophy The subject of philosophy. Place and role of philosophy in culture. The formation of philosophy. Main directions, schools of philosophy and stages of its historical development. The structure of philosophical knowledge. The doctrine of being. Monistic and pluralistic concepts of being, self-organization of being. The concepts of material and ideal. Space, time. Movement and development, dialectics. Determinism and indeterminism. Dynamic and statistical regularities. Scientific, philosophical and religious pictures of the world. Man, society, culture. Human and nature. Society and its structure. Civil society and the state. Man in the system of social relations. Man and the historical process: personality and masses, freedom and necessity. Formational and civilizational concepts of social development. The meaning of human existence. Violence and non-violence. Freedom and responsibility. Morality, justice, law. Moral values. Ideas about the perfect person in different cultures. Aesthetic values ​​and their role in human life. Religious values ​​and freedom of conscience. Consciousness and knowledge. Consciousness, self-consciousness and personality. Knowledge, creativity, practice. Faith and knowledge. Understanding and explanation. Rational and irrational in cognitive activity. The problem of truth. Reality, thinking, logic and language. Scientific and non-scientific knowledge. Scientific criteria. The structure of scientific knowledge, its methods and forms. The growth of scientific knowledge. Scientific revolutions and changes in the types of rationality. Science and technology. The future of humanity. Global problems of the present. Interaction of civilizations and future scenarios.
	Economy Introduction to economic theory. Good. Needs, resources. economic choice. Economic relations. Economic systems. The main stages in the development of economic theory. Methods of economic theory. Microeconomics. Market. Supply and demand. Consumer preferences and marginal utility. demand factors. Individual and market demand. The income effect and the substitution effect. Elasticity. The offer and its factors. Law of diminishing marginal productivity . scale effect. Types of costs. Firm. Revenue and profit. The principle of profit maximization. Proposal of a perfectly competitive firm and industry. Efficiency of competitive markets. market power. Monopoly. Monopolistic competition. Oligopoly. Antimonopoly regulation. Demand for factors of production. Labor market. Demand and supply of labor. Wages and employment. capital market. Interest rate and investment. Land market. Rent. General balance and well-being. Distribution of income. Inequality. Externalities and public goods. The role of the state. Macroeconomics. The national economy as a whole. Circulation of income and products. GDP and how to measure it. national income. disposable personal income. Price indices. Unemployment and its forms. Inflation and its types. Economic cycles. macroeconomic equilibrium. Aggregate demand and aggregate supply. stabilization policy. Equilibrium in the commodity market. consumption and savings. Investments. Government spending and taxes. Multiplier effect. Fiscal policy. Money and their functions. Equilibrium in the money market. Money multiplier. Banking system. Money-credit policy. Economic growth and development. International economic relations. International trade and trade policy. Payment balance. Exchange rate. Features of the transitional economy of Russia. Privatization. Forms of ownership. Entrepreneurship. Shadow economy. Labor market. Distribution and income. Transformations in the social sphere. Structural shifts in the economy. Formation of an open economy.
	General mathematical and natural science disciplines
.00	Federal component
	Mathematics and Computer Science Axiomatic method, basic mathematical structures, probability and statistics, mathematical models, algorithms and programming languages, standard professional software.
	Concepts of modern natural science Natural science and humanitarian culture; scientific method; history of natural sciences; panorama of modern natural science; development trends; corpuscular and continuum concepts of nature description; order and disorder in nature; chaos; structural levels of matter organization; micro-, macro- and mega-worlds; space, time; principles of relativity; symmetry principles; conservation laws; interaction; short-range action, long-range action; condition; principles of superposition, uncertainty, complementarity; dynamic and statistical regularities in nature; laws of conservation of energy in macroscopic processes; the principle of increasing entropy; chemical processes, reactivity of substances; internal structure and history of the geological development of the Earth; modern concepts of the development of geospheric shells; the lithosphere as the abiotic basis of life; ecological functions of the lithosphere: resource, geodynamic, geophysical and geochemical; geographic envelope of the Earth; features of the biological level of the organization of matter; principles of evolution, reproduction and development of living systems; the diversity of living organisms is the basis for the organization and stability of the biosphere; genetics and evolution; human: physiology, health, emotions, creativity; performance; bioethics, man, biosphere and cosmic cycles: noosphere, irreversibility of time, self-organization in animate and inanimate nature; principles of universal evolutionism; path to a unified culture.
	Technical and audiovisual learning aids Audiovisual information: nature, sources, converters, carriers. Audiovisual culture: history, concepts, structure, functioning. Psychophysiological fundamentals of human perception of audiovisual information. Audiovisual technologies: photography and photography; optical projection (static and dynamic), sound recording (analogue and digital); television and video recording (analogue and digital); computers and multimedia facilities. Audiovisual learning technologies: typology audio, video, computer study guides; typology of educational videos; bank audio, video, computer materials; didactic principles of construction audio Video-, computer tutorials. Interactive learning technologies.
	National-regional (university) component
	General professional disciplines
	Federal component
	Psychology General psychology. Psychology as a science. Subject, tasks, methods and structure of modern psychology. Methodology of psychology. The problem of man in psychology. Man - individual - personality - individuality - subject. The human psyche as a subject of systematic research. The problem and nature of the psychic. General concept of personality. The main factors and mechanisms of personality development. The life path of the individual. Basic psychological theories of personality. Orientation and its psychological manifestations. Needs. Motivation . Activities: structure, types, characteristics. Activity approach and general psychological theory of activity. Systemogenesis of activity. Communication: functions, means, structure, psychological characteristics. cognitive sphere. Sensory-perceptual processes. Types, properties, patterns of sensations. Characteristics, properties, features of perception. Processes, types, types, qualities, patterns of memory. Types, processes, forms, properties of thinking. Thinking and speech. Types, functions, characteristics of speech. Types, functions, properties, nature of imagination. Essence, types, characteristics of attention. Emotions, feelings, will. Temperament. Character. Motivation and character. Abilities: definition, structure, types, origin, characteristics, mechanisms. Experimental psychology. The subject of experimental psychology. Scientific research: principles, structure, types, stages, directions, types. Validity. scientific problem. Hypotheses: types, types, content. General scientific research methods. Psychological experiment. Psychological dimension. Psychological testing. Test norms. Research results: interpretation, presentation. Ethical principles of human research. Age-related psychology. Subject, tasks and methods of developmental psychology. Socio-historical nature of childhood. Biogenetic and sociogenetic concepts, the theory of convergence of two factors. Psychoanalytic theories of child development. Epigenetic theory of personality development. Genetic epistemology: the doctrine of the intellectual development of the child. Cultural and historical concept. Conditions, sources and driving forces of mental development. The problem of age and age periodization of mental development. Crises in the mental development of the child. The social situation of development. presenter activity. Major innovations. Neonatal crisis. Infancy. Revitalization complex. Crisis of one year. Early childhood. The development of object-tool activity. Crisis of three years. Game activity. Egocentrism of children's thinking. Developmentmotives of behavior and the formation of self-awareness in preschool age. Emotional sphere of a preschooler. Crisis of seven years. Psychological readiness for schooling. Junior school age. Educational activity. Teenage years. Feeling of adulthood. Communication problems in adolescence. Self-awareness of adolescents. The need for self-assertion. theoretical thinking. Youth period. Early youth. Formation of the worldview. Choice of profession. The problem of youthful self-determination. stage of adulthood. Problems of acmeology. Crises at the stage of adulthood. Age and problems of the meaning of life. Elderly age. Old age as a social and psychological problem. The life path of the individual. Social Psychology. The subject of social psychology. Theoretical and applied tasks of social psychology. Communication and activity. The structure of communication. Communication is the exchange of information. Speech as a means of communication. Non-verbal communication. Communication as interaction. Communication is the way people get to know each other. social perception. causal attribution. interpersonal attraction. Group as a socio-psychological phenomenon. Large social groups. Spontaneous groups and mass movements. Small groups. The phenomenon of group pressure. conformity phenomenon. Group cohesion. Leadership and leadership. Leadership style. Making a group decision. The effectiveness of the small group. Stages and levels of group development. The phenomenon of intergroup interaction. Ethnopsychology. Personality problems in social psychology. Socialization. Social attitude and real behavior. Interpersonal conflict. Pedagogical psychology. Pedagogical psychology in the system of psychological science and human knowledge. The subject and tasks of pedagogical psychology. Psychological essence and structure of the learning process. The problem of the relationship between training and development. Topical issues and difficulties of developmental education. General and private learning goals. Levels of possible learning and their psychological conditionality. Psychological essence of programmed learning. Psychological issues of computerization and informatization of the educational process. Psychological essence and organization of problem-based learning, stages of its course. Gradual formation of mental actions. Psychological problems of school marks and evaluation. Psychological causes of school failure. Teaching motivation. The psychological essence of education, its criteria. Education as a path to consciousness and meaning. Psychological essence and specificity of pedagogical activity, its components, functions and forms. The concept of styles of pedagogical activity. Psychology of the teacher's personality. Problems of professional and psychological competence and professional and personal growth.
	Pedagogy Introduction to pedagogical activity. General characteristics of the teaching profession. Professional activity and personality of the teacher. General and professional culture of the teacher. Requirements of the state educational standard for the personality and professional competence of the teacher. Professional and personal formation and development of the teacher. General foundations of pedagogy. Pedagogy as a science, its object. The categorical apparatus of pedagogy: education, upbringing, training, self-education, socialization, pedagogical activity, pedagogical interaction, pedagogical system, educational process. Education as a social phenomenon and pedagogical process. Education as a purposeful process of education and training in the interests of a person, society and the state. The relationship of pedagogical science and practice. Communication of pedagogy with other sciences. The concept of “methodology of pedagogical science”. Methodological culture of the teacher. Scientific research in pedagogy, its main characteristics. Methods and logic of pedagogical research. Theory of learning. Essence, driving forces, contradictions and logic of the educational process. Patterns and principles of learning. Analysis of modern didactic concepts. The unity of the educational, upbringing and developmental functions of education. Problems of the integrity of the educational process. Bilateral and personal nature of learning. Unity of teaching and learning. Teaching as co-creation of teacher and student. The content of education as the foundation of the basic culture of the individual. State educational standard. Basic, variable and additional components of the content of education. Teaching methods. Modern models of organization of training. Typology and diversity of educational institutions. Author's schools. Innovative educational processes. Classification of teaching aids. Theory and methodology of education. The essence of education and its place in the integral structure of the educational process. Driving forces and logic of the educational process. Basic theories of education and personality development. Patterns and principles of education: personification, conformity to nature, cultural conformity, humanization, differentiation. National originality of education. The system of forms and methods of education. The concept of educational systems. Pedagogical interaction in education. The collective as an object and subject of education. Functions and main activities of the class teacher. Pedagogy of international communication. The purpose and objectives of educating a culture of interethnic communication. Education of patriotism and internationalism, religious tolerance, tolerance. History of education and pedagogical thought. The history of education and pedagogical thought as a field of scientific knowledge. School business and the emergence of pedagogical thought in the early stages of human development. Education and school in the ancient world. Upbringing and education in the Middle Ages. Education and pedagogical thought in the Renaissance. Education and training in Kievan Rus and the Russian state (before XVIII century). Education and pedagogical thought in Western Europe and the USA in XIX century (until the 1980s). School and Pedagogy in Russia until the 1990s. XIX century. Foreign pedagogy and school at the end XIX century. School and pedagogy in Russia at the end XIX and the beginning of the twentieth century. (until 1917). Foreign school and pedagogy in the period between the first and second world wars. The development of school and pedagogy in Russia after the October Revolution (1917). Education and pedagogical thought in Russia after the Second World War. Leading trends in the modern development of the world educational process. Social Pedagogy. Social education and socialization of personality Essence, principles, values, mechanisms and factors of social education. Interaction in social education. Vital activity of social education institutions. The family as a subject of pedagogical interaction and the socio-cultural environment for the upbringing and development of the child. Providing individual assistance in various educational institutions. Correctional pedagogy with the basics of special psychology. Subject, tasks, principles, categories, main scientific theories of correctional pedagogy. Norm and deviation in the physical, psychological, intellectual and motor development of a person. Primary and secondary defect. Combined disorders, their causes. Prevention, diagnosis, correction of shortcomings in the personal development of children. Deviant behavior of children. The system of consultative-diagnostic, correctional-pedagogical, rehabilitation work. Pedagogical technologies. The concept of pedagogical technologies, their conditionality by the nature of pedagogical tasks. Types of pedagogical tasks: strategic, tactical, operational. Design and the process of solving pedagogical problems. Reproductive, productive, algorithmic pedagogical technologies. Technology of pedagogical regulation and correction of the educational process. Educational process control technology. Management of educational systems. The concept of management and pedagogical management. State-public education management system. The main functions of pedagogical management: pedagogical analysis, goal setting, planning, organization, regulation and control. Principles of management of pedagogical systems. School as a pedagogical system and an object of management. Management Services. Leadership culture. Interaction of social institutions in the management of educational systems. Advanced training and certification of school employees. Psychological and pedagogical workshop. Solving psychological and pedagogical problems, designing various forms of psychological and pedagogical activity, modeling educational and pedagogical situations. Psychological and pedagogical methods of diagnostics, forecasting and design, accumulation of professional experience. Development of the intellectual and creative, diagnostic, communication, motivational and professional potential of the teacher's personality.
	Fundamentals of special pedagogy and psychology Subject, goals, objectives, principles and methods of special psychology. Special psychology as a science about the psychophysiological features of the development of abnormal children, the patterns of their mental development in the process of upbringing and education Categories of development in special psychology. Mental development and activity. The concept of abnormal development (dysontegenesis). Parameters of dysontegenesis. Types of disorders of mental development: underdevelopment, delayed development, damaged development, distorted development, disharmonic development. The concept of "abnormal child". Features of abnormal development. Branches of special psychology - oligophrenopsychology, tiflopsychology, deaf psychology, logopsychology, psychology of children with mental retardation (MPD), disorders of the musculoskeletal system (ICP), psychology of preschool children with developmental anomalies. Subject, goals, objectives, principles and methods of special pedagogy. The main categories of special pedagogy. Upbringing, education and development of abnormal children as a purposeful process of personality formation and activity, transfer and assimilation of knowledge, skills and abilities, the main means of preparing them for life and work. Content, principles, forms and methods of upbringing and education of abnormal children. Concepts of correction and compensation. Social rehabilitation and social adaptation. The main branches of special pedagogy : deaf pedagogy, oligophrenopedagogy, speech therapy, special preschool pedagogy.
	Theory and methods of teaching a foreign language The role and place of foreign languages ​​in the system of foreign language education. Possibilities of the subject "Foreign Language" for the development of the student's personality, his abilities for self-knowledge and self-learning. Introducing students to the culture of the country of the language being studied in the classroom and after school hours. Theoretical foundations of the methodology of teaching a foreign language. The system of teaching a foreign language in high school. Goals, content, principles, methods and means of teaching a foreign language in different types of educational institutions. Conceptual foundations of a foreign language textbook. Lesson as the main unit of the educational process. Types, types of lessons, technology of their implementation. Exercise system. Teaching the main types of foreign language speech activity. The system of formation of phonetic, grammatical and lexical skills. Control in teaching a foreign language. Current, final control. Functions and forms control. Analysis and generalization of pedagogical experience. The main directions in the theory and practice of teaching a foreign language in the history of domestic and foreign schools. Modern technologies of teaching a foreign language.
	Age anatomy, physiology and hygiene Subject and content of the course. General patterns of growth and development of the organism. Anatomy and physiology of the nervous system. Higher nervous activity. Neurophysiological bases of human behavior. Anatomy, physiology and hygiene of sensory systems. Hygiene of the educational process at school. Hygienic basics of the daily routine of students. Anatomy and physiology of the endocrine glands. Anatomy, physiology and hygiene of the musculoskeletal system. Hygienic requirements for school equipment. Anatomy and physiology of the digestive system. Metabolism and energy. Age features of blood. Anatomy, physiology and hygiene of the cardiovascular system, respiratory organs. Hygienic requirements for the air environment of educational institutions. Anatomy, physiology and hygiene of the child's skin. Hygiene of clothes and footwear. The state of health of children and adolescents. Hygiene of labor training and productive labor of students. Hygienic requirements for the layout of the school building, land.
	Fundamentals of medical knowledge The concept of emergency conditions. Causes and factors that cause them. Providing first aid in emergency situations. Physiological tests for determining health. The use of medicines. Characteristics of childhood trauma. Prevention measures. terminal states. Resuscitation. Fundamentals of microbiology, immunology and epidemiology. Measures for the prevention of infectious diseases. Healthy lifestyle as a biological and social problem. Man and the environment. The system "nature - man". Health and the factors that determine it. Socio-psychological aspects of a healthy lifestyle. Stages of health formation. Psychological and pedagogical aspects of a healthy lifestyle. Motivation and health. The concept of stress and distress. The role of the teacher and his place in primary, secondary and tertiary disease prevention.
	Life safety Theoretical foundations of life safety. Ecological aspects of life safety. Classification of emergency situations. Russian system of warning and action in emergency situations. The world. Dangers in everyday life and safe behavior. Transport and its dangers. Extreme situations in natural and urban conditions. Natural and man-made emergencies and protection of the population from their consequences. Actions of the teacher in case of accidents, catastrophes and natural disasters. Civil defense and its task. Modern weapons. Individual protection means. Protective structures of civil defense. Organization of the protection of the population in peacetime and wartime. Devices for radiation and chemical reconnaissance, dosimetric control. Organization of civil defense in educational institutions. Means and methods of protection.
	National-regional (university) component
	Disciplines and courses of the student's choice, established by the university
	Subject training disciplines
	Federal component
	Linguistics Introduction to linguistics. The subject and tasks of linguistics. Branches of linguistics. Interrelation of language and society, language and thinking. Language as a system of signs. Levels and units of language and speech. Speech activity. Features of verbal communication. Historical changes in the internal structure of the language. Territorial and social differentiation of the language. Language situation in the countries of the studied language. Genealogical and typological classification of languages. General linguistics. Linguistics as a humanitarian discipline and its place in the system of scientific knowledge about man. The modern structure of knowledge about the language. Main linguistic directions. Methods of modern linguistics. Social conditionality of language. The specificity of service in the language of society. Actual problems of language policy at the present stage. Linguistic picture of the world. Language personality, secondary language personality.
	Language history The subject of the history of language. The basic laws of the historical development of the language, the comparative historical method of studying languages, the main stages of the historical development of the language being studied, the formation of the national literary language in connection with the formation of the nation, the formation of the system of the language being studied in various historical periods of its development (phonetics, grammar, vocabulary, graphics), literary language and dialects.
	Theoretical phonetics The subject of phonetics, sections of phonetics. Phoneme as a unit of language, sound as a unit of speech. Phonological schools. Methods of phonological analysis. Morphology. Intonation and its functions. Phonostylistic variability at the segmental and supersegmental levels. phonetic styles. pronunciation norm. pronunciation options.
	Lexicology subject of lexicology. The word is the basic structural and semantic unit of the language. Theory of sign and word. word functions. Lexical and grammatical meaning of the word. Lexical value types. The role of the semantic evolution of words in the enrichment of the vocabulary. Polysemy and unambiguity of words. Meaning and use of words. The role of word formation in vocabulary replenishment. The role of borrowing in the enrichment of vocabulary. Borrowing sources. Set phrases of phraseological and non-phraseological character. Classification of phraseological units. Lexical layers and groups in the vocabulary of the language and their role in the process of communication. Territorial and social differentiation of vocabulary. Neologisms, archaisms and historicisms. Synonym classification. Typology of antonyms and homonyms. Basic types of dictionaries.
	Theoretical grammar The subject of grammar as a science; grammatical structure of the language, grammatical form and grammatical meaning, grammatical categories, morphology and syntax, basic units of morphology and syntax, types of morphemes, morphemic composition of the word, parts of speech and their morphological categories, sentence in its relation to language and speech, types of sentences, structure sentences, sentence members, word order, text grammar. Theory of actualization. The concept of the core and periphery in the language. Methods of grammatical analysis. Stages of development of theoretical grammar.
06	Stylistics The subject of stylistics as a science. Sociolinguistic and pragmatic aspects of stylistics. Classification of styles and types of stylistic meanings. Linguistic and stylistic norms. Word choice problem. Stylistically differentiated vocabulary. Stylistic characteristics of stable phrases. Morphology, syntax and word formation in the stylistic aspect. Phonosylistics, micro- and macrostylistics. Semantic and stylistic interpretation of a literary text.
	Linguistics and regional studies Introduction to regional studies and linguistic regional studies. The role of regional and linguistic regional competence in the implementation of adequate communication and mutual understanding of representatives of different cultures. Linguistic realities with a regional orientation. The main stages of the history of the country of the language being studied. Monuments of culture preserved on its territory. Linguistic realities associated with the most important historical events, cultural, historical and social associations. Regional Studies and Linguistics Studies. Geographical location and natural conditions of the country of the language being studied. Reserves, national and regional parks. The problem of environmental protection. National and social composition of the population. Demographic and social problems. State structure and socio-political life of the country. Administrative-territorial division of the country and local governments. General characteristics of the country's economy. The main stages of the formation of the European Union and the attitude of different segments of the population towards it (for European countries). Transition to a single European currency (for European countries). The culture of the country. National traditions and holidays of the country of the studied language. Language realities associated with geographical concepts (names of seas and oceans, features of the coastline, relief, climate and vegetation, etc.), features of national culture, socio-political life, government, economy, traditions and customs of the country of the language being studied.
	Practical foreign language course Foreign language culture as the content of foreign language education. Phonetic material necessary for correcting and setting the correct pronunciation and intonation; grammatical material necessary for the formation of the linguistic competence of students. Lexical material necessary for the manifestation of communicative competence in the most common situations in the official and informal spheres. Types of speech activity (listening, speaking, reading and writing, translation from a foreign language into native, from native into foreign).
	Theory and practice of translation The object of the theory of translation. Monolingual and bilingual communication. Translation process. Formation and history of translation theory. Modern theories of translation. Theory of machine translation. The problem of translatability and adequacy of the text. Translation units. Classification of types and forms of translation. Competence of the translator. Lexicological, grammatical, stylistic aspects of translation.
	Comparative typology The place of comparative typology among other branches of linguistics. Language universals; universal, general and particular in languages. Type concept. Types of typological research. Tasks of comparative typology. Methods of typological research. Comparative phonetics and comparative phonology. Ways of grammatical expression. The main types of similarities and differences between languages ​​in terms of forms, meanings and functioning of grammatical categories. Types of syntactic link. Members of a sentence and parts of speech in languages. Word order. Nominative means of language. Word formation. The scope of the meaning of the word. Motivated word in languages. Asymmetry of the lexical sign. Phraseology. Specific models of phraseological units.
	Foreign literature and literature of the country of the language being studied Periodization of the literary process. Literature of the Middle Ages. Pre-revival. Renaissance Literature. Literature XVII c.: baroque, classicism. Literature XVIII in .: enlightenment, pre-romanticism. Literature XIX in: romanticism, realism. frontier literature XIX - XX centuries. Literature XX in .: realism, modernism, postmodernism. Russian-foreign relations.
	Disciplines of specialization
	National-regional (university) component
	Disciplines and courses of the student's choice, established by the university
	Electives
	Military training

TOTAL 8884 hours

5. TERMS OF DEVELOPMENT OF THE BASIC EDUCATIONAL PROGRAM

GRADUATE IN SPECIALTY 033200 Foreign language

The term for mastering the main educational program for training a teacher of a foreign language in full-time education is 260 weeks, including:

theoretical training, including

scientific research work of students,

workshops, including laboratory 156 weeks;

examination sessions 27 weeks;

practice for at least 20 weeks;

final state certification, including

preparation and defense of graduation

at least 8 weeks of qualifying work;

holidays (including 8 weeks of postgraduate leave) of at least 38 weeks.

For persons with secondary (complete) general education, the terms for mastering the main educational program for training a foreign language teacher in part-time (evening) and correspondence forms of education, as well as in the case of a combination of various forms of education, are increased by the university up to one year relative to the standard period established clause 1.2. of this state educational standard. The maximum amount of a student's study load is set at 54 hours per week, including all types of classroom and extracurricular (independent) study work. The volume of classroom studies of a student in full-time education should not exceed an average of 27 hours per week for the period of theoretical education. At the same time, the specified volume does not include mandatory practical classes in physical culture and classes in optional disciplines. With part-time (evening) form of education, the volume of classroom lessons should be at least 10 hours a week. In case of distance learning, the student must be provided with the opportunity to study with a teacher in the amount of at least 160 hours per year. The total amount of vacation time in the academic year should be 7-10 weeks, including at least 2 weeks in the winter.

6. REQUIREMENTS FOR THE DEVELOPMENT AND CONDITIONS FOR THE IMPLEMENTATION OF THE BASIC EDUCATIONAL PROGRAM FOR GRADUATE PREPARATION

SPECIALTY 033200 Foreign language

Requirements for the development of the main educational program for the training of a foreign language teacherA higher educational institution independently develops and approves the main educational program of the university for the preparation of a foreign language teacher on the basis of this state educational standard.

The disciplines of the student's choice are mandatory, and the optional disciplines provided for by the curriculum of the higher educational institution are not mandatory for the student to study.

Course papers are considered as a type of academic work in the discipline and are performed within the hours allotted for its study.

For all disciplines and practices included in the curriculum of a higher educational institution, a final grade (excellent, good, satisfactory, unsatisfactory or passed, not passed) should be given.

Specializations are parts of the specialty within which they are created, and involve the acquisition of more in-depth professional knowledge, skills and abilities in various fields of activity in the profile of this specialty.

The hours allotted for disciplines of specialization can be used to deepen subject training.

When implementing the main educational program, a higher educational institution has the right to:

change the amount of hours allocated for the development of educational material for cycles of disciplines, within 5%;

form a cycle of humanitarian and socio-economic disciplines, which should include the following 4 disciplines from the ten basic disciplines given in this state educational standard: “Physical culture” (at least 408 hours), “Latin language and ancient culture ”(in the amount of 72 hours), “National History”, “Philosophy”. The rest of the basic disciplines can be implemented at the discretion of the university. At the same time, it is possible to combine them into interdisciplinary courses while maintaining the mandatory minimum content. If the disciplines are part of general professional or subject training, the hours allocated for their study can be redistributed within the cycle.

Classes in the discipline "Physical Education" in part-time (evening), part-time forms of education can be provided taking into account the wishes of students;

to carry out the teaching of humanitarian and socio-economic disciplines in the form of author's lecture courses and various types of collective and individual practical classes, assignments and seminars according to programs developed at the university itself and taking into account regional, national-ethnic, professional specifics, as well as research preferences of teachers providing qualified coverage of the subjects of the disciplines of the cycle

;

establish the necessary depth of teaching of individual sections of the disciplines included in the cycles of humanitarian and socio-economic, mathematical and natural science disciplines, in accordance with the profile of the cycle of disciplines of subject training;

establish the name of specializations in the specialties of higher professional education, the name of the disciplines of specializations, their volume and content, as well as the form of control over their development by students;

to implement the main educational program for the training of a foreign language teacher in abbreviated form for students of a higher educational institution who have a secondary vocational education of the relevant profile or higher professional education.

Shortened training is allowed for persons whose level of education or abilities are sufficient grounds for this.

The requirement for staffing the educational process

The implementation of the main educational program for the training of a graduate should be provided by teaching staff, who, as a rule, have a basic education corresponding to the profile of the discipline taught, and systematically engaged in scientific and / or scientific and methodological activities; teachers of special disciplines, as a rule, must have an academic degree and / or experience in the relevant professional field.

Requirements for educational and methodological support of the educational process

The implementation of the main educational program for the training of a graduate should be provided with access for each student to library funds and databases, according to the content corresponding to the full list of disciplines of the main educational program, the availability of methodological aids and recommendations for all disciplines and for all types of classes - workshops, course and diploma design, practices, as well as visual aids, multimedia, audio and video materials.

Educational and methodological support should include:

the necessary minimum of laboratory and practical work on an introductory phonetic course on correcting and setting the correct pronunciation and intonation, consisting of authentic phonetic and intonation exercises, texts for listening and reproduction;

a set of authentic texts representing various functional and phonetic styles of speech;

training exercises in this direction;

a video library containing a minimum of video materials of regional studies, socio-cultural and cultural content;

the necessary minimum of basic professional abstract journals and scientific literature;

the university must provide the necessary minimum of scientific and educational literature in accordance with audio and video materials.

Requirements for the material and technical support of the educational process

A higher educational institution that implements the main educational program for the training of a graduate must have a material and technical base that meets the current sanitary and technical standards and provides for all types of laboratory, practical, disciplinary and interdisciplinary training and research work of students, provided for by an exemplary curriculum.

Requirements for the organization of practices

Pedagogical practice is carried out in schools and other educational institutions.

7. REQUIREMENTS FOR THE LEVEL OF PREPARATION OF THE GRADUATE

BY SPECIALTY

033200 Foreign language Requirements for the professional training of a specialist

A graduate must be able to solve problems that correspond to his qualifications specified in clause 1.2. of this state educational standard.

The specialist must know:

the state language of the Russian Federation is Russian;

be fluent in the language of instruction.

The specialist must be able to:

to carry out the process of teaching students with a focus on the tasks of teaching, educating and developing the personality of schoolchildren and taking into account the specifics of the subject being taught;

stimulate the development of extracurricular activities of students, taking into account the psychological and pedagogical requirements for education and training;

analyze their own activities in order to improve them and improve their skills;

perform methodological work as part of school methodological associations;

perform the work of a class teacher, maintain contact with the parents of students (persons replacing them) and assist them in the implementation of family education.

The specialist owns:

foreign language (fluently);

knowledge about the system and structure of a foreign language, the possibilities of their implementation; about the sociological, historical and typological characteristics of a foreign language in comparison with Russian and native; the main stages of the development of a foreign language; about the role of foreign languages ​​in modern society;

knowledge about the language system in general and individual language levels: phonetic system, grammatical system, vocabulary, stylistic features;

knowledge about the literary form of the language and the dialectal diversity of the language, its variants.

The specialist must:

have an idea of ​​modern trends in the science of language;

demonstrate a certain level of bilingual communicative competence, including linguistic, sociolinguistic, sociocultural, discursive in accordance with the common European scale of requirements for all types of speech activity (speaking, listening, reading and writing);

know the language of realities associated with the most important historical events, cultural and historical associations, peculiarities of socio-political life, state structure, economy, traditions and customs of the countries of the studied language and be able to convey this information to students.

Requirements for the final state certification of a specialist General requirements for the final state certification

The final state certification of a foreign language teacher includes the defense of the final qualifying work and the state exam.

The final attestation tests are designed to determine the practical and theoretical readiness of a foreign language teacher to fulfill the professional tasks established by this state educational standard and continue education in graduate school in accordance with clause 1.4.

Certification tests, which are part of the final state certification of a graduate, must fully comply with the main educational program of higher professional education, which he mastered during his studies.

Requirements for the final qualification (thesis) work of a specialist

The diploma work of a specialist must be submitted in the form of a manuscript.

The requirements for the volume, content and structure of the thesis work are determined by the higher educational institution on the basis of the Regulations on the final state certification of graduates of higher educational institutions, approved by the Ministry of Education of Russia, the state educational standard in the specialty 033200 Foreign language and methodological recommendations of the UMO of universities of the Russian Federation on teacher education.

The time allotted for the preparation and defense of the final qualification work is at least eight weeks.

Requirements for the state exam of a foreign language teacher

The procedure for conducting and the program of the state exam in the specialty 033200 Foreign Language are determined by the university on the basis of methodological recommendations and the corresponding exemplary program developed by the UMO of the universities of the Russian Federation for teacher education, the Regulations on the final state certification of graduates of higher educational institutions, approved by the Ministry of Education of Russia, and the state educational standard for specialty 033200 Foreign language

COMPILERS:

Educational and Methodological Association of Higher Educational Institutions of the Russian Federation for Pedagogical Education.

The state educational standard of higher professional education was approved at a meeting of the educational and methodological council for linguistics and intercultural communication on November 10, 1999 protocol No. 3

Chairman of the UMO Council V.L. Sailors

Deputy Chairman of the UMO Council V.I. Zhog

AGREED:

Office of Educational Programs

and standards of higher and secondary

professional education G.K. Shestakov

Head of Department V.E. Inozemtseva

Chief Specialist I.N. Chistova

1

The analysis of the language standards implemented in the USA in the system of higher professional pedagogical education, which includes not only pedagogical and special knowledge of the teacher in his discipline, but also knowledge of the cultural and ethnic diversity of the contingent of students, is carried out; competent use of the communicative properties of the language; productive organization and management of children's social behavior; skillful integration of the latest technologies for teaching a foreign language, creative application of existing educational technologies, etc. Based on this, the language standards formulate the relevant requirements for the implementation of the above goals: the need to understand the culture of the country of the language being studied, which involves the development of such skills as knowledge of the traditions and customs of people who speak this foreign language; knowledge of music, dance, folk, visual and dramatic arts, architecture, literature, living conditions of people who speak this foreign language, as well as knowledge of the history of the country of the language being studied. As an example, the method of immersion in culture, widely introduced by a number of pedagogical educational institutions, is given. Thus, the American national language standards used in the teaching of foreign languages, both in high school and in higher educational institutions, put forward as priorities the goals of forming the communicative competence of students and a detailed penetration into the culture of the countries of the languages ​​being studied.

language education standards

foreign language teacher training

1. McKay S.L. Teaching English as an International Language. - Oxford: University Press, 2002. - 150 p.

2. Standards for Foreign Language Learning. Preparing for the 21st century. - Alexandria, VA: ACTFL, inc., 2010. - 8 p.

3. American Council on the Teaching of Foreign Languages: http://www.actfl.org.

4. Foreign Service Institute: http://fsi-languages.yojik.eu.

5. National Council for Professional Training Standards: http://www.nbpts.org.

6. Interstate Consortium for Assessment and Support of Aspiring Teachers: http://www.ccsso.org/projects/interstate_new_teacher_assessment_and_support_consortium/Projects/Standards_Development.

The constantly updated context of the information society with its special intellectual climate dictates the need to rethink the concepts of training in higher education. In this sense, the system of higher language education is acquiring a new exploratory energy not only in terms of changing the content of education in the direction of expanding its academic part, but also in deepening narrow professional training associated, for example, with improving the training of foreign language teachers.

Purpose of the study. The sources of new ideas, in our opinion, can be scientific and pedagogical studies of the American system of professional teacher education, which has a high mobilization potential. Philosophers of the American education system draw on UNESCO's priorities in promoting the use of bilingual and multilingual education methods, relying on the mother tongue in order to achieve inclusiveness and improve the overall quality of education in accordance with the principle of equality of all cultures and languages.

Material and research methods

The factual material was selected as a result of studying foreign historical, pedagogical, sociological, pedagogical and methodological literature on the problem under study, among which a special place is occupied by a variety of monographic works by American teachers and psychologists, which largely determined the development of the system of teacher education in the United States as translated into Russian as well as in the original language. Official documents of government agencies and professional associations of the United States were also involved in the work. Of great importance was the method of participant observation of the activities of individual pedagogical educational institutions in the United States, conversations and interviews with representatives of the American higher pedagogical school.

Research results and discussion

Curricula and programs, technologies for ensuring the quality of training of teachers of foreign languages ​​at American universities show that the process of modernization of professional language education takes place along the line of their variability and pluralism, and therefore, at present, mixed methods of teaching a foreign language are becoming more widespread in the United States, where traditional and innovative methods are combined.

The national language standards existing in the USA are developed on the basis of a number of regulatory documents: Standards for the Study of Foreign Languages ​​in the 21st Century (1999); National Council for Professional Training Standards (NBPTS) Foreign Language Teaching Standards (2001); Standards for the preparation of future teachers of foreign languages, proposed by the American Council on the Teaching of Foreign Languages ​​(ACTFL) (2002); Licensing standards for foreign language teachers - trainees, put forward by the Interstate Consortium for the Assessment and Support of Aspiring Teachers (INTASC) (2002), etc. .

The language standards of higher education provide for the following: the formation of communicative competence through the development of interpersonal and interactive speech skills; the formation of intercultural competence through understanding various aspects of the culture of the country under study; development of interdisciplinary relations and social culture by means of a foreign language; comparative analysis of the functioning of native and foreign languages ​​and cultures; participation in the activities of the school and out-of-school community in a multicultural environment; participation in the life of multilingual communities in the United States and abroad; formation of readiness for education by means of a foreign language throughout life.

The United States defines two categories of teacher training programs: Category I: general standards for teacher training programs in all subjects and Category II: standards for language teacher training programs (LOTE - Languages ​​Other Than English).

Let's take a closer look at Category II Standards:

- Standard 3 concerns the development of the Program, indicating the main provisions and principles on which it is based, with a detailed description of the structure and expected learning outcomes. The Program concept and expected outcomes must meet the basic requirements of the foreign language proficiency criteria for teaching at a K-12 school, the National Common Foreign Language Proficiency Framework. It is important that the main provisions of the Program reflect the ideas of multilingualism and ethnic diversity in society, awareness of the diversity and different levels of students with different educational needs and opportunities.

- Standard 4(Knowledge about the nature of the language): The program involves the conduct of courses necessary to form an understanding of the nature of the language, the possibilities of using knowledge about the language for practical purposes.

- Standard 5(Knowledge of the linguistic foundations of the language being studied): The program guarantees students to gain in-depth knowledge of the linguistic foundations of the language being studied. It is assumed that future teachers will be able to demonstrate an understanding of rhetorical and stylistic devices, lexical units, levels and styles of language suitable for use in various communication situations, depending on the goals of communication.

- Standard 6(Comprehension of literary texts and cultural traditions): Mastering the Program, students gain knowledge and learn to understand literary texts and cultural traditions. To this end, future teachers study the main literary movements, genres, authors and their works, using texts from a variety of sources.

- Standard 7(Cultural analysis and comparison): in the course of the Program, the thesis is postulated about the recognition and understanding of culture as a dynamic system interconnected with all phenomena in society. To achieve this, it is important for students to learn how to use a variety of methods for identifying, analyzing and evaluating cultural characteristics, values ​​and ideas.

- Standard 8(Language and Communication: Listening and Comprehension Skills): According to the Foreign Language Teacher Training Standards, developed in 2002 by the American Council for Foreign Language Teaching, prospective teachers must demonstrate mastery in understanding oral texts in a foreign language. Based on this, one of the key professional skills is the ability to listen to information and understand the content of what is heard. Depending on the communicative task and the genre of the text, it is important to be able to isolate and understand the main idea and details, predict its content, choose the main facts, omitting the secondary ones, understand the information of functional texts based on a linguistic guess, think critically and give a stylistic and socio-cultural assessment of the listened text with analysis of the goals and intentions of the speaker.

- Standard 9(Language and communications: skills in the field of reading and reading comprehension): The program requirements for the formation of the perception of texts in the target language relate to the following: learners of a foreign language and using the Latin alphabet must be able to read and understand the content of texts, highlight and understand the main idea and details in read, understand the message and goals of the author, as well as express their opinion, make comments in a foreign language. Foreign language learners using a non-Latin alphabet must demonstrate the ability to understand the general content of the text read in accordance with the specified Program Standards.

- Standard 10(Language and Communications: Speech Skills in Speaking): Prospective foreign language teachers are expected to master the skill of oral expression in the target language. The standards developed by the American Council for the Teaching of Foreign Languages ​​assume that the first language of most prospective foreign language teachers is English. Therefore, teacher candidates planning to teach future languages ​​such as French, German, Hebrew, Italian, Portuguese, Russian, and Spanish (FSI Group I, II, and III languages) must have a minimum level of teaching language - Advanced-Low, and those who plan to teach Arabic, Chinese, Japanese and Korean (Group IV languages ​​on the FSI scale) must have a minimum level - Intermediate-High.

- Standard 11(Language and written communication: skills in the field of written speech): students must form the skill of writing, which involves the ability to write official and informal texts on social, professional and other topics, using and using speech etiquette formulas adopted in the country of the language being studied. In all other respects, this Standard complies with Standard 10.

- Standard 12(Connection with other disciplines and linguistic communities: socio-cultural and interdisciplinary knowledge and skills): The program includes the latest developments in the field of forms and methods of language teaching, and also implements the inclusion in the process of teaching and training teachers of various methods of contextual authentic learning using modern information -communication technologies, other priority educational strategies. Such experience allows future teachers to interact with cultural communities associated with the study of a foreign language in order to deepen their knowledge, expand the possibilities and prospects for using a foreign language in practice and gain communication experience, which is the main task of learning a foreign language. In this sense, using the method of immersion in culture (Cultural Immersion) is one of the ways to get to know peers from different ethnic groups. In this case, their way of life is modeled: both students and students become representatives of various cultural and linguistic groups for a while. For example, future teachers, along with work in the social sphere, are offered the choice of living with families of children with whom they will have to work. For example, such programs are active at Clark University (Atlanta). At Northern Arizona University (Arizona), future special education (language) teachers can live and teach on the Navaja Reservation.

As recognized by the American Council for the Teaching of Foreign Languages, certified foreign language teacher training programs vary from state to state, and yet there are certain unified Standards for assessing the level of competence of a novice teacher:

1. Knowledge of pedagogy. The teacher owns the basic terms, pedagogical tools, the structure of the discipline that he teaches, and can turn the learning process into different aspects of the subject meaningful for each student.
2. Student development. The teacher constantly monitors the student's personal educational trajectory and can ensure the intellectual, social and personal development of the child.
3. Understanding and accepting the "mosaic" of students' personalities. The teacher, understanding how students differ in their approaches to learning and education, creates differentiated learning opportunities, applies flexible forms of pedagogical style. The teacher is the guarantor in the process of overcoming the main "deficiencies" in the learning skills of students.
4. Variety of learning strategies. The teacher uses a variety of teaching strategies to develop students' critical thinking, problem solving and self-presentation skills, enriching the student's personal "thesaurus". The teacher is a provider of educational services.
5. Motivation and management. The teacher considers the essence of individual and group motivation in order to create a learning environment that encourages positive social interaction, active participation in learning, and self-motivation.
6. Communication and technology. The teacher uses knowledge of effective verbal, non-verbal and media communication tools to promote active participation, collaboration and interaction in the classroom.
7. Planning. The teacher plans the learning process, basing it on knowledge of the essence of the subject, the characteristics of the students, the student community and the goals of the curriculum.
8. Evaluation. The teacher understands and uses formal and informal assessment strategies to ensure the continued intellectual, social and physical development of the student.
9. Reflective practice: professional growth. The teacher is a reflective practitioner who continuously evaluates the effects of methods and techniques of influencing others (students, parents, other members of the learning community); looking for opportunities for professional growth.
10. School and community involvement. The teacher establishes relationships with school colleagues, parents, community organizations. The teacher is a communicator of social experience.

Conclusion

Summing up the theory and practice of training a foreign language teacher in the United States, we can single out the following characteristics of a professional teacher who is trained in American teacher training colleges and universities: possession of the qualities and skills of professional activity in a multicultural space; orientation to the development of one's personal qualities, and not only to the transmission of knowledge, skills and abilities; the ability to practically work with educational programs, build and solve developing educational tasks based on a student-centered approach; demonstration of competence not only in the field of education, but also in interpersonal multicultural communication; the ability to use the language both in real life contexts and for professional purposes; understanding the essence of the political, historical, social and economic realities of those regions whose language and culture are being studied.

Reviewers:

Khuziahmetov A.N., Ph.D., professor, head. Department of Methodology of Training and Education, Institute of Psychology and Education, Kazan (Volga Region) Federal University, Kazan;

Valeeva R.A., Doctor of Pedagogical Sciences, Professor, Head. Department of General and Social Pedagogy, Institute of Psychology and Education, Kazan (Volga Region) Federal University, Kazan.

The work was received by the editors on April 30, 2014.

Bibliographic link

Sabirova D.R., Akmaeva A.S. FOREIGN LANGUAGE TEACHER TRAINING UNDER THE FUNCTIONING OF STANDARDS OF HIGHER LANGUAGE EDUCATION IN THE USA // Fundamental Research. - 2014. - No. 6-6. - S. 1282-1285;
URL: http://fundamental-research.ru/ru/article/view?id=34330 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History" 1

The article is devoted to the study of a number of issues related to the formation of the competencies of English language teachers in connection with the introduction of a professional teacher standard. The structure of the professional standard is analyzed, the main competencies necessary for English language teachers are highlighted. The possibility of using professional exams of the University of Cambridge - TKT (test on the methods of teaching English), CELTA (certificate in teaching English as a foreign language) and DELTA (diploma of teaching English working with an adult audience) as an effective tool for the qualitative formation of identified based on a professional competency standard. The levels, formats, structure and content of these exams are presented in detail, as well as the key competencies formed in the process of learning according to these programs, which fully meet the requirements of the professional standard and contribute to the further professional development of English teachers.

professional standard of a teacher

competence

international exams

Professional Development

1. Order of the Ministry of Labor and Social Protection of the Russian Federation of December 25, 2014 No. No. 1115n “On Amendments to the Order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. No. 554n “On approval of the professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)” [Electronic resource]. – URL: http://publication.pravo.gov.ru/Document/View/0001201502200044 (date of access: 20.09.2017).

2. Kuzminov Ya.I., Matrosov V.P., Shadrikov V.D. Professional standard of pedagogical activity / Ya.I. Kuzminov, V.P. Matrosov, V.D. Shadrikov // Bulletin of Education. - 2007. - No. 4. - P. 20–34.

3. Mandel B.R. Modern and traditional technologies of pedagogical skills: a textbook for undergraduates / B.R. Mandel. – M.; Berlin: Direct - Media, 2015. - 260 p.

4. Yamburg E.A. What will the new professional teacher standard bring to the teacher? / E.A. Yamburg. – M.: Enlightenment, 2014. – 175 p.

5. Bulletin about the sphere of education. Reform of the school education system (domestic and foreign experience). – Analytical Center under the Government of the Russian Federation, Vol. 10, December 2016. - 36 p.

6. Australian Professional Standards for Teachers. - Educational Service Australia, 2011. - 28 p.

7. “How to make the teaching profession the profession of the future! Lessons from all over the world. Analytical report of the international summit dedicated to the teaching profession. - St. Petersburg: Department of Operational Printing NRU HSE - St. Petersburg, 2011. - 144 p.

8. Professional standard of the teacher [Electronic resource]. – URL: http://www.ug.ru/newstandards/6 (date of access: 20.09.2017).

Currently, in modern Russian society there is a tendency to put forward new requirements for the education system, which is considered as one of the most important components of the economic growth and well-being of the nation, as well as the stabilization of the country's social life. At the same time, in the concept for the development and modernization of national education, special attention is paid to the quality of Russian education and its compliance with international standards.

In this regard, it should be noted the relevance of introducing a new legal document - the professional standard of a teacher, which was approved by order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013, No. 544n. Initially, this standard was planned to be adopted from January 1, 2015, but subsequently it was decided to postpone its introduction to a later date, designated as January 1, 2017 (order of the Ministry of Labor and Social Protection of the Russian Federation dated December 25, 2014 No. 115n).

V.D. Shadrikov, one of the creators of the concept of the professional standard of a teacher, explaining the essence of the concept of a professional standard, draws attention to the following: “Under the professional standard we will understand the system of requirements for the qualities (competence) of the subject of activity, which in their entirety determine the possibility of occupying a particular position and determine success in activity".

The professional standard of a teacher defines new requirements for the professional competence of a teacher, put forward in the course of the process of modernization and development of education in a rapidly changing world. This inevitably leads to a revision and subsequent change in the curricula for the training of specialists - teachers in universities, as well as their further retraining on the basis of advanced training centers. Thus, the standard becomes a benchmark that indicates the need for qualitative changes in the process of teacher training.

It is well known that, on average, knowledge is updated every 3-5 years, while “it is believed that 5% of theoretical and 20% of professional knowledge that any specialist should have is updated annually” . Thus, it should be noted the special role played by the system of advanced training and retraining of teaching staff, taking into account the requirements of the professional standard. As one of the creators of this document, E.A. Yamburg, "training and retraining of teachers is the main condition for the transition to a new professional standard". The introduction of a new teacher standard should entail changes in the professional development programs for teachers that contribute to the mastery of certain competencies to solve functional problems and fill certain professional deficiencies.

At the same time, the further improvement of the teaching staff will be facilitated by "the formation of a national system of teacher growth and the implementation of a comprehensive program to improve the professional level of teachers in general education organizations" .

It should also be noted that the professional standard motivates teachers for further professional development and self-improvement. This will be facilitated both by the transition to "effective contracts" and the currently widely discussed system of possible introduction of various positions for the teaching staff, presented from a teacher's assistant to a mentor and an expert. Such innovations will create conditions and opportunities for career growth of the most successful and ambitious representatives of the profession.

In this regard, the experience of standardization in education in Western countries is interesting, in which the standards also provide for ranking within the professional field. In the structure of Western standards, one can single out from two to four levels of pedagogical excellence.

For example, in Australia there is the following division:

Basic level (Graduate teachers) - have teachers with basic pedagogical education;

Professional level (Proficient teachers) - awarded to teachers who have been certified in accordance with the requirements of the standard;

Lead teachers are experts who have achieved the highest degree of pedagogical excellence.

In Singapore, the teacher is given the opportunity to choose three career options:

Leading teacher (Master teacher);

Specialist in curriculum development and research (Specialist in Curriculumor Research);

Administrator (School leader) .

A professional standard is impossible without the development of professional competencies of a teacher. Let's consider the main competencies presented in the standard in relation to teachers of a foreign language. Based on the analysis of this regulatory document, we have identified a list of general pedagogical competencies that a foreign language teacher should have.

So, in accordance with the requirements of the standard, the teacher must:

Determine the best ways to train and develop students;

Plan a specialized educational process, taking into account the specifics of the composition of students on the basis of existing standard programs and own developments;

Apply modern educational technologies;

Conduct classes using achievements in the field of pedagogical and psychological sciences, as well as modern information technologies and teaching methods;

Plan and conduct training sessions in accordance with the main general educational program;

Develop and implement problem-based learning using modern pedagogical technologies of a competency-based approach, taking into account the age and individual characteristics of students.

For the qualitative formation of the competencies identified on the basis of the professional standard, it seems possible for us to refer to the international experience of professional training of teachers of English and, accordingly, consider the highly specialized exams of the University of Cambridge - TKT (test on the methods of teaching English), CELTA (certificate in the field of teaching English as a foreign language) and DELTA (Diploma in Teaching English to Adults). At the same time, it should also be noted that these international certification exams in law can be considered as an element of an external audit embedded in a professional standard, which is carried out by independent certification centers that have highly qualified experts with high authority in the global professional community.

At the current stage of development of professional linguistic education, new approaches are required to assess the quality of teacher training and the implementation of pedagogical activities in accordance with modern educational standards. In this regard, it seems relevant to refer to international qualification exams, which allow for a valid assessment of the formation of the professional competence of foreign language teachers.

The level of subject and methodological training of foreign language teachers is of particular importance in connection with the introduction of the main state English language exam (OGE) in 2020 and the compulsory foreign language exam (USE) in 2022, similar in format and structure to the corresponding foreign exams, determining the language level.

Let's consider the levels, formats, structure and content of each of the "three pillars" of teaching professionalism.

The exam for English teachers TKT (The Teaching Knowledge Test) has a theoretical focus and gives a complete picture of the modern methodological base necessary for teaching English, and also tests knowledge of this technique. The purpose of the exam is to provide an opportunity for an English teacher to get the basic theoretical basis for work and subsequent professional training.

The exam has a modular structure and consists of three main modules:

Module 1 - "Language and background to language learning and teaching";

Module 2 - "Lesson planning and use of resources for language teaching";

Module 3 - Managing the teaching and learning process.

Each module consists of 80 questions. The exam is held in writing, the type of tasks is closed-type questions, the answers to which are automatically processed.

Teachers will learn various techniques and methods of teaching the language, will be able to plan lessons and structure their stages in accordance with the goals and needs of students, as well as choose the most appropriate forms of current and final control in accordance with the stage and goals of teaching a certain group of students. Moreover, teachers will master various ways of organizing learning activities in the classroom in order to activate it, adaptive technologies, and the ability to correctly select additional manuals and materials for the course of study.

After analyzing the training course for preparing for the TKT exam, we come to the conclusion that it provides proper methodological training for an English teacher in accordance with modern requirements.

The more advanced CELTA and DELTA exams require both deep theoretical knowledge and the ability to effectively apply it in practice. Preparation for these exams includes theoretical and practical courses.

The CELTA (Certificate of English Language Teaching to Speakers of Other Languages) qualification course is today a widely used and internationally recognized initial qualification for teaching English as a foreign language. Every year, more than 10,000 people around the world are trained under this program.

The CELTA program is an intensive course that integrates theory and practice. It introduces students to the theory and methods of teaching English, gives the basic principles of effective work, and offers practical options for solving various situations.

The curriculum of the course consists of five sections:

Section 1 - "Interaction between a teacher and a student in the context of methods and forms of teaching and learning" (Learners and teachers and the teaching and learning context);

Section 2 - "Language analysis and awareness" (Language analysis and awareness);

Section 3 - "Basic types of speech activity: reading, listening, speaking and writing" (Language skills: reading, listening, speaking and writing);

Section 4 - “Planning and resources for different teaching contexts”;

Section 5 - "Developing teaching skills and professionalism" (Developing teaching skills and professionalism).

Thus, upon successful completion of the CELTA course, English teachers will be able to:

Effectively diagnose the level of language competence of students and plan their further education, taking into account their individual needs;

Have knowledge of the language system in general and modern teaching methods;

Use adequate methods of teaching receptive and productive speech skills;

Plan and conduct lessons that contribute to the development of the general language competence of students;

Use different teaching methods and techniques;

Possess technologies for selecting, acquiring, using and updating knowledge, as well as the skills of reflection, self-assessment and self-control.

The next step in the professional development of English teachers is the international diploma DELTA (Diploma of English Language Teaching to Adults), which is one of the most significant and professionally significant qualifications in the field of teaching English, which is confirmed by the issuance of a diploma, not a certificate.

Studying in accordance with the DELTA course contributes to a significant expansion and deepening of both theoretical and practical skills in teaching English. This training program is designed for experienced teachers who already have an initial qualification (for example, Cambridge CELTA) or equivalent and who want to improve their skills and expand their professional experience.

The required course program includes 120 hours of classroom work and 10 hours of English teaching practice for an adult audience. Independent work is about 300 hours. This time is devoted to the study of educational literature on the course, research work, as well as the implementation of written assignments.

The DELTA course program consists of three modules, with the last module having two options.

Module 1 - "Understanding language, methodology and resources for teaching". This module discusses in detail the following questions:

Theoretical perspectives of language learning and teaching;

History of English teaching;

Use of various methods and approaches, including current trends;

The system of the English language (grammatical, lexical-semantic, phonetic structure), as well as linguistic problems associated with its study and teaching;

Checking the understanding of the language skills and abilities of students, as well as diagnosing problems in their formation;

Selection of resources and materials for language teaching;

Key concepts and terminology used in language testing.

Module 2 - "Developing professional practice" focuses on the principles and practice of planning and teaching in the classroom with the effective use of educational resources. It includes the following sections:

The context of language learning and the student as a participant in the educational process;

Preparation for teaching adults who learn English;

Analysis and principles of selection of educational materials;

Modern methods and organizational forms of learning management;

Evaluation of the preparation and teaching of the lesson;

Observation of the lessons of other teachers and their evaluation;

Professionalism and opportunities for further professional development.

Module 3 - "Further improvement of teaching practice through the choice of specialization" (Extending practice and English language teaching specialism) provides two options:

Option 1 - extended practice and specialization in teaching English, which may cover the following areas of teaching: teaching children, teaching language as preparation for language exams, teaching academic English;

Option 2 - management in the field of teaching English.

Thus, having considered these exams in the light of the possibility of forming a number of competencies necessary for English language teachers, taking into account the requirements of the professional standard, it can be noted that, differing in the degree of complexity of the educational material, these exams and preparation for them can be fully considered as an effective means of forming the above competencies. At the same time, it should be noted that the presence of an international Cambridge certificate (Cambridge ESOL) testifies to the undoubted recognition of the professionalism of its owner and the high level of formation of his professional competencies, which significantly increases the self-esteem of such a teacher, motivates for further self-improvement and largely contributes to his professional growth.

Tasks formed on the basis of the materials of these training programs can be successfully applied both in advanced training courses for teachers and used as an individual program for professional development and self-improvement. The use of active forms and methods of teaching in the educational process, the direct connection of theory with the practical application of the acquired knowledge in the educational process contributes to the satisfaction of professional deficits and stimulates further educational and cognitive activity of teachers on the path of professional development.

Bibliographic link

Agafonova M.A. INTERNATIONAL CAMBRIDGE EXAMINATIONS FOR TEACHERS AND ENGLISH TEACHERS AS A MEANS OF IMPLEMENTING THE REQUIREMENTS OF THE PROFESSIONAL STANDARD OF THE TEACHER // Modern problems of science and education. - 2017. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=27026 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"