Provision of in-house training in theory and practice in foreign languages delivery for LSP teachers in Tomsk State University E. Frantcuzskaia, E. Gorunova, K. Kulakovskaya [et al.]
Material type:
ArticleSubject(s): методическая компетентность учителя | педагогическое взаимодействие | обучение иностранному языку | преподавание иностранных языков | Томский государственный университетGenre/Form: статьи в сборниках Online resources: Click here to access online
In:
INTED 2019 : 13th International technology, education and development conference, 11th-13th March, 2019, Valencia (Spain) : conference proceedings P. 6016-6025Abstract: The global trend for internationalisation in higher education has set high standards in teaching foreign
languages, therefore the problem of appropriate qualifications and training for university staff engaged
in delivering courses in a foreign language for specific purposes (LSP) has appeared significant. The
National Research Tomsk State University (TSU) at present offers in-house retraining provision for
university teachers who deliver the discipline “Foreign language” and demonstrate high proficiency in
a foreign language both for academic and specific purposes.
The retraining programme “Theory and practice in foreign languages” sees its goal in building strong
teaching competence of university staff involved in teaching foreign languages but who received their
degrees in various majors but not in either languages or education. Upon the successful completion of
the course the retraining programme participants obtain a new qualification which enables them to
teach foreign languages for specific purposes in higher educational institutions.
The paper discusses the retraining programme design, the specifics of its curriculum and delivery. The
organisation of the retraining programme provision starts with a needs analysis and finishes with
feedback and monitoring efficiency of the programme. The process of building methodological skills
comprises the implementation of modern approaches to the training provision based on context-based
teaching, case-study and individual teaching experience analysis, class observation and selfreflection.
The analysis of the survey data of the programme participants conducted at the beginning
and at the end of training is given. The authors also define the prospects of further work on the
programme, some options for its modernisation and development in response to the needs of the
programme teachers and participants. This paper is based on the results of the theoretical analysis,
questionnaire, teaching and learning materials analysis, and final qualification paper material analysis.
Библиогр.: 21 назв.
The global trend for internationalisation in higher education has set high standards in teaching foreign
languages, therefore the problem of appropriate qualifications and training for university staff engaged
in delivering courses in a foreign language for specific purposes (LSP) has appeared significant. The
National Research Tomsk State University (TSU) at present offers in-house retraining provision for
university teachers who deliver the discipline “Foreign language” and demonstrate high proficiency in
a foreign language both for academic and specific purposes.
The retraining programme “Theory and practice in foreign languages” sees its goal in building strong
teaching competence of university staff involved in teaching foreign languages but who received their
degrees in various majors but not in either languages or education. Upon the successful completion of
the course the retraining programme participants obtain a new qualification which enables them to
teach foreign languages for specific purposes in higher educational institutions.
The paper discusses the retraining programme design, the specifics of its curriculum and delivery. The
organisation of the retraining programme provision starts with a needs analysis and finishes with
feedback and monitoring efficiency of the programme. The process of building methodological skills
comprises the implementation of modern approaches to the training provision based on context-based
teaching, case-study and individual teaching experience analysis, class observation and selfreflection.
The analysis of the survey data of the programme participants conducted at the beginning
and at the end of training is given. The authors also define the prospects of further work on the
programme, some options for its modernisation and development in response to the needs of the
programme teachers and participants. This paper is based on the results of the theoretical analysis,
questionnaire, teaching and learning materials analysis, and final qualification paper material analysis.
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