Development of pedagogical skills of a foreign language teacher in an institution of higher education

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Development of pedagogical skills of a foreign language teacher in an institution of higher education

Oryshchyn I.S., Lviv Polytechnic National University

The processes of Ukraine's integration into European structures, the expansion of international political and business contacts require today's graduates of higher education institutions to have a high level of knowledge of foreign languages. The key role in the process of students learning foreign languages belongs to the teacher. The final level of knowledge of a foreign language, which students will receive, depends on his/her pedagogical skills. Therefore, the problem of the formation of pedagogical skills of a foreign language teacher at a higher education institution is quite relevant at the current stage of the development of higher education in Ukraine.

The profession of a teacher at a higher education institution is one of the most important creative and complex professions in which science and art are combined. This profession is related to the work of a writer (creativity in the preparation of material), a director (creation of the plan and its implementation), actor (the personality of the teacher is a tool in the pedagogical activity ), a pedagogue, a psychologist and a scientist.

The pedagogical work of a university teacher is a special form of a highly qualified mental activity of a creative nature. It is aimed at training, education and development of students, their formation of professional knowledge, abilities and skills, education of an active life position.

Pedagogical workers should become the main driving force of revival and creation of a qualitatively new national education system. But in order for the teacher's professional activity to take place the development of pedagogical skills, it is necessary to master modern technologies of teaching and education. The master becomes the one who strives for it, who works, who makes sense of his/her own activity.

The problem of the formation of pedagogical skills of a teacher of a higher education institution was studied by many scientists: I. A. Zyazyun, M. P. Lebedyk, O. V. Mykhaylov, V. V. Radul, and others.

Most authors believe that pedagogical mastery is the highest level of pedagogical activity, which is manifested in the work of the teacher, in the constant improvement of the art of teaching, education and human development. Mastering pedagogical skill is available to every teacher if he/she works on himself/herself, since the basis of its formation is, first of all, practical experience [1, P. 5].

We believe that pedagogical skill is the ability of a teacher to convey knowledge in a concise, interesting form for a student, using a diverse set of skills.The ability to convey information is based on many situational circumstances -- the ability to command an audience, rhetoric, to have a set of voice, to have psychological skills, empathy, communication skills, appropriate gestures, to have a satisfactory appearance, subject knowledge, the ability to motivate, the presence of extensive subject experience to explain the need for knowledge and illustrating this knowledge in real life. Mastery involves adjusting the situational approach to learning depending on the initial level of knowledge, the capacity of the audience, taking into account the time of the lesson and the exhaustion of the audience. Pedagogical mastery is developed in a teacher only within the walls of an educational institution, subject to constant experience and a desire for constant self-improvement.

Teachers who possess teaching skills and pedagogical techniques and with the available optimal hour base can easily solve strategic problems during the course of teaching a foreign language, easily motivate students to learn the subject on time and even to voluntarily study the subject independently beyond the established program, unlike teachers- beginners who can solve only initial situational problems and control knowledge at the elementary level of acquired knowledge.

Pedagogical skill can sometimes manifest itself intuitively without self-awareness -- as a result of the situational intersection of the teacher's personal qualities and his/her situational motivation for work, in which case such skill can disappear due to emotional burnout and exhaustion.Teachers who have professional self-awareness and developed reflection of their activities are generally less susceptible to situational deformation of their professional skills and retain the ability to be excellent teachers despite adversity for some time. The use of the word `mastery' in the very context of the term already implies that the phenomenon is understudied due to the interaction of numerous components and the situational nature of the phenomenon.

Using the results of our own research and taking into account the results of recent research by other researchers, we tried to determine the components necessary for a foreign language teacher to achieve his/her pedagogical skills.

Presenting main material. Let's consider the structure of the teacher's pedagogical mastery, proposed by L. G. Kaidalova, N. B. Shtokina, and T. Yu. Vakhrushcheva [1, P. 8]. In their opinion, the necessary components of this structure are: professional competence, personal qualities, pedagogical technique, pedagogical tact, pedagogical creativity, humanistic orientation, speech culture, pedagogical abilities.

We suggest placing the components in this list in a different order, starting with the most important.

Pedagogical abilities. Although the named researchers put professional competence in the first place, we believe that the first component in this list should be pedagogical abilities. If the teacher does not have pedagogical abilities, it is useless to name all other components. What are pedagogical skills? This is the ability to convey educational material to students in an accessible and understandable way, to arouse interest in the subject, to arouse active independent thought in students. Taking into account that a foreign language is studied in higher education institutions in the first courses, a foreign language teacher should be able to determine the degree of school preparation of students and the general level of their development in the first classes, find out what they know and what they don't, adapt the foreign language course as much as possible , which is taught at the university, to their basic knowledge, to interest students, to form motivation for learning a foreign language [2, P. 91].

Professional competence. A.S. Makarenko used to say: `Students forgive the teacher for his/her harshness , but they do not forgive his/her poor knowledge of his/her subject.' Therefore, a foreign language teacher must master the language not only in the scope of the training course, but much more widely, always be interested in new developments in the field of foreign languages, implement the latest modern methods of teaching a foreign language, widely use technical teaching aids, computer programs and the Internet.

Pedagogical creativity. The profession of a teacher requires creativity, which to a certain extent must be based on scientific principles. On the one hand, the teacher must constantly be in a creative search when preparing for various classes.Any educational activity is a kind of performance in which educators and pupils participate. A creative approach is indispensable here. On the other hand, the teacher constantly communicates with students in and outside of classes, so there are many unforeseen pedagogical situations that require solving non-standard tasks. There is no need to use any formulas, recipes, or algorithms here. Success depends only on the teacher's creativity [3, P. 46-47]. Working `according to a template' significantly impoverishes the pedagogical process and negatively affects the teacher's image.

Pedagogical technique. Every teacher of a foreign language should try to master the pedagogical technique, which includes the following elements:

speaking technique: the ability to speak both foreign and native languages correctly; emotionality, persuasiveness, richness of intonation, diction, tempo;

appearance techniques: the ability to sit and stand correctly, show confidence, calmness, benevolence;

the technique of pedagogical communication and the ability to listen, ask questions, analyze the answer, interest, captivate with an explanation, the ability to convey educational material to students in an accessible and understandable way, to arouse interest in the subject;

psychotechnics: the ability to create the necessary mood, relieve excess tension, excitement; overcome one's own indecision and mobilize oneself, restrain oneself in stressful situations.

Some young teachers make mistakes in pedagogical techniques, which are manifested in: not being able to talk to students, not being able to control anger, not being able to overcome uncertainty, not being able to choose the appropriate pose, the necessary gesture. These are the mistakes that reduce the effectiveness of the educational process [1, P. 18].

Pedagogical tact - the ability to choose the appropriate tone and style of communication with students and colleagues. The most important requirement of pedagogical tact is the teacher's ability to assess the situation, which, accordingly, requires tactical intervention. Such situations should include:

when the teacher is forced to `put' the student in an uncomfortable position and it is only necessary to mitigate the situation;

when the teacher `touched' the student's self-esteem and must correct the situation;

when a student `gets into a bad situation', or feels confused because of his/her individual characteristics, cannot therefore complete the task set before him/her and therefore needs help from the outside [1, P. 43].

One of the manifestations of pedagogical tact is a sense of proportion regarding the application of any pedagogical influence (encouragement, punishment, instruction). A tactful teacher, attentive and sensitive to the student's personality, always takes into account his/her individual and psychological characteristics. For the teacher's pedagogical tact, such strong-willed traits as endurance and self-control are of great importance. This does not mean that the teacher must always, even if it happens, be absolutely calm. As A. S. Makarenko said, he/she can `flare up', `explode', but he/she must always control such `flares'. Otherwise, he/she may lose his/her authority among students [1, P. 42].

Personal qualities. We believe that a list of personal qualities of a teacher is also necessary for a foreign language teacher. Important for a teacher of a higher school are:

love and respect for students, the ability to see their inexhaustible potential;

a sense of national dignity, pride for one's people, readiness to serve one's people in every possible way. These qualities must be formed by the teacher and students.

honesty, conscientiousness, justice, objectivity. These are the qualities that their students value most in teachers. Students react too sensitively to the teacher's displays of justice. Manifestation of injustice on the part of the teacher towards the students hurts the spiritual feelings of the students.

endurance, restraint, patience. A teacher cannot do without these social and psychological qualities. After all, he/she has to communicate with individuals who do not yet have sufficient social experience, do not always act adequately to the established rules and norms of behavior.

organizational skills, ability to work with a team. Firstly, it is the ability to organize the student body, to unite it, to inspire it to perform important tasks and, secondly, the ability to properly organize one's own work. Organizing one's own work requires the ability to properly plan and control it yourself. Experienced teachers recommend that in order to develop a sense of time, make control markings in lesson plans or notes: note what needs to be done after 10, 20, 30, etc. minutes of the lesson, prepare additional material that can be used if an unforeseen reserve appears time, determine the material that can be transferred to the next lesson if there is not enough time [2, P. 92];

comprehensive development. In addition to in-depth knowledge of a foreign language, a teacher must possess a certain level of knowledge in various sciences, show a certain encyclopedic knowledge. Students highly value these qualities of a teacher. This factor is an important prerequisite for the formation of his/her authority.

principledness and demandingness. These qualities are the basis of pedagogical communication with students. The principledness of the teacher should stem from his/her deep understanding of educational tasks and familiarity with the laws of the educational process. As for the demandingness of the teacher, students understandably and adequately perceive his/her demands, if they are reasonable, based on the principle of humanism, appropriate principles and rules.

- optimism, love of life. The teacher works with young people, and for them, above all, a feeling of joy, gaiety, and superiority is characteristic.Optimism is a worldview imbued with vitality, cheerfulness, and faith in a better future. At the same time, he/she must believe in the strength and potential of students [3, P. 42-46].

Humanistic orientation. The teacher's work is aimed at creating the greatest jewels on earth - the treasures of the mind and soul. In the conditions of massive technocratic influence on the personality, detachment of a significant number of people from nature, there is a negative impact on the formation of tenderness, sensitivity, deep respect for the person in the youth, seeing in him/her the greatest value in life. Therefore, every teacher with his/her sensitivity, humanistic orientation should become a spiritual temple, where every person would feel a truly sensitive, humane attitude towards himself /herself [3, P. 46].

Speech culture. The teacher's professional speech must meet the requirements of language culture. Possession of language culture is an important indicator of the manifestation of intelligence, education, upbringing of each individual. A teacher should first of all be a role model for students. The productivity and effectiveness of the teacher's speaking activity depends on the extent to which it meets the norms of the modern literary language: orthographic, grammatical, syntactic, and stylistic. Other norms should also be included here - logicality, purity, expressiveness, lexical richness. From the point of view of observing the culture of speech, one cannot agree with the thoughtless and unjustified use of words of foreign origin, which have completely understandable words in the vocabulary of the native language [3, P. 167]. It is necessary to teach students these norms of speech.

Based on our own experience, we have identified two levels of pedagogical skill. The first level: professionalism, which implies the presence of knowledge about the theoretical foundations of pedagogical activity, its basic principles (it is possessed by a graduate of a higher school). The second level (pedagogical skill itself) is associated with the beginning of teaching activity. In the course of teaching activities, the teacher's professional growth takes place intensively and purposefully. The effectiveness of this process depends on the attitude to selfeducation, on the availability of a suitable program, mastering the pedagogical experience of experienced colleagues, systematic professional development (seminars, courses, scientific and methodical conferences, etc.).Gradually, the level of the teacher's pedagogical activity increases, he/she masters new pedagogical technologies, his/her psychological and pedagogical culture improves, pedagogical abilities, qualities and properties develop, and the methodological arsenal is enriched. The second level is determined by a constant desire for creativity, to search for new pedagogical tools, to create one's own techniques and methods. The highest degree of pedagogical skill is pedagogical innovation. The innovative teacher introduces fundamentally new ideas into the educational process, develops new methodical systems, and creates his/her own personal technologies.

Conclusions

A foreign language teacher at a higher education institution must constantly work on improving his/her pedagogical skills, which largely depends on the results of his/her work. In the process of activity, the teacher's psychological and pedagogical culture grows. In addition to reproductive activities, he/she is engaged in pedagogical modeling, the search for new elements in the educational process, and its improvement. At the same time, pedagogical abilities and qualities develop, and the methodological arsenal is enriched. However, the development of structural components of pedagogical skills is uneven. Less experienced colleagues turn to the master teacher for advice and experience.

The most effective forms in the development of the pedagogical skill of a foreign language teacher of a higher school were: discussion of open classes, mutual attendance of lectures and seminars, discussions, trainings, `round tables', dialoguedisputes, seminars-workshops, discussion of the achievements of psycho-pedagogical theory and practice, modern of educational technologies, types of games, development and discussion of author's programs, scientific and practical conferences, methodological seminars. Effective forms of organizing work with teachers in the experimental group have proven themselves to be systematic advisory assistance, demonstration of samples of pedagogical techniques, training exercises, laboratory workshops, master classes, and creative groups of teachers.

The problem of pedagogical skill is in the center of attention of scientists-pedagogues and psychologists, teachers- practitioners. We considered the components of the pedagogical skill of a foreign language teacher at a higher education institution, their place in the process of forming his/her skill.

References

pedagogical skill foreign language

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Довгань Л. І. Сучасний стан проблеми формування педагогічної майстерності викладача іноземної мови вищого навчального закладу. Вісник Житомирського державного університету. 2010. Випуск 50. С. 90-93.

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