CHARACTERISTICS AND STRUCTURE OF METHODICAL THINKING OF A FOREIGN LANGUAGE TEACHER

Main Article Content

Alsu Saetzianovna Khakimzianova
Asiya Mirgasimovna Ilyasova
Fakhrutdinov Bulat Ildarovich

Keywords

university education, methodical thinking, professional training, English language teaching, methodology, teacher training, language

Abstract

Purpose of the study: In this article, we will try to more thoroughly reveal the essence of the phenomenon "methodical thinking" and present its component composition as an object of development.


Methodology: Methodical thinking is a peculiar phenomenon with its own content and structure, its own characteristics and functional links with methodical skills and with the personality of the teacher. In the study of methodical thinking, we were guided by the well-known proposition that mental processes are included in certain specific forms of activity, within which and depending on which they are formed.


Results: The methodical side of a foreign language teacher can be represented as the solution of a long series of methodological tasks that are the object of methodical thinking. The factors influencing the nature of methodical thinking are diverse and heterogeneous, but it is the peculiarities of the methodological task that determine, first of all, its specificity. Training teachers of a foreign language should carry with it the possibilities for the formation of a multitude of socially valuable motives, i.e. there should be a purposeful, consistent education of the motivational sphere of thinking.


Applications of this study: This research can be used for the universities, teachers, and students.


Novelty/Originality of this study: In this research, the model of the characteristics and structure of methodical thinking of a foreign language teacher is presented in a comprehensive and complete manner.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...
Abstract 42 | PDF Downloads 36 XML Downloads 1 ePUB Downloads 4

References

1. Alkhazishvili, A.A. (2003). Psychology of learning oral descriptive speech, M., 157 p., 2003.
2. Barron, F. (2016). “Discovering the creative personality”, The Behavioral sciences and education, N.Y., 2016.
3. Boyko, E.F. (2003). Improving the methodological culture of teachers in the system of advanced training, Author's abstract. diss. cand. ped. sciences, Novokuznetsk, 2003.
4. Customs, E.A. (2010). “Methodical thinking as a kind of professional pedagogical thinking”, Bulletin of the Moscow State Regional University: “Pedagogy” series. № 1, pp. 188–193, 2010.
5. Fridman, L.M. (1983). Psychological and pedagogical foundations of teaching mathematics in school, Moscow: Enlightenment, 160 p., 1983
6. Gardner, H. (1983). Frames of Mind. The Theory of Multiple Intelligences, N.U. Basic Books, 1983. https://doi.org/10.2307/3192663
7. Joyce, В. Weil, M. Showers, B. (1992). Models of teaching, 4th edition, Boston: Allyn and Bacon, 492 p., 1992.
8. Leonard, L.D. (2014). Building skills for competency-based teaching, N.Y., 2014.
9. Lerner, I.Ya. Skatkin, M.N. (1965). “On teaching methods”, Sov. pedagogy, № 3, pp. 115-129, 1965.
10. Matyushkin, A.M. (1972). Problem situations in thinking and learning, M.: Pedagogy, 168 p., 1972.
11. Orlova, A.A. (1995). “Teacher's professional thinking as a value”, Pedagogy, №6, pp. 64-69, 1995.
12. Sarantsev, G.I. (2010). “Modern methodical thinking”, Pedagogy, № 1, pp. 31–40, 2010.
13. Szobo, A. (1992). “Teaching development do it yourself”, Modern English Teacher, Vol. 1, № 3, pp. 33-37, 1992.
14. Vygotsky, L.S. (2014). Pedagogical psychology, M.: Meaning, 119 p., 2014.
15. Wallace, M. (2008). Training Foreign Language Teachers: A reflective approach, Cambridge: Cambridge University Press, 180 p., 2008.
16. Zeer, E.F. (2002). Personality-oriented vocational education, M.: Publishing Center APO, 43 p., 2002.
17. Shirkhani, S., & Fahim, M. (2011). Enhancing critical thinking in foreign language learners. Procedia-Social and Behavioral Sciences, 29, 111-115. https://doi.org/10.1016/j.sbspro.2011.11.214
18. Burden, R. L., & Williams, M. (Eds.). (1998). Thinking through the curriculum. Psychology Press.
19. Cross, R., & Gearon, M. (2007). The confluence of doing, thinking and knowing: Classroom practice as the crucible of foreign language teacher identity. In Dimensions of professional learning (pp. 53-67). Brill Sense. https://doi.org/10.1163/9789087901257_006
20. Richards, J. C. (1994). Teacher thinking and foreign language teaching. The language teacher, 18(8), 31-34.

Most read articles by the same author(s)