The contribution of placement school experiences to prospective teachers’ multicultural competence development: Ethiopian secondary schools in focus

<span>The objective for this study is to investigate the contribution of the "plasma" mode of instruction to the school experiences of students in Government secondary schools in Ethiopia, as viewed by students, their parents and teachers, and by comparing it with experiences in Catholic secondary schools, which did not use "plasma". Interviews, observations and document analyses were used as data collection instruments. It was observed that Government and Catholic Schools use the same national curriculum but employ different classroom practices. Government schools were using a live, nationally broadcasted "plasma" television mode of instruction, whilst the Catholic schools used traditional face to face methods of teaching. However, the two groups of participants; students, teachers and parents in the two schools, have different comments on the actual teaching-learning practices of the schools irrespective of their own classroom experiences. Recommendations based on the data are presented.</span>

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Undergraduate course preparation in colleges and universities of the central states for prospective teachers of speech in the secondary schools

The Speech Teacher ◽

10.1080/03634526309377319 ◽

1963 ◽

Vol 12 (4) ◽

pp. 308-316

Author(s):

Marceline Erickson

Keyword(s):

Secondary Schools ◽

Prospective Teachers ◽

Colleges And Universities

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CLIL IN TOURISM STUDENTS’ MULTICULTURAL COMPETENCE DEVELOPMENT

Advanced Education ◽

10.20535/2410-8286.226588 ◽

2021 ◽

pp. 4-11

Author(s):

Inna Goncharova ◽

Olena Lazebna ◽

Viktoriia Kotvytska

Keyword(s):

Foreign Language ◽

Language Learning ◽

Multicultural Competence ◽

Statistical Significance ◽

Foreign Language Learning ◽

Competence Development ◽

Educational Process ◽

Educational Approach ◽

Quantitative And Qualitative Research ◽

National University

The current study aims at implementation of the Content and Language Integrated Learning (CLIL) as an educational approach in tourism students’ multicultural competence development. To achieve the goal, a mixed-method was chosen, which implied the use of quantitative and qualitative research methods. The quantitative method was used to process the test results of tourism students and determine the statistical significance of the results obtained during the experiment, the qualitative method was used to analyse and interpret the results. 25tourism students of V. I. Vernadsky Taurida National University took part in the experimental study in 2020-2021 academic year. According to the results, due to CLIL classes the students’ theoretical knowledge and practical skills in the field of tourism, the ability to interact with representatives of other countries and cultures and to solve professional problems in the conditions of foreign language communication in the intercultural environment, have been increased. Additionally, the knowledge, skills and abilities of the tourism students; the pedagogical conditions of successful CLIL implementation; the methodological recommendations for developing the multicultural competence on the base of CLIL and the specifics of implementing CLIL in the educational process of the tourism students were defined. It was concluded that the use of CLIL in tourism students’ multicultural competence development helps to diversify foreign language learning at the university level and facilitates the development of professional communicative skills.

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Development of primary school prospective teachers’ project competence in the process of higher education

Samara Journal of Science ◽

10.17816/snv201981312 ◽

2019 ◽

Vol 8 (1) ◽

pp. 282-288

Author(s):

Tatyana Alexandrovna Parfenova ◽

Svetlana Aleksandrovna Sevenyuk

Keyword(s):

Higher Education ◽

Primary School ◽

Prospective Teachers ◽

Experimental Work ◽

Competence Development ◽

Pedagogical Design ◽

Design Paradigm ◽

Fundamental Research ◽

Definition Of ◽

And Control

The paper considers some results of a fundamental research devoted to development of primary school prospective teachers project competence in the process of higher education. The authors reveal the relevance of the pedagogical design study and students project activities. The paper contains advantages of the design paradigm of education, competence model of teaching. The authors reveal the problem of prospective teachers project competence development in the unity of system, cultural, activity and personality-oriented approaches. The paper proposes a definition of a teacher project competence, a structure of a project competence, as well as the authors model of development of primary school prospective teachers project competence in the process of higher education, and highlights blocks, stages, components, criteria and levels. The authors have developed indicators of three levels of teachers project competence development. The paper describes in detail the experimental work on prospective teachers project competence development: methodical approaches to the organization of the experiment are described, methods, stages are listed and tasks of the experiment by stages are revealed. The paper also presents the authors technology of project competence development, it identifies three modules: socio-cultural, psychological and pedagogical. The paper describes in detail the results and analysis of the final stage of the experimental work: empirical data of several sections, qualitative analysis of the results in the experimental and control groups.

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