ПРОФЕСІЙНА САМОРЕАЛІЗАЦІЯ ВЧИТЕЛІВ ІНОЗЕМНИХ МОВ У ПРОЦЕСІ ВИКОРИСТАННЯ АЛЬТЕРНАТИВНИХ МЕТОДИК НАВЧАННЯ ШКОЛЯРІВ

The
article focuses on the fact that, in order to provide foreign language communication
in the educational environment, foreign languages teachers must constantly disclose
their own resource capabilities, improve their foreign language potential, involve
domestic and foreign colleagues in cooperation and partnership, and persuade
schoolchildren and their parents that multilingualism is a functional link between
dialogue of cultures and civilization of the modern world, a means of transmitting
and perceiving new educational information. The author reveals the essence of
professional self-realization of teachers of foreign languages as a process of
activization and disclosure of their own foreign language potential, self-improvement
and self-development by means of foreign language communication, initiation of
international cooperation and partnership relations among participants in the
educational process, positive influence on motivation and interest of students in
foreign languages, foreign language culture. Potential possibilities of teachers of
foreign languages are revealed by means of methodological work, which include
alternative methods of teaching students as an opportunity to choose more effective
ways of transferring and perceiving study information in foreign languages. It is
noted that due to the methods of studying "On Stations", conducting listening tasks
with the use of authentic materials, "Interactive Book", students' interest in studying
and communicating in foreign languages increases, and the professional
competences of foreign languages teachers are expanded. It is revealed that in the
process of professional self-realization of teachers, their competences develop, which
can be considered as the result of successful pedagogical activity. The professional
competence of foreign language teachers is specified a ability to create a situation
for students to choose a "station"; knowledge and ability to identify the individual
peculiarities of pupils and to cooperate with them, ability to select practically
oriented tasks for students of all ages, ability to identify creativity when selecting
authentic materials; ability to match the content of authentic materials with the needs
and age characteristics of students and their language experience in native and
foreign languages; a tendency to emotional perception and transfer of the situation,
characters and circumstances that are used in the process of teaching students;
ability to track student's growth for a period of time; knowledge of reflection and how
it is formed at schoolchildren on an example of an interactive book.
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