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CHARACTERISTICS AND STRUCTURE OF METHODICAL THINKING OF A FOREIGN LANGUAGE TEACHER
Corresponding Author(s) : Alsu Saetzianovna Khakimzianova
Humanities & Social Sciences Reviews,
Vol. 7 No. 6 (2019): November
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.
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- Alkhazishvili, A.A. (2003). Psychology of learning oral descriptive speech, M., 157 p., 2003.
- Barron, F. (2016). “Discovering the creative personalityâ€, The Behavioral sciences and education, N.Y., 2016.
- 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.
- Customs, E.A. (2010). “Methodical thinking as a kind of professional pedagogical thinkingâ€, Bulletin of the Moscow State Regional University: “Pedagogy†series. â„– 1, pp. 188–193, 2010.
- Fridman, L.M. (1983). Psychological and pedagogical foundations of teaching mathematics in school, Moscow: Enlightenment, 160 p., 1983
- Gardner, H. (1983). Frames of Mind. The Theory of Multiple Intelligences, N.U. Basic Books, 1983. https://doi.org/10.2307/3192663 DOI: https://doi.org/10.2307/3192663
- Joyce, Ð’. Weil, M. Showers, B. (1992). Models of teaching, 4th edition, Boston: Allyn and Bacon, 492 p., 1992.
- Leonard, L.D. (2014). Building skills for competency-based teaching, N.Y., 2014.
- Lerner, I.Ya. Skatkin, M.N. (1965). “On teaching methodsâ€, Sov. pedagogy, â„– 3, pp. 115-129, 1965.
- Matyushkin, A.M. (1972). Problem situations in thinking and learning, M.: Pedagogy, 168 p., 1972.
- Orlova, A.A. (1995). “Teacher's professional thinking as a valueâ€, Pedagogy, â„–6, pp. 64-69, 1995.
- Sarantsev, G.I. (2010). “Modern methodical thinkingâ€, Pedagogy, â„– 1, pp. 31–40, 2010.
- Szobo, A. (1992). “Teaching development do it yourselfâ€, Modern English Teacher, Vol. 1, â„– 3, pp. 33-37, 1992.
- Vygotsky, L.S. (2014). Pedagogical psychology, M.: Meaning, 119 p., 2014.
- Wallace, M. (2008). Training Foreign Language Teachers: A reflective approach, Cambridge: Cambridge University Press, 180 p., 2008.
- Zeer, E.F. (2002). Personality-oriented vocational education, M.: Publishing Center APO, 43 p., 2002.
- 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 DOI: https://doi.org/10.1016/j.sbspro.2011.11.214
- Burden, R. L., & Williams, M. (Eds.). (1998). Thinking through the curriculum. Psychology Press.
- 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 DOI: https://doi.org/10.1163/9789087901257_006
- Richards, J. C. (1994). Teacher thinking and foreign language teaching. The language teacher, 18(8), 31-34.
References
Alkhazishvili, A.A. (2003). Psychology of learning oral descriptive speech, M., 157 p., 2003.
Barron, F. (2016). “Discovering the creative personalityâ€, The Behavioral sciences and education, N.Y., 2016.
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.
Customs, E.A. (2010). “Methodical thinking as a kind of professional pedagogical thinkingâ€, Bulletin of the Moscow State Regional University: “Pedagogy†series. â„– 1, pp. 188–193, 2010.
Fridman, L.M. (1983). Psychological and pedagogical foundations of teaching mathematics in school, Moscow: Enlightenment, 160 p., 1983
Gardner, H. (1983). Frames of Mind. The Theory of Multiple Intelligences, N.U. Basic Books, 1983. https://doi.org/10.2307/3192663 DOI: https://doi.org/10.2307/3192663
Joyce, Ð’. Weil, M. Showers, B. (1992). Models of teaching, 4th edition, Boston: Allyn and Bacon, 492 p., 1992.
Leonard, L.D. (2014). Building skills for competency-based teaching, N.Y., 2014.
Lerner, I.Ya. Skatkin, M.N. (1965). “On teaching methodsâ€, Sov. pedagogy, â„– 3, pp. 115-129, 1965.
Matyushkin, A.M. (1972). Problem situations in thinking and learning, M.: Pedagogy, 168 p., 1972.
Orlova, A.A. (1995). “Teacher's professional thinking as a valueâ€, Pedagogy, â„–6, pp. 64-69, 1995.
Sarantsev, G.I. (2010). “Modern methodical thinkingâ€, Pedagogy, â„– 1, pp. 31–40, 2010.
Szobo, A. (1992). “Teaching development do it yourselfâ€, Modern English Teacher, Vol. 1, â„– 3, pp. 33-37, 1992.
Vygotsky, L.S. (2014). Pedagogical psychology, M.: Meaning, 119 p., 2014.
Wallace, M. (2008). Training Foreign Language Teachers: A reflective approach, Cambridge: Cambridge University Press, 180 p., 2008.
Zeer, E.F. (2002). Personality-oriented vocational education, M.: Publishing Center APO, 43 p., 2002.
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 DOI: https://doi.org/10.1016/j.sbspro.2011.11.214
Burden, R. L., & Williams, M. (Eds.). (1998). Thinking through the curriculum. Psychology Press.
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 DOI: https://doi.org/10.1163/9789087901257_006
Richards, J. C. (1994). Teacher thinking and foreign language teaching. The language teacher, 18(8), 31-34.