Training of would-be teachers to use state-of-the-art information technologies
Authors:   South Ural State Humanitarian Pedagogical University, Shkitina Natal'ya S. , Grevtseva Gul'sina Ya. ,   Chelyabinsk State Institute of Culture, Tsiulina Marina V. ,   South Ural State Humanitarian Pedagogical University
Published: December 2024

The actual character of the problem of would-be English language teachers’ training to use state-of-the-art information technologies is revealed, allowing implementation of a wide range of tasks to organize the subjects’ interaction in educational process. The main tasks are: educational process intensification; student’s personality development; social order implementation. Information technologies have significant potential in shaping students’ educational success, support and they stimulate motivation for academic subject, and contribute to professional competence development.
Based on analysis of the scientific research, the main requirements are highlighted that information technologies must meet. A special emphasis is made by the authors on compliance of the research topic with the state requirements reflected in the Decree of the President of the Russian Federation on the Strategy for the Development of the Information Society in the Russian Federation for 2017-2030. Methodological approaches (axiological, informational and reflexive and activity approaches) are substantiated, on the basis of which the model of foreign languages students’ training to use of modern information technologies is constructed. The axiological approach provides the construction of a model from common value positions, the information approach allows us to consider the features of information circulation in this pedagogical system, to characterize the mechanisms of receiving, transmitting, processing and storing information, used in English classes. The reflexive and activity approach makes it possible to analyze the main components of teacher’ and his students’ activity from the same methodological positions, thereby revealing the nature and their interaction content.
The article describes the stages of implementation the model of would-be foreign language teachers’ training to use state-of-the-art information technologies: 1) motivation and values (I step – motivation; II step – formation of values-knowledge, Foreign Languages faculty students get acquainted with concepts of “communication”, “informatization”, “digitalization” in psychological and pedagogical spheres of science, they gain knowledge of state-of-the-art information technologies in general and those that can be used in foreign language lesson; III step – formation of values-relationships, it involves communicative relations analysis and teacher’s communicative behavior, as well as use of IT in training classes based on transformation of behavioral patterns in minds of students, as well as methods, techniques and means of state-of-the-art information technologies in a given communication situation in foreign language lesson; IV step – formation of values-qualities); 2) content and activity (step I – formation of basic communicative competencies; step II – formation of advanced communicative competencies; step III – formation of creative communicative competencies); 3) reflexive and corrective (step I – diagnostics; step II – forecasting and long-term planning). The principles of implementing the model are also highlighted – professional subjectivity, orientation to information environment values, reflexivity of communication. Special attention is paid by the authors to various sites analysis and their use in foreign language lesson (Free printables for teachers (https://www.mes–english.com), Learn English kids. British council (https://learnenglishkids.britishcouncil.org/parents, WebQuests https://webquest.org/index.php, etc.). It should be noted that at initial stage, students’ reproductive activities are carried out, later quasi-professional activities, followed by educational and professional activities.