Teacher’s Terminological Culture Development in the Process of Professional Training
Igna Yaroslav Dmitrievich
Tomsk State Pedagogical University
Submitted: 16.03.2020
Abstract. The paper considers the issue of the teacher’s terminological culture development in the process of professional training, a relevant problem of pedagogical theory and practice. The research objectives are as follows: to justify importance of the teacher’s terminological culture in the modern educational process; to specify levels of professional pedagogical culture and the teacher’s terminological culture, to describe the means used to develop this component of professional culture and to assess the level of the teacher’s professional competence. Scientific originality of the study lies in the fact that the author proposes his own definition of this component of professional culture, clarifies assessment criteria for each level of the teacher’s terminological culture. The research findings are as follows: the author clarifies the criteria to assess the level of the teacher’s terminological culture and reveals foundations for developing the teacher’s terminological culture in the process of professional training. The following levels of the teacher’s professional terminological competence are identified: initial level (awareness), elementary level (informedness), basic level (elementary competence), high level (competence) and proficiency level (culture).
Key words and phrases: теория и практика педагогического образования, терминологическая культура учителя, профессиональная культура, профессиональная подготовка, профессиональные компетенции педагога, theory and practice of pedagogical education, teacher’s terminological culture, professional culture, professional training, teacher’s professional competences
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