Realities of developing the research competence of teachers-philologists in wartime
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.01.16Keywords:
development, research competence, components of research competence, innovative methods, techniques, technologies for the development of research competence, psycho-pedagogical features of research competence development in wartime, informal education in the development of research competence, teacher-philologist.Abstract
The relevance of the research topic is determined by the urgent need to adapt the educational process and professional development of teachers-philologists to wartime conditions. The education sector should swiftly adjust to new realities in light of the challenges posed by the war and global changes, including making use of digital technology to provide access to high-quality education. Martial law makes adjustments not only to teaching methods but also to approaches to teachers’ professional development, emphasizing the need to integrate innovative methods and approaches. In the course of the research, it has been revealed that digital technologies play a crucial role in supporting language education in wartime by offering tools for distance learning and self-education. Innovative teaching methods, such as interactive exercises and online discussions, have been found to be effective in engaging students and motivating them to actively master the language. The reconstruction of the educational system provides an opportunity to revise and improve approaches to language teaching, with an
emphasis on integrating the experience gained during the war. This emphasizes the importance of developing targeted support programs for teachers-philologists in order to enable them to use these technologies and methodologies effectively in their practice. The research findings emphasize the need for a comprehensive approach to the renovation and development of language education, with an emphasis on the role of teachers-philologists as agents of change. Ensuring their professional development, adaptation to new challenges, and engagement in intercultural communication are key elements of successful post-war reconstruction. Further studies should focus on the effectiveness of specific innovative methods in language teaching and the development of integrated professional development programs for teachers-philologists, including comprehensive support and development of the relevant competencies in the post-war period.
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Copyright (c) 2024 Halyna Kuznetsova, Halyna Serdiuk, Liudmyla Bazyl, Olha Vyshnyk, Valentyna Sobko
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