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Methodology of Digital Competence Development in the Initial Training of Language Teachers


Author: Veverița Tatiana
Degree:doctor of pedagogics
Speciality: 13.00.02 - Theory and Methodology of Instruction (on disciplines)
Year:2019
Scientific adviser: Andrei Braicov
doctor, associate professor (docent)
Institution: Tiraspol State University

Status

The thesis was presented on the 7 October, 2019
Approved by NCAA on the 6 December, 2019

Abstract

Adobe PDF document – 1.09 Mb / in romanian
Adobe PDF document – 0.84 Mb / in romanian

Thesis

CZU 37.016:004(043.3)

Adobe PDF document 6.19 Mb / in romanian
234 pages

Keywords

digital competence, competence-based approach, interactive strategies, researchbased learning, problem-based learning, project-based learning, query-based learning, learning outcomes

Summary

Thesis structure: introduction, three chapters, general conclusions and recommendations, bibliography of 238 titles, 37 annexes, 141 pages of basic text, 35 figures, 40 tables. The results obtained are published in 16 scientific papers.

Field of study: Pedagogical Sciences. School Education (on stages and educational disciplines) Aim of the research: Theoretical foundation and development of pedagogical model of digital competence development in the initial training of language teachers (DCDITLT). Objectives of the research: (1) Identifying the needed digital skills for philologists; (2) Determining the units of competence aimed for developing digital competence at philologist students and ICT tools applicable to their formation and development; (3) Development of the pedagogical Model centered on the DCDITLT and the methodology for its implementation; (4) The scientific-methodological argumentation of the efficiency of using the pedagogical Model of DCDITLT and the validation of the model efficiency through the experiment; (5) Designing a new curriculum for the university course Information Technologies adapted to the specific of the study programs: Romanian Language and Literature; Russian Language and Literature; Romanian Language and French Language; Romanian Language and English Language, Russian Language and English Language.

The scientific novelty and originality of the research consist in: a) identifying the needed digital skills for philologists; b) determining the units of competence aimed for developing digital competence at philologist students and ICT tools applicable to their formation and development; c) development of the pedagogical Model centered on the DCDITLT and of the methodology for its implementation; d) designing a new curriculum for the university course Information Technologies adapted to the specific of the study programs: Romanian Language and Literature; Russian Language and Literature; Romanian Language and French Language; Romanian Language and English Language, Russian Language and English Language. The solved scientific problem consists in the theoretical-praxiological substantiation of the efficiency of the study process of the course Information Technologies by developing a pedagogical Model of DCDITLT, having as effect the optimization of the process of development of the digital competence The theoretical significance of the paper consists of researching ways of harnessing of ICT tools and teaching strategies based on research, cooperation and collaboration in the process of developing digital competence of philologist students and developing a pedagogical model DCDITLT.

The practical value of the research consists in the successful approval and application of the pedagogical Model focused on the advanced training environment in the process of study of the university course Informational Technologies in order to train the future language teachers. The developed pedagogical Model can be used in the course of Information Technologies for philologist students in the field of Education Sciences, to study programs: Romanian Language and Literature; Russian Language and Literature; Romanian Language and French Language; Romanian Language and English Language, Russian Language and English Language. This model can be adapted to the Information Technology courses for students of other faculties, as well as for the continuous training of language teachers. Also, the instructional-methodical benchmarks were developed for the university course Information Technologies.

Implementation of the scientific results: the elaborated methodology is used in the teaching of the university course Informational Technologies within the Faculty of Philology at Tiraspol State University and at the Faculty of Human and Pedagogical Sciences of the Cahul State University B.P. Hasdeu.