ST 2. Teacher education

I. Робота в парах. Прочитайте та перекладіть подані інтернаціональні слова:

group

subgroup

corps

criteria

intellectual

standard

II. Робота в нарах. Прочитайте та перекладіть наступні англійські слова. Порівняйте їх з українськими словами, які мають той же корінь.

III. Прочитайте подані слова та запам'ятайте їх значення.

IV. Прочитайте та перекладіть базовий текст №1 (BТ 1).

TEACHERS

1. Measured in terms of its members, teaching is the world's biggest profession.

2. In the late 20th century it was estimated that there were 30, 000, 000 teachers throughout the world.

3. Though their roles and functions vary from country to country, the variations are generally greater within a country than they are between countries.

4. Because the nature of the activities that constitute teaching depends more on the age of the persons being taught than on any other thing, it is useful to recognize three subgroups of teachers: primary-school, or elementary-school teachers, secondary-school teachers, and university teachers.

5. These three subgroups had, in the late 20th century, an approximate worldwide ratio of 57 percent, 34 percent, and 9 percent, respectively.

6. Teaching young children and even adolescents could hardly have been a profession anywhere in the world in the 20th century.

7. It was, instead, an art or a craft in which the relatively young and untrained women and men held teaching positions.

8. They " kept school" or “lessons" because they had been better than average pupils themselves.

9. They had learned the art by observing and imitating their own teachers.

10. Only university professors and possibly a few teachers of elite secondary schools were members of a profession in the sense medical doctors, lawyers, or priests were professionals.

11. In some countries even today school teachers may accurately be described as semiprofessionals.

V. Запам’ятайте фрази і словосполучення:

VI. Прочитайте англійські іменники (А), дієслова (В) та дієприкметники (С). Виберіть відповідний український еквівалент.

А.

В.

С.

VІI. Прочитайте та перекладіть додатковий текст №1(SТ1).

FUNCTIONS AND ROLES OF TEACHERS

Broadly speaking, the function of teachers is to help students learn by imparting knowledge to them and by setting up a situation in which students can and will learn effectively. But teachers fill a complex set of roles, which vary from one society to another and from one educational level to another. Some of these roles are performed in the school, some in the community.

Roles in the school or university

· Mediator of learning

· Disciplinarian or controller of student behaviour

· Parent substitute

· Confidant to students

· Judge of achievement

· Organizer of curriculum

· Bureaucrat

· Scholar and research specialist

· Member of teachers' organization

Roles in the community

· Public servant

· Surrogate of middle-class morality

· Expert in some area of knowledge or skills

· Community leader

· Agent of social change

Some of the roles conflict. The family, the government, the church or religious authority, and the economic or busіness industrial authority all have an interest in the development of children and youth, and all play a part, therefore, in setting up and controlling formal and many informal means of education. In the more developed societies, they employ teachers to do the work of education, and they work out with the teacher an understanding of what the teacher is expected to do. The more " professional" the teacher is, the more autonomy he demands and is given to teach within the concept of understood and mutually accepted goals and methods. The elementary-school teacher must teach the basic mental skills - reading, writing, and arithmetic. Beyond this, the elementary-school teacher must teach facts and attitudes favourable to the nation or the church or any other institution supporting the school. In national and state systems of education, the legislature generally requires that certain subjects be taught so as to " improve" the citizenship or the morality or the health of the students. Many systems, for instance, require secondary schools to teach about the pitfalls of alcohol, drugs, and tobacco. A growing number of nations require teaching in favour of conservation of natural resources and protection of the physical environment against air and water pollution. Matters of curriculum and choice of textbooks and materials of instruction are determined in some countries with little or no participation of the individual teacher. The university teacher almost anywhere in the world has substantial autonomy in his choice of textbooks, of content to be covered in a particular course, and of methods of teaching. In general the only limits on the university teacher are set by the nature of his teaching assignment.

VІIІ. Знайдіть у тексті еквіваленти наступних слів і виразів:

В загальних рисах; передавати знання; створювати умови; виконувати широкий спектр ролей; посередник у навчанні; людина, яка слідкує за дисципліною та контролює поведінку учнів; замісник батьків; повірений студентів; експерт з оцінювання; організатор навчального процесу; особа на державній службі; уособлення моралі середнього класу; груповий лідер; встановлювати і контролювати засоби навчання; виробити розуміння; щоб навчати в рамках концепції зрозумілих і загальноприйнятих цілей і методів; вигідні для держави та церкви; шкідливість алкоголю, наркотиків і тютюну; на користь збереження природних ресурсів; забруднення води.

ІX. Перекладіть англійською мовою запропоновані речення.

1. Учителі виконують різні ролі в школі, університеті та громаді.

2. Дуже часто вчитель є замісником батьків. Тому вчителі повинні розповідати учням про шкідливість алкоголю, наркотиків та тютюну.

3. Викладач університету може сам обирати підручники та методи навчання.

4. Хороші вчителі завжди навчають на користь збереження природних ресурсів проти забруднення повітря і води.

X. Прочитайте та перекладіть додатковий текст 2(ST 2), звертаючи увагу на спеціальну лексику уроку.

TEACHER EDUCATION

While arrangements of one kind or another for the education of the young have existed at all times and in all societies, it is only recently that schools have emerged as distinctive institutions for this purpose on a mass scale, and teachers as a distinctive occupational category. Parents, elders, priests, and wise men have traditionally seen it as their duty to pass on their knowledge and skills to the next generation. As Aristotle put it, the surest sign of wisdom is a man's ability to teach what he knows. Knowing, doing, teaching and learning were for many centuries, and in some societies are still today, indistinguishable from one to another. For the most part the induction of the young into the ways of acting, feeling, thinking, and believing that are characteristic of their society has been an informal - if serious and important - process, accomplished chiefly by means of personal contact with full-fledged adults, by sharing in common activities, and by acquiring the myths,

legends, and folk beliefs of the culture.

Today, as in the medieval world, methods of teaching and the organization of knowledge continue to be influential. Slate, church, and local authorities everywhere have long recognized the importance of the teacher's work in maintaining or establishing particular patterns of social organization and system of belief.

Teacher education, as it exists today, can be divided into two stages, pre-service and in-service. Pre-service education includes all the stages of education and training that precede the teacher's entry to paid employment in a school. In-service training is the education and training that the teacher receives after the beginning of his career.

In nearly all countries, courses of the normal school, college, and university categories contain three main elements. The first element is the study of one or more academic, cultural, or aesthetic subjects for the purpose both of continuing the student's own education and of providing him with knowledge to use in his subsequent teaching career. A second element is the study of educational principles, increasingly organized in terms of social science disciplines such as psychology, sociology, philosophy, and history. A third element consists of professional courses and school experience. Primary teachers may also receive instruction in the content and methods of subjects other than their own specialities that figure in the primary curriculum. In normal schools and colleges, and some universities, the three elements run parallel to one another, and the student is professionally committed from the outset of his course. Elsewhere, the study of educational processes and professional work (including school experience) may follow the completion of a period of academic study that the student has begun without any prior commitment tо teaching as a career. There are still advanced countries where the possession of a university degree, without any qualification in education as such, is sufficient basis or the award of qualified teacher status.

Notes:

XI. Знайдіть у додатковому тексті №2 (SТ 2) відповіді на наступні запитання.

1. Are knowing, doing and teaching indistinguishable from one to another?

2. What stages can teacher education be divided into?

3. What does pre-service education include?

4. When does the teacher receive in-service training?

5. What are the main elements of teacher training?

XIІ. Анотуйте англійською та українською мовами основний зміст додаткових текстів. Користуйтесь запропонованим варіантом як ключем.