Keyword: «personal quality»

One of the most relevant professional skills today is the ability to work in a team. It should be recognized that the high effectiveness of this work, common incentives, motivations do not arise spontaneously. These are manifestations of the personal potential of its members, a complex of qualities, abilities and skills belonging to individual team members. The aim of the article is to study the personal quality of “initiative” among students of the pedagogical university who are engaged in team activities. The authors studied semantic and substantive essential characteristics of initiative, its structure, specific features. Considerable attention is paid to the analysis of various theories of the teamwork organization, both by foreign and domestic researchers, which cover a wide range of team building issues. Particular attention is paid to revealing social, socio-psychological, pedagogical, administrative and organizational, rational-organizational, administrative-organizational and virtual aspects of teamwork. The authors described a number of specific features of this type of activity: qualitative nature of interpersonal interactions in a group; duality, contradiction of wishes; distinctive national character of the group, manifested in a common, collective team spirit. Based on the analysis of “initiative” concept, its constituent components are identified: motivational-volitional, procedural-activity, and reflexive-evaluative ones. As a result of the study, the authors found out that acquiring effective teamwork skills contribute to the positive socialization of participants and to the formation of universal competences “Teamwork and leadership” according to FSES HE 44.03.01 Pedagogical Education and 44.03.05 Pedagogical Education (with two areas of training). Case technology and project technology in their harmonious combination were those to evaluate the level of initiative establishment. The presentation of theoretical material at the lessons in the case form and the public defense of its project decision allowed all team members to take initiative in varying degrees, which revealed the abilities and needs of the participant’s personality and the level of the team formation in general. The article may be interesting for teachers, specialists in the field of team building, those who work in the field of additional education, curators of student groups, class tutors.

In the context of competency-based approach and the requirements of the Federal State Educational Standard 3++ for developing universal competence UK-4 (foreign language communicative competence) in graduates of non-linguistic universities, a contradiction is revealed between the need to establish a holistic competence, including written communication skills, and the dominant practice of subject-language integrated learning, in which written activity frequently becomes a subject to reduction. The insufficient development of methods for the targeted development of foreign language writing skills in full-time and part-time students, as well as the presence of psychological barriers in students, determine the relevance of this study. The purpose of our work is to theoretically substantiate and elaborate a model for teaching foreign language academic essays, focused on developing the targeted competence and meta-subject skills (critical thinking, analysis, self-assessment) in bachelor's degree students of non-linguistic full-time and part-time programs. The methodological base of the study included a set of mutually complementary methods: theoretical analysis of domestic and foreign scientific literature on the problem in focus; pedagogical testing to determine the level of FLCC development; student questionnaires on the Yandex Forms platform; statistical processing of the obtained data; pedagogical modeling. A four-level model of teaching academic essays was developed and tested (motivational-orientational, analytical-cognitive, productive-training, reflective-evaluation stages). Post-experimental assessment showed that 98% of students mastered the essay structure, and lexical and grammatical correctness – in 83% of works. The theoretical significance of the study lies in clarifying the concept of the academic essay as a multifunctional methodological technique; in expanding the theoretical understanding of the content of foreign language education in a non-linguistic university. The practical significance lies in the development and testing of a proposed model for teaching academic essays, which can be integrated into the foreign language training of undergraduate students in non-linguistic programs. The developed essay evaluation criteria, as well as the identified sequence of pedagogical actions ("Ladder of Success"), can serve as a methodological guide for foreign language teachers to remove psychological barriers and develop academic writing skills.