Keyword: «additional professional education»

In the context of dynamic changes and challenges of the time the system of additional professional education changes its basic characteristics, which are associated with the uncontested orientation to the subjective nature of the learning process, the implementation of targeted scientific and methodological assistance to teachers with the involvement of resources of regional advanced training systems. Social demand for a competent specialist suggests the use of adaptable personalized models of providing systemic support to the teaching staff in developing professional self-efficacy. The aim of this study is to consider the problem of subject-oriented diversification of the additional education system in a new educational context, to understand the phenomenon of personification of the teachers’ advanced training system, to determine some methodological and theoretical aspects of the personalized process of teachers’ training. To achieve the goal of the study, the methodology of conceptual analysis, general logical methods of cognition (analysis, synthesis, abstracting, comparison, induction, modeling, generalization), content analysis of scientific research related to the issues raised were used. The authors make a scientific and theoretical analysis of the concept of «personification», determine its specificity in relation to the process of advanced training of a teacher. The authors found that personification is one of the types of personality-oriented education, implying a new format of the process of training teachers in the advanced training system, formulated the main methodological approaches to the personification of the process of teaching adults, proposed technological components of the process of personalized advanced training of teachers. The theoretical significance of the article is determined by the fact that the concept of personification of teachers’ advanced training is specified on the basis of the analysis and comparison of various options for its interpretation, the main methodological approaches to the process of personalized advanced training are developed. The practical significance is determined by the applied nature of the proposed technology of personification of the teachers’ advanced training system (on the example of advanced training courses) and the positive effect of its implementation in the empirical experience of the authors of the article.

The relevance of studying the problem of English language learning in engineering universities stems from the increasing demands on the proficiency level by employers and the inadequate number of academic hours devoted to the subject in university curricula. To overcome the challenges in training engineers with high proficiency in foreign language communication, we need to explore existing approaches to foreign language teaching and analyze their impact on educational quality. The aim of this article is to make a comparative analysis of two teaching methods (the grammar-translation method and the direct immersion method) to identify the most effective way for acquiring new English vocabulary and its practical application in oral communication. The experiment involved two groups of participants from the minor degree program "English for Professional Translation in the Field of the Oil and Gas Industry" at Kazan National Research Technological University. The main results showed that the group taught using the grammar-translation method demonstrated higher results in vocabulary acquisition compared to the group that employed the direct immersion method. This indicates the significance of explaining lexical units in the native language when learning foreign languages. Surveys also revealed that while the immersion method was more engaging for students, it caused discomfort due to the exclusion of their native language during the learning process. The theoretical significance of this work lies in confirming the necessity of researching and analyzing various approaches to foreign language teaching in higher studies, which can broaden the scope of contemporary methodological practices. The practical significance is that the findings can be useful for educators in developing curricula that promote more effective student learning by balancing interest and comfort in the language learning process. Future research may focus on optimizing approaches based on the needs and preferences of students, thereby enhancing the quality of the educational process in the field of foreign language professional communication.