The relevance of studying the notion of academic engagement is due to the fact that the quality of training depends on students’ attitude towards learning, their diligence and classroom participation. The analysis of literature has shown that this concept is not sufficiently studied by scientists. The purpose of the study is to examine the degree of scientific interest in the phenomenon of academic engagement among Russian and foreign scientists. Bibliometric analysis of the scientific and information field of current psychological and pedagogical researches was chosen as the research method. Bibliometric and scientometric analysis was done on the basis of the most widely used international bibliographic databases “Web of Science” and “Scopus”, as well as Russian information and analytical portal “eLIBRARY”. As a result, the extent of prior research on academic engagement was determined, and foreign and Russian approaches to its study, structure and formation were identified. The article can be used by university teaching and management staff for effective planning and organization of the educational process at the university.
Author : Oksana Polyakova
Post-graduate Training in the Competence Development of CLIL Teachers
Content and Language Integrated Learning (CLIL) approach has become one of the bilingual
education pillars worldwide. Its application often relies on quality instruction; therefore, careful
preparation of future CLIL educators will guarantee adequate CLIL implementation.
Despite the extensive research on the method used since the 1990s, little is known about the
competence-based training process of content and language teachers. Through a multi-dimensional
perspective of the current research, including qualitative and quantitative methods, the study
authors attempt to demonstrate that CLIL competences can be adequately developed. In our project,
we taught a postgraduate course on Delivering the curriculum through English to 26 educators
and analysed the development of their professional skills. Pilot study results show that competence
development is highly correlated with linguistic awareness, in-depth theoretical and applied
knowledge of the CLIL approach and mutual support within teaching community.
Regardless of the fundamental idea of formative exploration, our study presents some findings
deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.