Strategies for distance support of advanced professional training for teachers of Russian as the second language

¹ The Kosygin State University of Russia, Institute of International Education, Moscow, Russia
² Moscow State Pedagogical University, Institute of International Education, Moscow, Russia

¹ Corresponding author: apozdnyakova@live.ru

Abstract

The effectiveness of advanced professional training for a teacher of Russian as the second language is possible only based on the complex use of modern distance learning technologies that are aimed at usage in a specific subject area and reflect its specifics as adequately as possible. This article summarizes the results of project activities on the formation of a system of advanced professional education for teachers of Russian as the second language, carried out at the premises of The Kosygin State University of Russia. The project aimed to develop strategies for creating an integrated system of distance support, including 1) a model of an electronic educational environment based on cloud technologies and representing a secure solution in a controlled segment of the Internet, capable of accumulating resources for teaching the Russian language in Russia and abroad; 2) a system of diagnostic measures to identify the competence gaps of RSL (Russian as the Second Language) teachers in the subject, organizational, methodological, psychological spheres; 3) recommendations for the creation of advanced training programs (modules) capable of eliminating the identified competence deficiency in these areas. The following can be considered as objectives of the project: 1) selection of distance technologies (elements of distance technologies), relevant for use in the process of professional training of an RSL teacher; 2) formation of a cluster of diagnostic measures; 3) modeling educational content; 4) determination of cognitive strategies for teaching and self-education of an RSL teacher in the system of advanced professional training. The system of diagnostic measures described in the work assumed the assessment (measurement) of the teacher’s activities in three aspects: 1) from the standpoint of subject knowledge, 2) from the organizational and methodological standpoint, 3) from the psychological standpoint. This approach made it possible to single out the components of professional competencies and form a methodology for expert assessment of the educational environment, including the Russian-speaking educational environment abroad. In this case, the instrument of pedagogical measurement was testing carried out remotely on the constantly operating platform of The Kosygin State University of Russia at https://edu.rguk.ru.