TRAUMA INFORMED FOREIGN LANGUAGE TEACHING: A SYSTEMATIC LITERATURE REVIEW

Authors

  • Yevhen Plotnikov

DOI:

https://doi.org/10.31499/2306-5532.2.2023.299835

Keywords:

non-formal, informal, foreign language teaching

Abstract

The article is devoted to the transformation of educational systems, which has become a prominent feature of our time, requires the use of sometimes unusual mechanisms for implementing daily educational practices. The problem of continuous professional development of school teachers is no exception. The professional development of a foreign language teacher is a complex, multidimensional process that usually aims to introduce qualitative changes in the general and professional competences of a specialist. Such development is conditioned not only by certain personal characteristics of a person, his/her intellectual level and professional experience, but also by the wider social and educational context.

References

Council of the European Union (2012). Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning, O.J. 2012/C 398/01. Official Journal of the European Union, pp. C 398/1-C 398/5. Отримано з https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF.

European Commission/EACEA/Eurydice (2018). The European Higher Education Area in 2018: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union.

Federighi, P., Menapace, M. & Stanistreet, P. (2013). Adult and continuing education in Europe: Using public policy to secure a growth in skills. Brussels: European Comission.

Institute of Lifelong Learning [UIL] (2012). Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning. Hamburg, Germany, UIL.

McKenzie P. & Santiago, P. (2005). Teachers matter: attracting, developing and retaining effective teachers. Paris: Organisation for Economic Co-operation and Development.

Organisation for Economic Co-operation and Development [OECD] (2007). Propositions for a typology of recognition systems. Vienna, Austria: Directorate for Education. Education Policy Committee.

Werquin, P. (2008). Recognition of non-formal and informal learning in OECD countries: A very good idea in jeopardy? Lifelong Learning in Europe, 3, pp.142-149. Отримано з http://www.oecd.org/education/skills-beyond-school/41851819.pdf.

Zakon Ukrainy “Pro Osvitu” [Law of Ukraine “On Education”] № 2145-VIII (2017)

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Published

2023-12-28

How to Cite

Plotnikov, Y. . (2023). TRAUMA INFORMED FOREIGN LANGUAGE TEACHING: A SYSTEMATIC LITERATURE REVIEW . Studies in Comparative Education, (2), 45–49. https://doi.org/10.31499/2306-5532.2.2023.299835

Issue

No. 2 (2023)

Section

LANGUAGE LEARNING

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