{"id":9361,"date":"2023-09-13T00:29:48","date_gmt":"2023-09-12T21:29:48","guid":{"rendered":"https:\/\/termvisnyk.iul-nasu.org.ua\/?page_id=9361"},"modified":"2023-09-13T14:01:44","modified_gmt":"2023-09-13T11:01:44","slug":"novi-profesijni-roli-vchytelya-ta-yihni-nazvy-terminologichnyj-analiz","status":"publish","type":"page","link":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/novi-profesijni-roli-vchytelya-ta-yihni-nazvy-terminologichnyj-analiz.html","title":{"rendered":"NEW PROFESSIONAL ROLES OF A TEACHER AND THEIR NAMES: TERMINOLOGY ANALYSIS"},"content":{"rendered":"Oksana Dilna<\/strong><\/p>\n

Information about the author<\/em><\/strong>: PhD in Philology,\u00a0Senior Lecturer of the Humanities\u00a0Education Department,\u00a0Lviv Regional Institute of Post-Diploma\u00a0Pedagogical Education<\/p>\n

e-mail<\/em><\/strong>: : dilnamartynyak@gmail.com<\/p>\n

https:\/\/doi.org\/10.37919\/2221-8807-2023-7-17<\/a><\/p>\n

Title<\/em><\/strong>: NEW PROFESSIONAL ROLES OF A TEACHER AND THEIR NAMES: TERMINOLOGY ANALYSIS<\/p>\n

Rubric<\/em><\/strong>:\u00a0TERMINOLOGY OF LINGUISTIC.\u00a0TERMINOGRAPHY AND PRACTICE OF COMPILING BRANCH DICTIONARIES<\/p>\n

Language<\/em><\/strong>: Ukrainian<\/p>\n

Abstract<\/em><\/strong>: In the modern world multitasking is a professional feature of specialists working in various fields. It also applies to teachers. Difficult conditions of forced remote education during pandemic, remote and mixed learning under conditions of martial law require\u00a0 teachers to acquire new skills and perform roles that often go beyond the traditional idea of a teacher. The concept of the New Ukrainian\u00a0 School refers to a teacher who is no longer the only mentor and source of knowledge, but is at the same time a coach, facilitator, tutor,\u00a0 moderator, mentor, consultant, instructor, manager and leader in the individual educational trajectory of the child. Recent years saw many\u00a0 borrowings in pedagogical terminology, first of all, these are anglicisms, less frequently \u2013 borrowings from classical languages that\u00a0 functioned in other terminological systems and acquire a new meaning in pedagogy. The dominance of foreign terms in computer or economic science has become something common both for linguists and ordinary speakers, but anglicisms in the educational field seem to be\u00a0 an artificial and undesirable phenomenon. A comprehensive study of borrowings in pedagogical terminology is extremely relevant, as the\u00a0 number of new terms of foreign origin in the educational environment is constantly growing. It is necessary to find out whether borrowing is\u00a0 justified, or it is just the fashion for new words and unwillingness to look for the Ukrainian counterparts or create new ones. The article\u00a0 analyzes the latest terms that have appeared in pedagogy from the point of view of the expediency of their use. The meaning and origin of\u00a0 such terms as coach, facilitator, tutor, mentor, moderator, advisor and supervisor have been clarified. Based on the translation and\u00a0 explanatory dictionaries of pedagogical terms, all possible correspondences for these foreign names were selected. The article describes how\u00a0 the semantics of the latter\u00a0 is superimposed on the definition of the functions performed by modern teachers. The most appropriate\u00a0 substitutes, actually Ukrainian and those of foreign origin, which exist in the Ukrainian language, are proposed. It is concluded that in the\u00a0 case when a specific term has the same meaning as the borrowed one, it should be fixed as a single normative variant or as a synonym along\u00a0 with the term of foreign origin, as the national terminology should absorb the world heritage of a certain science (terminology), while preserving its nationally identity.<\/p>\n

Keywords<\/em>:<\/strong> borrowed word, term, anglicism, teacher, pedagogue, pedagogical terminology.<\/p>\n

References<\/em><\/strong><\/p>\n

    \n
  1. Azhniuk, B.M. (2001). Movni zminy na tli dekolonizatsii ta hlobalizatsii [Linguistic changes against the background of decolonization\u00a0 and globalization]. Movoznavstvo, 3, 48\u201354 (in Ukr.).<\/li>\n
  2. Arkhypenko, L.M. (2004). Svoieridnist suchasnoi movnoi sytuatsii protsesu zapozychennia anhlitsyzmiv [Peculiarity of the modern\u00a0 language situation of the process of borrowing anglicisms]. Kultura narodov Prychernomoria, 49, 75\u201379 (in Ukr.).<\/li>\n
  3. Baibakova, I., Burakova, O. & Zadorozhnyi, V. (1994). Anhliiski zapozychennia u suchasnomu ukrainskomu terminotvorenni [English\u00a0 Borrowings in Modern Ukrainian Term Creation]. Problemy ukrainskoi naukovo-tekhnichnoi terminolohii: Tezy 3-oi Mizhnarodnoi\u00a0 naukovoi konferentsii (pp. 44\u201345). Lviv (in Ukr.).<\/li>\n
  4. Hvozdii, S. & Ustianska, O. (2019). Profesiini roli vykladacha vyshchoi shkoly u pidhotovtsi maibutnikh fakhivtsiv [Professional Roles\u00a0 of the Higher School Teacher in the Future Specialists Training]. Osvitolohichnyi dyskurs, 1\u20132 (24\u201325), 141\u2013160 (in Ukr.).<\/li>\n
  5. Honcharenko, S. (1997). Pedahohichnyi slovnyk [The Pedagogical Dictionary]. Kyiv: \u201cLybid\u201d (in Ukr.).<\/li>\n
  6. Hryhorenko, M. (2014). Osoblyvosti protsesu zapozychannia v suchasnii ukrainskii movi [Features of the borrowing process in the\u00a0 modern Ukrainian language]. Visnyk Lvivskoho universytetu, seriia filolohichna, 61, 255\u2013261 (in Ukr.).<\/li>\n
  7. Hryshchenko, M. (Ed.) (2016). Nova ukrainska shkola: kontseptualni zasady reformuvannia serednoi shkoly [New Ukrainian School:\u00a0 The Conceptual Basis of Secondary School Refor]. Kyiv (in Ukr.).<\/li>\n
  8. Hurko, O.V. (2012). Anhliiski zapozychennia v movi mas-media [English borrowings in the language of the media]. Naukovyi visnyk\u00a0 Volynskoho natsionalnoho universytetu imeni Lesi Ukrainky, filolohichni nauky, movoznavstvo, 22, 39\u201342 (in Ukr.).<\/li>\n
  9. Donska, I. (2018). Khto potriben suchasnomu uchnevi: vchytel chy mentor? [Who the Modern Pupil Needs: a Teacher or a Mentor?].\u00a0 Retrieved from https:\/\/osvitoria.media\/ opinions\/hto-potriben-suchasnomu-uchnevi-vchytel-chy-mentor\/ (in Ukr.).<\/li>\n
  10. Doloh, O.S. (2019). Anhlomovni zapozychennia v suchasnii ukrainskii ekonomichnii terminolohii [English borrowings in modern\u00a0 Ukrainian economic terminology]. Zakarpatski filolohichni studii, 8(1), 12\u201317 (in Ukr.).<\/li>\n
  11. Ivashchyshyn, O. (1992). Problema dotsilnosti vykorystannia zapozychen ta internatsionalizmiv u naukovo-tekhnichnii terminolohii\u00a0 [The Issue of Appropriateness of Using Borrowings and Internationalisms in Scientific and Technical Terminology]. Problemy\u00a0 ukrainskoi naukovo-tekhnichnoi terminolohii: Tezy I Mizhnarodnoi naukovoi konfereniii (pp. 114\u2013116). Lviv (in Ukr.).<\/li>\n
  12. Kozub, L.S. (2017). Osoblyvosti vykorystannia anhlitsyzmiv u suchasnii ukrainskii movi [The peculiarities of anglicisms usage in the\u00a0 modern Ukrainian language]. Naukovyi visnyk Mizhnarodnoho humanitarnoho universytetu, seriia: filolohiia, 26 (2), 40\u201342 (in Ukr.).<\/li>\n
  13. Kotienieva, I.S. & Karlova, N.M. (2021). Suchasni roli vykladacha zakladu vyshchoi osvity [Modern roles of the teacher of a higher\u00a0 ducational institution]. VisnykLuhanskoho natsionalnoho universytetu imeni Tarasa Shevchenka (pedahohichni nauky), 1 (339), 338\u2013347 (in Ukr.).<\/li>\n
  14. Kuzenko, O. & Matsuk, L. (2018). Profesiohrama suchasnoho vchytelia pochatkovykh klasiv u rusli vprovadzhennia kontseptsii Novoi\u00a0 ukrainskoi shkoly [Professiogram of a modern teacher of elementary school in the context of introducing the concept of a New Ukrainian school]. Osvitnii prostir Ukrainy, 13, 160\u2013166 (in Ukr.).<\/li>\n
  15. Malyshev, V.F. & Petrakovskyi, O.Yu. (Comp.) (2000). Novyi anhlo-ukrainskyi ta ukrainsko-anhliiskyi slovnyk [New English-Ukrainian\u00a0 and Ukrainian-English Dictionary]. Kharkiv: Drukarskyi tsentr \u201cIedinoroh\u201d (in Ukr.).<\/li>\n
  16. Mykhailova, L.M. (Ed.) (2020). Slovnyk terminiv i poniat suchasnoi osvity [The Dictionary of Terms and Notions of Modern\u00a0 Education]. Sievierodonetsk (in Ukr.).<\/li>\n
  17. Pavlyk, N.V. (2021). Osoblyvosti psykholohichnoi hotovnosti suchasnoho pedahoha do tvorchoi profesiinoi diialnosti v umovakh Novoi\u00a0 ukrainskoi shkoly: naukovo-analitychna dopovid [Peculiarities of Readiness of a Modern Teacher to Creative Professional Activity\u00a0 within the Framework of a New Ukrainian School]. Kyiv: \u201cPedahohichna dumka\u201d (in Ukr.).<\/li>\n
  18. Pyvovar, A.S. (2019). Vchytel-kouch yak osnova uspishnosti uchnia [Teacher-Coach as the Basis for Learner\u2019s Academic Performance].\u00a0 Retrieved from https:\/\/conf.zippo.net.ua\/?p=194. (in Ukr.).<\/li>\n
  19. Pomazan, I.O., Berest, T.M., Ilina, O.V. & Kuprikova, H.V. (Comp.) (2021). Hlosarii novitnoi pedahohichnoi terminolohii [The Glossary\u00a0 of Modern Pedagogical Terminology]. Kharkiv: Vyd-vo NUA (in Ukr.).<\/li>\n
  20. Skoreiko-Svirska, I. (2008). Zahalni tendentsii fonetyko-hrafichnoi asymiliatsii naukovotekhnichnykh terminiv anhliiskoho pokhodzhennia [General tendencies of phoneticgraphic assimilation of scientific and technical terms of English origin]. Retrieved from http:\/\/archive.nbuv.gov.ua\/portal\/natural\/vnulp\/Ukr_term\/2008_620\/17.pdf. (in Ukr.).<\/li>\n
  21. Stepykina, T.V. (2012). Metod kouchynhu v systemi shkilnoi osvity [The Coaching Method within the School Education System].\u00a0 Visnyk LNU imeni Tarasa Shevchenka, 22, IV, 257 (in Ukr.).<\/li>\n
  22. Topol, V. (2020). Shcho take fasylitatsiia i yak vona mozhe dopomohty vchyteliu v klasi [What is Facilitation and How a Teacher Can\u00a0 Use It in the Classroom]. Retrieved from https:\/\/nus.org.ua\/articles\/shho-take-fasylitatsiya-i-yak-vona-mozhe-dopomogtyvchytelyu-v-klasi (in Ukr.).<\/li>\n
  23. Chernii, A.L. (Ed.) (2022). Nova ukrainsky shkola: poradnyk dlia vchytelia 5\u20136 klasiv: navchalno-metodychnyi posibnyk [New\u00a0 Ukrainian School: Guidance for a Teacher of 5 \u2013 6 Grades: Methodological Manual]. Rivne: ROIPPO (in Ukr.).<\/li>\n<\/ol>","protected":false},"excerpt":{"rendered":"

    Oksana Dilna Information about the author: PhD in Philology,\u00a0Senior Lecturer of the Humanities\u00a0Education Department,\u00a0Lviv Regional Institute of Post-Diploma\u00a0Pedagogical Education e-mail: : dilnamartynyak@gmail.com https:\/\/doi.org\/10.37919\/2221-8807-2023-7-17 Title: NEW PROFESSIONAL ROLES OF A TEACHER AND THEIR NAMES: TERMINOLOGY ANALYSIS Rubric:\u00a0TERMINOLOGY OF LINGUISTIC.\u00a0TERMINOGRAPHY AND PRACTICE OF COMPILING BRANCH DICTIONARIES Language: Ukrainian Abstract: In the modern world multitasking is a professional […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-9361","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/wp-json\/wp\/v2\/pages\/9361","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/wp-json\/wp\/v2\/comments?post=9361"}],"version-history":[{"count":2,"href":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/wp-json\/wp\/v2\/pages\/9361\/revisions"}],"predecessor-version":[{"id":9426,"href":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/wp-json\/wp\/v2\/pages\/9361\/revisions\/9426"}],"wp:attachment":[{"href":"https:\/\/termvisnyk.iul-nasu.org.ua\/en\/wp-json\/wp\/v2\/media?parent=9361"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}