DOI: 
http://dx.doi.org/10.15293/1813-4718.2003.01
UDC: 
УДК 378+373.3/.5
Bulankina Nadezhda Efimovna
Доктор философских наук, Dr. Sci. (Philosophy), Novosibirsk Institute of Professional Skills Improvement and Vocational Retraining of Education Workers, nebn@yandex.ru, Novosibirsk

Value Dominants of World languages Education In the Aspect of trans-boarder Region as a Sociacultural and Pedagogical Realia

Abstract: 
The problem statement related to the dominant values of the recurrent World Language education (WLE) in terms of innovation & leadership professional education of a pedagogue is chosen as an object of this manuscript. The purpose of this opus is to provide a logical model that supports content knowledge construction in the area of updating the values to close the gap between humanistic principles and the tutorial activity of continuing professional development of teachers in the space of Megapolis. Methodology. The scientific exposition considers the above issues in terms of dialogic anthropocentrism that has paved the way for new opportunities to integrate meaningful technological support of a teacher into the development of motivational intentions for cultural self-determination (CSD). The essence of humanization of polylingual educational space revealed in the problem context of a cross-border region is upon the emphasis of the leading role of the teacher that demands tutor modeling of innovative practice through a collaborative research process based on the empirical methods – search experiment, included observation, questionnaires and interview, statistical processing, content analysis of texts of oral and written products of speech activity of the participants, etc. So that value is added to classroom sessions for creating a desire to be lifelong learners. Results of the research include a novel approach developed in cooperation with teachers that let one introduce learning frameworks for the dominant values of the communication area as a new realia of the regional professional segment and outline some of the concepts of how tutorial support might best situated within the world of self-determination of the teacher. In conclusion it is pointed out that the tutorial support of a teacher is both the most acceptable and effective technology in terms of a person’s responsibility as a value dominant of his professional self-development and WLE of students as a whole.
Keywords: 
continuing professional development (CPD), tutorial support (TS), World Languages Education (WLE), motivational criteria, cultural self-determination (CSD), polylingual educational space of cooperation
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