Don State Technical University (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN17 Proceedings
Publication year: 2017
Pages: 111-117
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1024
Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain
The paper analyses pedagogical conditions of responsibility formation among students in the learning process. The authors consider responsibility as a component of professional competence of specialists of any field. The relevance of this study is explained primarily by the economic, political and social situation in modern society in which humanity bears responsibility for its present and future. In addition, the trend of continuing education, spread throughout the world, requires responsibility of each educational process participant - both a student and a teacher.

The phenomenon of responsibility has been studied by scientists - philosophers, psychologists, sociologists, educators, that testifies to the complexity of this phenomenon. In our research, we rely on the competence –based approach, which originated in the USA and is recognized in many European countries, including Russia. The majority of models of education process are based on the concept of "key competencies", which include some common cultural and professional ones. The level of mastering these competencies is the criterion for the assessment of the professional efficiency of specialists. However, personal qualities of a specialist, including responsibility, are of equal importance.

We have developed and successfully applied a pedagogical technique of responsibility formation among students of technical University in the course of a foreign language learning. The basic pedagogical conditions to implement this technique in the educational process are the following: 1) orientation of the teaching system on the internal locus of control; 2) a high level of professional competence and responsibility of teachers; 3) learner-centered approach which takes into account students individual characteristics, their leaning needs and cognitive interests, motives of their activities, age, gender, levels of intellectual development, etc. The authors consider self-control to be an effective means to foster responsibility of students, particularly at the last stage, when the level of learner‘s responsibility is high enough. The paper introduces some techniques to transfer teacher’s control into the mutual control and learners’ self-control in the course of learning a foreign language, which are effectively applied at the Don State Technical University.
Responsibility formation, professional competence, educational process, foreign language learning.