Tatyana Baklashova

The relevance of the study on the problem of student teachers' practice in the Netherlands (within the framework of the realistic approach) is due to the complexity of a full and effective connection between theory and practice in teacher education. In this regard, the search for productive mechanisms, models of successful combining of theoretical and practical training involving governments, universities, educational institutions, becomes topical. This is implemented in order to provide highly qualified teaching staff in the regions of the country, education sectors, and programs of educational institutions. The aim of the study is to analyze the realistic approach used in the designing and implementing the pedagogical practice programs in the Netherlands; to identify and justify the regularities and principles of the student teachers’ practicum realized in the framework of the realistic approach. The main approach to the research is a system-structural approach: it reflects the connection and interdependence of objects, phenomena, and processes of pedagogical reality in the national educational context. The study was conducted with the advisory support of researchers from Dutch higher schools. The author performed the analysis and the synthesis of philosophical, psychological and pedagogical literature on the problem of study, academic papers, published in Russian, English and Dutch; the work with primary sources – statutory acts, protocols, administrative documents of the Government of the Netherlands. In the course of the study, the author identified and substantiated the principles of the student teachers practicum, implemented within the realistic approach in the Dutch context of higher teacher education: the principle of student-centeredness with providing transparency of the situational professional position of a teacher educator; the principle of research implementing priority; the principle of collegiality. The results of the study can be used in the development of theoretical disciplines’ working programs, practicum’s programs for student teachers, strategic planning and management of the practicum process realized in secondary special education institution, higher education institution; in comparative education researches.

The relevance of this comparative study devoted to the theoretical and practical training of future French teachers in the conditions of the coronavirus (COVID-2019) pandemic is due to the challenge for educational institutions, global trends in the development of teacher education, national priorities for the implementation of professional and pedagogical training of French teachers in Russia and Kazakhstan, as well as educational strategies of universities of the above mentioned countries (Kazan Federal University, L.N. Gumilyov Eurasian National University). The article analyzes the institutional contexts of the education of future teachers of the French language in the conditions of the coronavirus (COVID-2019) pandemic, changes in the content and procedural aspects, as well as the evaluation component of their professional training. The priority of the research is to assess the impact of the pandemic conditions on the quality of training of a future French teacher, the formation of his teaching skills; to identify and substantiate the principles of professional training of a future French teacher. The research is based on a systemic and activity-oriented approach. The data for the study were provided by 20 teachers and 44 students of universities in Russia and Kazakhstan. The authors made an analysis of scientific literature, a reflexive and systematic analysis of pedagogical activity, a factorial qualitative analysis of semi-structured interviews with agents of the educational process (students and teachers). The results of the study show the potential of integrating the theoretical and practical training of a future French teacher in the conditions of a pandemic in case of following the principles of modularity, polymodality (multimedia), continuity of the content of disciplines and practices, intercommunication of educational agents, coordinating of evaluation tools of theoretical and practical disciplines. A particular difficulty in teaching future teachers of the French language is the transition from full-time to distance learning, the presence of gaps in the field of digital didactics. The results of the research can be used in the development of educational programs for the training of teachers of the French language, and the implementation of joint research in the field of comparative pedagogy.