Kyljanat Bylatbaeva

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.