Keyword: «contextual approach»

Nowadays, the issue of teaching Language for Specific Purposes to students of non-linguistic majors and the necessity to form professionally significant competence by means of a foreign language are paid much attention to, both in our country and abroad. This makes the present article relevant. The purpose of the article is to show the peculiarity of mastering a foreign language by students of non-linguistic majors. This peculiarity determines the topics chosen for classes and the requirements for the training material. The authors of the article aimed at examining the effectiveness of sources of media content used in teaching Language for Specific Purposes to students of non-linguistic majors. The authors also offer questions and tasks based on Ted Talks. Ted Talks is an open educational resource comprising presentations at conferences on different topics. The research is based on the contextual approach to teaching Language for Specific Purposes, which presupposes that information should be perceived in context by modelling content area of professional activity at English classes. As a result of the research, the authors revealed and explained the advantages of Ted Talks. The research showed that such Internet resources help to form professional competence by means of a foreign language and allow students to use a foreign language successfully in their future profession and be ready for cross-cultural communication. Theoretical significance of the article lies in the contribution it makes to the creation of professional environment for communication by means of modern educational technologies that will allow students to plunge into foreign language environment, witness cultural-specific realities and hear modern foreign speech. The results of the research may be used for further study of the problem of teaching Language for Specific Purposes. Practical significance of the article is in the possibility to use offered tasks at English classes with 2nd -4th year students of economic majors depending on their level of English.

The article discusses the current targets of training psychologists and coaches and reveals the essence, content and features of the implementation of an innovative approach to professional education of psychologists-consultants and coaches.

The article considers the implementation of the contextual approach in the history of language education not only as a means of improving its quality, but also as an important factor accelerating the process of acculturation. The main elements of the contextual approach (content, methods, forms) that were used in teaching Oriental languages are revealed. Among them, the main attention is drawn to the multidimensional content, a set of action-based methods, elements of theatrical pedagogy, and joint forms of work.

The article considers a contextual approach to teaching physics in high school, which is aimed at integrating theoretical knowledge with real-life situations and professional activities. The key advantages of this method are described, such as increasing students' motivation, developing critical thinking and preparing for future professional activities. Examples of the introduction of contextual tasks into the educational process are offered, which contributes to a deeper assimilation of the material and increases interest in the topics studied.

The central challenges of modern pedagogical education relate not only to the professional training of preservice teachers but also to ensuring their sustainable psychological well-being in the context of high emotional stress, social responsibility, and systemic, constant changes in their field of work—education. Under these conditions, the development of consciousness in learning—students' ability to reflectively understand their own learning activities, select educational content, and consciously manage their educational process—is particularly important. Personal development relies on the development of consciousness of actions, which determines the subject's social position. According to the contextual approach, consciousness is a recursive process in which all phenomena—from the choice of a method for solving a problem to the evaluation of one's own performance—acquire meaning and significance depending on the context in which they are interpreted: in relation to oneself; the surrounding reality; and other people. The development of consciousness in learning, therefore, acts as a purposeful expansion of the student's field of awareness, a transition from perceiving learning as the fulfillment of external requirements to understanding it as a project for personal and professional development. This process is of fundamental importance for student teachers. The teaching profession makes high demands on the ability to act as the subject of one's own learning and continuous development. Psychological well-being in this profession is directly linked to the extent to which student teachers can fully understand their educational activities in broader contexts. This conscious position helps develop intrinsic motivation, a sense of meaning, and resilience to academic and, later, professional stress. However, traditional models of teaching student teachers are often limited to developing competences within the subject and methodological context, without emphasizing the importance of developing a reflective position and awareness of one's own educational process. This leads to a gap between external demands and students' internal resources, increasing the risk of burnout early in their professional careers. The aim of this article is to substantiate the need to develop consciousness in the education of student teachers as a predictor of their psychological well-being. The research methods used included analysis and synthesis of scientific literature on the development of consciousness in learning and the establishment of psychological well-being; a contextual approach to data interpretation; modeling of educational conditions conducive to the development of consciousness; and a pedagogical experiment to identify the relationship between the level of consciousness in learning activities and indicators of psychological well-being in student teachers. The study analyzed the works of Russian and international scholars in the field of developing consciousness in learning, the formation of psychological well-being in student teachers, and a contextual approach to understanding consciousness. The findings may be of scientific and practical interest to educational program developers, methodologists, and instructors at pedagogical universities focused on the personal and professional development of students. The results of the study can form the basis for improving training models for preservice teachers, including those through the implementation of individual educational trajectories for teacher training, tested in the practice of Vyatka State University.