Keyword: «practice»

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.

The article reveals a strategy for mastering the skills of reading professional texts by students. The stages of practical mastering of professionally-oriented material in foreign language classes at a non-linguistic university are analyzed. The points of view on the problem of both domestic and foreign scientists are presented.

The article deals with the actual problem of learning foreign languages in the era of digitalization. Innovative ways in the educational environment are good not only during distance learning, but also for independent studies of people of all ages at any time convenient for them. The authors consider the numerous opportunities that have recently appeared for innovative learning of a foreign language, in particular German, with the help of authentic radio channels, music programs, specialized educational Internet resources.

The article discusses the use of a massive open online course on the discipline «Russian language». Using the example of the research, the author demonstrates the interest of students in a massive online course in this discipline. Based on experience, the author notes the positive and negative sides of this technique.

The article discusses the use of project models in mathematics lessons. The article describes several popular types of projects. However, for their successful implementation, certain skills and abilities of the teacher are required. The use of project models in mathematics lessons helps develop the skills of infor-mation retrieval, data analysis, creative thinking and social responsibility of students. Successful application of projects requires experience and knowledge in the field of pedagogy and mathematics.