Keyword: «teacher training»

This article lists and describes the pedagogical conditions of the competitiveness formation of future professional training teachers: the training of future teachers in the competitive educational environment, the implementation of the elective course "Science of competitiveness" for future teachers, the work with future teachers through modeling pedagogical situations.

The article shows the prerequisites and the need for multicultural education at school. The bases of multicultural education on the example of domestic and foreign researches are analyzed. The problems arising during its implementation in the pedagogical process are noted. Attention is drawn to the insufficient willingness of the teaching staff of schools to work in the conditions of multicultural education. The main emphasis was placed on the American education system, as the level of ethnic, religious and cultural diversity in this country is quite high, and the teaching experience is extensive.

Modernization of the current education system involves both updating its content and the active use of innovative technologies and techniques. As international experience shows, integrated learning or an interdisciplinary approach can increase learning motivation and achieve better learning outcomes. Interdisciplinary lessons became a part of the Russian teaching system long ago. However, there are certain difficulties in introducing interdisciplinary teaching, since the Russian system trains subject teachers, and the rigidity of curricula is also an obstacle. The purpose of this article is to analyze the problems of introducing interdisciplinary education in Russian schools in the context of global trends in education. Based on the analysis of domestic and foreign studies, the article examines the use of integrated methods in Russia and abroad, the Finnish experience of integration in education, as well as the experience of individual schools and interdisciplinary programs in the United States and other countries. The analysis of foreign and domestic literature has shown that some models and assessments of interdisciplinary learning are based on the unconditional recognition of the advantages of interdisciplinary learning, while others are skeptical about the final results in comparison with traditional subject learning, noting the limited didactic possibilities of using integration. The survey data of young teachers, whose experience does not exceed 5 years, showed that more than 10% of respondents do not conduct integrated lessons. In the teaching community, when introducing interdisciplinary lessons, they have the same problems as their foreign colleagues – lack of time for preparing interdisciplinary lessons, poor cooperation or lack of cooperation in the teaching staff, lack of textbooks and teaching aids for conducting integrated lessons, the limiting framework of teaching programs and curricula, etc. The theoretical provisions of this work can become the subject of discussion, exchange of experience at seminars, conferences of teachers and methodologists.

The article reveals topical issues in the teaching of fine arts in primary school, focuses on issues of primary school teachers education in regional conditions, touches upon the problem and approaches to include the national-regional component in the educational program of primary school.

In the context of the effective implementation of bilingual and multilingual education strategies in the Republic of Tatarstan, the present study draws attention to the initiated project «Teacher-Bi- and Multilingual» launched in 2018 at Kazan Federal University. The primary objective of the project is to prepare subject teachers capable of conducting educational activities in three languages and knowing the theoretical and practical foundations of bilingual and multilingual education. The article highlights the necessity for the transformation of didactic support to prepare teaching staff that takes into account the peculiarities of the multilingual educational environment. The existing material, targeting monolingual educational institutions, does not contribute to the effective work of educators in a multilingual environment. Therefore, the author proposes supplementing the set of universal and general professional competences with a special multilingual subject-methodological competence. The research aims to develop a set of measures for forming multilingual subject-methodological competence and evaluate its effectiveness. The study involved an analysis of domestic and foreign scientific literature on the topic, emphasizing accumulated experience in preparing specialists and teachers in multilingualism based on contemporary scientific and methodological approaches. Works dedicated to the formation of subject-specific language competence, the methodological creativity of inventive foreign language teachers, and the development of multilingualism in students of linguistic universities were also considered. The developed set of measures for forming multilingual subject-methodological competence in preservice subject teachers in a multilingual educational environment was pilot tested. The experiment took place over five years at the Institute of Philology and Intercultural Communication of Kazan (Volga Region) Federal University, involving 72 fifth-year students enrolled in multilingual educational programs. The main experimental method included diagnosing the level of competence formation using the international exam Teaching Knowledge Test – CLIL, adapted to the Russian language. The results analysis showed that the majority of participants in the experiment demonstrated an advanced level of multilingual subject-methodological competence. However, students found it challenging to conduct classes using the CLIL methodology due to a lack of practical skills in this area. It is recommended to pay special attention to developing practical skills in preservice subject teachers engaged in multilingual educational programs so that they can successfully apply multilingual methodology in their pedagogical agency. The results of the study will help determine the effectiveness of the proposed measures and their applicability in the multilingual educational environment.