Abstract
Modern education, implemented in specially targeted institutions, in most cases cannot ensure high performance of graduates. A future teacher should possess not only a high level of qualifications but also creative thinking, the ability to use innovative methods and technologies. The improvement of the integrated abilities of future teachers is based on the appropriate competent combination of the Russian educational tradition with innovative types of education. University programs usually only follow the state educational standards, without contributing to the individual self-identification of young citizens. Today, education should be positioned as a daily intellectual work that reveals the potential of a schoolchild or student and contributes to building the required competencies. Consequently, non-formal education should become part of a teacher’s life, implying both personal cognitive activity and spontaneous education, carried out due to a personal activity in a rapidly developing educational space. The student should not only know a foreign language and master teaching methods, but also demonstrate an adequate intellectual level, the ability to reflect, to conduct scientific research, to predict learning outcomes. Unfortunately, at this stage, the potential of non-formal education in the field of foreign languages is not sufficiently used, which makes it difficult to improve the research skills of future school teachers.
Highlights
IntroductionConsidering the essentials of non-formal education in the field of foreign languages, we should first turn to related concepts: additional, formal, non-formal, informal education
Considering the essentials of non-formal education in the field of foreign languages, we should first turn to related concepts: additional, formal, non-formal, informal education.Speaking about additional education, various authors use the terms “out-of-school”, “afterschool”, “non-formal”, “informal”, “free”, etc
We investigated the significant contribution made by various authors to the development of non-formal education (Dolzhich, Dmitrichenkova, 2018; Neverkovich et al, 2018; Baartman et al, 2006; Rogers, 2005; Bertin, Grave, Narcy-Combes, 2011; Podymova, 2008), and determined the main principles of the non-formal education in foreign states, the mechanisms of its interaction with formal education and the delayed effect of this process
Summary
Considering the essentials of non-formal education in the field of foreign languages, we should first turn to related concepts: additional, formal, non-formal, informal education. Various authors use the terms “out-of-school”, “afterschool”, “non-formal”, “informal”, “free”, etc. At the level of the largest international organizations, the European Union and the Council of Europe, the definition “non-formal education” was fixed, which serves as the basis for its use in this research (Sharonova, Trubnikova, Sokolova, 2018). The problem of non-formal education first attracted attention in the last third of the 20th century. The corresponding term became popular at the turn of the 1960-70s. The international conference, held in Williamsburg (the USA, 1967), discussed the world crisis in the education sector associated with the obsolescence of the programs and the insufficient adaptive resources of formal education, its inability to meet the requirements of the new reality. The model of “one education for life” that existed for more than a century was replaced by a fundamentally different approach - education throughout life, lifelong or continuing education (Gorev et al, 2018)
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