Methodological Competence Research Articles

Theoretical Basis of Training of Pedagogues and Psychologists for the Development of Cognitive Activity of Teenagers

The main problem: the current directions of its development are determined in the article by conducting a theoretical analysis of philosophical, pedagogical, psychological, scientific and methodical works on the training of specialists for the development of the cognitive activity of teenagers. Currently, it is shown that the training of specialists in the development of cognitive activity of teenagers is a pedagogical and psychological problem. Purpose: to clarify the theory and propose a technology for the training of pedagogical and psychological specialists for the development of the cognitive activity of adolescents. Methods: When conducting the research, it was important to take into account statistical data that were sufficiently understandable and reliable. Therefore, in the framework of our research, we used the methodology of B. E. Milman, survey, method of expert evaluation, conversation, questionnaire, interview, series of tests, which include observation and open questions. The results and their significance: according to the results, the methodological predominance of the average level of social intelligence allowed students to see the following signs: the social significance of professional behavior, actions, relationships, full mastery of theoretical knowledge. During the course, we believe that the existence of a reflexive culture, which is evidenced by the improvement of communication in everyday life, in turn, is very valuable. Development of thinking, training and education of future teachers-psychologists, preparation for creative activity depend on methodological competence, qualifications and training of the teacher in the organization of research activities. Self-learning needs and skills do not arise by themselves. Such qualities begin to be formed in the process of organizing educational activities during the joint work of teachers and students in and out of class, even during school. In accordance with the tasks of the professional training of the future pedagogue-psychologist, active methods of training - problem-based lectures, seminars, debates and discussions, professional-oriented special courses, course and diploma works, scientific studies of school pedagogy and didactics, educational events such as scientifically organized forms of continuous pedagogical practice. As a result of mastering pedagogical activity, professional motivation of future pedagogical-psychological specialists is formed, understanding of goals and tasks, subject, psychological-pedagogical and didactic-methodical knowledge is developed, as well as relevant skills and abilities necessary for the development of cognitive activity of teenagers.

The structure of methodical competence of a physical education teacher

The article reveals the theoretical foundations of the development of methodological competence of future physical education teachers during their studies at higher education institutions. The essence and structure of the concept of ”methodical competence of a physical education teacher” was identified as one of the factors of proficiency which provides the teacher with knowledge, abilities and skills of organizing physical education and health activities, health methods and technologies for providing students with motor activity, skills and conducting the educational process on the subject “Physical education”. The purpose of the article is to study the structure of the methodical competence of the physical education teacher and to establish the components that must be developed during the training of students. The analysis of scientific and methodical literature shows a large number of different approaches to determining the structure of a teacher's methodical competence. We have identified the following structural components of the physical education teacher's methodological competence: motivational-targeted, organizational-contentual, procedural-active, reflective-creative. To ensure the development of each of the components of the methodological competence of the future physical education teacher, it is necessary to: 1) to create scientifically based planning of the educational process consisting of mandatory and optional educational components at the higher education institution; 2) to ensure unity and interconnection of theoretical, methodical and practical training of students; 3) to create a high but accessible level of difficulty in training classes, quick and high- quality mastery of the technique of performing exercises and mastering the method of their improvement; 4) to create maximum activity and independence of the students during classes; 5) to combine individual and collective physical culture and health activities of the students; 6) ensure the educational process with a sufficient quantity and quality of technical and sports equipment; 7) to ensure wide use of innovative technologies of physical culture, health and sports activities. The methodical competence of a physical education teacher depends on his professional preparation while studying at a higher education institution, namely: methodical, professional-pedagogical, psychological-pedagogical knowledge as well as knowledge in the fields of physical culture, health and sports, abilities and skills, motivational and valuable attitude towards his profession. The uniqueness of the methodical competence of a physical education teacher is determined by the specifics of solving training, educational and health-improving tasks regarding the formation of physical, psychological, spiritual and social health of student youth.

Совершенствование профессиональных компетенций преподавателя иностранного языка в условиях непрерывного педагогического образования

Pedagogy is currently a priority area of Russian higher education. The authors analyzed research publications, regulatory documents, and international foreign language assessment standards to determine professional competencies of a foreign language teacher. Pedagogical qualifications were studied in the context of pedagogical education as a structure. Any complete level of pedagogical education allows for professional activity; however, each level has a different pedagogical trajectory. Bachelor’s degree is the basic level of teacher education while Master’s degree provides a universal pedagogical trajectory for any education level. Competence is defined as a set of competencies that allow the teacher to organize an effective academic process. Pedagogical competence is a combination of professional and methodological competencies, which are of utmost importance for any teacher. The article introduces a number of ways to improve these competencies in line with formal and informal models. For a foreign language teacher, foreign language communication is the core competence. Its improvement is effective if it follows the system of international exams, e.g., the Common European Framework of Reference (CEFR) for Languages. Higher pedagogical education provides a foundation for continuous professional development in an informal learning model, i.e., advanced training programs based on international exams.

Научно-методическая компетентность преподавателя вуза как составляющая человеческого капитала

The article actualizes the issue of the necessity to consider the scientific and methodological competence of university teachers as one of the most important components of the formation and development of human cap-ital of higher-level educational institutions. Based on the functional approach, the authors analyze its structure as a special type of professional competence. In relation to the components of the human capital of the indi-vidual, five elements have been identified, corresponding to the main types of scientific and methodological activities of a university teacher at the present stage: motivational, planning-prognostic, subject-activity, social-orientation and evaluative-reflective. It is emphasized that the real competence of a higher school teacher in the scientific and methodological sphere is provided by structural relationships of the above elements, which forms the intellectual capital and the capital of experience of professional and pedagogical activity of a univer-sity teacher's personality. Conclusion dwells upon the fact that the result of the formation of scientific and methodological competence among the teaching staff in this case becomes pedagogically appropriate and competent organization of the educational process in the university as an economic product.

Development and validation of the project manager skills scale (PMSS): An empirical approach

This paper presents the development and validation of the Project Manager Skills Scale (PMSS), a novel instrument designed to quantify and evaluate the critical skills of project managers. The PMSS is anchored in a comprehensive literature review and expert feedback and identifies five key dimensions of project manager skills: Technical Skills, Managerial Competences, Communication Skills, Management Style-Leadership, and Technological and Methodological Competences. The discovery of an additional fifth dimension in this study underscores the multidimensional nature of project manager skills and deviates from the initial four-cluster expectation outlined in the project management literature. The research framework employed in this study incorporated exploratory and confirmatory factor analysis. Empirical data were gathered from 257 project managers. The criteria for respondent selection were familiarity with the concept of project management and current or past engagement in a project. The findings reveal the relative importance of each dimension and highlight the multifaceted nature of project management. The study emphasizes the need for a balanced skill set that encompasses technical expertise, managerial competences, communication skills, leadership qualities, and technological and methodological competences to achieve successful project outcomes. Despite its significant contributions, this study acknowledges its limitations in terms of geographical scope and sample diversity and suggests future research directions for the development of a universally applicable understanding of project manager skills.

Scientific-methodological knowledge and its development in the educational process

Introduction. For students, mastering the methodological foundations of scientific research plays an important role in professional education, providing scientifically proven support for professional thinking and readiness to scientifically substantiate the practical activities of a specialist to form a mechanism for intellectual and personal self-development. Today, numerous educational literature is being published, and educational disciplines devoted to the methodology of science and scientific research are being introduced. However, in most of the educational and scientific works created by students (course projects, final qualification papers, etc.), methodological provisions are formulated with errors; descriptions of the organisation of research, interpretation and design of their results are unsatisfactory. Therefore, there is the problem of finding ways to improve methodological literacy, methodological competence, and methodological culture of students. The relevance of such research is conditioned by the need to study the causes of such a situation, to develop ways for improving student methodological competence, to highlight and summarise the experience of teaching methodological knowledge, and to suggest ways for improving the educational process. The solution to this problem is especially significant for the humanities specialists (in particular, for educators and psychologists), who deal with the influence on the personality and human consciousness included in the social regulation of human behaviour. Aim. The present research aims to: 1) substantiate the theoretical approach to the scientific and methodological support of the process of mastering the methodological foundations of scientific research by students as to the development of scientific-methodological knowledge (SMK) based on the analysis of scientific and educational literature, the practice of teaching disciplines aimed at studying the methodological aspects of psychological and pedagogical research; 2) to identify the main guidelines for improving the ways to support the formation of SMK using examples from empirical studies of its development by students in the educational process, from the generalisation of the practical experience of the authors. Methodology and research methods. The research methodological framework was based on the approaches of Russian scientists to the methodological foundations of science and scientific research as a holistic knowledge, in which principles, norms, methods and scientific and cognitive activity are developed at the philosophical, general scientific, concrete scientific, methodical levels. Analysis, generalisation and systematisation were used as theoretical research methods; testing, survey, included observation and generalisation of experience were applied as empirical methods. To prove the propositions put forward by the authors, four empirically verifiable hypotheses were formulated. Two of them were confirmed: one was partially confirmed; the second one (about the absence of a connection between direct and remote forms with the formation of SMK) was not confirmed. In the mathematical and statistical interpretation of individual research results (correlation and variance types of analysis), the IBM SPSS Statistics 23 was employed. Results. The guidelines for supporting the development of SMK by students in the educational process were outlined: reliance on the creation of a research project by the trainee; placing the trainees in the position of an independent researcher; developing an understanding of the content and scope of the key concepts of research, its unity and integrity; paying special attention to the transformation of information and its presentation in various forms. Scientific novelty. The authors proposed and substantiated the idea of the study of the research methodological foundations as the development of SMK, which equips the researcher with an arsenal of guidelines, means and methods of action, providing the closest possible approach to the truth in the search for new scientific knowledge. Practical significance. The proposed approaches to the development of SMK can be used in the practice of studying disciplines devoted to the research methodological foundations in the social sciences and humanities, in support of students’ course projects and final qualifying works.

DEVELOPMENT OF A METHOD FOR COMBINING DATA IN ORDER TO PREVENT DUPLICATION OF RECORDS IN THE DATABASE OF THE INFORMATION SYSTEM FOR THE DEVELOPMENT OF METHODOLOGICAL COMPETENCE OF TEACHERS OF IT DISCIPLINES

The article assesses the outcomes of digitization on higher education in Kazakhstan. Given current trends, there is a need to establish a dedicated focus on the ongoing professional growth of educators. A crucial measure in this regard involves shifting from disjointed learning approaches to implementing a cohesive system for the continuous professional development of teaching staff. It is crucial to highlight that in accordance with the Development Concept of Higher Education and Science in the Republic of Kazakhstan the duration of an individual's active economic engagement has extended from 35-40 years to 50-60 years. This shift underscores the growing necessity for continuous learning throughout one's life and underscores the significance of non-formal education. The educator plays a pivotal role in influencing the educational landscape and significantly contributes to the outcomes of socio-economic changes in Kazakhstan. In the current era of socio-economic and digital transformations the teacher's proficiency has emerged as a crucial element that directly influences the quality of students' education. The Ministry of Digital Development, Innovation, and Aerospace Industry of Kazakhstan has reported a yearly requirement for approximately 30,000 additional IT professionals. Consequently, the focus is on enhancing the methodological expertise of IT discipline educators, recognizing their pivotal role in influencing the quality of education and student achievements. Information systems aimed at enhancing this competence are emerging as a crucial element in elevating the overall effectiveness of education. The article presents the rationale for the need to create a single space for additional professional education of teachers of IT disciplines. It is considered as an effective mechanism for the implementation of the state educational policy and innovation strategy in the field of education. The aim of this initiative is to ensure that the human resource is ready to successfully achieve the country's strategic goals in the context of digitalization processes. The article focuses on the development of a structural model of an information system aimed at improving the methodological competence of teachers of IT disciplines using the principles of continuing education. Based on a conceptual model with microservices subsystems, this methodology represents a comprehensive approach to the development of the competence of teachers of IT disciplines, integrating technological and methodological aspects. The development of a method for combining data in order to prevent duplication of records in the database of the information system is also considered. Methods of estimating the degree of similarity based on the types of attributes are proposed. The article extensively delineates the models, architecture, and components constituting the software implementation of the envisioned information system. It scrutinizes the accessibility of the employed data sources and formulates conclusions regarding the future potential for advancing the subject matter.

Interprofessional evaluation of "soft skills" of students in the practical year

The present study deals with the implementation of a questionnaire with 360° evaluation to assess the performance of students in the practical year (PJ). A special focus is put on the "soft skills" (self-competence, methodological competence, social competence), whose evaluation in medical studies has not yet taken place comprehensively. The study was conducted prospectively with 21 PJ students of the Medical Faculty of the TU Dresden. The assessment was performed by means of a self-designed questionnaire, which was divided into 4 sub-competencies (self-competence, methodological competence, social competence, clinical skills and abilities), which could be assessed by means of a 6-point Likert scale. Four professions were involved in the assessment: Medical Service, Nursing Service, Functional Service, and Administration. On average, the strongest deficits in terms of self-confidence, willingness to perform, and ability to deal with conflict were revealed by students in the PJ. Students showed a very good performance in performing a medical history and basic skills of clinical examination. The implementation of 360° feedback is possible and useful for students in the internship year across disciplines and professions. Such personal and interprofessional feedback has not been widely available. The questionnaire represents the first comprehensive measurement tool of soft skills for medical students and provides a good basis for comprehensive feedback.

Investigating adolescents’ historical reasoning skills when analyzing and interpreting an image

This study investigated adolescents’ (secondary school students, N = 145, M age 13.9 years) historical reasoning skills when analyzing and interpreting an image. Presumably, historical reasoning can be fostered when engaging in inquiry-based writing. However, in past research using inquiry-based writing tasks, textual sources rather than images prevailed. The present research investigated students’ writing skills when interpreting a historical image. Participants were presented with a historical photograph and were asked to write a structured text about their analysis and interpretation of this image. A scoring rubric was developed to assess the quality of students’ historical reasoning skills, specifically: (1) asking and answering historical questions, (2) reasoning about images, and (3) reasoning with images. Findings show that the factor structure of the scoring rubric largely overlaps with theoretically distinguished components of historical reasoning. Students were able to ask historical questions and write a well-structured text. However, most students did not describe and analyze the source of the image and did not refer to the main message of the image. Further, many students could not identify the image’s relevance for the present. Importantly, the findings imply that students’ methodological competencies to critically analyze and interpret the used image were not elaborated. Possibly, they do not receive sufficient training addressing these skills. This seems problematic, not only in history education but also when deriving meaning from images in everyday life.

A DIDACTICAL APPROACH TO FOSTERING LANGUAGE SENSITIVITY IN MULTILINGUAL CLASSROOM SETTINGS: THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) AS A TOOL TO UNITE NATIONS

The article emphasizes the crucial role of language proficiency as well as language sensitivity, especially within multilingual classroom environments, underlining the significance of adhering to the Common European Reference of Languages (CEFR) as a means of fostering global cohesion. It underscores the importance of aligning Ukraine’s educational strategies with international standards, particularly emphasizing the value of foreign language education. Furthermore, the paper stresses the necessity for foreign language teachers to acquire adequate didactical and methodological competencies, an awareness for language sensitivity, and intercultural understanding. It describes Austria’s successful implementation of the CEFR in language assessment, illustrating its pivotal role in standardized examinations and its broad international recognition. Specifically, the article outlines the structure of Austria’s Matura exam for foreign languages, which evaluates reading, listening, language in use, and writing, with a mandatory requirement to achieve a B2 level of CEFR proficiency. It suggests that standardized assessment formats, based on CEFR levels, mitigate stigmatization and ensure fairness in evaluation. Consequently, the paper recommends integrating the CEFR into Ukraine’s educational system to foster language proficiency and enhance language sensitivity in multilingual classrooms. It advocates training programs for language teachers on CEFR implementation and assessment, with the aim of fostering European unity through language education. The article suggests incorporating CEFR principles into Ukraine’s educational reform «New Ukrainian School», and underscores the importance of collaboration between Austrian and Ukrainian educators and researchers in achieving this goal.

Методика та результати діагностування стану сформованості науково-методичної компетентності вчителів початкової школи

Методика та результати діагностування стану сформованості науково-методичної компетентності вчителів початкової школи

Methodological research competencies of pre-service teachers

The exercise of teaching requires the development of research processes as an activity inherent to the profession. From this statement, the objective of this research was derived, which was to analyze the methodological competencies in research of teachers in training at two universities in Ecuador. To this end, a study was developed with a quantitative approach, with a non-experimental design and exploratory field research. The sample was intentional with 325 students from two universities in Ecuador, to whom a digital form was shared, attending to the methodological dimensions referred to determination of approaches, designs, scope, sample selection, instrument design, as well as information analysis, among others. The results indicated greater difficulties in defining the appropriate methodological route for the research, connecting the methodological theory to the reality of the study, constructing the instruments according to the research interests, interpreting and/or analyzing the results obtained and relating the results to the existing theory. It is concluded that the student's willingness to develop metacognitive processes that self-regulate their learning and the dedication of the teacher is required for the search for strategies that allow the achievement of the objectives in the subjects of the epistemology and research methodology field

Dialogue-interaction-respect as Key Elements of Pedagogical Partnership and Their Significance for the Development of Teachers' Competence

The current educational environment should be conducive to the students' development, open to innovation, interactive, and stimulating the active participation of all participants in the educational process. However, in this context, it is important to design such an environment that would be developmental not only for students but also for teachers. Therefore, this study aimed to check how the observance of the principles of pedagogical partnership in the educational process affects the development of the teachers' competence. The Marzano Teacher Evaluation Model (2017) and the Classroom Assessment Scoring System (CLASS) were used to identify the professional competence level. The implementation of the Pedagogy of Partnership program in general secondary education institutions had a positive effect on the development of teachers' methodological professional competence, namely: it increased by 10% among teachers of the English language, by 14% among teachers of the Ukrainian Language and Literature, and Mathematics — by 9%. It was also determined that there is a statistically significant relationship between the teachers' experience and their level of competence: the highest correlation is observed between the level of competence and experience from 5 to 10 years (0.988). The study revealed that teachers working according to the principles of the Pedagogy of Partnership use new forms of interaction and teaching methods, which helps to improve their methodological competence. Future research could focus on analyzing the use of information and communication technologies to support pedagogical partnerships.

Методология и технология индивидуализации в инклюзивном образовании

Ensuring the proper quality of inclusive education continues to be one of the most pressing issues requiring fundamental scientific research. The article presents the findings of the study undertaken in 2020–2022 as part of the project for the Russian Foundation for Basic Research — Educational Setting Individualization as a Contributing Factor to the Development of Inclusive Processes in the Education of Children with Disabilities in Urban and Rural Areas. The research seeks to address a major scientific goal of current pedagogy: the theoretical and methodological development, as well as the empirical analysis, of pedagogical mechanisms and conditions for the individualization of the educational process for students with disabilities.
 The author explores the notion of individualization in the context of an integrative approach. It is seen as a factor that contributes to the availability and high quality of inclusive education by guaranteeing the participation of students with disabilities in the social and educational environment.
 The article reflects the authors’ methodological foundations for individualization. It also substantiates the psychological and pedagogical mechanisms and conditions that allow for better resourcing of inclusive education, as well as the harmonization of teaching and special educational needs of students with disabilities associated with the specifics of their individual psychosocial development. The authors provide diagnostic tools to assess a teacher’s preparedness for indivi­dualization of the educational process, as well as a preparedness typology generated throughout the research. They develop the notion of inclusive methodological competency of the teacher and define its operational components with the goal of increasing teachers’ individualization skills. Furthermore, the study discusses the authors’ strategy and organizational models for the pedago­gically suitable interaction of subject teachers with the goal of individualizing educational process.

Efektivitas Integrasi Muatan Lokal Pendidikan Diniyah Dalam Peningkatan Kemampuan Pendidikan Agama Islam Siswa

This study aims to describe the local content of madrasa education implemented at SMPN 5 Jombang and analyze its implications for improving students' Islamic Education (PAI) skills. This qualitative research with a case study design involves the principal, teachers, and 60 students from grades 4-6 as subjects. Data collection is done through observation, interviews, documentation studies, and questionnaires. The results showed that SMPN 5 Jombang had integrated five madrasa subjects as local content in its curriculum. Management of local content looks mature and structured. The impact on improving PAI skills of students is very positive, as indicated by an increase in the average value of PAI, improved religious behavior and discipline of student worship. However, several obstacles were also found such as limited learning hours and the methodological competence of teachers that needed to be improved. With proper mitigation, the integration of madrasa local content has the potential to improve the quality of learning and PAI skills of elementary school students, as long as the planning and management are carried out in a structured and systematic manner

Методическое сопровождение сельских учителей через индивидуальные образовательные маршруты

The article is devoted to the problem of developing functional literacy of schoolchildren by teachers of rural schools in the Republic of Sakha (Yakutia). This topic is particularly relevant, since the predominant number of educational organizations in the region are located in rural areas. Methodological support for rural school teachers contributes to their professional development, which undoubtedly affects the quality of general educa-tion in the region. The article describes a study conducted by the authors aimed at identifying the readiness of rural teachers to form and develop functional literacy of schoolchildren. The results of the study revealed a con-tradiction between the high level of teachers’ understanding of the relevance of the task facing them and the insufficient level of formation of methodological competence in this area. The authors describe the experience of organizing methodological support for rural teachers in the development of functional literacy of schoolchil-dren based on the educational program “Development of functional literacy of schoolchildren” with the imple-mentation of an individual educational route developed by the regional Center for continuous professional de-velopment of teaching staff.

Инновационные игры как средство развития методической компетентности студентов – будущих учителей начальной школы

The article presents the theoretical justification and practical implementation of an educational environment aimed at developing the methodological competence of future teachers. Purpose of the study: to theoretically substantiate, practically define and experimentally create an educational environment aimed at developing methodological competence in future primary school teachers through game practice. Research methods: a) theoretical: analysis, synthesis, interpretation of scientific literature on the research problem; b) empirical: pedagogical experiment. The article describes approaches to defining the categories “competence”, “methodological competence”, “gaming practice”. The study shows the feasibility of using innovative games in teacher education and formulates the requirements for the development and implementation of innovative games. The results of the pedagogical experiment prove the effectiveness of using innovative games as a means of developing students' methodological competence. The practical significance of the study lies in the development of conditions for the use of innovative games in the methodological training of students - future teachers. The conclusions based on the results of the empirical study give reason to talk about the advisability of using elements of game practice in order to develop the methodological competence of future teachers.

Teacher’s Professional Qualifications in Terms of Competency Model Pedagogical Growth

The paper considers the system of professional qualifications for teachers of subject education and defines the most important criterion for obtaining a higher pedagogical education. As part of the implementation of the structural model of teacher education, bachelor's and master's programs are distinguished. Each level is an independent system, but in unity, they form a model of a complete higher pedagogical education. This study established the pedagogical model of professional growth of a bachelor's graduate at the formal and non-formal levels of education, and the pedagogical trajectory of a graduate of a master's program determined the deepening of qualifications and work in higher education. The results of this study indicate a clear system of qualification levels, however, at the level of its content – professional competence – there is no single description of its constituent competencies. In the context of the competence-based approach to teaching implemented in higher education, pedagogical and methodological competence for a teacher of any qualification, as well as research competence for a master's degree graduate, are defined as a key component of pedagogical qualification. Based on the analysis of previous studies of teacher training under the conditions of a competency-based model, regulations and standards, the previously defined competencies were identified as basic ones. The development of the basic competencies of a teacher is determined by the system of professional growth and, within the framework of the “lifelong learning” model, forms a system of continuous teacher education. The system of professional growth in this study is determined by the qualifications achieved and depends on the education system: for a teacher of secondary education, the model for improving pedagogical skills through obtaining qualification categories is determined as the basis, and for a teacher of higher education, obtaining an academic degree, title and professional growth by position is available. Lifelong education for a teacher in this study also depends on the level: in secondary education – an increase in the level of pedagogical and methodological activities, and in higher education – an increase in the level of scientific and pedagogical activity throughout the entire period of professional activity.

СУЧАСНИЙ СТАН І РЕЗУЛЬТАТ ПРОФЕСІЙНО-МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

The article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.

Dictionary of IT terms as a tool for Russian language studies and linguodidactics in the context of digitalization in education

The authors present a comprehensive description of the main features of a new vocabulary project aimed at expanding and systematizing the methodological competencies of a modern teacher of philology. The relevance of the work is determined both by the object of research itself, which is a corpus of terminological units relevant in the digital pedagogical space, and by the need to fix numerous changes in linguistic/linguopedagogical/philological education determined by the transition to convergent learning. The aim of the research is to characterize the specifics of the dictionary entry structure in this lexicographic resource, to describe the principles and methods of selecting terminological units, to identify ways of their defining and translation. The research material includes Russian terminological systems and their English versions, correlated with pedagogical and lexical phenomena of the Russian language. The following scientific methods and approaches were used: component analysis of dictionary entries, comparative method, functional analysis of English and Russian terminology (if there is a translated version), linguistic-cognitive analysis, data systematization and clustering, qualification data interpretation. The results of the study are as follows: a set of problems related to the constitution and categorization of new terminological units explicating the transformation of the educational paradigm is identified and described; the features of lexicographic definition and presentation of indices are characterized; various ways of defining IT terms in the aspect of foreign language teaching methods are proposed, examples of dictionary entries are given. The perspectives of the study are in further expanding, specifying and systematizing IT terminology in modern language education and creating on this base new lexicographic projects which would intensify teaching in Russian higher education institutions.