PREPARATION OF FUTURE ENGLISH TEACHERS IN THE CONTEXT OF COMPETENCY-BASED EDUCATION

Current approaches to developing professional competence of future English language teachers in Kazakhstan: survey results and methodological recommendations

The article considers the process of formation and development of professional skills necessary for foreign language teachers as one of the main directions ensuring their successful professional implementation in the conditions of the modern educational space. The research work focuses on the comprehensive training of future teachers, which should include the acquisition of a wide range of competencies that reflect the requirements of modern pedagogical practice. Such competencies include: knowledge of information and communication technologies, development of effective communication skills, mastery of methodological foundations of teaching, as well as the formation of socio-cultural awareness and intercultural competence. Analysis of domestic and foreign scientific publications made it possible to generalize modern theoretical approaches to the professional training of foreign language teachers and identify trends in the development of educational strategies. The study pays special attention to the results of the empirical phase of an online survey conducted using the Google Forms platform to determine the level of readiness of students of pedagogical universities to master professional skills. The data obtained during the survey allowed us to identify the main challenges facing novice teachers, including insufficient practical training, a lack of experience in implementing digital technologies in the educational process, and limited opportunities to develop intercultural competence. Based on the analysis of these problems, the article provides specific methodological recommendations aimed at improving foreign language teacher training programs. These recommendations include expanding teaching experience, introducing digital pedagogy courses, developing intercultural communication, and developing soft skills necessary for effective interaction in a multinational educational environment.

Pedagogical Conditions for the Modernization of Professional Education and the Development of Methods for Analyzing Literary Texts in Primary School

The article examines the pedagogical conditions for the modernization of vocational education in the context of modern requirements for the quality of teacher training in the Kyrgyz Republic. The relevance of the study is determined by the need to update the content and technologies of pedagogical education aimed at developing competencies in future teachers that ensure the development of reading literacy among primary school students. In the context of educational system reforms, the role of methodological training of teachers capable of applying modern forms and methods of literary text analysis is increasing. The study aims to analyze pedagogical conditions that contribute to the modernization of vocational education, as well as to identify effective methodological approaches to literary text analysis in primary school. The work considers such pedagogical conditions as updating educational programs, implementing a competence-based approach, using interactive and research-based teaching methods, and developing critical thinking in future teachers. The research is based on systemic and competence-based approaches, as well as the analysis of scientific and methodological literature on the issues of vocational education and methods of teaching literature. Methods of comparative analysis, generalization of pedagogical experience, and theoretical modeling are used. Results: the study shows that the effectiveness of forming methods for literary text analysis in primary school directly depends on the quality of teacher training. Conclusions: key directions for the modernization of vocational education have been identified, including strengthening practice-oriented training, integrating interdisciplinary knowledge, and developing teachers’ methodological competence.

THE ROLE OF EXTRACURRICULAR ENGLISH-LANGUAGE ACTIVITIES IN THE DEVELOPMENT OF FOREIGN LANGUAGE COMPETENCE OF PEDAGOGICAL COLLEGE STUDENTS

Formation of professional and communicative competence in students of a pedagogical university

Introduction . The need for education specialists in the labor market remains highly relevant. Proficiency in professional knowledge, skills, and communication mechanisms is a valuable quality for young professionals in educational organizations. Therefore, studying the phenomenon of developing professional and communicative competence among students at a pedagogical university is particularly important. The purpose of this research is to determine the effectiveness of the organizational and pedagogical conditions for developing professional and communicative competence among students, which influence the successful resolution of communication tasks in their professional, academic, and research activities. The article identifies the key psychological and pedagogical characteristics of a teacher's professional and communicative competence, as well as the areas, methods, and practical techniques for working with students during their university education. Materials and methods . The study used the following methods: theoretical (analysis of scientific literature, generalization, systematization, study of pedagogical experience, analysis, synthesis, forecasting), empirical: as diagnostic methods, the following methods were chosen: "Self-Analysis of a Speech" (R. Verderber, K. Verderber), "Public Speaking Ability Scale" (E. Erickson), online survey through Google forms. The data were processed using quantitative, qualitative and comparative analysis. Results . The factors contributing to the successful development of students' professional and communicative competence include a conscious understanding of the importance of developing skills for solving professional and communicative tasks, as well as systematic efforts to improve the teacher's image and the effective application of learned techniques in both university and educational institution settings. Discussion and conclusions . The implementation of a set of tasks aimed at involving students in communicative practices during university classes contributes to expanding theoretical knowledge and developing practical skills for interacting with the audience, which significantly enhances the quality of educational, research, and teaching activities. The systematic development of communicative skills, combined with professional and personal qualities, ensures effective establishment of business and personal relationships, scientific self-realization, readiness for teamwork, communicative self-development, professional mobility, and reflection.

Formation of readiness of future teachers for professional activity in the conditions of inclusive education

The article deals with the process of forming the readiness of future teachers of pedagogical universities to work in the conditions of inclusive education. In the course of the study, the regulatory and legal documents on special and inclusive education were studied. The article analyzes scientific sources for solving the problem of preparing future teachers for professional activity, for revealing the concepts of «inclusive readiness», «inclusive ethics», «inclusive theory», «inclusive practice».In the study, to determine the inclusive readiness of students at the beginning, the levels were defined as threshold, basic and high, and criteria and indicators of the professional quality of future teachers were also developed, which contributed to the solution of the research tasks. The future teacher, in addition to the knowledge, skills and abilities acquired at the university, must possess special professional competencies necessary to work with children with OOP in an inclusive practice. The research methodology includes theoretical and empirical research methods. Practical recommendations for the formation of inclusive readiness of students of pedagogical universities have been developed

Content and technological components of a model for teaching critical thinking in English classes

The research examines the development of students' critical thinking in English language learning in the context of information overload and increasing demands on the quality of higher education. The relevance of this study is determined by the growing role of critical thinking as a key educational outcome and universal competency of graduates, enshrined in the requirements of the Federal State Educational Standard of Higher Education, as well as the need to find methodologically sound solutions for its development in foreign language education. In the context of foreign language teaching, critical thinking is particularly important, as language serves not only as a means of communication but also as a tool for developing critical thinking. The aim of this study is to describe and characterize the substantive and technological components of a model for teaching critical thinking to students studying English at a university. This theoretical and methodological study is based on the analysis and synthesis of domestic and international psychological, pedagogical, and methodological literature, a content analysis of scientific publications, and a logical-structural analysis. As a result of this study, a model for teaching critical thinking was developed. It includes substantive and technological components. The substantive component focuses on analytical work with lexical and grammatical material, problem-solving tasks on types of speech activity, and the sociocultural context. The technological component includes a set of methods, forms, tools, and teaching techniques aimed at developing critical thinking skills. The practical significance of this study is in the potential use of the proposed model in designing English language courses and teaching materials at universities.