Professional educational training of French linguistics teachers in Kazakhstan and France
Elmira Aitenova – Galiya Abayeva – Farida Orazakynkyzy – Roza Kassymova – Gulnar Mukhametkalieva
DOI: 10.18355/XL.2020.13.01.07
Abstract
Under the conditions of dynamic changes in Kazakhstan society and the modernization of the education system as a resource for these changes, i.e. the transition to a multi-level higher education, the problem of the quality of professional training of teachers is of particular importance. It defines the prospects for the development of education as an integral part of the culture of humanity and society as a whole. Successful professional activities of a modern teacher require a high level of competence, including in matters of professional behavior. From this point of view, the professional training of future teachers, which refers to the purposeful and controlled process of preparing the subject for the implementation of normative behavior in professional activities, becomes highly relevant. One of the urgent directions in studying foreign experience is the study of the theory and practice of teacher training in Western European countries, especially in France, and trying to apply some new effective ways in the Kazakhstan education system. The relevance of this problem is obvious because no matter what modernization takes place in the educational system, they all ultimately go to the teacher, whose level of professional training directly determines the state and prospects of the development of education in any country.The experience of teacher training in France, where reforming the system of pedagogical education is one of the priority areas of state policy, is entirely in tune with many contemporary problems of education. In the process of its development, the French system of teacher training has already solved the problems facing pedagogical education today: the development of state standards for teacher education, the search for effective ways to select applicants for pedagogical specialties, the modernization of the content of professional-pedagogical training, or the development and application of modern technologies in training. Hence the urgent need to analyze the current state of teacher education in France, to identify methods and forms of teacher training, as well as development prospects, provided, of course, their adequate and critical reflection is maintained.It is necessary to mention that this issue is being reviewed only from the side of vocational training but the comparative analysis between European and Kazakhstani systems has not been done in the aspect of its application to our system in the process of future specialist’s competence formation. The purpose of this research is to explain and prove the necessity of education in the general system of education, and more specifically, in the area of professional education training of linguistic teachers. Since it concerns all teachers it does not matter which subject they teach and what language they are teaching, our topic pertains to the realm of general education (pedagogy). Furthermore, in teaching pedagogy to linguistic teachers we should pay attention to how to use the general methodology when applied in language teaching.
Key words: professional, training, French linguistics, teachers, Kazakhstan, France