This article is devoted to CLIL model (Content and Language Integrated Learning) in Kazakhstani school system and experience of training as well as retraining center in the content of multilingual education. The purpose of the article is to discuss the experience of CLIL teachers in the implementation of CLIL approach via teaching methods and techniques. At present, secondary schools have a number of problems in implementing content and language integrated learning (CLIL) such as the level of proficiency in a foreign language among subject teachers and lack of methodological competence. In conclusion, teaching staff face a few problems that require finding effective ways to prepare and design teaching materials for the CLIL class.
The global trend of accelerating scientific and technological progress, the introduction of information technologies, and the transformation of the vocational education system require the development of professional and general cultural competencies in future specialists. The purpose of the study was to scientifically substantiate, create and experimentally test a theoretical model of the formation of a research function in future teachers of vocational training. The methods employed in this research was complementary research methods: theoretical (analysis of scientific literature on the research problem; theoretical modeling, analysis, generalization, comparison, systematization, construction of the process of forming scientific and professional competencies of future teachers); empirical (questionnaire, interview, testing, cross-sectional method); statistical (processing of research materials, primary statistical processing, correlation analysis, analysis of the results of experimental activities). The result of this study showed that the problem of studying and designing a system of pedagogical conditions for the formation of research culture is relevant in the context of the introduction of innovative technologies. Keywords: Future teachers; scientific research; modern education system.
In the XXI century, the role of information technologies in the life of society is growing every day. The informatization of society leads to qualitative changes in the field of education. The world requires more and more mobility from a person, therefore, in addition to traditional forms of education, distance learning firmly occupies its position. Distance education acts as one of the social mechanisms that contribute to the adaptation of society to new living conditions. Modern computer telecommunications are able to provide knowledge transfer and access to a variety of sources containing educational information on an equal basis, and sometimes much more effectively than traditional means of teaching.
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