Аннотации:
The objective of this comparative study devoted to the theoretical and practical
training of future teachers (as e.g. French as a foreign language) in the context of
Covid-19 is conditioned by the challenge that the pandemic represents for social
institutions, by the global trends of the evolution of teacher training, by national
priorities in the implementation of professional training in Russia, Kazakhstan,
Slovakia as well as by the institutional educational strategies of the universities of the
above-mentioned countries (Federal University of Kazan, National University
Eurasian named after LN Goumilev and Comenius University of Bratislava). In this
article, we analyze the institutional contexts of the training of future French teachers
under the conditions of Covid-19 and from the point of view of changes in content
and procedural aspects as well as the evaluative component of their professional
training. The research priority was to assess the influence of pandemic conditions on
the quality of the training of future French teachers and on the degree of training of
their teaching skills, as well as to identify and justify a certain number of principles of
the future training of French teachers. The study is based on systemic and task-based
approaches. Research data was provided by 20 teachers and 44 university students
from Russia and Kazakhstan; and by 11 students from Comenius University in
Bratislava. The authors performed a reflexive-systematic analysis of educational
activity and a qualitative factor analysis of unstructured interviews. The research
results indicate the potential of integrating the theoretical and practical training of a
future teacher of French in a pandemic environment, respecting a number of
principles: 1) modularity; 2) polymodality (multimedia); 3) continuity of the contents
of disciplines and practices; 4) dialogue between educational actors; 5) combination
of assessment tools from theoretical and practical disciplines. The transition from
face-to-face to distance training as well as the presence of gaps in digital teaching
constitute a particular challenge in the training of future French teachers. The results
of the study can be used for the development of educational programs for the training
of French teachers and the implementation of joint research in the field of
comparative pedagogy.
