Structural-content model of formation of future foreign language teachers’ professional competences in the context of distance learning

A.M. Shakiyeva, Ainur Zhorabekova, Raigul Zheldibayeva, F.T. Yerekhanova, Tlekshi Yessimgaliyeva

2025

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DOI 10.32523/3080-1710-2025-152-3-256-273
Data confidence 70 medium
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Abstract

Enhancing the quality of vocational education is a critical issue not only for Kazakhstan but also for the global community. Addressing this challenge requires updating the content of education, particularly the system of professional pedagogical education. This system must prepare knowledgeable, highly skilled, and competent teachers of a new generation who are capable of meeting societal demands through their practical activities. These teachers should be equipped to engage in dialogue and collaboration, make independent and responsible decisions in multilingual environments, and adapt to the rapidly changing world. Society increasingly requires active professionals who can perform their functions effectively, demonstrate high sensitivity, exhibit socio-professional mobility, quickly update their knowledge, master new fields of activity, and possess advanced communication skills. In this context, the goal of this article is to develop a structural-content model for forming the professional competencies of future foreign language teachers in the context of distance learning. The proposed model consists of the following components: target, conceptual, content-processual, and outcome-evaluative. The target block consists of standards, social order, goals, the conceptual block comprisesmethodological approaches and methodological principles, the content-processual block consists of a methodological complex, strategies, forms and tools of teaching. In addition, this content-process block contains the following components: motivational, cognitive, and activity-based. The outcome-evaluative block presents a set of criteria and indicators formed from the closely related listed components, which are implemented across four proficiency levels: "low," "medium," "sufficient," and "high." The developed model has significant value, as it offers a structured, theoretically sound, and practice-oriented basis for the formation of professional competencies of future teachers in the context of distance education. In addition, it contributes to the field of pedagogical education, as it serves as a methodological basis for the development of curricula and educational programs in pedagogical educational institutions, aligning them with modern educational problems and advanced international practice.