000			02444nab a2200313 c 4500
001			vtls000666811
003			RU-ToGU
005			20210922101514.0
007			cr |
008			191004|2018 ru s a eng d
024	7		_a10.17223/24109266/11/7 _2doi
035			_ato000666811
040			_aRU-ToGU _brus _cRU-ToGU
100	1		_aFelde, O. L. _9493027
245	1	0	_aConstruction of quasi-professional tasks for the methodical training of foreign language teachers _cO. L. Felde, O. N. Igna
504			_aБиблиогр.: 11 назв.
520	3		_aRecognizing the relevance of the competence-based approach and the implementation of context-based learning in contemporary education, researchers in this scientific field often distinguish the quasi-professional level of teacher training, which acts as an intermediate, transitional level from theoretical to practical, professional level. There are a lot of research devoted to quasi-professional activities in teacher training (G.Kh. Valeev, L.F. Nugumanova, N.V. Bekuzarova, E.V. Ermolovich; T.V. Pushkareva, E.V. Kuzevanova). At the same time, there are only a few studies devoted to quasi-professional activities in the methodological training of a teacher of a foreign language (J.S. Fritzko, E.S. Nadtocheva, M.G. Makarchenko). This article is devoted to the parameters for construction of quasi-professional tasks (QPT) for the methodical preparation of a foreign language teacher (FL teacher) on planning, analyzing and implementing teaching activities. The definition and characteristics of these tasks are presented. Examples of quasiprofessional tasks for the methodical training of a foreign language teacher, including the authors’ tasks, are given.
653			_aучителя иностранных языков
653			_aквазипрофессиональная деятельность
653			_aквазипрофессиональные задачи
653			_aметодическая подготовка
655		4	_aстатьи в журналах _9745982
700	1		_aIgna, O. N. _9493028
773	0		_tLanguage and culture _d2018 _g№ 11. P. 66-73 _x2410-9266 _wto000565617
852	4		_aRU-ToGU
856	4		_uhttp://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000666811
908			_aстатья
999			_c451209