Research of readiness of pedagogical specialties students to teach in English

Introduction. The research is devoted to the problem of the trilingual education system formation in the context of educational modernization in the Republic of Kazakhstan. The purpose of the research: to determine the features of forming the readiness of pedagogical specialties students to teach in English in their professional activities. Materials and Methods. The methodological basis of the research was a system-activity approach. In the course of the research, scientific and theoretical sources on the problem of forming the readiness of pedagogical specialties students to teach in English in their professional activities were systematized, the empirical material was obtained from the results of questioning and testing of graduate pedagogical specialties students of Academician E. A. Buketov Karaganda University. The analysis of the research results was carried out using the methods of mathematical statistics. Results. The authors of the research singled out the criteria and indicators of the formation of the readiness of pedagogical specialties students for teaching in English in their professional activity based on its component structure. According to the cognitive component of readiness, the levels of knowledge and proficiency in the English of pedagogical specialties students have been determined. In accordance with the praxeological component, indicators of the formation of graduates' readiness to teach in English in their professional activities have been determined. According to the motivational component, the degree of stable interest, the attitude nature and the correspondence degree of the motivation types of graduates to teaching in English have been determined. Conclusions. The analysis of the research results made it possible to identify the features and the readiness degree of pedagogical specialties graduate students to teach in English. The readiness level of pedagogical specialties graduate students to teach in English is defined as insufficient, in terms of components: cognitive - from secondary to higher; praxeological - mostly low; motivational - low to medium. The feature of forming the readiness of pedagogical specialties graduate students to teach in English is low motivation and insufficient professional and methodological readiness to teach in English in professional activities with a sufficient level of English proficiency.