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Through the study of relevant literature, the author summarized the experiences and reflections on the learning of the "Theory of Artistic Skill " course.

Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET.

Article reveals the opportunities of introducing mobile learning techniques in the course of collocations, etc. The term ‘Media education’ defines personality development via mass foreign language study in high school. Modern pedagogical technologies, which involve IT-technologies, Internet resources allow teachers to implement personally-customized teaching methods, thereby providing individual and differential teaching approach. Current teaching principles combine explicit and implicit methods. The former one represents the conscious and aware learning whereas the latter technique is to assimilate lexical units subconsciously, i.e. while participating in discussions, listening to live speech patterns, multiple repetition of useful speech media to acquire special communication skills, relevant perception and interpretation, develop creative abilities, critical thinking, analyze and assess media texts, learn different ways of self-expressing via various media techniques. User-friendly interface, modified information presentation are essential factors which facilitate a sophisticated complex educational process, making the study accessible, updated regularly, client-tailored, personalized. The technology of autonomous work with mobile devices is regarded as one of the promising ways for students to overcome the difficulties of learning activities. Mobile learning, based on the principle of guided interactive self-learning using mobile applications, has ample opportunities for activating and intensifying students' independent activities. The analysis of the use of mobile applications for learning a foreign language shows that motivation is an important factor in self-education.

Motivation and activity of students during the lesson plays a crucial role in achieving the result, because motivated students are more attuned to work, which affects their direct activity. At active performance of tasks, the quantity of the executed tasks at a lesson increases, as well as the potential for assimilating the studied material.Communication between people is not just an exchange of information, but also an exchange of opinions, events that are significant for students. This requires a positive learning environment in which students find themselves so that they are quicker to decide to express own opinions, even if they may be grammatically incorrect. The processes occurring during the lesson and the success of teaching also include non-verbal communication, avoidance of communication and silence.Due to the correct selection of social work forms, which increased motivation in learning German, as a result, in addition to changing social relations during the lesson, educational autonomy is also enhanced, which means the teacher's transfer of responsibility for educational process to students.The aim of this work is to highlight the advantages and disadvantages of using group work in a German lesson, as well as to substantiate the functions and influence of group work on the activation of students during a German lesson.Interaction includes all communication processes in a foreign language lesson. At the same time, cooperative social forms, for example, group work in the classroom leads to active participation of students in discussions, presentation of activities in the form of posters, dialogues, role-playing games, etc. The active participation contributes to a deep and qualitative analysis of the knowledge gained and, at the same time, to the long-term storage of the studied material. It is worth noting that due to a variety of social forms of work, not only the communication skills of students develop, but also motivate them to further study the language, have a positive effect on educational processes and social contacts between students are established., Мотивація та активність учнів під час уроку відіграє визначну роль в досягненні результату, адже вмотивовані учні більш налаштовані на роботу, що впливає на їхню безпосередню активність. При активному виконанні завдань збільшується кількість виконаних завдань на уроці, також підвищується потенціал засвоєння вивченого матеріалу.Метою даної роботи є висвітлення переваг та недоліків використання групової роботи на уроці німецької мови, обґрунтування функцій та впливу групової роботи на активізацію учнів під час уроку німецької мови.

Future teachers first come into contact with diversified teaching strategies, such as Project-Based Learning, in initial teacher education programmes. Such strategies contrast with the type of methods that they experienced throughout their own schooling, which are essentially teacher centred. The present research aims to understand how Project-Based Learning is being integrated into the curriculum of primary school teachers’ initial teacher education programmes. The participants were three higher education institutions located in different regions of Portugal, all of which offer initial teacher education programmes for primary school teachers that include Project-Based Learning at some point. The data were collected through document analysis of the programmes’ curricula, as well as through semi-structured interviews with the programme coordinators in each institution. The results show that the institutions value Project-Based Learning and make an effort to include it in their programmes, whether in theoretical, didactical or practical terms. However, they encounter some difficulties in promoting more significant experiences that would enable the students to feel confident to use this strategy in their Supervised Teaching Practice internships.

Цель статьи – раскрыть потенциал когнитивной грамматики для освоения английского языка. Автор показывает, как опора на ключевое понятие «окно наблюдения» и разграничение двух противоположных стратегий человеческого познания – непосредственное («ВИЖУ») и опосредованное («ЗНАЮ») – позволяет повысить эффективность усвоения системы видовременных форм английского глагола. На примере когнитивного анализа времен группы Indefinite доказывается, что залогом успешной иноязычной коммуникации является осознание обучаемыми того смысла, который англоговорящий «держит в голове» в момент порождения речи, когда «окно наблюдения» закрыто. Результаты работы могут быть использованы в практике преподавания и изучения английского языка в средних и высших учебных заведениях, на курсах повышения квалификации., The purpose of the article is to reveal the potential of cognitive grammar for English learning. The author shows how the reliance on the key concept of 'observational window' and the differentiation of two opposite strategies of human cognition – direct (“I SEE”) and indirect (“I KNOW”) – facilitates acquisition of the aspectual-temporal system of the English verb. By the cognitive analysis of the meaning of the indefinite verbal aspect, the author proves that the key to successful foreign language communication is students' awareness of the meaning that English speakers keep in mind at the moment of speech production, when the 'observational window' is closed. The results of the work can be used in the practice of teaching and learning English in secondary schools and higher educational institutions, in advanced training courses., Russian Linguistic Bulletin 3(31) 7.2022, №3(31) (2022)

„Lehrer:innen haben kreative Ideen und die individuelle Fähigkeit, den Unterricht im Homeschooling erfolgreich zu gestalten!“ Zu dieser Überzeugung gelangen die Autor:innen. Sie belegen ihre positive Bilanz mit einer Studie, in der sie von Lehrkräften selbst erstellte und in der Praxis erprobte Lernmaterialien aus der Zeit des Homeschoolings während der Corona-Pandemie in den Jahren 2020 und 2021 empirisch analysieren und auswerten. So ergeben sich neben interessanten Ergebnissen hinsichtlich der Gestaltung dieser Materialien abwechslungsreiche und fächerübergreifende Fallbeispiele als Anregungen für den eigenen Unterricht. Die Autor:innen legen dar, welche digitalen Lernangebote den Schüler:innen im Homeschooling gemacht wurden. Die im Buch ausgewählten Fallbeispiele dienen als Inspiration für die eigene Lehr- und Lernsituation. Dabei kann die Lektüre (angehende) Lehrkräfte dabei unterstützen, eigene Ideen zu entwickeln, neue Perspektiven einzunehmen und bereitgestellte Beispiele weiterzudenken.