The Potential of Using the Singapore Teaching Practice in Training Future Language Teachers

Abstract

The purpose of this work is to identify the potential of using the Singapore teaching methodology in the professional training of future language teachers. The authors analyze various elements of the Singapore practice, including structured interactions (“Think-Pair-Share”, “Round Robin”), visual organizers (“Mind Map”), the method of active knowledge verification (“Numbered Heads Together”), as well as techniques such as “Gallery Walk”, “Talking Chips”, “Exit Ticket”, and “Fishbowl”. The study examines the impact of these methods on the development of active learning skills, critical thinking, creativity, communication abilities, teamwork skills, and presentation skills among future teachers. The article presents specific examples of applying the Singapore methodology in the study and analysis of literary works, the development of theoretical foundations for teaching and learning Russian language and literature, the organization of project activities, and the reflection of the educational process. The results of the study demonstrate that the Singapore teaching practice creates an interactive and stimulating educational environment, turning students into active participants in the learning process. It is revealed that, despite the need for additional planning efforts by the teacher, this approach is justified, as it forms highly qualified specialists who are ready for innovation and effective teaching of Russian language and literature in the modern educational environment.