Providing the system of secondary vocational education with qualified teachers is one of the urgent problems of vocational education. The main objective of the study is to create opportunities to provide secondary and tertiary technical educational institutions with teachers of specific subjects with the help of the scientific and educational cluster of Kazan State University of Architecture and Engineering (KSUAE). In this regard, this article aims to develop educational models of training vocational teachers within the cluster. A key method to study the problem of designing models of teacher training is a systematic approach. In accordance with the approach, designed objects are seen as pedagogical systems. In the process of training, it is necessary to form general and professional competencies in order to carry out engineering and pedagogical activities, which is possible due to competence-based, activity-based and integrative approaches. The focus of educational programs on students' personal development involves the use of a student-centered approach. Having studied all these approaches, we can suggest a comprehensive approach to the problem. The components of the proposed pedagogical model and educational features of PhD students training at a technical university are discussed. The optional models of teacher preparation at secondary and tertiary educational institutions within the scientific and educational cluster are given. Professional and pedagogical education of teachers in accordance with the models ensures the integration of psychological, pedagogical and vocational training. The content of pedagogical disciplines in basic and optional part of the curriculum is given. This is achieved by the optimal combination of teaching abilities and qualities of a highly qualified teacher. Keywords: vocational education; teacher of special disciplines; federal state educational standards; areas of training; master's degree; scientific and educational cluster.

АннотацияСтатья посвящена использованию компьютерной платформы Duolingo в качестве одного из ресурсов интенсификации обучения иностранному языку в инженерном вузе. Актуальность проблемы обоснована сокращением аудиторных часов, выделенных на обучение иностран-ным языкам в техническом вузе, а также неравномерностью уровня знаний у обучающихся. Для решения данной проблемы была предложена модульная программа, сочетающая модуль-ную технологию обучения, технологию укрупнения дидактических единиц, балльно-рейтин-говую систему, тезаурусный подход, компетентностный подход. Для составления модульной программы был взят Федеральный государственный образовательный стандарт высшего образования третьего поколения (ФГОС ВО) по направлению подготовки 08.03.01 "Строи-тельство". Согласно ФГОС ВО в рамках дисциплины "Иностранный язык" формируются 4 компетенции: 3 общекультурных (ОК-5, ОК-6, ОК-7) и 1 общепрофессиональная (ОПК-8). Также была дана схема взаимодействия видов деятельности студента, модулей и формиру-емых в рамках данной модульной программы компетенций. Была подробно описана ком-пьютерная платформа обучения иностранным языка Duolingo и ее роль в представленной модульной программе. Результаты эксперимента показывают, что средний уровень владения иностранным языком в экспериментальной группе достоверно увеличивается, в то время как в контрольной группе результат отклоняется в рамках статистической погрешности. Ключевые слова: дуолинго, модульная технология обучения, технология укрупнения дидак-тических единиц, иностранный язык, английский язык, компетентностный подход. Duolingo e-learning platform as means to intensify foreign language teaching at technical universitiesRuslan N. Abitov 1 1 Kazan State University of Architecture and Engineering, Kazan, Russia, e-mail: rouslan.abitov@gmail.com ORCID 0000-0003-4219-9815 AbstractThe article examines the use of Duolingo foreign languages e-learning platform as a resource to intensify teaching foreign languages at engineering universities. The reduction of guided training hours, allocated for the teaching of foreign languages at technical universities, and the uneven level of students' language proficiency has created an urgent problem. To solve this problem, we proposed a program that combined modular learning technology, didactic units consolidation, a point-rating system, a thesaurus and competence approach. For the compilation of the modular program was based on the Federal State Educational Standard of Higher Education of the Third Generation (FSES) for the program "Civil Engineering" (FSES code: 08.03.01). The competencies, formed within this modular program are also considered. The research indicated that the average level of foreign language proficiency in the experimental sample significantly increased, while in the control sample, the resulting change was within the range of statistical error.

The article is devoted to the problem of carrying out a proper educational experiment. A critical analysis of the conventional approaches to an educational experiment is given. The author argues that the majority of methods, assessing the results of educational experiments, were borrowed from sociology and psychology which, in turn, led to the misinterpretation of the results of these experiments. The criticism of the author is primarily aimed at the incorrect use of central tendency measures and the selection of tests for checking the probability of significance of samples. The qualitative approach, based on the percentile values, was proposed as one of the most relevant results of an experiment. The lack of universal measure with could allow comparing results of multiple educational experiments and meta-analyses was argued. The term «effective learning hours» was coined. The methodology of defining «effective learning hours» and corresponding them to the levels of the acquisition was proposed.