Given the current requirements for teaching internship, the issue of improving bachelor's preparation for math teachers may be considered relevant. Thus, the purpose of this research is to analyze the process of preparing bachelors majoring in math teaching within the system of higher education in the Republic of Kazakhstan. The existence of various programs and special courses on math teaching points to a high significance of specialist training for the current education system in Kazakhstan. Various advanced courses on math teaching were mainly aimed at improving the students’ results in final assessment in mathematics, as well as at developing their skills through teaching internships. A comparison we were made between modern teaching internship and the relevant experience in the 20th century. The students of Karaganda E.A. Buketov State University were offered to answer the questionnaire – the science and math test. Their answers were used as a basis for our analysis and conclusions. The share of students who have successfully completed educational programs in science and mathematics was 80%. The materials of this article can serve as a basis for further researches on the elaboration of industrial and teaching internship programs for various fields of bachelor’s preparation.

The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students enrolled in two training courses in [BLINDED] University and [BLINDED] University, respectively: Mathematics Teaching in the Content and Language Integrated Learning (CLIL) context and Molecular Biology. The psychological safety of the proposed pedagogical methodology was investigated by assessing the level of psychological well-being of the participants in the educational process using the Scale of psychological well-being questionnaire developed by C. D. Ryff that was adapted to the educational context. The results of the study showed that the proposed pedagogical methodology was safe in relation to the life of students. It generally improved their perception of learning and themselves in the role of its participants, promoted positive self-esteem in group learning contacts, and, by developing learning involvement and interest through the Clil technology, qualitatively contributed to the achievement of educational progress by each student. The developed innovative methodology for teaching natural and mathematical sciences can be used as a pedagogical model for developing effective training courses. The demonstrated assessment of the level of psychological well-being adapted to the educational context can serve as a basis for the development of motivational learning strategies that support students in crisis learning conditions during the pandemic.