Academic Mobility of Students of Philological Specialisations in the Structure of Polylingual Intercultural Education

Anastasiia Yu Kiporenko,Nadia Ya Kuprata

doi:10.52534/msu-pp.7(2).2021.9-17

Abstract

The relevance of the study of student mobility in the academic space is determined by the possibilities of implementing education outside one country, as well as the possibility of the establishment and development of cross-cultural communication. The purpose of this study is to determine the effectiveness of pedagogical conditions for the development of professional mobility of future teachers of foreign languages in the educational environment of the university. In the course of the research, a pedagogical experiment was conducted using monitoring, the statistical method, the method of collecting and processing data, as well as diagnostics and testing. In total, 722 students of II-IV years of the first educational level, a bachelor of a philological university, specialising in “Philology (foreign language and literature)”, took part in the study. The study describes the main pedagogical conditions for the development of the professional mobility of future teachers of foreign languages in the educational sphere of the university. An empirical study was carried out, the essence of which was in the process of development of the professional mobility of future teachers of foreign languages by introducing and studying the discipline “Mobility as a path to success”. Paired Student's t-test was calculated to determine changes in data at different stages of the study. The positive influence of certain pedagogical conditions on the general state of preparedness of students of higher educational institutions was revealed. It was found that the professional mobility of future teachers of foreign languages is determined by the personal, activity, and cognitive communication components. Three levels of development of professional mobility were investigated in accordance with the indicated components. The unpreparedness of future teachers of foreign languages for active professional mobility in accordance with the requirements of the innovative modern educational space was revealed. Research prospects are in the further improvement and implementation of the discipline “Mobility as a path to success” in higher educational institutions with a philological orientation

Highlights

One of the main documents that regulates the work of the university is the standard of professional training of teachers [1]
It was found that the professional mobility of future teachers of foreign languages is determined by the personal, activity, and cognitive communication components
In 2017, educational and professional training programmes for specialists of the educational qualification level “bachelor” in the specialisation of Philology were analysed, and during the analysis, it was found that the educational process of future teachers of foreign languages is focused on training a subject teacher, which does not correspond to the tasks set by society, such as: to be ready for professional activity in an innovative educational environment [3]

Summary

Introduction

One of the main documents that regulates the work of the university is the standard of professional training of teachers [1]. Methodological aspects of teaching, theoretical and philological courses and special courses, requirements for these courses, their structure, methodological principles of construction, teaching, developmental and educational value, selection of educational material for philological courses, selection criteria: fundamentality, relevance, availability of material, etc., should be coordinated and focused on the successful training of future teachers of foreign languages in the educational environment of the university [5] These pedagogical conditions, the introduction of which occurs through a change in the conventional teaching process and the combination of knowledge from several related industries [6], are a complementary part of the system for the development of professional mobility of future foreign language teachers in the educational environment of the university

Objectives

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Results

Conclusion