Integrative multifunctional model of bilingual teacher education

Abstract

Bilingual teacher education is a relatively new area of scientific research. Although different theories and models to language teacher education abound, they are quite fragmented, thus, their implementation in the academic context of pre-service language teachers’ education demands further analysis and research. Therefore, the aim of the present research is to develop an integrative multifunctional model and support it with sequenced steps of its implementation. The multifunctional model, developed by the authors, consists of core components, such as knowledge, context and level of management and demonstrates an integrative approach that enables the balanced combination of diverse teaching techniques at different levels of teacher training. To check the model validity, action research has been adopted as method to organize the course of experiment in collaboration with quantitative and qualitative methods to gather and analyze the data. The research resulted in the following findings: the theoretical and practical knowledge has improved by 28% and 14% respectively whereas the levels of performance achievement and significance have reached 72 %, 72% and 60% accordingly. It can be interpreted as the development of theoretical and practical knowledge, reflective and analytical skills as well as confidence in teaching practice.