Interdisciplinary approach to professional training of pre-service foreign language teachers at university

Abstract

Introduction. An important problem of preparing university students to future professional activity following the principles of sustainable development enunciated by the UNO dictates the need for the use of teaching techniques and methods that allow students to form a holistic worldview, develop critical thinking skills and the need for learning and self-development throughout their lives. The preparation of students to live and work under dynamically changing social and economic conditions and multi-tasking of job responsibilities is presently being solved by various educational technologies based on the principles of interactivity and interdisciplinarity. The aim of this research is the experimental organization of the training of pre-service foreign language teachers on the principles of interdisciplinary approach. Methods and materials. The following methods were used for the data collection and interpretation: analysis of university documentation, survey by means of questionnaire and interview, observation, Wilcoxon rank sum test. The sample group was represented by the third-year students of Novosibirsk State Technical University, majoring in Theory and Methodology of Teaching Foreign Languages and Cultures, Linguistics program. The research was carried out during the period of two years (2020-2022). The total number of students participating in experimental learning is 48. Results. The choice of the groups with the third-year students was defined by the results of the previous research indicating the decrease of learning motivation among the third-year students (37 %) in comparison with students of other years of university studying – 1st year (68%), 2nd year (54%) and 4th year (74%). The reliability of the data was confirmed by the Wilcoxon T-test at Temp <Tcr (at the level of 0.01), where Temp =1, and Tcr has values from 3 to 8 (Tcr=3 (p≤0.01), Tcr=8 (p≤0.01 0.05)). The analysis of the experimental data indicates the relevance of interdisciplinary approach to training pre-service foreign language teachers because of the high motivational potential stimulating interest to future profession. In replying to the questionnaire the respondents recognized the necessity to use interdisciplinary approach in education (‘yes’ and ‘rather yes that no’) – 91,6%, its positive influence on developing professional competence – 89,5 % and doing practical tasks of future professional sphere – 95,8 %. Conclusion. The application of interdisciplinary approach to training university students motivates them to study the chosen profession. That is why it necessitates the importance of further research into organizational arrangements and methodology of its implementation in the university practice.