Olga Gennadyevna Byrdina

Introduction. The article presents the results of research investigation focused on the problem of developing future teachers’ multicultural competence. The purpose of the article is to justify the model of formation future teachers’ multicultural competence based on interethnic and intergenerational interaction in the multicultural educational environment and evaluate its effectiveness. Materials and Methods. The theoretical and methodological basis of the study is the unity of cultural, dialogic, system-activity and competence approaches. The study was conducted during 2024 with the participation of 78 pedagogical university students. The following methods were used in the study: theoretical and methodological analysis, comparison and interpretation, pedagogical modeling, questionnaires and expert assessment. Results. The main results include justification of the future teachers’ multicultural competence formation model based on interethnic and intergenerational interaction in the multicultural educational environment and evaluation of its effectiveness. The rationale for the model presents two aspects of developing future teachers’ multicultural competence: an external and an internal one. The external aspect is related to the organization of a multicultural educational environment within the framework of social practice. The internal aspect of the model is related to the fact that as a result of immersion in a multicultural educational environment within the framework of social practice, future teachers develop all the components of multicultural competence, namely cognitive, value-attitude, and professional. Based on the integrative assessment, the positive results of the model for the formation of multicultural competence implementation were obtained. Conclusions. The study has justified the future teachers’ multicultural competence formation model based on interethnic and intergenerational interaction in the multicultural educational environment and evaluated its effectiveness.

Introduction. The need to master a foreign language in the professional field of education is determined by contemporary challenges: the rapid growth of intercultural interaction, as well as the processes of globalization and informatization of education. The article examines the problem of using tandem content and language integrated learning focused on developing future teachers’ readiness and ability to communicate effectively in a foreign language in the professional environment. The purpose of the article is to propose the model of tandem content and language integrated learning and evaluate the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. Materials and Methods. The study was conducted during 2020–2023 period. The sample included 86 students of 3–5 years majoring in Primary education and English as a Foreign language. The authors used the following research methods: theoretical and methodological analysis, comparison, interpretation, modeling, questionnaires, analysis and systematization of accumulated experience of tandem content and language integrated learning. Results. The main results consist in substantiating the model of tandem content and language integrated learning and in assessing the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. The authors identified a mechanism of interaction between all education stakeholders in dynamic groups based on task level-differentiation within the framework of content and language integrated learning (CLIL). Conclusions. The study concludes that the model of tandem content and language integrated learning was substantiated and the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers was assessed.

The shift towards digitalization in education, intensified by the COVID-19 pandemic-related issues, has led to the emergence of a need to expand the borders of the teaching profession. To be effective in the digital environment, school teachers have to master new transprofessional competences (TPCs), enabling them to use the skill sets of other careers, gain new skills and abilities and find non-standard solutions to professional and pedagogical problems using digital technologies. This study investigated education employers’ opinions (61 principals and deputy principals from 31 Russian secondary schools) about the comparative importance of TPCs for school teachers working in the digital environment and their perceptions of what barriers prevent teachers from developing TPCs. The survey used a three-item questionnaire asking the respondents to rank the TPCs and the TPC clusters in order of importance for teachers working with the digital and to describe the obstacles to teachers’ TPC development. The findings revealed that the employers attached the greatest importance to psychological TPCs while assigning the least importance to digital citizenship TPCs. The major barriers to TPC development, in the respondents’ opinion, lay in teachers’ fear of new trends and their excessive workload. Based on the survey results, we designed a model of school teachers’ transprofessional competences in digital teaching and learning that can be used as an assessment tool in different professional settings. The paper concludes with suggestions on how to overcome the barriers and help improve school teachers’ TPC development.

Introduction. The article describes a study of an original CLILbased teaching model at a teacher-training university, designed specifically to develop students’ foreign language professional-communicative competence (FLPCC). Its relevance is due to a lack of research into applying CLIL theory and methodology in teacher-training institutions of higher education, as well as to a practical need to improve the quality of pedagogy undergraduates’ foreign language instruction.The aim of the present study is to substantiate the effectiveness of implementing the proposed CLIL-based FLPCC development model at a pedagogical university.Methodology and research methods. The proposed model integrates the communicative and competence-based approaches, as well as the method of conceptual modelling. To assess and confirm the results of the experiment, the authors created a diagnostic complex test in accordance with the Professional Teacher Standard. A feedback survey among students and teachers was conducted, and a SWOT analysis was carried out. The applied methods of mathematical-statistical analysis: Mann – Whitney U-test, Student’s t-test.Results and scientific novelty. Experimentally and statistically, the study proved the effectiveness of the proposed CLIL-based FLPCC development model. A new model-based CLIL-course was introduced, uniting the content, communicational, cognitive and cultural components of CLIL framework. The conducted experiment contributed to an increase in professional and subjectlanguage knowledge, development of the FLPCC skills and professional and communicative strategies, aimed at solving professional and pedagogical problems. The study presents a new perspective on tandem teaching by integrating the efforts of teachers from various scientific fields. A diagnostic complex test was developed in accordance with the Professional Teacher Standard. SWOT analysis of experimental results revealed the effectiveness and viability of the proposed model.Practical significance. The study will be useful to teachers practicing CLIL, and for those looking for ways to develop FLPCC in a teacher training institution. Although the experimental work carried out in one university, does not claim to be comprehensive, the authors believe that the model implementation may improve the quality of teacher education.