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

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跨学科方法对大学职前外语教师专业培训的影响

介绍。根据联合国教科文组织所阐述的可持续发展原则，使大学生为将来的专业活动做好准备，这是一个重要的问题，要求使用教学技术和方法，使学生能够形成一个整体的世界观，培养批判性思维技能，并在其一生中学习和自我发展的需要。目前，基于互动性和跨学科原则的各种教育技术正在解决学生在动态变化的社会和经济条件下生活和工作的准备以及工作职责的多重任务。本研究的目的是建立基于跨学科方法原则的职前外语教师培训的实验组织。方法和材料。资料的收集和解释采用了以下方法:大学文献分析、问卷调查和访谈法、观察法、Wilcoxon秩和检验。样本组以新西伯利亚国立工业大学语言学专业外语文化教学理论与方法论专业三年级学生为代表。该研究为期两年(2020-2022年)。参与实验学习的学生总数为48人。结果。三年级学生组的选择是根据之前的研究结果来确定的，该研究结果表明，与大学其他年级的学生相比，三年级学生的学习动机(37%)有所下降——一年级(68%)、二年级(54%)和四年级(74%)。在Temp <Tcr(在0.01水平上)下，通过Wilcoxon t检验证实数据的可靠性，其中Temp =1, Tcr取值范围为3 ~ 8 (Tcr=3 (p≤0.01)，Tcr=8 (p≤0.01 0.05))。实验数据分析显示，职前外语教师具有较高的动机潜力，能激发学生对未来职业的兴趣，因此跨学科教学方法与职前外语教师的培养具有相关性。在回答调查问卷时，受访者认识到在教育中使用跨学科方法的必要性(“是”和“是而不是否”)- 91.6%，其对发展专业能力的积极影响- 89.5%，对未来专业领域的实际任务- 95.5%。结论。运用跨学科的方法来培养大学生，激励他们学习所选择的专业。这就是为什么在大学实践中对组织安排和实施方法进行进一步研究是必要的。

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