Abstract

Modern challenges in the system of pedagogical education require the introduction of innovative approaches to the formation of linguodidactic competence of future teachers. The aim of this article was to identify the features and potential of interdisciplinary integration in the process of forming linguodidactic competence on the basis of integrated educational technologies. The paper used the methods of theoretical analysis of scientific literature, comparison, contrast, synthesis, systematisation, as well as empirical methods, including observation, questionnaires, testing, survey, interview and pedagogical experiment. Based on the results of the study, the content aspects of interdisciplinary integration in teacher training were identified. The possibilities of CLIL (Content and Language Integrated Learning) technology as an effective means of integrating language and professional education were analysed. The experimental study, conducted on the basis of the Jusup Balasagyn Kyrgyz National University, showed a significant improvement in the indicators of linguodidactic competence in the experimental group. Thus, if before the experiment a high level of competence was demonstrated by 10% of students, after the introduction of the program based on CLIL this indicator increased to 70%. At the same time, the share of students with a low level of competence decreased from 60% to 0%. No such significant changes were observed in the control group. It was found that the use of CLIL contributes to the development of critical thinking, language and communication skills of students, as well as strengthening their intercultural competence. Interdisciplinary integration contributes to deeper learning of educational material, activation of students’ cognitive activity and increasing their interest in learning. The practical significance of the study lies in the fact that the obtained results can be used in the development of integrative training courses and methodological materials in higher education institutions for the purpose of effective formation of linguodidactic competence of future teachers

Keywords

pedagogical education; integrated educational technologies; CLIL; language education; professional training; critical thinking; communication skills

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