Developing the individual teaching style in foreign language teacher training universities

Abstract

The present study is of relevance due to the necessity to develop an individual style of professional activity of intending teachers or their individual teaching style (ITS). This necessity is determined by the social and cultural significance of the phenomenon under study and by the rapid pace of changes happening in the educational context today. The purpose of the study is theoretical interpretation of the concept of ITS of intending foreign language (FL) teachers and of its social and cultural significance in the context of teacher training case study. The author hypothesizes that to a large extent the ITS of intending teachers is formed within the framework of the professional courses in the first three years of the university studies. An important condition that contributes to the effective ITS development is the use of practical training, quasi-professional activities, analysis of professional tasks and case-study in the educational process, creation of the digital environment to support students’ individual professional growth. The prevailing design of the study is of a qualitative nature. However, the applied methods of observation and statistical analysis are implemented, too. The research methods include theoretical justification of the key concept of the work through comparative analysis, interpretation, classification and specification, case study and experience analysis of the ways a FL teacher training programme is implemented. The case study is based on the survey results. The survey was carried out on a sample of the 3rd- and 4th-year students of the Faculty of Foreign Languages and Linguodidactics of Saratov State University (methodology by A. M. Markova and A. Ya. Nikonova was implemented, the sample size was n = 126 people). As a result, the article specifies the concept of ITS for the context of FL teacher training, identifies the components of the ITS hierarchical structure, and singles out particular factors and methods of ITS development at the Faculty of Foreign Languages and Linguodidactics. Our results cast a new light on the phenomenon under study in the context of FL teacher training. The initial hypothesis was confirmed, since the research revealed no strong correction of the ITS of the 4th-year students in correlation to the data collected for the 3rd-year students.