Formation of future teachers’ worldview culture by means of foreign-language education

Abstract

Introduction. The formation of students’ worldview culture, which manifests itself in broad erudition, orientation at humanistic principles, aspiration for knowledge, realisation of essential potential along with spiritual perfection, is an important and personality developing purpose of foreign-language education at higher educational institutions. The aim of the article is to reveal and analyse the pedagogical conditions of forming the world-outlook culture of future teachers in the process of realisation of the methodological model for development of intrinsic intellectual culture of bachelor degree students majoring in pedagogical profile by means of foreign-language education. Materials and methods. The research methodology was based on the ontological, event-based, anthropological, synergetic, hermeneutic, humanistic, axiological, culturological, personality-developing approaches. The study involved 687 students of the following profiles: humanities, pedagogical-, social-, technical-, physical-, mathematical-, natural sciences, majoring in Bachelor-, Specialist- and Master Degree programmes at Petrozavodsk State University. Eighteen students – future teachers were the participants of the main experimental training. To handle the research objectives, a set of methods was used: questioning, polls, D.A. Leontiev’s test of meaning-life orientations, quantitative analysis of paper projects, Pearson correlation coefficient. Results. The comparative analysis of the diagnostic test results revealed an improvement in the experimental group students with respect to the indicator of integrity of knowledge (85.72%) manifested in the solidity of acquired knowledge, stability of ideas on integrity of the world, self-awareness as a subject of perception and the urge towards self-reflection based on self-comprehension. Moreover, the moral orientation rates increased by 14.29%, including motivational and value-based attitude to the teacher’s profession; the social activity of future teachers increased significantly (by 42.86%) – manifested through the translation of the internal worldview into one’s vital activity. The positive dynamics of change in the extent of correlation of the number of students by level at the initial (0.614) and final stages (0.474) was identified, which is accounted for by the increased number of students with high level and absence of students with low level, as a result of the experimental training. Conclusions. The formation of worldview culture of future teachers is achieved through actualisation of cognitive, gnoseological, regulatory, communicative, educational, creative, hermeneutic, humanistic and other orientations of foreign-language education at the university.