Integration of didactic and pedagogical approaches in the development of professional competence of foreign language teachers

Abstract

This article addresses the pressing issue of improving the professional training of future foreign language teachers in higher pedagogical education. It focuses on the educational process, which integrates didactic and pedagogical approaches, enabling the development of students' professional competence, combining linguistic, methodological, reflective, digital, and student-centered components. The purpose of the study is to theoretically substantiate and empirically test pedagogical conditions that ensure the effective integration of didactic technologies and pedagogical practices in developing the professional competence of students at a pedagogical university. To achieve this goal, we analyzed existing professional training models, identified the structural components of competence, such as subject-communicative, didactic, pedagogical, student-centered, and integrative, and designed and tested a system of pedagogical conditions. The study is based on the principles of integrative, competency-based, student-centered, and reflective approaches. A formative experiment conducted among fourth-year students confirmed the high effectiveness of the developed pedagogical conditions. The experimental group demonstrated statistically significant increases in all competence components, particularly in the pedagogical-reflective and digital-integrative areas. Qualitative analysis demonstrated the development of conscious, reflective, and motivationally sustainable professional behavior in future teachers. The novelty of the study lies in the substantiation and practical testing of a set of pedagogical conditions that ensure the organic unity of didactic and pedagogical approaches specifically in the training of foreign language teachers in today's digital environment.