The relevance of the study of student mobility in the academic space is determined by the possibilities of implementing education outside one country, as well as the possibility of the establishment and development of cross-cultural communication. The purpose of this study is to determine the effectiveness of pedagogical conditions for the development of professional mobility of future teachers of foreign languages in the educational environment of the university. In the course of the research, a pedagogical experiment was conducted using monitoring, the statistical method, the method of collecting and processing data, as well as diagnostics and testing. In total, 722 students of II-IV years of the first educational level, a bachelor of a philological university, specialising in “Philology (foreign language and literature)”, took part in the study. The study describes the main pedagogical conditions for the development of the professional mobility of future teachers of foreign languages in the educational sphere of the university. An empirical study was carried out, the essence of which was in the process of development of the professional mobility of future teachers of foreign languages by introducing and studying the discipline “Mobility as a path to success”. Paired Student's t-test was calculated to determine changes in data at different stages of the study. The positive influence of certain pedagogical conditions on the general state of preparedness of students of higher educational institutions was revealed. It was found that the professional mobility of future teachers of foreign languages is determined by the personal, activity, and cognitive communication components. Three levels of development of professional mobility were investigated in accordance with the indicated components. The unpreparedness of future teachers of foreign languages for active professional mobility in accordance with the requirements of the innovative modern educational space was revealed. Research prospects are in the further improvement and implementation of the discipline “Mobility as a path to success” in higher educational institutions with a philological orientation
NEW APPROACHES TO THE FORMATION OF INCLUSIVE-ORIENTED COMPETENCES OF FUTURE TEACHERS IN HIGHER EDUCATIONAL INSTITUTIONS
