Bilingual education of future natural sciences teachers as today’s requirement

Abstract

The article addresses the issue of integrating bilingual education elements into the training of future natural sciences teachers. It has been observed that Ukraine has previous experience in implementing bilingual education in general secondary education institutions. However, a significant limitation in this regard is the inadequate bilingual preparation of future natural sciences teachers. The content of the elective course "Science teachers training in US universities," which is taught in English, serves as a means to establish a "parity model" of bilingual education for future natural sciences teachers and a "displacing model." The course aims to achieve two objectives: first, to familiarize students with the concept of natural sciences teachers training in the United States, including its structure, content features, and pedagogical methods within the context of continuous educational development; second, to foster intercultural interaction skills. Research has indicated that teaching methods incorporating varying levels of assistance during cognitive tasks and differentiated complexity levels are effective in delivering this course. These methods ensure that each student is provided with optimal conditions to satisfy their cognitive needs and develop their communicative skills. The approach involves a gradual transition from collective work to partially independent and fully independent task performance, with an increasing level of complexity. Experimental evidence supports the effectiveness of implementing the course "Science teachers training in US universities."