Formation of professional foreign language competence of the future teacher in the conditions of dual education

Abstract

The article considers the relevance of the issue of the formation of foreign language competence of the future teacher in the conditions of professional training in the system of dual education. Researching the importance of foreign language proficiency in vocational training in the context of dual education is important for solving contemporary educational problems, informing policy and curriculum development, increasing employment rates, promoting intercultural understanding, and contributing to educational research. In an increasingly interconnected world, understanding the role of foreign language competence in teacher education can help address challenges related to linguistic diversity and multiculturalism in educational institutions. This study highlights the importance of foreign language competence in the context of dual education for future teachers. As the global educational space evolves and demands become increasingly diverse, the ability to communicate effectively in multiple languages is essential for teachers to support student learning and collaborate with multilingual colleagues. Thanks to the dual education approach, future teachers can develop practical skills and theoretical knowledge while promoting foreign language skills and intercultural understanding. Drawing on relevant literature and empirical research by Ukrainian and foreign scholars, this study examines the role of foreign language competence in teacher training and its implications for classroom practice. In addition, the study analyzes the benefits and challenges of integrating foreign language learning into dual education programs, emphasizing the importance of aligning language learning with professional development and the context of real-world learning. Ultimately, this study aims to contribute to the current discourse on effective teacher training and the promotion of multilingualism in education. The study of the formation of professional foreign language competence of future teachers in dual education can be approached from different positions, in particular, considering linguistic, pedagogical, sociocultural and cognitive perspectives. Examining the relationship between foreign language proficiency and future teachers' employability, career prospects, and professional growth can highlight the importance of language skills in the labor market.