Formation of Intercultural Pedagogical Communicative Competence

of Future Teachers by Means of Project Activities as a Factor of

Sustainable Development of Education

Elena Rudakova

and Andrey Leifa

Blagoveshchensk State Pedagogical University, Blagoveshchensk, Russia

Amur State University, Blagoveshchensk, Russia

Keywords: Intercultural Pedagogical Communicative Competence, Project Activities, Future Teachers, Pedagogical

Lyceum, International Telecommunication Project, International Information Project, Creative Project.

Abstract: The aim of the present research is to substantiate the use of project activities in the formation of intercultural

pedagogical communicative competence of future teachers studying in the lyceum based at pedagogical

university. The relevance of the use of project activities from the point of view of training future teachers at

the pre-university stage and the development of intercultural communication in an educational environment

is discussed. The types of projects used for the development of primary pedagogical and communicative skills

of interaction with the subjects of the educational process are also presented, taking into account their national,

cultural, psychological and physiological features. Within the framework of this study, the stages of project

activities used in work with the students of the lyceum based at pedagogical university are highlighted.

1 INTRODUCTION

Currently, in contemporar educational contexts, the

formation of intercultural pedagogical

communicative competence is one of the prime

directives of training future teachers at the pre-

university stage for their future professional activity.

The project method is one of the most effective means

of forming the primary pedagogical and

communication skills of future teachers, because the

main aspect of organizing the process is research and

group work of the participants in both online and

offline formats (Kiryakova, 2017).

Participants of the project have the opportunity to

start a dialogue with other pedagogical cultures,

which means not only meeting in a multicultural

space of similar educational communities, but also

networking with many social partners interested in

the quality result of project activities. Undoubtedly,

the skills and abilities acquired as a result of such

work experience contribute to building better social

contacts with the subjects of the intercultural

educational environment, as well as the formation of

https://orcid.org/0000-0001-8935-1082

https://orcid.org/0000-0003-3453-8370

an idea of the working conditions in the framework of

blended learning (Masalimova, 2014). A special role

in this process is played by the subject, "Foreign

Language," since the possibility of realizing the

acquired professional and intercultural knowledge by

means of a foreign language in project-related work

removes communication barriers and increases self-

esteem of future specialists via the implementation of

the tasks set within the framework of the project and

close interaction with representatives of different

cultures in the course of teamwork and cooperation.

The issue of the research is to prove the necessity

of the application of the project-based learning in

formation of intercultural pedagogical

communicative competence of future teachers which

has not been widely studied yet. Furthermore, the

essential point is to reveal the methodology of the

application of this method as well as the results and

the effectiveness of this application in the educational

process in terms of the future teachers` preparation

for the professional activity.

Rudakova, E. and Leifa, A.

Formation of Intercultural Pedagogical Communicative Competence of Future Teachers by Means of Project Activities as a Factor of Sustainable Development of Education.

DOI: 10.5220/0010594706070612

In Proceedings of the International Scientiﬁc and Practical Conference on Sustainable Development of Regional Infrastructure (ISSDRI 2021), pages 607-612

ISBN: 978-989-758-519-7

607

2 METHODOLOGY OF THE

RESEARCH

The aim of the study was the formation of

intercultural pedagogical communicative competence

of future teachers by means of project activities in the

lyceum based at a pedagogical university.

Research methods: scientific literature analysis

and synthesis, practical experience, project- based

learning, questionnaire survey, observation and

generalization of the data obtained.

3 RESULTS OF THE RESEARCH

Table 1: The extra- curricular activity "Organization of

project activities"

Theoretical part Practical part

1. Introduction. What is a

project? Types of

projects.

2. Stages of organizing

project activities. The

result of project activities.

3. Formulation of the

hypothesis, goals and

objectives of the project.

4. Use of information and

computer technologies in

the organization of project

activities.

5. Teamwork, its features

and role in project

activities.

6. Intercultural

communication in project

activities

1. Training on the

development of teamwork

skills.

2. Project activities.

Taking into account the Federal component of the

state standard of general education (Federal

component of the state standard of general education,

2004), the multicomponent structure of project

activities and the stage-by-stage work on its

organization, we have included in the extracurricular

activities of the main educational program of the

Lyceum BSPU the extra- curricular activity,

"Organization of project activities," in order to teach

future teachers the basics of joint work and the

implementation of intercultural dialogue in the

process of the project realization. The content of

optional classes was determined by the fundamentals

of intercultural pedagogical communicative

competence, its role in organizing project activities,

and the specifics of the professional training of future

teachers regarding their work in a multicultural

educational space (Leifa, 2012). The program of

optional classes was divided into two parts:

theoretical and practical (Table - topics). The

theoretical part included classes aimed at clarifying

the concept of "project," the role of teamwork, and the

possibilities of using computer and online

technologies in project activities. These didactic units

were of particular importance since the unification of

students aged 15 to 17 into one common team to work

on a new project took time to prepare. It required

taking into account their psychological and age-

related characteristics and interests.

The practical block was aimed at developing

teamwork skills among future project participants,

helping them coordinate their joint actions through

specially designed trainings, and directing practical

experience of working on the project itself. This

experience assumed reliance on theoretical

knowledge gained, as well as interdisciplinary

knowledge formed in the framework of studying the

subjects of the school curriculum.

Taking into account the content of the projects we

have implemented, as well as the classification

proposed by E.S. Polat (Metod proektov, 2000), we

have defined the types of the projects we have

implemented. There is an international

telecommunication project, an international

information project, and a creative project. The

implementation of each project took place in three

stages: the preparation stage, the implementation

stage and the summing up stage.

We consider the “international

telecommunication project” based on the definition of

E.S. Polat (Metod proektov, 2000), we consider that

joint educational and cognitive tasks, research,

creative or play activities of partner students from

different countries and regions of the world—

organized on the basis of computer

telecommunications—a common problem, goal and

method aimed at achieving a joint result.

In contrast to simple letter-correspondence, a

specially organized and purposeful type of joint work

by students in the network can give a higher

pedagogical result due to the functionality of the

information space making it possible to form more

effective professional and intellectual competences of

future teachers; it creates the preconditions for the

application of innovative methodological ideas in

their work with students (Soboleva, 2000).

The most effective form of organizing joint

projects of students is the cooperation of students

from different schools, cities and countries, which

usually requires the deep integration of knowledge.

Thus, students will use not only knowledge of the

ISSDRI 2021 - International Scientiﬁc and Practical Conference on Sustainable Development of Regional Infrastructure

608

relevant subject of the problem being investigated,

but also knowledge of the peculiarities of the partner's

national culture, and the peculiarities of their

mentality—which presupposes a dialogue of cultures.

At the same time, the content of the "Professional

Teacher Standard" (Professional'nyj standart

pedagoga, 2019) and the requirements of the Federal

State Educational Standard for a modern teacher

(Jakushev, 2016), proves that the effectiveness of

teaching intercultural interaction in an educational

environment and the assimilation of professional

knowledge and skills by future teachers at the initial

stage of training largely depends on the variety of

methods that could contribute to the development of

creative thinking and involves active communication

in the learning process with the use of different

communication styles and techniques (Leifa, 2012).

Taking into consideration the experience of

applying project-based learning in educational

activities by such specialists as O.E. Lomakin and T.I.

Gustomyasova, M.S. Podukova, M. Yu. Minenkov

and others, as well as the high potential of this method

for the formation of intercultural pedagogical

communicative competence of future teachers at the

pre-university stage of training, we have developed a

series of international telecommunication projects

("Let's talk about Blagoveshchensk on five

continents"; "Blagoveshchensk - Saint-Quentin: the

dialogue cultures ";" Francis Jammes: Symbolism of

life and creativity"). This series of projects included

projects involving communication between students

of the Lyceum BSPU with francophone students from

the lyceums of different countries and cities of the

world (France, Cuba, Algeria, Paraguay, Thailand) by

means of postcards, videos, and the use of social

networks in which the participants told about

themselves, their hometown and educational

organization where they study.

In addition to using the method of international

telecommunication projects, we propose the inclusion

of international information projects in the

educational process, which are initially aimed at

collecting information about an object, phenomenon,

analyzing it and summarizing the facts intended for a

wide audience and represented in the media

(Rudakova, 2020). Such projects require a well-

thought out structure and the possibility of systematic

adjustments during the work on the project.

Since September 2018, together with high school

students of the Lyceum BSPU in Blagoveshchensk,

the electronic English-language magazine SUNRISE

was created, which is an international information

project, as well as a unique creative and information

space in English, which unites over 10,000 readers

around the world and which is published with the

support of the international editorship consisting of

representatives of the university environment,

Cambridge-certified English teachers, writers,

journalists, professional artists, and photographers.

This printed edition is published 3 times a year

(November, February, May) and actively collaborates

with authors living in Blagoveshchensk and beyond

it, including the representatives of different

nationalities, ages, and professions who speak

English. Among the authors and editorial staff there

are representatives from Russia, France, England,

Poland, Spain, Great Britain, Switzerland, America,

and Canada, who share with readers around the world

their personal discoveries, positive experiences and

creative works on various topics, including teaching

the English language and education. English, in turn,

plays a key role in this project, since its study reveals

the creative and intellectual potential of an individual,

forming his communicative and intercultural skills.

Created in the city of Blagoveshchensk, Amur

Region, the English-language magazine SUNRISE

tells the world not only about Russia and its culture,

but also about the city of Blagoveshchensk, its

inhabitants and history popularizing the region and its

features.

The magazine can be used not only as entertaining

reading, but also as an additional teaching aid in an

English classroom to expand horizons, form planetary

thinking, and develop students' speech and language

skills. Moreover, this magazine is a platform for the

exchange of pedagogical experience and learning

experience, which can serve as an additional source

of information and self-development for teachers,

future teachers, and lovers of the English language.

The purpose of the international information

project was to develop the intercultural pedagogical

communicative competence of future teachers at the

pre-university stage of training through the ability to

use subject knowledge, the ability to work with

information, make generalizations, conclusions, and

work with a variety of reference material.

In the work on the project, we adhered to the fact

that the topic of each issue should be relevant and

meet the interests of its readers, including the

professional training of future teachers at the pre-

university stage of education, as well as to take into

account various types of activities of the authors, the

practical, theoretical, and cognitive significance of

the content and the expected results of the joint work

of the members of the editorial board and authors.

These future teachers united to work on the issues

of the magazine and initiative groups were

determined, each of which had its own list of

Formation of Intercultural Pedagogical Communicative Competence of Future Teachers by Means of Project Activities as a Factor of

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609

responsibilities. We identified the group "Authors"

(Year 9 - 5 people; Year 11 - 4 people; Year 10 - 3

people), whose task was to prepare articles for

publication, the group "Information Bureau" (Year 10

- 4 people; Year 11 - 4 people), which was looking

for additional sources of information to help the

authors, "Designers" (Year 11 - 4 people; Year 10 - 4

people; Year 9 - 4 people), whose task was the

preparation of the illustrative materials in the form of

photographs and drawings, " Editorial Board "(Year

10 - 2 people; Year 11 - 3 people), whose

representatives were included in the professional

editorial staff due to their high level of English

proficiency, and the group "SMM managers "( Year

8 - 2 people; Year 10 - 3 people), who were

responsible for helping a professional editorial board

maintain the magazine's Instagram and Facebook

pages. This assistance included the publication of

posts in English and Russian about the latest news

from the life of the magazine, communication with

potential authors and conducting live broadcasts with

the partners of the magazine in an online format.

It is also worth noting that each of the groups was

selected according to the hobbies of the students and

their level of proficiency in a foreign language. Thus,

the students who spoke English at the B2-C1 level

were included in the "Editorial Board" group, since

they were required to have special knowledge of

grammar and lexical units to work with the text, and

those who knew how to express their thoughts in an

interesting manner in a foreign language were united

into the "Authors" group. The “Information Bureau”

was presented by the students who, in addition to their

interests in the field of learning foreign languages,

also had a solid knowledge base in the field of

literature, art, history, education, etc. in order to help

the authors select the necessary material and advise

on specific issues. SMM managers were chosen from

among those students who had an understanding of

the work of social networks, which implied the ability

to put into practice various applications and programs

that could make the content on the pages of the

magazine on social networks colorful, informative

and corresponding to the latest trends of the modern

online environment. Among the "Designers" were

students who were able to draw and photograph

professionally, which was a necessary skill for the

design of the magazine pages.

The preparation of a fresh issue traditionally took

place in several stages of organization. First, at the

preparatory stage, together with the students and the

professional editorial board, the main topic of the

issue, the goals and objectives of joint work were

determined, then those responsible for maintaining

each section were selected and an approximate work

plan was drawn up, including the deadlines for

completing the assignment. During the project

implementation period, the participants were also

coordinated through regular offline and online

meetings using the Zoom online conference platform

and a WhatsApp group, where current issues and

interim results were discussed. During this period, the

students who needed advice or help in preparing the

material had the opportunity to receive appropriate

recommendations from not only the professional

editorial staff, but also their classmates or high school

students, who possessed more information and could

provide the necessary guidance for work.

At the final stage of preparing a fresh issue, a

presentation of the issue took place, which implied its

release on the pages in social networks, mailing of the

printed copies to authors and readers, announcing the

results of work in the media, as well as organizing a

mass cultural event with the invitation of the partners,

authors and everyone involved in the work above the

fresh issue. For this event, the students also prepared

a creative presentation of their material, an exhibition

of drawings and photographs published in the issue.

At the final stage, within the team, the work was

analyzed, the assessment of general and individual

results was given.

Another form of organizing joint activities of

future teachers was their work on a creative project,

which was presented in the form of meetings of the

Book Club, which were held every two weeks and

assumed the format of an open and free discussion

with students from the Faculty of Foreign Languages

and professional speakers from the mass media.

It should be noted that creative projects involve

the appropriate design of the results. As a rule, they

do not have a detailed structure of joint activities of

the participants; this is only roughly outlined and

develops later, guided by the logic of joint activities

adopted by the group and the interests of the project

participants (Metod proektov, 2000). In this regard,

the meetings of the Book Club were carried out in an

informal atmosphere, which contributed to the

activation of the communicative and creative skills of

the participants. Each meeting was dedicated to a

specific book, so its discussion involved dividing the

course of the discussion into blocks: a narration about

the author, exchange of views on the content of the

book in a game format, watching a thematic video or

listening to an audio file, or making a creative product

(an illustration, postcard, origami, map, letter etc.).

The involvement of the future teachers in the work on

the project meant the division of responsibilities. The

person responsible for helping in organizing the event

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was appointed according to the main topic—as well

as their own interests and skills—which made them

feel more confident during the meeting and allowed

them to share their experience with those who were

younger in age and did not have relevant knowledge

in that or another area. As a part of the meeting, the

future teachers had the opportunity to try themselves

in the role of a leader or instructor, receiving primary

pedagogical experience of interacting with other

participants in the course of establishing the

necessary communication. Just as well, they are able

to increase their knowledge with useful information

from the fields of education, pedagogics, psychology,

travel and culture, which is an important component

of intercultural pedagogical communicative

competence (Leifa, 2016).

4 DISCUSSION OF THE

RESULTS

Figure 1: Indicators of COS of the future teachers before

participating in the projects.

Figure 2: Indicators of COS of the future teachers after

participating in the projects.

The analysis of communicative and

organizational skills (hereinafter COS) of future

teachers according to the method of V. Sinyavsky and

B.A. Fedorishina (Ocenka kommunikativnyh i

organizatorskih sposobnostej lichnosti, 2017) showed

that in comparison with the results that were obtained

before the above-mentioned projects, the level of

CBS has increased significantly (Figure 1,2). So, the

initial indicators from 35% low and 65% below

average rose to 27% below average, 55% average,

18% above average. This means that future teachers

strive for contacts with people, do not limit their

circle of acquaintances, defend their opinions, and

plan their work. They strive to expand the circle of

their acquaintances, are engaged in social activities,

help relatives and friends, show initiative in

communication, take part in the organization of social

events with pleasure, and are able to make an

independent decision in a difficult situation. They do

all this not under compulsion, but in accordance with

their inner aspirations.

Also, an increase in the level of intercultural

pedagogical communicative competence was

established during the observation of students during

the classes. The students began to show openness to

foreign language communication and communication

in general. The lyceum students stopped getting lost

and embarrassed at the moment of entering into

communication in a foreign language and were ready

to start responding without prior preparation. In open

classes with foreigners in online and offline formats,

the children were also able to demonstrate their

wiliness to communicate, which was expressed in the

fact that they relatively freely understood the

questions addressed to them, answered them

correctly, and even took initiative in communication

by asking their own questions. Moreover, future

teachers demonstrated the best level of preparation

for practical exercises in which they needed to act as

a teacher or a head of the event involving young

children.

5 CONCLUSION

Thus, the totality of the projects we have

implemented is an integral structure included in the

educational activities of the Lyceum BSPU and

represents a special basis for the formation of

intercultural pedagogical communicative competence

of future teachers at the pre-university stage of

training in the system of lifelong pedagogical

education.

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