Formation of self-regulation in the process of future foreign language teachers’ bilingual training

Abstract

The present article deals with the formation of the future foreign language teachers’ self-regulation in the process of their bilingual training. The essence of the future foreign language teachers’ self-regulation and pedagogical conditions of its formation in the process of their bilingual training is revealed: the bilingual environment; lecturer’s personal example; the special methods, means and forms of the future teachers’ bilingual training. The paper specifically identifies the main ways, means and effective methods of their implementation in the education process. The five core strategies of developing future foreign language teachers’ self-regulation skills are considered in the paper, namely goal-setting, self-monitoring, self-reflection, mindfulness and feedback. It might be reasonable to implement the solution to the problem of forming self-regulation in the process of bilingual training in the following areas: teaching other languages and cultures; secondary school; professional training of students of non-teaching higher education institutions of Ukraine.