The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence.
We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented.
The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics.
To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators.
At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers.
At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.