| Article |
|---|
| Article name |
Culturological Aspect of Professional Competence of the Teacher of Russian language of Multicultural (Polyethnical) School |
| Authors |
Mikheeva T.B. Candidate of Pedagogy, associate professor, mitata@mail.ru Tazapchiyan R.M. Candidate of Pedagogy, Associate Professor, rafaimt@yandex.ruEreshchenko M. . Candidate of Philology, Associate Professor, mar.ereshchenko@yandex.ru |
| Bibliographic description |
Mikheeva T. B., Ereshchenko M. V., Tazapchiyan R. M. Culturological Aspect of Professional Competence of the Teacher of Russian language of Multicultural (Polyethnical) School // Scholarly Notes of Transbaikal State University. 2019. Vol. 14, No. 5. РР. 32–39. DOI: 10.21209/2658-7114-2019-14-5-32-39. |
| Section |
Theory and Methods of Professional Pedagogical Education |
| UDK |
801.01 |
| DOI |
10.21209/2658-7114-2019-14-5-32-39 |
| Article type |
|
| Annotation |
Educational environment of a multicultural school organizes professional activities of a teacher,
influences and forms specific features of this activity and promotes development of teaching strategies.
The authors consider the multicultural education as the process of ethnical, nation-wide and world culture
acquisition for the purposes of intellectual enrichment, development of the planet-wide consciousness,
and formation of the readiness and ability to live in the multicultural environment. The multicultural
education aims to form a personality capable of active life in multinational and multicultural community,
who can live in peace and quiet with people of various ethnic origins and religious confessions. The primary
objectives of the multicultural education involve improvement of academic performance of various
ethnic group representatives, intercultural collaboration and communication, mutual cultural enrichment,
formation of student’s awareness of interethnic tolerance values. The article introduces the educational
multicultural environment through description of a school with multi-ethnic student body and its functioning.
The study was conducted using the following methods: method of modeling the pedagogical
process, direct and indirect observation, analysis of diagnostic results of teachers and students. The
task of training a teacher of a new type, designed to carry out professional activities in a multicultural
society, with systemic knowledge of ethnopedagogy and the ability to interethnic dialogue, continued
to be relevant. The issues of efficient teacher training at a multicultural school are solved at the level of
postgraduate training, and the authors suggest several stages of consulting and modeling activities. The
first stage stipulates a joint educational activity of a trainer from the professional training center and a
school teacher, which involves content-related, procedure-related and diagnostic elements. The second
stage involves building of a model of professional competence development for a multicultural school
teacher. The third stage stipulates pilot introduction, distribution and implementation of new adaptive
educational materials for multicultural school students in educational practice. The final stage involves
analytical and forecasting activities, as well as efficiency analysis of methods of joint learning in the
multicultural educational environment. Following the study results the authors collected qualitative data
including teacher’s questionnaires, student’s recitations, observations, and samples of oral and written
papers of school students. As a result, a set of recommendations to the teachers of Russian language
has been formulated. Several recommendations related to the improving intercultural competence
within the framework of the course training program for teachers.
|
| Key words |
multicultural education, professional competence, intercultural communication, postgraduate
training, russian language |
| Article information |
|
| References |
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