Development of Multicultural Value Orientations in Future Specialists in the Context of a Higher Education Institution

Abstract

The importance of this study is determined by the fact that fundamental social and economic changes in contemporary Russian society have led to imbalance in the common system of values that forms the basis of a teacher's comprehensive world outlook. Under conditions of a constant development and change of the value priorities' nature the problem of forming a stable system of future specialists' value orientations that provides the foundation for cross-cultural communication in a democratic society is of current interest. In this connection, this article is directed towards the study of the development of university students' multicultural value orientations as a pressing problem of contemporary professional education. The leading approach to scientific research aimed at this specific problem is the theoretical and methodological approach that allows us to comprehensively consider the problem of developing future specialists' multicultural value orientations in a context of a higher education institution. It has been substantiated in the article that a key moment in the activity directed towards the development of students' multicultural value orientations is the identification of objectively existing difficulties in a value perception of another culture and transference to the category of goals, the attainment of which facilitates the development of multicultural value orientations. The materials of the article can be useful for psychologists-practitioners, social workers as well as staff members of educational institutions. L. V. Shukshina et al.876

Development of sportsman students' autonomy in the educational environment of electronic information and foreign language teachers’ readiness to this process

“…The definitions of learner autonomy formulated by Russian and Western scholars reveal a high degree of alikeness. Most scientists by learner autonomy understand an ability for self-reflection, taking responsibility for the results of the educational process, a capacity to make decisions independently, proper motivation and cooperation with fellow students and the teacher (Shukshina et al, 2017;Vasyakin et al, 2018;Erofeeva et al, 2019a).…”