Interethnic Communication Culture Formation Among Future Teachers-Inophones In A Multi-Ethnic Educational Environment

Abstract

Changes in the Russian society, globalization and integration, and growing migration flows lead to a clear understanding of the fact that further development of the society is possible only in conditions of cross-cultural dialogue between the representatives of different nationalities capable of tolerating the host culture. In these conditions, international communication culture serves as a means of harmonious existence in the society. The aim of the study consists in identifying and analyzing the innovative methods of formation of international communication culture among students of a pedagogical institute and introduction of new content into the system of higher pedagogical education with consideration of the regional specificity.The study uses various diagnostic methods: interdisciplinary, comparative, and semantic analysis of literature on psychology, pedagogy, philosophy, sociology; theoretical generalization and systematization of scientific, theoretical and empirical data, modelling; poll; questionnaire; analysis of activity products; direct/indirect, long term/short term observation; experiments; mathematical statistics.The results of the study show that interethnic communication culture is considered as the main personal and professional characteristics of an undergraduate student. Pedagogical activity is a means of placing the values of native and host culture.The paper results allow to state that the process of education and training of undergraduate foreign students must be implemented with consideration of cultural and national peculiarities, and changes in the society. Innovative methods, such as inclusion of students into creative national associations, their engagement into various University events enhance the process of formation of international communication culture and interaction in a pedagogical institute.

Worldview Function Of Ethno Pedagogical Theory In Teacher Training In Globalization Context

“…Only this kind of education represents the basis of multicultural development. Multicultural education can provide some information security for development, since it forms the ability to evaluate phenomena from the perspective of another person, different cultures, and another social and economic formation (Ahtarieva, 2017). In the global sense, a multicultural educational environment should be created, involving the freedom of cultural self-determination of the future specialist and the enrichment of his personality.…”

The Experience in the Implementation of a Regional System for Supporting the Professional Activities of Teachers in the Educational Sphere of Chechen Republic

“…Второй момент -пристальное внимание к этнопедагогической компетентности [6] регионального педагога, которая напрямую связана с региональными различиями образовательных систем [7]. Действительно, системы образования в регионах имеют одинаковую на государственном уровне разработанную структуру, единственное, что их отличает друг от друга, -региональные особенности, обусловленные этносом или этносами, составляющими основу региональной специфики [8].…”

Ethno Culture As An Element Of The Teacher’s Professional Culture

“…Ahtarieva, Ibragimova, Minnullina, & Tarasova 2017); communicative (mechanisms, receptions and the strategy necessary for maintenance of efficiency of interethnic understanding and interaction)(Orsini-Jones & Lee, 2018); social (knowledge and representations about consequences of intercultural contacts, features of intercultural adaptation, international legal documents in sphere of interethnic relations, and also abilities to join in joint activity with inoethnic environment); language (possession native, state and foreign languages)(Pisarenko & Arsaliev, 2016).Basic directions of future specialists' ethno cultural competence formation are the following: ▪ Development of other people acceptance, a recognition of value of ethno cultural variety(Manyeruke & Cakici, 2017).▪ Their education based on humane interethnic dialogue, inculcation of ideas of altruism and respect for another, development of emotional stability and tolerant qualities. ▪ Knowledge acquisition, representations about stories, geography, culture, customs, traditions, values of different nations.…”