Advanced Training Model For Teachers Of Russian (Non-Native) Language And Literature

Abstract

This article summarizes the results of the project work on the creation of a conceptual and systemic-structural model of advanced training for Russian language and literature teachers working in an ethnocultural educational environment. The purpose of the article is to characterize the features of the advanced training model for Russian (non-native) language and Russian (non-native) literature teachers proposed by the authors of the project «Russian Language and Literature in the Ethnocultural Educational Environment» and tested on the basis of Mari State University. This model makes it possible to overcome the current situation in the general flow of Russian philologists and accordingly without taking into account the ethnocultural specifics of Russian philological education in the ethnic multicultural region. The developed model takes into account the specifics of the language environment, which has a significant impact on the process of teaching Russian (non-native) language and literature, and the urgent need to improve the quality of knowledge, skills and abilities of non-Russian children (especially rural) in the field of Russian language and literature. The article also summarizes the results of the questionnaire survey of course participants and the results of monitoring their opinion during the round table «Russian language and literature in the ethnocultural educational environment: experience and prospects»; the ways to further improve and promotion the developed model of advanced training of Russian language teachers working in the ethnocultural educational environment are outlined.