Cultural approach to training future teachers of higher education institutions: theoretical and practical aspect

Abstract

The article substantiates an adaptive interpretation of the cultural approach in the content of higher education as an orientation of the educational process towards the implementation of the leading provisions of cultural studies, the comprehension of which encourages the individual to realise the interconnection of personal, professional-subject, general professional, social, cultural and communicative, professional-methodical, managerial, organisational, methodological, psychological and pedagogical, cultural in the content of theoretical and practical support of the professional training of future teachers. It has been found that the professional training of future university teachers based on the implementation of the cultural approach enhances the formation of the following abilities: professional orientation of cultural knowledge; professionalism of cultural communication; professional cultural self-improvement. It is noted that the management of a culturally oriented environment in a higher education institution should be updated within the subjective, axiological and content, normative and regulatory, managerial and operational, and infrastructural segments of the educational process. In this regard, it is clarified that the functioning of a culturally oriented educational environment within the framework of the formation of professional competence of future university teachers involves the management of a dynamically open educational process of an innovative nature, which develops in accordance with public demands for the training of culturally competent specialists, is characterized by unity and integrity, combines the collective and individual cultural experience of the subjects of pedagogical interaction and ensures the purposeful formation of cultural competence. In accordance with the formulated theoretical foundations of the logical solution of the outlined problem, the article highlights the course of application of empirical research methods in the pedagogical environment of HEIs: questionnaires and expert evaluation. Their results confirm the partial effectiveness of established educational traditions in the current realities and the level of awareness, needs and motives of academic staff to initiate human-centred, civic, and national-patriotic content of educational content.