Pre-Service Teacher Multicultural Education in Russia: Problems and Responses

Abstract

Background/Objectives: This paper deals with the problem of pre-service teacher multicultural education in Russia. It focuses on the goals, content and real practice of multicultural education in teachers’ training institutions. Methods/ Statistical Analysis: Theoretical research was supported with empirical procedure. The survey sample consisted of 200 pre-service teachers. The authors used both quantitative and qualitative methods: Structured questionnaires to identify pre-service teachers’ level of general, ethnic, social tolerance, and focused interviews with 8 respondents to investigate pre-service teachers’ knowledge, views and attitudes. Findings: Analyzing in comparative perspective modern standards of university education, teacher training programs and curriculum, we found out that multicultural education in Russia is defined in the context of ethnic, language and religious diversity. Multicultural dimension is implemented primarily within the framework of additive approach. The authors argue that under current reforms extra-curricular activities are the main resource of effective pre-service teacher multicultural education. The empirical research highlights the need for a revision of pre-service teacher multicultural education. The results indicate lack of practical training, such as skills development courses, master classes, case study. Almost 1/3 of pre-service teachers, participating in the research, demonstrate lack of relevant skills and confidence in their ability to work in culturally diverse classroom. Application/Improvements: The results are of pedagogical interest, it can help university staff to comprehend the problems of multicultural education faced in Russia and to activate necessary changes.