THE DEVELOPMENT OF THE COMMUNICATIVE-BEHAVIORAL COMPONENT OF MULTICULTURAL COMPETENCE OF TEACHERS

Abstract

The article examines the current topic of multicultural competence of teachers through the development of the communicative and behavioral component. Communicative behavior, according to the author, has always been of interest to researchers. Emphasizing the belonging of teachers to the communicative group, one of the main tasks in the system of additional professional education is called – the formation of the need for cultural identification. Subjects of the pedagogical society – teachers must have a high level of behavioral culture based on moral norms, aesthetic culture, ethics and rules. The purpose of the study is the communicative-behavioral component in conjunction with the main characteristics, the development of which is due simultaneously to the lack of knowledge among university teachers on the organization of pedagogical activities in a situation of multicultural education and the implementation of multicultural ideas, the need to increase the level of emotional culture and culture of communicative behavior, the willingness and ability of teachers to perceive and understand their own emotions and the emotions of other people, respect the feelings of others, successfully establish contacts and carry out intercultural communication on the verbal and non-verbal levels. The article emphasizes the importance and implementation of a complex of organizational and managerial, educational and methodological, psychological and pedagogical conditions in the process of educational activities of students - university teachers. Subjects of the pedagogical society – teachers must have a high level of behavioral culture based on moral norms, aesthetic culture, ethics and rules. Based on the example of the introduction into the learning process of advanced training courses of the program “Formation of multicultural competence of higher school teachers” on the basis of the Stavropol State Medical University”, the result is shown that after completing the courses, students demonstrate more effective ways of interacting in various situations, interest in intercultural interaction and understanding of national characteristics of representatives of different cultures. This result is achieved through the inclusion in training of such complementary research methods as organizational, theoretical, general psychological, problem-search and active gaming technologies and trainings, through which attention was focused on the formation of motivation for intercultural interaction of the individual, on the development of productive thinking. The article emphasizes the importance of implementing a complex of organizational, managerial, educational, methodological and psychological-pedagogical conditions in the process of educational activities of students-university teachers.