Multicultural Educational Space Research Articles

Specificity of training future teachers of a foreign language and literature for cross-cultural education within multicultural educational environment of institutions of general secondary education

According to the results of the study of methodological, didactic, scientific-theoretical, pedagogical literature, it is determined that the cross-cultural approach reveals the methodology of a multi-panoramic study of "a person at the intersection of cultures" as an innovative type of personality that adheres to planetary ethics and is characterized by cross-border thinking that goes beyond his/her own culture. It has been determined that cross-cultural learning is a consistent, purposeful interaction of teachers and students, within which there is an accumulation of background and cultural knowledge, the development of language and speech skills necessary for effective inter-linguistic and intercultural interaction with representatives of various linguistic and cultural communities. The study determined that the multicultural educational space is a spatial-subject area of interaction between subjects of the educational process, which is constructed on the basis of taking into account the invariance of universal human (planetary) values in combination with the variability of cultural intents (ethnocultural worldview, natiomental constants, historical-cultural artifacts, cultural-deterministic interpersonal patterns). The functioning of the multicultural educational space in institutions of general secondary education is characterized as a model for creating psychological and pedagogical conditions, algorithms, and technologies for the adaptation integration of the student's personality into the multicultural field of society through educational (didactic) mechanisms, in particular, cross-cultural learning. Based on the analysis of the scientific fund, it is determined that a teacher of a foreign language and literature is a highly qualified, competitive specialist-teacher, providing the educational needs of modern society in the field of foreign language education; ensures the organization of the educational (educational, developmental) process on the basis of preserving Ukrainian traditions, respectful attitude to the native language and historical past, on the principles of patriotism, humanism, democracy, tolerance and civic responsibility in the multicultural educational space. The training of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is interpreted as a pedagogical process, which is a structural component of the general, holistic, systematic professional training of the future teacher, aimed at: the awareness by future teachers of the importance of constructing a multicultural educational space at educational institutions on the basis of ethnic tolerance; formation of a complex of knowledge on cross-cultural didactics and skills in implementing culturally relevant means of teaching a foreign language; development of personal properties and worldview values of students as initiators and mediators of the dialogue of cultures. The readiness of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is a synthetic personal-deterministic and professionally-oriented construct that reflects the integrative unity of the desire of the teacher-dictionary to carry out the transmission of ethnocentrism into ethnorelativism (ethno-mental identification component); the ability to adapt and remodel situational didactic interactions within an environment of cross-cultural integration in a multicultural educational space (interactive-professional component); intention to transform professional knowledge into sociocultural intelligence (metacognitive information-centred component).

Specificity of training future teachers of a foreign language and literature for cross-cultural education within multicultural educational environment of institutions of general secondary education

According to the results of the study of methodological, didactic, scientific-theoretical, pedagogical literature, it is determined that the cross-cultural approach reveals the methodology of a multi-panoramic study of "a person at the intersection of cultures" as an innovative type of personality that adheres to planetary ethics and is characterized by cross-border thinking that goes beyond his/her own culture. It has been determined that cross-cultural learning is a consistent, purposeful interaction of teachers and students, within which there is an accumulation of background and cultural knowledge, the development of language and speech skills necessary for effective inter-linguistic and intercultural interaction with representatives of various linguistic and cultural communities. The study determined that the multicultural educational space is a spatial-subject area of interaction between subjects of the educational process, which is constructed on the basis of taking into account the invariance of universal human (planetary) values in combination with the variability of cultural intents (ethnocultural worldview, natiomental constants, historical-cultural artifacts, cultural-deterministic interpersonal patterns). The functioning of the multicultural educational space in institutions of general secondary education is characterized as a model for creating psychological and pedagogical conditions, algorithms, and technologies for the adaptation integration of the student's personality into the multicultural field of society through educational (didactic) mechanisms, in particular, cross-cultural learning. Based on the analysis of the scientific fund, it is determined that a teacher of a foreign language and literature is a highly qualified, competitive specialist-teacher, providing the educational needs of modern society in the field of foreign language education; ensures the organization of the educational (educational, developmental) process on the basis of preserving Ukrainian traditions, respectful attitude to the native language and historical past, on the principles of patriotism, humanism, democracy, tolerance and civic responsibility in the multicultural educational space. The training of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is interpreted as a pedagogical process, which is a structural component of the general, holistic, systematic professional training of the future teacher, aimed at: the awareness by future teachers of the importance of constructing a multicultural educational space at educational institutions on the basis of ethnic tolerance; formation of a complex of knowledge on cross-cultural didactics and skills in implementing culturally relevant means of teaching a foreign language; development of personal properties and worldview values of students as initiators and mediators of the dialogue of cultures. The readiness of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is a synthetic personal-deterministic and professionally-oriented construct that reflects the integrative unity of the desire of the teacher-dictionary to carry out the transmission of ethnocentrism into ethnorelativism (ethno-mental identification component); the ability to adapt and remodel situational didactic interactions within an environment of cross-cultural integration in a multicultural educational space (interactive-professional component); intention to transform professional knowledge into sociocultural intelligence (metacognitive information-centred component).

University profile educational sessions at Russian universities: the basic principles of the implementation of the integration function

The article is devoted to the problems of integration processes and the implementation of integration in the space of the Russian Federation by organizing joint activities in the educational sphere. The means of implementing the integration function are University profile educational sessions (University sessions). To determine and describe the basic principles of the indicated function, the authors analyze studies devoted to the retrospective of the analyzed process, modern integration experience, the specifics of the implementation of the integration function in a specific form of organization. The basic principles formulated by the authors are distributed according to the components of the pedagogical process: targeted, meaningful, procedural assessment. The target component for university sessions defines the principles concerning the unification of the university staff and university sessions participants for joint activities, the focus of university sessions on education, the multicultural educational space of university sessions, qualitative and quantitative planning of sessions results. The content component defines principles regarding the inclusion of variable and invariant parts of the program, dynamic and adaptive content. The procedural component defines the principles of joint activities in group and individual formats, ensuring equal opportunities for all participants, the choice of methods, forms and means of joint activities that reflect the best experience of domestic education. The evaluation component involves the systemic use of diagnostic tools, the implementation of constant monitoring. Based on the analysis, the concept of the integration function of the University session at the university is also formulated.

ИСПОЛЬЗОВАНИЕ НАСЛЕДИЯ Я. КОРЧАКА ДЛЯ ПОДГОТОВКИ БАКАЛАВРА К РЕАЛЬНОЙ ЖИЗНИ

The purpose of the research is to substantiate the necessity and possibility of forming a professional orientation for bachelors of economic fields of training using the capabilities of the municipality on the basis of interdepartmental interaction and social partnership with employers. The article presents the experience of forming a professionally directed open and integrated educational environment with integrity and continuity, which ensures efficiency, balance of quality and quantity of training of professional personnel to meet the needs of the municipality. The methodological basis of the research was approaches to the study of psychological and pedagogical processes and phenomena, such as: systemic (V.G. Afanasyev, N.V. Blauberg, A.N. Leontiev); activity (A.G. Asmolov, L.S. Vygotsky, V.V. Davydov, A.V. Petrovsky, D.I. Feldstein); Polysubject (A.V. Brushlinsky, I.V. Vachkov, L.M. Mitina, S.L. Rubinstein); axiological (A.V. Kiryakova, N.A. Astashova, N.D. Nikandrov, I.L. Fedotenko, E.N. Shiyanov) and others. The scientific novelty of the research consists in the development of methodological foundations for the formation of the professional orientation of bachelors, future economists, the creation of a polysubject community of students, university teachers, employers within the framework of a scientific, industrial and educational platform. At the same time, we take into account the peculiarities of modern students, such as «student infantilism», inclusion, multicultural educational space, the theory of generations, the individual characteristics of each of the future economists.

Художественный текст в аспекте формирования лингвокультурологической компетенции студентов-филологов при обучении русскому языку

The study aims to consider ways of linguoculturological competence formation among philology students during classes in modern Russian in a multicultural educational space. Scientific novelty of the study lies in proposing a methodological system of working with a literary text during classes in modern Russian that is aimed at linguoculturological competence formation providing for the identification of universal and nation-specific features in a literary text. As a result of the study, the researchers have determined the need for a comprehensive analysis of nation-specific units of the language (Russian religious names, Turkisms-regionalisms) using cultural studies, historical-linguistic, etymological and linguoculturological commentaries and involving the material of an educational literary text. This will expand students’ cognitive base, i.e. the pool of knowledge about the peoples’ culture.

THE RESULTS OF THE PEDAGOGICAL EXPERIMENT ON THE IMPLEMENTATION OF THE SYSTEM OF TRAINING FUTURE PRIMARY SCHOOL TEACHERS TO WORK WITH STUDENTS IN THE MULTICULTURAL SPACE OF TRANSCARPATHIA REGION

The article has raised up the issue of teacher training to work in a multicultural educational space. We have analysed the results of the experimental verification of the effectiveness of the author’s system of training future primary school teachers to work in the multicultural space of the Transcarpathia region. Quality changes have been established. At the end of the experimental research, significant positive dynamics in EG and only minor positive changes in CG were obtained. Thus, the vast majority of future EG teachers had a high (12.24%), sufficient (24.49%), and average (46.94%) level of formation of all components of readiness to work in the multicultural space of the Transcarpathia region, while in CG these data were 13.04% and 33.66%, respectively. Using the methods of mathematical statistics, we have proved the reliability of the obtained results, based on the comparison of variances for determining the F-criterion. It has been found that in the professional context, the manifestations of negative multiculturalstereotypes have decreased among the students of higher education, they have developed sociability and social activity, and the desire to cooperate with representatives of national minorities. For personal improvement, future primary school teachers have received help in realizing their belonging to a specific ethnic group, expanded intercultural competence, increased the level of communication, reflection, and empathy.The experimental study has confirmed the expediency of introducing the developed pedagogical system into professional training aimed at forming the readiness of future primary school teachers to work with students in the multicultural space of the Transcarpathia region.
 Keywords: system; pedagogical conditions; professional training; readiness; primary school teacher; multicultural space; intercultural interaction; tolerance.

Межкультурная коммуникации в образовательной среде вуза: этнопсихологические особенности туркменских студентов

Ethno-psychological features of Turkmen mentality are seen as a factor, determining efficient communication between students of different nationalities in the multicultural educational space. The aim of the article is to single out the characteristic features of the world perception and behavioral patterns, that are to be considered while establishing collaboration with Turkmen students. The method of the research is analysis of theoretical works in the sphere of intercultural communication as well as situations in which manifestation of typical features of the people in all academic contexts. The research is resulted in making what might be called an ethno-psychological profile of the Turkmen student, which will help to choose the right strategy of communication with the people of this nationality in the multicultural educational space of Russian High School.

Formation of Aesthetic Direction of the Teacher of Preschool Education

Introduction. The article deals with the problem of the development of an aesthetic orientation to the professional activity of a preschool teacher. The federal state educational standard of preschool education in the field of aesthetic education and child development and the continuity of the process of aesthetic professional development of teachers substantiates the need for its formation.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature on the problem of research, experimental study of the formation of the aesthetic orientation of teachers of preschool educational organizations. The purpose of the article is to substantiate the methodological support of teachers of a preschool educational organization in the development of aesthetically oriented professional activities.Results. The authors define the aesthetic orientation of a preschool teacher as a complex of components, including aesthetic feelings, aesthetic cognition and knowledge, aesthetic activity, experience and behavior, and aesthetic assessment. There are the results of studying the aesthetic orientation of teachers of preschool educational organizations in Nizhny Novgorod. There is a complex of pedagogical conditions, implemented on the basis of a socio-cultural approach and the principles of cultural conformity, subjectivity, humanization, aesthetics, and creativity. The authors consider a workshop as the main form of methodological support for teachers in the formation of an aesthetic orientation. The content of six workshops has been developed that contribute to the development of aesthetic education, aesthetic upbringing, the formation of the experience of aesthetically oriented activities and aesthetic creativity, as well as the development of the ability to evaluate the phenomena of the surrounding world from the point of view of aesthetics and formulate the correct aesthetic judgment.Discussion and Conclusions. The authors emphasize the need for purposeful design of active methods of methodological support of teachers for the development of aesthetic knowledge, aesthetic sensitivity to the surrounding reality and art, the organization of a multicultural professional educational space, as well as the effective solution of the problems of aesthetic education and upbringing of preschoolers in interaction with parents. As a prospect for further research, the authors indicate the development of a model of aesthetic development in the general management system for the professional development of preschool teachers.

Functional Features of the Cultural Memory of Students in the Multicultural Educational Space of a Modern Russian University

This study examines the problem of the development of students’ universal competencies at Russian universities related to the diversity of cultures and the ability to enhance intercultural communication in professional field and everyday communication. The development of this competency is significantly influenced by the content of the cultural memory of students. Modern universities are a multicultural space where various persons and communities with different collective cultural memory interact. The objective of the study is to identify the functional features of the students’ cultural memory at Russian universities that are historically characterised as a multicultural space. The main method involved focus groups and a theoretical interpretation of the data obtained. The results obtained from two focus groups of students from several universities located in the Krasnoyarsk Territory are presented. The total number of focus group participants was 14 bachelor’s and master’s degree students. The focus groups consisted of students belonging to the first- and second-generation migrants from among ethnocultural groups with high ethnodemographic dynamics in the Krasnoyarsk Territory. The study showed the need for special programme activities for adaptation and integration of students belonging to the second-generation of migrants into the multicultural university community

Training Bachelor of Tourism to the Profession in Terms of Multicultural Educational Space

The needs of the tourist domestic market and the integration of education into the international educational space require understanding of the phenomenon of multiculturalism and finding new ways of its realization in the process of professional training of bachelors in tourism. Creating a multicultural educational space requires the introduction of an innovative field of cultural interaction through the introduction of innovative technologies based on the dialogue of cultures, which will be aimed at activating the emotional, intellectual and creative sphere of personality development. Such technologies can be considered as a reserve of qualitative training bachelors in tourism to the professional activity in terms of multicultural education space. The main purpose of the article is to analyze the state of tourism potential of Ukraine and the conformity of the system of professional training of specialists in this field; to determine the possibilities of creation and realization of multicultural educational space through modeling of cultural interaction and to determine the ways of its implementation in higher education institutions. To achieve it, a set of theoretical and empirical methods was used to identify a number of problems that slow down the process of training bachelors in tourism to meet the challenges of the modern tourist services market. To eliminate them, a structural and functional model of forming a multicultural educational space in the process of professional training of bachelors in tourism has been developed, and mechanisms of its realization through technologies of cultural interaction are characterized.

Роль поликультурного пространства в формировании этнопедагогической компетентности будущих педагогов начального образования

This article is devoted to the actual problem of multicultural education, reveals its essence and justifies its importance in the development of ethno-pedagogical competencies of future primary school teachers. The ethnopedagogical competence developed in the multicultural educational space will allow primary school teachers to prepare the younger generation for intercultural interaction in the conditions of complex social relations of the modern world in their further pedagogical practice.

Actualization of the Formation of Axiological Foundations among Students in the multicultural Educational Space of the Flagship University

Actualization of the Formation of Axiological Foundations among Students in the multicultural Educational Space of the Flagship University

Education of interculturally tolerant personality in the multicultural educational space of general secondary education

У статті розкрито актуальність вивчення важливої для суспільства проблеми – виховання в підростаючого покоління міжкультурної толерантності,що передбачає вміння встановлювати контакт і підтримувати належні відносини з представника ми інших етнічних, соціальних, вікових і професійних груп, коректно позиціонувати себе, зберігаючи власнуідентичність, сприяючи вирішенню найважливішого завдання виховання – жити разом, перетворюючи існуючу взаємозалежність держав і етносів у справжню солідарність. Висвітлено сприйняття культурного розмаїття і культурних відмінностей, розуміння необхідності рівноправного діалогу, основним завданням якого є забезпечення гуманних взаємин представників різних національних культур, прийняття принципів толерантності. Зроблено аналіз теоретичних та прикладних педагогічних досліджень із проблеми створення полікультурного освітнього простору. Окреслено проблему визначення педагогічної умови як «формування позитивного відношення молодших школярів до себе, представників інших культур, вироблення навичок толерантної поведінки»; зроблено висновок про потенціал полікультурного освітнього простору у вихованні міжкультурної толерантної особистості. Наголошується на необхідності сприяння сучасної освіти усвідомленню дитиною культури свого народу, визначенню важливого значення полікультурності, яка створює умови для швидкої адаптації учнів до умов існування в суспільстві, що змінюються, допомагаючи сформувати в уяві дитини багатогранну картину світу, усвідомлення себе як частини полікультурного суспільства; розвитку культури міжнаціональної взаємодії, взаєморозуміння, взаємоповаги, становлення нового типу взаємин – діалогу культур.

Formation of mediation competence of participants in the educational space of the Krasnoyarsk Territory in the Siberian Federal University

Introduction. The relevance of the study is due to the lack of trained teachers - heads of school mediation services and future mediators. Reducing the deficit is possible only through increasing the competence of teachers in the field of conflict resolution and the formation of the ability and readiness to use mediation practices aimed at creating a conflict-free educational environment and harmonizing interethnic relations in a multicultural educational space. The authors presented a component-wise model of the formation of mediated competence of participants in the educational process from among the heads of school mediation services and future mediators and tested it. Materials and methods. The study used methods of measuring the components of mediation competence: communicative, information-analytical, organizational and managerial, emotional. The study involved two groups: students of the professional retraining program “Mediation. Psychology of Conflict Management ”55 people (experimental group) and 60 people (control group), teachers who are not trained in mediation programs. Comparative analysis of groups was carried out using the U-Mann-Whitney test. Results. Analysis of the effectiveness of the formation of mediation competence showed significant differences (p <0.05) on a number of scales that affect the effectiveness of the formation of components of mediation competence. Significant changes (p <0.05) were revealed in terms of the parameters of the severity of communicative skills, which indicates the formation of a confident partner style of behavior. Changes in the components of emotional competence are significant: emotional awareness (p = 0, 002), emotion management (p = 0, 045), recognition of other people's emotions (p = 0.021). There is a significant difference in the formation of information and analytical competence (p <0.05), primarily in the parameter of motivation (p = 0.000) of using mediation practices to resolve conflicts. Conclusion. It was revealed that the formation of the mediation competence of participants in the educational space of the Krasnoyarsk Territory can go through professional retraining programs and will be effective when combining the efforts of the academic community and practicing mediators, professional mediator communities and the cooperation of resources of various Siberian universities.

PROFESSIONAL PRACTICE - INDICATIVE COMPONENT PROFESSIONAL TRAINING OF THE FUTURE TEACHER

The relevance of the problem under study is due to the formation of knowledge, skills, and abilities of future teachers in the process of their professional training; the essence of pedagogical practice as an integral process is considered. The article is aimed at theoretical and practical justification, actualization of the importance of professional practice in the course of professional training and training of teachers, which should be considered as one of the priority goals and important prerequisites for the socio-economic and spiritual progress of a multicultural society. It is pedagogical practice that is an important means of preparing a future teacher for innovative activities and in the professional formation and development of a future specialist. The leading approach to the study of this problem is a systematic approach that allows you to identify, justify and group the scientific, theoretical and practical prerequisites for students ' readiness for professional activity in the multicultural educational space of the school. The study showed that pedagogical practice provides students with training not only for practical work with students, but also for an innovative style of their professional activity. The materials of the article can be useful for specialists in the field of improving the quality of professional education.

ОСОБЕННОСТИ РОССИЙСКОГО МИГРАНТСКОГО ОБРАЗОВАТЕЛЬНОГО ДИСКУРСА

In recent years, the processes of international cooperation and migration in the sphere of science and education in Russia have been actively developing in the context of the formation of an international scientific and educational space. This article discusses the features of the functioning of the Russian migrant educational discourse. Based on the analysis of sources in the Russian scientific and periodical press, electronic media, and articles in the blogs of teachers and parents on the Internet that are part of the migrant educational discourse, we have noted that it is dominated by erethism. Most of the texts of this discourse indicate that they are dominated by a negative attitude towards this group of students studying in Russian schools. The media often uses the technique of "dramatization", strengthening the negative position of the topic at the expense of the title. The analysis of texts shows that in the migration educational media discourse, communication strategies primarily Express a conflict (confrontational) communication strategy. Only a small part of the texts (about 20%) is focused on cooperative tactics aimed at developing linguistic tolerance in a multicultural educational space.

Multicultural educational space of the university as a socio-pedagogical phenomenon

The essence and content of the multicultural educational space of the university are revealed. Conditions and ways of social and pedagogical support and support of student's youth by means of educational space on the principles of multiculturalism are determined. The mechanisms of socialization of future specialists in a multicultural environment are shown. The category of educational space is revealed as a form of integration of youth into multicultural society and as a means of improving the quality of training of modern cadres.

THE DEVELOPMENT OF LINGUOCULTURAL SKILLS AMONG FUTURE RUSSIAN LANGUAGE TEACHERS OUTLINED IN UNIVERSITY EDUCATIONAL PROGRAMS

The issue of developing linguocultural competence among future Russian language teachers is relevant in the context of multicultural educational space, considering that this competence is the most important and professionally significant personal quality. The development of linguocultural competence ensures student’s readiness to implement the ideas of the culturological approach in the process of education, his/her readiness to teach the Russian language in the context of Russian culture and the dialogue of cultures. The purpose of the study is to illuminate the methodological experience in the application of modern methods and technologies in the system of higher education. The aim of such methods and technologies is to help the future Russian language teacher develop linguocultural competence during the course of studying the culture-oriented methodological subject Intercultural Communication in the Russian Language Lessons, which is included in the educational bachelor’s degree program 44.03.05 Pedagogical Education (with two specializations) at the North-Eastern Federal University n.a. Ammosov. To achieve this goal, the following tasks are performed: study of the theoretical foundations of culture-oriented linguistic methodology; analysis of the concepts, methods, and technology of developing linguocultural competence in the course of studying languages; definition of the methods and technologies of developing linguocultural competence of future Russian language teachers applied in the course of Intercultural Communication in the Russian Language Lessons. These tasks are performed through a set of theoretical and empirical methods, including: analysis of scientific and methodical literature, study and analysis of educational standards and programs, lesson observation, analysis and evaluation of the products of students’ learning activities; description of pedagogical experience. The study was conducted under the guidance of the Department of Russian Language and Literature Teaching Methodology at the Philology Faculty of the North-Eastern Federal University n.a. Ammosov. The introduction of the course of Intercultural Communication in the Russian Language Lessons shows that the development of linguocultural competence among students is facilitated by the application of the principle of science and the connection of theory and practice, the principle of intersubject communications and the integrative approach, the principle of competency and the activity approach, and correlations between learning and research activities. Effective methods of developing the linguocultural competence among future Russian language teachers are: problem lectures (binary and interactive); imitative learning technologies; project technologies (individual and group projects); and research methods.

Multilingual and Multicultural Educational Space: Creative Writing of Russian–speaking Children in the UK

This article presents the qualitative study of bilingual children from Russian-speaking families living in the UK. Our findings offer novel insights and contribute to existing theoretical, methodological, and empirical research on multilingual and multicultural educational space through a new lens of study process of bilingual children imagination. It brings a new focus to existing work in this area through its consideration of creating writing as a reflection of complex educational space in post-literacy era. We collected the creative stories which were written by children who participated in concurs “Once it dreams for me”. The narrative and content analysis show popular topics based on specific cultural tradition and habitus of migrant families. We argued that these children stories have both cultural elements British and Russian, which were formed in the British mainstream and the Russian Saturday schools. One of the main points of children’s stories is the “Internet in their everyday life”. It shows how children learn and go through the process of acquisition of cultural knowledge in post-literacy era using new technologies. Also, the findings contribute to the discussion of the epistemology of children behaviour and motivation at a time when visual and creative reflection have begun more important that direct answer to explicit researchers questions. Expanding on the existing literature in this area, the article investigates creative story writing as a two-way process influencing both the transnational cultural and the transnational education space.
 Keywords: bilingual children, multicultural educational space, Russian-speaking families

Prospects and resources for the development of the CIS educational space in the context of multiculturalism

The article reveals the prospects for the development of the CIS multicultural educational space on the basis of managing the interaction of adults’ public associations and traditional educational organizations of the CIS member states. Models of regional fields of interaction (coordination of positions) of adults’ public associations and traditional educational organizations are described: ethno-model, event-driven cascade, "net-tissue", value upbringing, umbrella.