AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
PRE-SERVICE TEACHERS’ MULTICULTURAL COMPETENCE FORMATION IN WORK WITH
MIGRANT STUDENTS
a
EKATERINA A. KONOPATSKAYA,
b
ISKANDER E.
YARMAKEEV,
c
RUSTEM Y. GIBADULLIN,
d
NELLY R.
VALIAKHMETOVA,
e
RIMMA M. AKHMADULLINA
a
Kazan Federal University, Leo Tolstoy Institute of Philology
and Intercultural Communication, 18 Kremlevskaya Street,
Kazan, 420008, Russia
b
Kazan Federal University, Leo Tolstoy Institute of Philology
and Intercultural Communication, 18 Kremlevskaya Street,
Kazan, 420008, Russia
c
Moscow State University of Education, Institute for Advanced
Study, bewgored , russian federation. Moscow, Russia
d
Kazan Federal University, Leo Tolstoy Institute of Philology
and Intercultural Communication, 18 Kremlevskaya Street,
Kazan, 420008, Russia
e
Kazan Federal University, Leo Tolstoy Institute of Philology
and Intercultural Communication, 18 Kremlevskaya Street,
Kazan, 420008, Russia
Email:
a
a.ekaterina2016@gmail.com,
b
i.e.yarmakeev2015@gmail
.com,
c
confessional@mail.ru,
d
Rusia@Prescopus.Com,
e
r.m.akhmadullina2016@gmail.com
Abstract: Key problem of this research was identification and justification of the major
conditions of formation of students’ poly-cultural competence – for future teachers as
important element of their vocational training for work with migrant students. As a
result of the analysis of scientific literature, in article definition of the concept "poly-
cultural competence of the teacher" is given, its contents from the point of view of the
considered problem reveals. On the basis of structuring poly-cultural competence and
identification in its structure of separate competences by authors carried out the
analysis of content of disciplines in the pedagogics module and the didactic units
promoting formation of these competences are revealed. Authors noted pedagogical
technologies, effective for poly-cultural education, as well as the role of educational
and scientific and educational practical activities of students when forming poly-
cultural competence. As research methods in work were applied: analysis of scientific
literature, normative documents (educational standards and working programs of
subject matters); specification, systematization, generalization. The received results
can be used as recommendations for teachers and students of universities at
implementation of pedagogical activity in the poly-cultural environment.
Keywords: training of future teacher, migrant students, poly-cultural competences,
pedagogical conditions of formation of poly-cultural competence.
1 Introduction
The active migratory processes taking in the modern world has
aggravated problems of adaptation of immigrants in the cultural
environment unfamiliar to them. First of all it is about children -
migrants. As show researches, complexity of inclusion of school
students on foreign culture Wednesday, in particular, of the
Russian society, it is caused by a language barrier, weak idea of
basic values of culture, norms of interpersonal communication,
difficulties of communication, a problem of coexistence of
representatives of various ethnoses (Zborovsky et al, 2013).
In this regard the school and teachers is faced today by an
important task – which is to teach students to realize a variety of
modern cultural reality, personal and ethno-cultural features, to
create skills of the solution of problems of cross-cultural
interaction by means of dialogue and cooperation. However, as
the practical experience testifies, teachers are quite often not
ready to conduct effectively work in the sphere of international
communication. Act as the reasons:
inability professionally competently to build up the
relationship with students on the basis of the principles of
dialogue, tolerance;
unavailability to enter communication with children of
different ethnoses from a position of equality of cultures;
lack of the available practice-focused poly-cultural
technologies (Lynche, 1989)
Above-mentioned problems staticized a question of need
formation for poly-cultural competence of future teachers for the
purpose of their vocational training for work with migrant
students. This task is
one of the strategic directions of
development of the Kazan federal university within the Teacher
of the 21st Century project.
2 Materials, Methodology And Methods
Research objective: to prove and concretize set of the conditions
of educational process providing high-quality formation of poly-
cultural competence of future teacher for work with migrant
students on material of the Pedagogics module.
Methodological basis of a research are activity (Leontyev,2005),
competence-based (Verbitsky,2004) approaches, the theory of
the organization of uniform educational space and the poly-
cultural educational environment (Bondyreva,2007).
Research methods: theoretical analysis of scientific literature,
substantial analysis of educational standards and working
programs of subject matters, specification, systematization,
generalization.
The analysis of theoretical sources (Konopatskaya et al, 2015;
Fakhrutdinov, R.R., Fahrutdinova, R.A. (2016). Banks, 1995;
Banks, 1998; Iskander et al , 2016; Jacob, 1995) allowed us to
define
poly-cultural competence as readiness of the teacher for
the solution of the professional pedagogical tasks in the
conditions of development of poly-cultural society directed to
creation of interaction with subjects of education and
representatives of ethnic societies on the principles of tolerance,
as well as problems of pedagogical support of students of
different nationalities in sociocultural space of school.
According to the Federal educational standard of higher
education (FGOS VPO 3+) in the Pedagogical education
direction of realization of poly-cultural training of future teacher
competences have to promote: ability to work in team, to
tolerantly perceive social, cultural and personal distinctions;
ability to carry out training, education and development taking
into account social, age, psychophysical and specific features,
including special educational needs of students; readiness for
interaction with participants of educational process; ability to
reveal and form cultural needs of various social groups
(Dyuzhakova,2009).
The data set of competences, in our opinion, insufficiently fully
and precisely reflects essence of poly-cultural competence as the
integrative personal quality formed as a result of mastering
separate competences. Therefore the specification of federal
requirements taking into account high school specifics and the
realized profile of preparation gives the grounds to add and
present it the list of competences which can be formulated as
abilities and readiness:
to build constructive interaction with children of other
nationality;
to represent and protect interests of the students studying
different nationalities at design of educational programs;
to give support to the child migrant in establishment of
contacts with other children in educational institution and a
social environment;
to propagandize and show tolerant behavior, ethical
standards of cross-cultural relationship,
to help to master cultural values, traditions of the country
of accommodation;
to promote distribution of reliable information about
history, culture, customs, traditions of the people and the
countries from where there arrived children migrants;
to build up the tolerant relationship with parents of other
nationalities;
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