Abstract:

In the context of the global spiritual and moral crisis, the regional educational environment becomes the factor in the preservation and continuity of national culture. Modern requirements of federal state educational standards for the preservation of ethnocultural and regional traditions of peoples living on the territory of the Republic of Tatarstan actualize the problem of developing the ethnocultural competence of a student – future teacher. Ethnocultural competence is an integral part of his general and professional culture, which is the most important factor in the success of his professional activities. However, practice shows that the majority of graduates have insufficiently developed ethnocultural competence. The reason is the low development of theoretical foundations, development and implementation of the model, pedagogical conditions, technologies, new approaches to the formation of ethnocultural competence in the learning process.

During the study, the substantive characteristics of the ethnocultural competence of the student – future teacher were clarified, the model was developed, and the results of testing the effectiveness of the model's implementation during experimental work were presented.

Research methods: theoretical methods, including analysis of the subject of research based on the study of scientific literature; reflexive-system analysis of the justified organization of teaching activities.

Experimental work was carried out at the Institute of Psychology and Pedagogy of Kazan Federal University. The model is presented that reflects the stage-by-stage formation of the ethnocultural competence of a future teacher. The study involved the 2nd and 3rd year students of the training direction 44.03.01 “Pedagogical Education” of the “Preschool Education” profile. Based on the analysis of theoretical and methodological justifications and normative documents on the issues under study, the concept of “ethnocultural competence of a student – future teacher” was clarified.

Based on psychological, pedagogical, methodological sources, the specifics of the regional educational environment are determined (multiculturalism, bilingualism of the educational process, preservation of the ethnocultural features of the region of the Republic of Tatarstan: traditions, customs, life of the peoples of the Volga region) and the forms, means and methods of developing ethnocultural competence are substantiated. The study showed that the implementation of the model at the university contributes to the effective formation of the ethnocultural competence of a student – future teacher.

Keywords:

Ethnocultural competence, teacher education, regional educational environment, student.