摘要：In the context of a significant increase of mass migration, the modern educational environmentacquires the features of multiculturalism and teachers’ readiness for interactionwith inoethnic subjects of educational processes becomes a necessary conditionfor reduction of ethnic tensions and development of intercultural cooperation. Uponthat, the formation of constructive intercultural relations requires the development ofan ethnic worldview. In particular, readiness for interaction with inoethnic subjectsof educational processes and the ethnic worldview are a precondition for the formationof real multiculturalism in interethnic relations. Objective of the research is todetermine the intensity of the components of readiness for interaction with inoethnicsubjects of educational processes and ethnic worldview components and to analyze theirratio concerning different subjects of educational processes. The problem of the correlationof readiness for interaction with inoethnic subjects of educational processesand ethnic worldview was solved through a survey of 113 pupils, students and futurepupils’ parents in the Sverdlovsk region. The exploratory factor analysis was appliedto identify and describe the structural components of readiness under study structureand the structural components of the respondents’ ethnic worldview; the degree ofintensity of the mentioned components was analyzed by using the criterion χ2-Pearson.To identify the correlations between the components of readiness for interaction withinoethnic subjects in educational processes and ethnic worldview, the analysis by thecriterion r-Pearson was conducted. The structural components of readiness for interactionwith inoethnic subjects of educational processes among pupils, students andparents were empirically described; it is revealed that most of their correlations withthe ethnic worldview components are inverse. Readiness for interaction with inoethnicsubjects of educational processes is developed among the pupils in components suchas empirical, communicative and cognitive; among the future teachers — in relationalcomponents; none of the components is expressed among the future pupils’ parents.Multiethnic worldview is developed among the pupils in components such as ethnic position and interethnic management. Among future teachers, the component of ethnic orientation is developed. Among the parents, it is the ability to go beyond the ethnic frame. The coordination of readiness for interaction with inoethnic subjects of educational processes with an ethnic worldview is of a multifaceted nature. The intensity of particular components of the readiness under study (behavioral, empirical, emotional, communicative and cognitive) is associated with a monoethnic worldview.
关键词：readiness for interaction; the inoethnic subject; multicultural environment;educational process; ethnic worldview
