出版社：Association for Social Studies Educators (ASSE)
其他摘要：Modern society is characterized by multidirectional, complex interacting processes of unification, diversification, globalization and multiculturalism. These processes cause significant changes in the education system. One of them is multicultural education. The relevance of research on various aspects of multicultural education in modern Russia has led to the emergence of multidimensional works. The multicultural orientation is reflected in the Federal educational standards of general education, in the standards of vocational education for bachelors and masters of pedagogical and psychological specialties. The objective of this work is to identify and theoretically substantiate the pedagogical conditions for the effectiveness of the formation of cultural pluralism of young professionals working at schools of a new type. The solution of the stated goal and verification of the proposed assumptions were provided by a set of complementary methods: retrospective, systemic, interviewing, included observation, conversation, testing, questioning, modeling, statistical method etc. The source of empirical data for this study was the questionnaire of students, teachers of new type schools during the International School Teachers Festival in Tatarstan, Russian Federation, teachers and students of the North Caucasus State Humanitarian-Technological Academy, Karachayvo-Cherkess State University after U.D. Aliyev. As a result of the survey, the questionnaires were analyzed and problems encountered by young teachers were diagnosed. The authors of the article offer a number of recommendations for a more effective cross-cultural education for future bachelors, young English language specialists. Special emphasis should be laid on the role of the pedagogical university in modern society, in the formation of competencies of future teachers and young specialists in the polyethnic region. Polycultural education promotes harmonization of relations between representatives of different civilizations and cultures. The main directions of multicultural education are bilingual education, multicultural education, accompanied by measures against ethnocentrism. The presence of a multicultural environment allows stimulating the interest of learners in new knowledge and at the same time it offers different points of view on the world around us.
