Culturally contextual approach to ethnic identification of future university teachers in project activities

The multipolarity of the development of the modern world, the intensification of migration processes and the reorientation of traditional trade, economic and cultural contacts have led to a change in the vectors of mutual influence in various spheres of life. This actualized the request for education to train a professional who has not only a clear professional position in the field of special training, but also a formed ethnic identity, verified within the framework of clear methodological postulates and technologies of a cultural-contextual approach and relevantly tested in the realities of the professionosphere, purposefully tested at the university in the context of project activities for adaptation to the profession and creative self-realization of future teachers. The purpose of the study is to determine the methodological and technological foundations of a cultural-contextual approach to the ethnic identification of future teachers in project activities in university education. Research objectives: analysis and theoretical substantiation of the cultural-contextual approach to the ethnic identification of students of pedagogical profiles of the university in a culture-centered paradigm; identification of the features of the cultural-contextual approach to the ethnic identification of students in the organization and use of project activities in the training of future teachers; the study of the motivational readiness of future teachers for the ethnic identification of students in the process of forming their professional values in culture-oriented design at the university. Research methods: theoretical (terminal analysis, generalization of theoretical understanding of the problem, classification of approaches, systematization and concretization of data, their interpretation, content analysis); empirical (quantitative and qualitative analysis of the data of the conducted study of the motivational readiness of future teachers studying in the areas of training 44.03.01 and 44.05.01 Pedagogical education using Google Form, the method of expert assessment and interpretation of the results), as well as methods of statistical verification of the reliability of the data obtained. The identification of the features of the cultural-contextual approach to ethnic identification is necessary for the productive organization of the educational process of effective interdisciplinary interaction and mutual influence of the subjects of education of the multicultural educational space. The authors declare no conflicts of interests.

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