Forming the readiness of future teachers to implement strategies for stagingmulticultural interaction
Introduction. At the present stage, the value-target guidelines for the modernization of the Russian education system are aimed at the multicultural upbringing of schoolchildren. The effectiveness of the process of multicultural upbringing of schoolchildren in the conditions of a general educational organization is determined by the professionalism of the teacher, therefore, the most important task for the education system is to form multicultural competence in future teachers. In our opinion, the scenario approach to the formation of multicultural competencies is one of the tools for effectively updating the content of education. To implement the staging technology, the teacher needs to create special teaching-learning situations that are aimed at transmitting information and developing the multicultural skills of students. In this regard, one of the important tasks of preparing a future teacher is the formation of his readiness to implement strategies for staging multicultural interaction. Materials and Methods. Theoretical research methods: analysis of psychological, pedagogical and regulatory documents; pedagogical experiment (questionnaire, ranking, content analysis), methodsof data processing. Results. Pedagogical diagnostics was carried out in order to determine the readiness of the future teacher to implement the strategies of multicultural interaction. To identify the level of formation of cognitive, motivational-value and performance-based components, specific diagnostic methods were used (questionnaire by S. A. Khazova, F. R. Khatit; ranking of values according to their degree of significance by S. A. Khazova, F. R. Khatit; content analysis) that meet the characteristics of this particular component. Discussion and Conclusions. The organization of work on the formation of the readiness of future teachers for the implementation of strategies for stagingmulticultural interaction must be carried out in the context of the implementation of interdisciplinary integration, which ensures the productivity of the process of forming the readiness of future teachers for the implementation of strategies for stagingmulticultural interaction; inclusion of students in a variety of (individual, socially significant, project activities) extracurricular activities of a multicultural orientation.