ORGANIZATIONAL FORMS OF IMPLEMENTATION OF THE MULTICULTURAL CONTENT OF TEACHER EDUCATION
The urgent problem of modern higher education is the need to select and introduce into the educational process of the university of various forms of teaching and educational work aimed at immersing students in the culture of professional activity. The implementation of the multicultural content of pedagogical education presupposes, along with the traditional for higher education pedagogy, the use of such forms of educational activity that will allow future teachers to become active participants in the dialogue on the development of labor functions in the context of the mastered training profile. The use of forms of practice-oriented education at the university is aimed at enhancing the cognitive activity of students based on research search, stimulating motivation to master the required professional standard of work skills and exercises in their practical application. The methodological basis of the presented approach is the conceptual ideas of culturological personality-oriented education of a poly- cultural type (E. V. Bondarevskaya, O. V. Gukalenko), which focus on the need to design the multicultural content of pedagogical education in the context of culture and create cultural environments that allow students to identify themselves in pedagogical activity on the basis of the acquired experience: cognitive, activity, creative self-realization and emotional-value attitude with the results determined by the educational and professional standard. The method of projects allows integrating various types and forms of educational and cognitive activities of students to achieve a common goal, provides them with the opportunity to independently choose the ways of presenting the knowledge and skills they have formed, taking into account cultural identity. As a result of the experimental study, it has been proved that the determining factor in improving the quality of the fulfillment of the labor skills mastered by students is the level of personal-semantic attitude to educational activity and self-organization, formed in the process of mastering the multicultural content of pedagogical education.