Theoretical Bases for Designing a Methodology of Training Teachers for Intercultural Interaction

Abstract

The intensification of the processes of globalization and integration of cultures has set before many multi-ethnic countries the task of building a multicultural society that develops according to the laws of tolerance, cooperation and mutual respect. This problem is particularly acute in the regions due to the differences in ethno-cultural and migration processes in any of them, different degree of dynamics and constant changeability of these processes. These factors determine the specific nature of training teachers for intercultural interaction in each particular region. Currently there is a situation when it is impossible to use a unified experience in training teachers for intercultural interaction equally in a single region: it is obvious that each region needs its own methodology. This determines the relevance of the research due to the existing trend of dynamic regional development under the influence of migration and ethno-cultural processes as well as the necessity to find mechanisms for training teachers for intercultural interaction in the dynamic ethno-cultural environment of the region through the analysis of various precedents. Thus, the purpose of this study is to design a methodology for training teachers for intercultural interaction in the context of dynamic ethno-cultural processes. Research objectives: to analyze the current state of knowledge of the problem of training teachers for intercultural interaction in the system of higher pedagogical education in Russia, as well as the current state of international studies on the problem of multicultural education based on the ideas of inter-ethnic dialogue; and to develop an algorithm for designing a methodology for training teachers for intercultural interaction in the context of dynamic migratory and ethno-cultural processes in the regions. The results of the study make it possible to propose a systematic algorithm for designing a methodology for training teachers for intercultural interaction based on the generalized regional experience; and to characterize the content of each stage of this algorithm. The study expands the ideas about the training of teachers for intercultural interaction in an ethno-cultural region, the specifics of implementing the principle of regionalization and comparative studies. The proposed methodology will make it possible to identify general, particular and single changes in the training of teachers for intercultural interaction, taking into account the regional specificity and dynamism of ethno-cultural processes in each region.