DEVELOPMENT OF ETHNOCULTURAL COMPETENCE IN FUTURE PRIMARY SCHOOL TEACHERS
The article focuses on problems with ethnocultural competence as a component of the professional and pedagogical training provided by the Pedagogical Institute at M.K. Ammosov North-Eastern Federal University in the Republic of Sakha (Yakutia). The article identifies the characteristics of ethnocultural competence development in future primary school teachers. The main research methods include an analysis of literary sources, a pedagogical experience summary, observations, a discussion, data recording, and ranking. Primary school teachers are key figures and spiritual heritage broadcasters in the educational process. The ethnocultural competence of an education professional is increasingly important due to the development of new forms of information transformation and an increasing demand in modern society. Moreover, ethnocultural competence is an integral professional and personal characteristic that determines the willingness and ability to pursue ethnocultural education, national culture introduction to primary school students, and the formation of respect for and a positive, tolerant attitude toward other nations’ cultures. The term ethnoculture consists of the words “ethnos” and “culture,” which are equally interdependent. Culture is a compound, historically developed system of material, spiritual, and social expressions of human activity. It reflects how humans understand reality through its content, morphology, and functions. One of the main objectives of culture is to promote a positive attitude toward the ethnocultural differences that influence human development and self-realization. Ethnocultural education contributes to interethnic relations, protection, and development. In addition, it reveals the characteristics and spiritual and moral values of ethnic groups and impacts interethnic and interfaith communication among students. In this research, an ethnocultural training model for future teachers and students’ ethnocultural competence was developed and tested. In addition, the pedagogical conditions for the formation of the ethnocultural competence of future primary school teachers were identified, and university students’ experiences with the formation of ethnocultural competence were classified and generalized
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