BASIC PATTERNS OF MULTICULTURAL EDUCATION OF FUTURE PRIMARY TEACHERS

Abstract

The article presents a theoretical analysis of scientific and pedagogical sources aimed at identifying and substantiating the main patterns of multicultural education of future primary school teachers. The relevance of the study is due to the need to understand the patterns of the educational process in the context of modern transformations of Ukrainian society, the requirements of the New Ukrainian School and the needs of the multicultural educational space. According to the author, patterns that reflect the influence of the cultural environment on the formation of value orientations of the individual are of particular importance, define multicultural interaction as an integral part of the educational process and emphasize the importance of combining education and self-education in conditions of cultural selfdetermination. As a result of the theoretical analysis, the following patterns were identified: the pattern of consistency of the educational content of the educational process with the multicultural educational environment of an institution of higher pedagogical education, which involves the reflection of national ideals, humanistic and democratic values in the educational process; at the same time, the teacher becomes a carrier of culture, spirituality and national self-awareness, forming in future teachers the ability to combine belonging to their own culture with openness to other cultural traditions; the regularity of the active involvement of education seekers in intercultural dialogue confirms that the effectiveness of multicultural education largely depends on the level of personal activity and inclusion of education seekers, who act not only as objects of pedagogical influence, but also as full-fledged subjects of educational interaction; the regularity of practical and theoretical interdependence between classroom training, extracurricular activities and pedagogical practice indicates that the effectiveness of multicultural education is not limited only to educational work in the classroom, but needs to be supplemented by real educational situations in which education seekers have the opportunity to apply knowledge, moral values and communication skills in the context of intercultural interaction; the regularity of the gradual formation and development of the personality is based on the awareness that the formation of a teacher as a person is a long, gradual process that requires systematic pedagogical influence, taking into account the age, professional and psychological and pedagogical characteristics of future teachers; the regularity of awareness and harmonious combination of national and universal values in future teachers is based on the idea that the upbringing of a nationally conscious personality does not contradict the formation of openness, tolerance and a humanistic worldview, but, on the contrary, contributes to the formation of a teacher capable of effective intercultural communication in the conditions of a globalized world. The introduction of the outlined regularities into educational practice will ensure the systematicity, integrity and effectiveness of the process of multicultural education of future primary school teachers.