MODEL OF FORMATION OF MULTICULTURAL COMPETENCY IN FUTURE PRESCHOOL TEACHERS
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Author(s): | Kornilova N. A., |
| Number of journal: | 4(73) | Date: | December 2025 |
| Annotation: | Currently, universal cultural diversity is becoming a key factor in understanding and describing modern societies. In this regard, multicultural competency is an essential element of the professional competency of future preschool teachers. The importance of professional training for teachers in a multicultural society is reflected in federal regulations that set requirements for university graduates and their future professional activities. The article discusses various definitions of the concepts of competency, multicultural competency, multicultural competency of future preschool teachers, cultural practices, and ethno-cultural educational practices, which allow us to understand the logic of the presented model for developing the multicultural competency of future preschool teachers. The main goal of the study is to develop and theoretically substantiate a model for the formation of multicultural competency in future preschool teachers using ethno-cultural educational practices. The presented model includes three interconnected blocks: functional-goal-oriented, content-technological, and outcome-criteria-driven. The first block of the model, the functional-goal-oriented block, is based on the social order and the direction of mo- dernization of the Russian education system, which allows us to identify the main goal of the model and determine the priority areas for developing organizational and methodological support. The second block, the content-technological, provides the integration of disciplines, describing the implementation of functional links between the various components of the model. The third block, the outcome-criteria-driven, implements the functions of diagnostic (experimental techniques of diagnostic nature, focused on evaluation), corrective and reflexive nature. The selected diagnostic tools are aimed at identifying the level of formation of multicultural competency in future preschool teachers using ethno-cultural educational practices in accordance with the identified components of multicultural competency (cognitive, activity-based, motivational, reflective, and creative) and evaluating the effectiveness of the developed model. This model of developing the multicultural competency in future preschool teachers using ethno-cultural educational practices has diagnostic and prognostic characteristics and is aimed at improving the educational and professional activities of students. | ||
| Keywords: | multicultural competency, model of multicultural competency, multicultural environment, future preschool teacher, higher education, cultural practices, ethno-cultural educational practices, professional training, cultural competency, joint activities, ethno-cultural identity |
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| For citation: | Kornilova N. A. Model of formation of multicultural competency in future preschool teachers. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;4(73):522—529. DOI: 10.25683/VOLBI.2025.73.1433. |
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