Model of professional competences developed in future teachers of preschool and primary general education for working in a multicultural environment

Aim. To propose a model of professional competencies for future teachers to work with children in a multicultural environment of a general education organization

Methodology. The study was based on a systematic and competence-based approach, which made it possible to identify the main components of a future teacher’s professional competence for working in a multicultural environment of an educational organization. The following scientific methods were used: descriptive-analytical method, which involved analyzing scientific literature, curricula, and training plans for future teachers and educators in educational organizations, comparing and summarizing the results; modeling method; and a written survey conducted using specially designed questionnaires for teachers, educators, and 4th and 5th year university students.

Results. Based on the analysis of scientific papers, programs and curricula for the training of future teachers of general education organizations and preschool educators, as well as the results of a survey of teachers, educators and students, studying in the 4th and 5th years of the university in the fields of training: 44.03.01 “Primary Education”, 44.03.05 “Primary and Preschool Education”, 44.03.01 “Preschool Education”, a structural and content model of professional competencies of future teachers for work in a multicultural environment of a general education organization has been developed; its structural components have been identified and pedagogical conditions for its implementation have been determined.

Research implications. The study identifies challenges in developing professional competencies in future teachers for work in a multicultural educational environment, as well as the difficulties teachers and educators face related to professional competence and the specifics of building a multicultural educational environment. The theoretical significance of the study lies in the development of a model of professional competencies for future teachers for working in a multicultural educational environment, identifying its structural components and pedagogical conditions for implementation. The practical significance lies in the practical study conducted, the results of which are reflected in the structural and substantive components of the model of professional competencies for future teachers, confirming its effectiveness.

Conclusions. A comparative analysis of domestic and international studies, the nature and content of the “multicultural environment,” and the practical study conducted led to the conclusion that the model for developing professional competence in future teachers is multi-component, interrelated, and mutually complementary. Three structural components are identified within it: general cultural, methodological, and subject-oriented.

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