On Applying the Multi-Paradigmatic Approach to the Training of Foreign Teacher-Researchers Receiving Master’s Degree in Classical University

Aim. Ts to describe the possibility of applying a multiparadigmatic approach to the training of educational researchers receiving master’s degree at a classical university through international academic mobility programs.

Methodology. Multiparadigmatic, systemic, and interdisciplinary methodological approaches were used in the study. Elements of content analysis of scientific and pedagogical sources in Russian and English were utilized. The author relied on the principles of pedagogical axiology and the method of philosophical hermeneutics to substantiate the research methodology. The results analysis of training future teachers for research was conducted using a comparative method. A questionnaire was used for the empirical part of the study.

Results. Interpretations of key categories of the multi-paradigmatic approach (paradigm, paradigmaticity, polyparadigmaticity) in pedagogy and other humanities disciplines are compared. The essence of the theory of multiple pedagogical paradigms is described. From the perspective of the multiparadigmatic approach, the process of comprehensively developing research skills, competencies, and research values in international master’s students studying in the Russian university education system is examined.

Research implications. The possibility of applying a multiparadigm approach to training foreign teacher-researchers in a classical university master’s program is substantiated. Using the educational practices of the Faculty of Pedagogical Education at Lomonosov Moscow State University as an example, the authors present the experience of applying a multi-paradigm approach to preparing Chinese master’s students for applied research in education.

Conclusions. Relying on the methodological principles of a multi-paradigmatic approach in the training of international master’s students – future educational researchers – makes it possible to successfully develop students’ specialized (research) and universal (meta-subject) competencies, creates a foundation for ensuring the fundamentality of pedagogical education in a classical university setting, promotes the development of traditional moral values in master’s students, and increases motivation to participate in pedagogical research.

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