Struk A. Theoretical and methodological principles of formation the lexical and ethnographic competence of future primary school teachers

The dissertation provides and develops the concept and scientific basements of formation the lexical and ethnographic competence of future primary school teachers. The essence and structure of the phenomenon «lexical and ethnographic competence of future primary school teachers» are revealed; the content of the concepts «competence», «ethnographic competence», «lexical and ethnographic competence», «language and speech training of future primary school teachers» has been clarified. Assessment of the level of lexical and ethnographic competence of future primary school teachers was determined by the following criteria: cognitive-linguistic; professionally-oriented; initiative-effective; evaluation-activity. Theoretically substantiated and experimentally tested pedagogical conditions for the formation of lexical and ethnographic competence of future primary school teachers (the presence of positive motivational guidelines for future primary school teachers to enrich their speech with ethnographic vocabulary; lexical and ethnographic orientation). The methodological basis of the problem of formation of lexical and ethnographic competence of future primary school teachers was determined by personal-activity, competence-communicative and culturological approaches. An experimental model of formation the lexical and ethnographic competence of future primary school teachers was developed. The experimental model was implemented step by step (enrichment by information, practice-oriented, productive creativity and regulatory-effective), in which certain pedagogical conditions were implemented step by step. Further, an experimental and diagnostic methodologies were developed and tested on the formation of the lexical and ethnographic competence of the future primary school teachers; elective course «Formation of lexical and ethnographic competence of future primary school teachers».