The dissertation is dedicated to the analysis of the formation of multicultural competence of future geography teachers in the process of professional training.
The relevance of the topic is substantiated, the goal and objectives are formulated, the object, subject, and research methods are revealed, the connection of the work with scientific plans and programs is highlighted, the source base is presented, the scientific novelty and practical significance of the obtained results are disclosed, and the forms of approbation and implementation of research results into practice are reflected.
The research of pedagogical conditions for the formation of multicultural competence of future geography teachers in the process of professional training is argued.
The scientific novelty of the obtained research results consists in the fact that for the first time: – the concept of multicultural competence of future geography teachers is operationalized as an integrated set of cognitive, behavioral-activity, and emotional-value components aimed at tolerant, peaceful, and sustainable coexistence in a multicultural society; – a methodological model for the formation of multicultural competence of future geography teachers has been developed; – criteria and levels for assessing the formation of multicultural competence in future geography teachers have been determined, enabling effective diagnostics and evaluation of their readiness for professional activity in a multicultural environment.
Further deepened: – knowledge of the specifics of multicultural competence as an essential component of professional training for geography teachers to conduct effective pedagogical activities in globalization conditions; – structuring of didactic conditions for the formation of multicultural competence in future geography teachers; – ways of applying multimedia learning tools, GIS technologies, and remote sensing in the process of forming multicultural competence; – understanding of the functions of multicultural competence in the process of professional formation of a geography teacher.
Refined: – the model of the structure of multicultural competence of a geography teacher; – the order and methodological tools for the formation of multicultural competence of future geography teachers through the updating of curricula in disciplines such as "Social and Economic Geography of Ukraine," "History of Geographical Discoveries and Research," "School Geographic Studies"; – understanding of the influence of intercultural components of the educational process on the development of social tolerance, adaptability, and critical thinking of pedagogical specialty students.
Further developed: – understanding of the phenomenon of multicultural competence of a teacher based on a comparison of approaches to its formation in Ukraine and abroad; – the significance of the influence of intercultural components of the educational process on the development of social tolerance, adaptability, and critical thinking of pedagogical specialty students; – methodological support for the process of developing multicultural competence in students of pedagogical universities through the integration of modern interactive methods aimed at increasing the level of intercultural communication and tolerance.
The practical significance of the obtained results lies in the fact that the scientific results of the study have value for further research in the didactics of geography and are aimed at improving its conceptual foundations. The obtained results have become the basis for updating the content of training future geography teachers at the Poltava National Pedagogical University named after V. G. Korolenko: curricula in the disciplines "Economic and Social Geography of Ukraine," "History of Geographical Discoveries and Research," "School Geographic Studies" of the educational program "Secondary Education (Geography)." Moreover, the research results can be used for the development of special courses dedicated to the axiological foundations of the educational process; for improving the content of training for bachelors, masters, and doctoral students; for writing scientific and methodological manuals, methodological recommendations, etc.
