Formation of ethnocultural principles of development the professional education in conditions of modern Eurointegration changings
The specificity of professional training built on the basis of ethno-cultural principles is an integrate of pedagogical folk experience and modern scientific pedagogy, which involves the inclusion in the sphere of pedagogical tasks of empirical experience of ethnic groups with general cultural purposes. Therefore, the content of education should take of the peculiarities of ethnoculture; promote the satisfaction of the needs of future specialists in the reproduction of ethnocultural values and traditions. This is mainly due are: studying the native language; the account of ethnopsychological peculiarities, philosophical views and pedagogical traditions of an ethnic group; development of ethnic culture; preparation for life taking with account the traditional life-support culture. Modern processes of integration are possible only through the process of harmonization of educational systems. The main principles of such processes are respect for national cultures, languages, university autonomies. In the process of preserving their own uniqueness on the platform of integration are the most interested recognized educational centers and platforms. Changes in educational spheres should be considered as additional opportunities, but not as a threat, therefore, educational integration does not foresee the leveling of national peculiarities and priorities. The internationalization of the educational environment, in particular in the context of the Bologna process, recognizes the main postulate of multiculturalism that preserves the national the identity of academic culture, the search for points of contact.
Scientists have developed the structure of professional communicative competence of the teacher, which is derived from the structure of the communicative competence of the individual, its consists of five components – individual-personal, speech, interactive-practical, multicultural and subject-information, which include the components of communicative competence, the basis of which is competences that contain communicative knowledge, skills, skills, values and benchmarks.
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