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PREDICTING CHANGES IN TEACHER PREPARATION FOR INTERCULTURAL INTERACTION IN REGIONS. Education & Pedagogy Journal. 2022;2(4):78-87. DOI:

Introduction. The article shows the relevance of the problem of changes in the preparation of teachers for intercultural interaction, taking into account the specifics of regions on the territory of Russia. Furthermore, the authors have identified the main tasks, the solution of which will contribute to the development of a predictive model of teacher preparation in the future. Aim. To present an argument for the stages of development of a predictive model of teacher preparation for intercultural interaction. Materials and Methods. The leading methods are the analysis of theoretical literature on the topic of the selected study. The choice of such research approaches as structural and structural-functional allows us to characterize the preparation process of teachers for intercultural interaction as multi-component, multistage and multi-phase in the context of interaction between the regional education system and the system of higher education in the Russian Federation. Results. The steps to develop a model for predicting the content of teacher preparation programs for intercultural interaction are proposed, the essence of the concept of Teachers Preparation and Changes in Preparation is concretized, and strategies for organizing teacher preparation for intercultural interaction are identified (overcoming existing linearity, practice orientation and continuity, and strategies for proactive preparation). Clarification of the concept of Changes in Preparation and determination of the meaning of the predicted changes will allow us to identify in the future the factors influencing the process of teacher preparation for intercultural interaction: socio-political factors determine a new (possibly different) understanding of the strategy for the development of higher pedagogical education in the context of strengthening ethnocultural processes (e.g., legislation in the field of development of regional policy, the position of the state in the field of regulation of ethnic processes and dissemination of ideas on preservation of ethnic cultures; the growth of ethnocultural processes); regional factors - analysis of the processes that characterize the level of development of regional development (e.g., the demographic structure of the population, social mobility, dynamically changing requirements of the labor market); personal factors - adaptation of existing and definition of new goals of pedagogical higher education established and emerging in a particular university to preserve national culture and maintain ethnocultural diversity (e.g., teachers’ readiness for intercultural interaction; pedagogical initiatives, a framework program to prepare teachers for intercultural interaction). Conclusion. Based on the study, it was suggested that the next study should lead to the development of components of a predictive model for teacher preparation for intercultural interaction.

Keywords: regional education, intercultural interaction, changes in teacher preparation, strategies for organizing the educational process, comparative studies, predictive model