Development of linguo-cultural personality of future teachers within the educational environment of higher educational institutions
Development of linguo-cultural personality of future teachers within the educational environment of higher educational institutions

Summary/Abstract: Introduction. The article is devoted to the problem of development of personal features and qualities, which characterize a future teacher’s linguo-cultural personality. The research is aimed at revealing personal qualities and abilities to communicate and implement the professional activity, taking into account cultural specificities of the environment and the interlocutors (students). Materials and Methods. The research has employed methods of analysis of scientific works on the educational environment, its influence on personal development. The contrastive and comparative analysis of scientific resources and normative documents, observation of the educational process were used as the methods which contributed to working out the educational technology and identifying its key features. Results. Need for the linguo-cultural personality in the polycultural society determines considering it as the object and the subject of the educational process in higher educational institution. At the same time keeping personal ethnic and national identity of the person’s own people is considered significant. The research has revealed the essence of a future teacher’s linguo-cultural personality; the content of such personality has been described on the basis of considering it as the object and the subject of the educational process; the article identifies those qualities and abilities of linguo-cultural personality which are shown in intercultural foreign-language communication and professional activity. The research has formed the basis for working out the educational technology, aimed at developing a future teacher’s linguo-cultural personality. The educational technology, designed for linguo-cultural personality, has been performed with its key features. Conclusions. The authors come to the conclusion that requirements to the future teacher’s linguo-cultural personality should be considered in teachers’ training. If aiming the educational process at development of these very qualities and abilities of a trainee, it will strengthen the educational impact on personal preparedness to implement foreign-language intercultural and professional communication, on the basis of relevant cultural specificities and keeping the socio-cultural position of a representative of the person’s own people (nation).

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