Организация образовательного процесса в вузе на основе требований к педагогу в поликультурной среде
Organizing educational process in higher school on basis of requirements to teacher in polycultural environment

Summary/Abstract: Introduction. The article is devoted to the problem of organizing and carrying out the educational process according to the key points in linguistic culturology. The purpose of the article is definition of the features of the educational process, organized in accordance with the requirements for the teacher in polycultural environment. The research is aimed at analysis of the cultural content and reveal of socio-cultural requirements for the teacher. The analytical findings have been used as the basis to highlight the features of the educational process, targeted at preparation of a future teacher, who is considered as a representative of the own nationality, for implementing the professional activity in the polycultural society. Materials and Methods. The research has employed theoretical analysis of studies, which describe the basic ways to carry out the process of educating the rising generation in accordance with the linguo-cultural factor. Generalization of the cultural experience, accumulated in polycultural society, has contributed to analysis of the requirements for professional and personal preparation of future teachers. Results. The authors have revealed and described the socio-cultural requirements of the Russian and foreign cultures, considered as the complex of components of the integrated world cultural and educational area; at the same time the fact that each culture has its unique features, has been admitted and taken into account. The authors also have highlighted the features of the educational process in a higher school to achieve the purpose of making a future teacher prepared for self-realization in polycultural society; they have described the courses of educational process, organized in a higher school and based on consideration of a teacher as a person, who represents the own nationality and the accumulated national socio-cultural experience. Conclusions. The authors come to the conclusion that certain cultural requirements for developed personal and professional features of a teacher have emerged. These features show some similarities and differences in the cultural contexts, due to the unique specificity of each culture. Educational process, organized due to the socio-cultural requirements for a teacher, implies modeling the educational activity in accordance with these requirements and contributing to saving, developing of the personal socio-cultural position of a teacher as a representative of the nation (own people). The authors have compiled the specifics to organize the educational process, based on the cultural requirements for a teacher.

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