Formation of Inter-Ethnic Tolerance of Future Primary School Teachers in the Process of Practical Training

The problem of professional formation of teachers and their activity in a multiethnic region requires special attention, as modern political realia urge for tolerant interaction with cosmopolitan student and parent groups, which is possible only if the cross-cultural competence of a specialist has been formed earlier, including: knowledge of the culture and history, ability to generate and bring the ideas of world into the content of general education to reflect its diversity; the ability to organize pedagogical process as a dialogue of different cultures in time and space. This implies awareness of the motives for multicultural activities in a multinational environment: needs and interests, aspirations, value orientations, motives; assessment of personal traits and qualities of future specialist; readiness to carry out professional activity in a multicultural educational space; formation of interethnic tolerance and regulation on its basis of their professionalism in accordance with the working modules of a specific society. The purpose of the article is to reveal the practice features of «Bachelor» and «Master» degree students by specialty 013 «Primary education», taking into account the specifics of a polyethnic region. Methods research used: analysis of scientific data, Internet resources, Ph.D. dissertations in the study field, the methods of practice organisation for «Bachelor» and «Master» degree students by specialty 013 «Primary education»; observation, conversation, testing, questionnaires, diagnostic work. Working with the students in a multi-ethnic environment, future teachers begin to realize that they must be constantly engaged into the process of self-education and self-development, formation of interethnic tolerance, social stance, etc. It is during the practice that a student can really learn to respect, love and perceive the children as they are, to form tolerance, endurance, responsibility and sense of duty, to master the specifics of work (peculiarities of educational and cultural positions, customs and traditions, language) with children and parents − representatives of national minorities, religions, races, etc. That is, during practical pedagogical activity, in a polyethnic environment, personal and professional qualities of the future teacher should be applied.