Science for Education Today, 2023, vol. 13, no. 3, pp. 178–197
© Zhukova T. A., Bogoslovskiy V. I., Gladkaya I. V., Andreeva E. Y., Dzhurinsky А. N., 2023
UDC: 
130.2+316.4+37.01

Prospects of preparing future teachers for intercultural interaction in the accelerated learning conditions [in English]

Zhukova T. A. 1 (Moscow, Russian Federation), Bogoslovskiy V. I. 2 (Saint Petersburg, Russian Federation), Gladkaya I. V. 2 (Sant-Petersburg, Russian Federation), Andreeva E. Y. 3 (Moscow, Russian Federation), Dzhurinsky А. N. 4 (Moscow, Russian Federation)
1 Financial University under the Government of the Russian Federation, Russian Federation; National Research Technological University MISIS
2 Herzen State Pedagogical University of Russia
3 Financial University under the Government of the Russian Federation, Russian Federation;
4 Moscow State Pedagogical University
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Abstract: 

Introduction. This article focuses on development prospects of preparing future teachers for intercultural interaction in conditions of accelerated learning.
The aim of the study is to identify the core development prospects for preparing future teachers for intercultural interaction in conditions of accelerated learning.
Materials and Methods. The study followed a systematic approach, the implementation of which made it possible to comprehensively consider a specific precedent, identify its components, and determine the significance of each component that ensures the integrity of the precedent under consideration. The authors used analysis of scholarly literature and research results as the main research method.
Results. The theoretical analysis of the scholarly literature allowed the authors to arrive at the following research results. Firstly, the authors substantiated the role of two research methods that are supposed to form the basis of comparative analysis (the method of precedents and the method of expert assessments). Secondly, the authors established conceptual foundations for designing a model of accelerated learning in the process of teacher preparation, based on the equal status of cultures, which is based on the dialogue of cultures. The authors emphasize the importance of studying emerging practices in each region, considered as possible precedents.
So, as an example, the experience of the Pedagogical Institute in Ludwigsburg, which has developed practices for preparing teachers for intercultural interaction, is proposed (examples of disciplines, types of teaching internships that are actively used in the process of teacher education are provided).
Conclusions. The authors have proposed and clarified the prospects for the development of teachers’ preparation for intercultural interaction in the context of accelerated learning. They include the implementation of new methods and designing a model of accelerated learning within the process of teacher education. The results obtained can become the basis for further study of the problem of preparing highly qualified educators in the conditions of accelerated learning. Materials and results of this research can be used to develop programs aimed at preparing future teachers for intercultural interaction in multicultural regions.

Keywords: 

Multicultural region; Ethnic and cultural processes; Accelerated learning; Perspectives; Teachers’ education; Intercultural interaction; Research investigations.

For citation:
Zhukova T. A., Bogoslovskiy V. I., Gladkaya I. V., Andreeva E. Y., Dzhurinsky А. N. Prospects of preparing future teachers for intercultural interaction in the accelerated learning conditions [in English] . Science for Education Today, 2023, vol. 13, no. 3, pp. 178–197. DOI: http://dx.doi.org/10.15293/2658-6762.2303.09
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Date of the publication 30.06.2023