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Thematische Bibliographien / Teachers' Cultural Formation / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Teachers' Cultural Formation“

Autor: Grafiati

Veröffentlicht am 25. Mai 2024

Zuletzt aktualisiert am 31. Juli 2025

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1

Arriaza, Gilberto, and Yvonne Lever-White. "Teachers as Agents of Cultural Capital Formation." Journal of Education Human Resources 38, no. 4 (2020): 438–52. http://dx.doi.org/10.3138/jehr-2020-0004.

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Dilbar, Sadullayeva. "Forming a General Cultural Outlook for Future Foreign Language Teachers." Pubmedia Jurnal Pendidikan Bahasa Inggris 1, no. 4 (2024): 9. http://dx.doi.org/10.47134/jpbi.v1i4.623.

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In this article, information about the formation of a general cultural outlook of teachers, the changes that the teacher should implement in his students, the criteria for the formation of the world-view, the main components of various models of general pedagogical knowledge, the pedagogical and psychological components of the teacher's culture, the methodology of the formation of the spiritual and moral culture of students is highlighted. The development of a universal worldview in students is a complex, non-hereditary process that has been largely overlooked in educational systems, leading t

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Maguire, Meg. "The cultural formation of teachers' class consciousness: teachers in the inner city." Journal of Education Policy 16, no. 4 (2001): 315–31. http://dx.doi.org/10.1080/02680930110054326.

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4

Bakum, Zinaida, Mariya Tkachivskau, Oleksandra Palchykova, Iryna Dyrda, and Svitlana Kostiuk. "Formation of Cross-cultural Competence of Prospective English Teachers." Arab World English Journal 13, no. 4 (2022): 523–38. http://dx.doi.org/10.24093/awej/vol13no4.34.

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The article substantiates the importance of forming prospective English teachers’ cross-cultural competence. Nowadays, education focuses on cooperation and establishing cross-cultural relations between the representatives of diverse cultural societies. Therefore, it concentrates on forming a personality capable of absorbing and reproducing verbal and non-verbal information during dialogical communication with foreign negotiators. This paper aims to validate the category “cross-cultural competence of a prospective English teacher,” develop its structure and experimentally verify its effectivene

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Melnikova, Gulnar, Suriya Gilmanshina, and Asia Galeeva. "Formation of Cultural Fluency among Foreign Students, Future Chemistry Teachers." SHS Web of Conferences 172 (2023): 03003. http://dx.doi.org/10.1051/shsconf/202317203003.

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This article is devoted to the issue of the formation of cultural fluency of foreign students, future chemistry teachers. The levels of formation of the cultural fluency components are specified, recommendations how to use design technologies in the formation of cultural fluency of future chemistry teachers are presented.

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Pyvovarova, Hanna. "Methodological principles of the problem of formation of cultural values of future primary school teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (357) (2023): 91–95. http://dx.doi.org/10.12958/2227-2844-2023-3(357)-91-95.

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The article “Methodological foundations of the problem of formation of cultural values of future primary school teachers” focuses on research and analysis of the process of formation of cultural values of future primary school teachers. The author examines in detail the theoretical foundations of this problem, key methodological principles and paradigms. The definition and justification of the methodological foundations of the problem of the formation of cultural values of future primary school teachers are given. The article covers important aspects of pedagogical science, such as the role of

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Zhou, Xianfeng, Gulmira Karabalaeva, Shuang Wang, Qiang Ding, and Changning Wang. "Prospects and priorities of the cultural aspect in education." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (2023): 1943–54. http://dx.doi.org/10.54919/physics/55.2024.194bi3.

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Relevance In modern conditions of world globalization, the issue of prospects and the search for priorities for the implementation of the cultural aspect in education in Kyrgyzstan has become one of the most important problems in improving its quality.Purpose. The purpose of the article is to substantiate and introduce a methodology for the formation of cultural competence of future teachers in higher educational institutions of Kyrgyzstan, as a guarantee of their readiness to carry out professional activities.Methodology. The basis of the methodological approach of the study is the substantia

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LIU, Xiao. "Reasons for Chinese EFL Teacher’s Role Anxiety in Teacher Identity Formation: A Comparative Analysis of Teacher Metaphors." Arab World English Journal 13, no. 4 (2022): 38–52. http://dx.doi.org/10.24093/awej/vol13no4.3.

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Along with the development of information technology and its increasing application in foreign language teaching, English as a foreign language (EFL) teachers encounter new challenges from students and society. In the dynamic process of teacher identity formation, EFL teachers are likely to experience anxiety in role shifts. This article studies the interactions between the internal and external perceptions of Chinese English as a foreign language (EFL) teachers’ role through a comparative analysis of teacher metaphors. Metaphors written by EFL teachers represent pro-internal perceptions, and

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Parshuk, Svitlana, and Viktoriya Stasyuk. "Formation of general cultural literacy of future elementary school teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 228–32. http://dx.doi.org/10.33310/2518-7813-2019-65-2-228-232.

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In modern conditions it becomes necessary to strengthen the role of culture education, as there arises a new ideal of human in culture, who possesses the general cultural competence, which determines its vitality, ability to navigate in different areas of social and professional life, harmonizes inner world and its relationship with society. The concept of New Ukrainian School provides knowledge of basic competences, which every individual needs for personal realization, inner development, being active citizen, for social inclusion and future employment. Due to these competences students are a

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Borysenko, Nataliia, Nataliia Sydorenko, Iryna Grytsenko, Veronika Denysenko, and Yuliia Yurina. "Cross-cultural competence formation for future teachers in integration processes." Eduweb 16, no. 3 (2022): 232–44. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.17.

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The article is devoted to the improvement of cross-cultural competence for future teachers. The study aims to develop directions and tools for the cross-cultural competence of teachers at different levels of organization and regulation of teaching education in the conditions of integrative processes. The study's central hypothesis is that cross-cultural competence cannot be formed by implementing educational programs and requires an integrated approach at all levels of the pedagogical process. The relevance of the methods and tools for the cross-cultural competence formation of the future teac

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Solovei, Anna. "THE IMPORTANCE OF CROSS-CULTURAL COMMUNICATIVE COMPETENCE IN THE PROFESSIONOGRAM OF A MODERN FOREIGN LANGUAGE TEACHER." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 69 (December 5, 2023): 23–25. https://doi.org/10.5281/zenodo.10264745.

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The article deals with one of the most important components in the formation of professional competence of a foreign language teacher, namely, cross-cultural communicative competence. The so-called "cultural thesaurus" of a specialist is described, which includes such concepts as "culture", "pedagogical culture", "communication culture", "cultural patterns, norms and values", "lifestyle", "cultural activities", "professional interests". It is noted that culture is an important criterion for the quality of education, since socio-cultural changes in education have determined the importance of pr

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Kylyvnyk, Victoria, Iryna Malyshevska, Kateryna Pavelkiv, Hanna Polishchuk, Oksana Hudovsek, and Nina Zhuravska. "Professional Training of Future Foreign Language Teachers: Socio-Cultural Aspect." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (2022): 176–95. http://dx.doi.org/10.18662/rrem/14.1/513.

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The article examines socio-cultural aspect of professional training of future foreign language teachers. The purpose of the article is to substantiate the pedagogical conditions and structural and functional model of the socio-cultural competence formation of future foreign language teachers in the system of the pedagogical college. The main task of the study is to determine the structure, criteria, indicators and levels of socio-cultural competence of future foreign language teachers and to develop a structural and functional model of formation of their socio-cultural competence and its exper

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Vee, Mona. "How do beginning preservice kindergarten teachers’ evaluations of mathematical apps provide insights into their understandings about bildung (danning) for young children?" Nordisk barnehageforskning 20, no. 2 (2023): 51–69. http://dx.doi.org/10.23865/nbf.v20.268.

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In this article, evaluations of apps from kindergarten preservice teachers were analysed in relationship to their understandings about children’s cultural formation. The Artifact-Centric Activity theory, a theoretical model based on Cultural-Historical Activity theory, was used in this study to identify how kindergarten preservice teachers considered that the digital games could engage children in mathematics. This analysis gave insights into what the kindergarten preservice teachers considered to be appropriate mathematics for young children and how they should learn it, which can be contribu

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Kanpol, Barry. "Teacher Group Formation as Emancipatory Critique: Necessary Conditions for Teacher Resistance." Journal of Educational Thought / Revue de la Pensée Educative 25, no. 2 (2018): 134–49. http://dx.doi.org/10.55016/ojs/jet.v25i2.44304.

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One of the essential problems of critical social theory in education has been the inability by critical ethnographers to practicalize the heavy theoretical formulations of resistance theory. This naturalistic case study situates a group of four middle school teachers acting both individually and collectively in an attempt to undermine the contradiction between the individual and group concepts. It is argued that, through institutional and cultural political resistant acts, teachers can build an intersubjective, group understanding that potentially opposes dominant ideological propensities. My

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Abdraimova, B. A., Y. Gelishli, and М. К. Akhmetova. "Formation of Linguistic and Cultural Competence of Pre-Service Foreign Language Teachers through National Identity." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (2024): 373–81. http://dx.doi.org/10.47526/2024-1/2664-0686.30.

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Training future teachers of Foreign Language Education requires a methodological study of national identity in teaching English. National identity encompasses all aspects of cultural and traditional values. Based on qualitative research methodology, participants consisted of 120 pre-service foreign language teachers. Survey developed based on qualitative means, which included open-ended questions regarding the pre-service foreign language teacher's perceptions. The main features of the formation of linguistic and cultural competence of future English teachers are considered. Study aims to iden

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Rashidi, Naser, and Hussein Meihami. "Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (2017): 21–35. http://dx.doi.org/10.1515/jtes-2017-0012.

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AbstractTeachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some a

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Vavitsas, Theodoros, and Athina A. Sevi. "The Views of Greek Primary Education Teachers on the Formation of Cultural Identity." European Journal of Education and Pedagogy 3, no. 2 (2022): 7–11. http://dx.doi.org/10.24018/ejedu.2022.3.2.256.

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    The aim of the present paper is to present the Greek Public Primary School teachers’ views on the construction of cultural identity as well as the role that the different collectivities play in modern societies. Exploring concepts such as “identity”, “diversity” and “cultural identity” and valorizing the theoretical framework of Habermas’ “Theory of Communicative Action”, the writers of this paper have applied the qualitative research of semi-structured interviews in order to collect their data. The participants were fifteen (15) Greek Public Primary School teachers

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Sotnikova, E. B., and M. A. Kharlamova. "THE PROBLEM OF THE FORMATION OF FUTURE TEACHERS’ GENERAL CULTURAL COMPETENCES." Educational Psychology in Polycultural Space 43, no. 3 (2018): 114–21. http://dx.doi.org/10.24888/2073-8439-2018-43-3-114-121.

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Maiier, N. "Formation of French-speaking Linguistic-Social-Cultural Competence: Professional-Methodical Perspectives." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 39 (March 11, 2024): 9–17. http://dx.doi.org/10.32589/2412-9283.39.2023.299204.

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Introduction. The acquisition of linguistic and sociocultural competence by students is greatly influenced by the professional and methodological competence of the French language teacher. This involves possessing specific methodical knowledge and skills. Therefore, studying the methods of teaching foreign languages in higher education is essential for developing these competencies. Purpose. This article aims to explore the nuances of the professional and methodical training of prospective French language teachers for shaping students’ linguistic and sociocultural competence. Methods. The rese

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Yavorska, Khrystyna. "The use of methodological approaches in forming the readiness of future teachers to develop cultural competence of primary school students." Visnyk of the Lviv University. Series Pedagogics, no. 39 (2023): 236–45. http://dx.doi.org/10.30970/vpe.2023.39.12049.

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The article substantiates methodological approaches, the basis of which is the formation of the readiness of future teachers to develop cultural competence of primary school students. It is noted that the methodological basis of the research includes cultural, systemic, personal, competence and activity approaches. The formation of the readiness of future teachers to develop cultural competence of primary school students on the basis of methodological approaches is defined as: • Perceiving the future teacher as a subject of culture, education, cultural process; forming cultural competence and

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Blyznyuk, Tetyana. "Formation of Teachers’ Digital Competence: Domestic Challenges and Foreign Experience." Journal of Vasyl Stefanyk Precarpathian National University 5, no. 1 (2019): 40–46. http://dx.doi.org/10.15330/jpnu.5.1.40-46.

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Education system in Ukraine is undergoing large-scale reforms including modernization on different school levels and higher educational institutions. Students’ world view is laid out at school, that is why teachers must be ready to promote new content of education. According to the Concept “New School of Ukraine” among the key competencies of a student are the ability of intercultural communication in social and cultural contexts, digital competence, awareness of national identity as the basis of open-mindedness and respect for the diversity of cultural expression of others, and more. With thi

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Bohatyrova, H. A. "CULTURAL APPROACH TO THE FORMATION OF PERSONALITY FUTURE LABOR TEACHER." Educational Dimension 10 (May 27, 2022): 45–52. http://dx.doi.org/10.31812/educdim.5401.

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The article deals with the ways of realization of cultural method in order to form the future teachers personality. The author of this article accents on the necessity of using of the system of artistic and creative exercises, which promotes the actualization of this process.

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Liu, Xueshan, and Yonghong Cai. "TEACHERS’ CULTURAL CHOICE CONSCIOUSNESS IN INTEGRATING LOCAL CULTURE INTO UNIVERSITY CURRICULUM RESEARCH-TAKE H UNIVERSITY AS AN EXAMPLE." EUrASEANs: journal on global socio-economic dynamics, no. 1(44) (January 17, 2024): 409–17. http://dx.doi.org/10.35678/2539-5645.1(44).2024.409-417.

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Integrating local culture into the university curriculum reflects the curriculum development process of integrating teachers' professional knowledge and local knowledge and is also the process of teachers' cultural selection. In this process, cultural choice consciousness is the main factor that causes teachers to act on local cultural objects to achieve curriculum effectiveness. This article explores the formation process of teachers' cultural choice consciousness at H University that integrates local culture into the curriculum and concludes that the two dimensions of teachers' cultural choi

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Романюк, Вікторія. "МОНІТОРИНГ СТАНУ СФОРМОВАНОСТІ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ (КОНСТАТУВАЛЬНИЙ ЕТАП ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ)". Педагогічні науки: теорія, історія, інноваційні технології 4, № 138 (2024): 112–23. http://dx.doi.org/10.24139/2312-5993/2024.04/112-123.

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The article describes the monitoring of the state of formation of sociocultural competence of future foreign language teachers of higher education institutions of Ukraine. The socio-cultural competence of foreign language teachers was divided according to 12 indicators which we will combine into 3 groups: 1) motivational and value criterion: the level of motivation to carry out socio-cultural activities; the level of intrapersonal need for the formation of sociocultural competence; the level of attitude towards the cultural realities of native and foreign-speaking countries; 2) informational a

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Okladnikova, Yelena A. "PEDAGOGIC CONDITIONS FOR FORMING A CULTURAL IDENTITY OF RURAL SCHOOLCHILDREN OF LENINGRAD REGION WITH THE EYES OF TEACHERS." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 41–45. http://dx.doi.org/10.34216/2073-1426-2020-26-1-41-45.

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The article discusses the pedagogic conditions for the formation of the cultural identity of rural schoolchildren in Leningrad Region (using the example of three schools), describes the most common methods of museum pedagogy, according to teachers, creating positive conditions for the formation of the cultural identity of pupils on the basis of school museums of local history and historical profi les; three components of pedagogic conditions were revealed, which, according to teachers, «work» in the fi eld of formation of a cultured identity of rural schoolchildren; the author’s model of cultu

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Liguori Imbernon, Rosely Aparecida, Joana Torres, and Clara Vasconcelos. "Training indigenous teachers in the Amazon region in Brazil (Acre State)." Contemporary Educational Researches Journal 6, no. 3 (2016): 77–87. http://dx.doi.org/10.18844/cerj.v6i3.721.

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The indigenous education in Brazil incorporates important elements of the United Nations Declaration on the Rights of Indigenous Peoples, adopted by the United Nations. The social and cultural organization of Brazilian indigenous peoples is reflected in rights struggles, and in the indigenous school. In Acre, intercultural curriculum in the training of indigenous teachers precedes public policies for indigenous education in Brazil. The present study relates to an Indigenous Teachers Training Course, which is developed by the Indigenous Education Coordination of the State Education Department a

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Seidakhmetova, D.U., and D.U. Seidakhmetova. "THE FORMATION OF SOCIO-CULTURAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS THROUGH COMMUNICATIVE SITUATIONS." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 91 (November 5, 2024): 39–41. https://doi.org/10.5281/zenodo.14040254.

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This article explores contemporary approaches to fostering socio-cultural competence in future foreign language teachers through communicative situations. It underscores the need for integrating socio-cultural elements into language education programs to not only enhance linguistic abilities but also promote cultural awareness and intercultural communication. Various methods are discussed, such as role-playing, project-based learning, the use of media resources, and simulations of real-life situations. Drawing from recent research, the article emphasizes the crucial role of socio-cultural comp

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Albuhmedee, Amer Abdulhussein Hashim. "The Formation of Intercultural Communication Competence of Future English Teachers." International Journal of Education (IJE) 12, no. 1 (2024): 25–35. http://dx.doi.org/10.5121/ije.2024.12103.

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In today's diverse classrooms, educators must possess the vital skill of intercultural communication competence. This piece delves into the importance of this competence within teacher education, examining the factors that shape it among aspiring educators, such as cultural awareness, sensitivity, knowledge, and skills. The article also discusses effective strategies and approaches for integrating intercultural communication training into teacher education programs. Through a comprehensive examination of theory, research, and practice, this article aims to provide insights into fostering inter

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Pevzner, Mikhail N., Anatoly V. Permyakov, Alexander G. Shirin, and Anastasia D. Tsyvunina. "Formation of cultural identity of students as a subject of pedagogical discussion." Perspectives of Science & Education 71, no. 5 (2024): 45–61. http://dx.doi.org/10.32744/pse.2024.5.3.

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Introduction. Geopolitical challenges of our time encourage teachers to search for optimal means to counteract the deformation of the ideological positions of students, the mixing of cultures, and the devaluation of traditional cultural and historical values. In this context, the formation of cultural identity among students and schoolchildren, which unites all-Russian and regional cultural meanings at the content level, acquires great theoretical and practical significance. As an example, the Novgorod cultural identity is given as an integrative symbol of the cultural and historical heritage

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Kovalchuk, Larysa, and Khrystyna Yavorska. "Artistic educational competence of future primary school teachers: essence, components, ways of formation." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 113–23. http://dx.doi.org/10.30970/vpe.2022.36.11558.

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The article considers the issue of the development of artistic educational competence, which is relevant due to the educational reform the New Ukrainian school, and the introduction of the State Standard of Primary Education, that led to the changes not only in the approaches to teaching in primary education, but also in the professional training of future primary school teachers. On the basis of analysis of academic and pedagogical literary sources, the authors of the article present the meaning of the notions «competence», «cultural competence» and «artistic competence», and specify the esse

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Oliynyk, Tetyana, and Oksana Umrykhina. "INSTRUMENTAL AND PERFORMANCE TRAINING OF STUDENTS OF THE MUSICAL AND PEDAGOGICAL PROFILE AND ITS CULTURAL AND EDUCATIONAL POTENTIAL: THEORETICAL AND PRACTICAL ASPECT." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 108–15. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232795.

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The article examines the problem of cultural and educational potential of music and performance training in terms of forming the professional culture of future music teachers. In this context, the authors consider the potential of instrumental and performance training as a set of specific features and functions, the implementation of which should ensure the formation of professional culture of future teachers of music. From these positions, we defined the substantial characteristics of cultural and educational potential of instrumental and executive activity and conditions of its realization i

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NEHRYCH, Natalia, and Iryna SAPOZHNYK. "Pedagogical conditions for formation of teachers’ online work readiness." Humanities science current issues 2, no. 37 (2021): 272–77. http://dx.doi.org/10.24919/2308-4863/37-2-40.

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Luo, Xueyi, Zhiping Li, and Jiao Wang. "Technological Adaptation and Cultural Contradictions: An Analysis of the Socio-Cultural Roots of Teacher Anxiety in the Intelligent Era." Advances in Education, Humanities and Social Science Research 8, no. 1 (2023): 189. http://dx.doi.org/10.56028/aehssr.8.1.189.2023.

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In the era of intelligence, teachers are facing the challenges of new educational technologies, and technological anxiety has become an issue that cannot be ignored. Existing research often starts from the perspective of the technology acceptance model, neglecting the impact of diverse factors such as individual adaptation of teachers, socio-cultural environment, and cultural differences on technological anxiety. However, the emotional state of teachers will affect the effectiveness of their use of technological tools. This study attempts to apply theories of cross-cultural adaptation, postmod

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Frączek, Zofia, Yurii Pelekh, Mikhail Sergeyevich Yanitskiv, and Monica Salassa. "Social and cultural determinants of formation of the system of teachers values." Kultura - Przemiany - Edukacja 3 (2015): 69–79. http://dx.doi.org/10.15584/kpe.2015.3.4.

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Hrechanyk, N. "REGULATORY ASPECT OF FORMATION OF CULTURAL COMPETENCE FOR FUTURE PRIMARY SCHOOL TEACHERS." Pedagogy of the formation of a creative person in higher and secondary schools 67, no. 1 (2019): 166–72. http://dx.doi.org/10.32840/1992-5786.2019.67-1.34.

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Ihnatova, Olena. "IINTERCULTURAL COMMUNICATION IN THE EDUCATIONAL ENVIRONMENT: FORMING A TEACHER`S READINESS FOR INTERCULTURAL DIALOGUE." Journal of Cross-Cultural Education, no. 5 (May 22, 2025): 7–13. https://doi.org/10.31652/2786-9083-2025-5-7-13.

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In the context of growing cultural diversity and globalization, intercultural communication has become a fundamental competency in the education system. Teachers are increasingly expected not only to transmit knowledge but also to foster inclusive, respectful, and culturally responsive learning environments. This article explores the significance of intercultural communication in education and highlights approaches to developing teachers' readiness for intercultural dialogue. Developing teachers’ readiness for such engagement necessitates a systematic approach to cultivating intercultural comp

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Hnatovska, K. S. "CULTURAL APPROACH IN THE CONTEXT OF FORMATION OF TOLERANCE OF FUTURE PRIMARY SCHOOL TEACHERS." Innovative Solution in Modern Science 7, no. 43 (2020): 33. http://dx.doi.org/10.26886/2414-634x.7(43)2020.3.

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The article is devoted to the study of the problems of tolerance and the cultural approach as a means of forming the tolerance of future specialists. Tolerance is defined as a personally significant personality trait. The content of tolerant qualities is determined by the person's ability to make a morally determined choice, the orientation of its character traits, the influence of the environment, and adherence to certain ideas. The significance of the cultural approach is analyzed from the position of forming the tolerance of future primary school teachers. It has been determined that the st

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Ailauova, Zh S. "PEDAGOGICAL CONDITIONS FOR THE FORMATION OF CROSS-CULTURAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." Bulletin of the Korkyt Ata Kyzylorda University 59, no. 4 (2021): 302–10. http://dx.doi.org/10.52081/bkaku.2021.v59.i4.126.

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In modern conditions, the problem of multicultural education is very relevant to the formation and development of cross-cultural competence of a primary school teacher. The problem of the formation of cross-cultural competence is currently acquiring special social significance. Particular attention is paid to highlighting the problem of constructive transfer of knowledge in a multicultural environment. This may be due to the processes of globalization taking place in the world, integration in the educational space, as well as the low level of cross-cultural competence of people. The formation

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Bohatyryova, Galina, Yurii Horban, Oksana Koshelieva, Olga Bigus, Oleksandr Chepalov, and Dmytro Bazela. "Cultural aspects of future specialists training in modern conditions." LAPLAGE EM REVISTA 7, Extra-D (2021): 117–26. http://dx.doi.org/10.24115/s2446-622020217extra-d1077p.117-126.

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This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training

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Isomiddinov, Asliddin Bakhridin ugli. "FACTORS OF FORMATION OF ETHNO-CULTURAL COMPETENCE IN STUDENTS." Fars Int J Edu Soc Sci Hum 10(12); 2022; 10, no. 12 (2022): 806–9. https://doi.org/10.5281/zenodo.7494270.

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in our article, the factors of formation of ethnocultural competence in students, the processes that affect them and the social influences that move them, to achieve our great state, our great future, intelligent, enlightened, at the same time, its past, great values, nation The need to educate perfect people who are proud of themselves and believe in the future, and the fact that it is the duty of professors and teachers to establish the theoretical basis of social and humanitarian sciences taught in all universities and to carry them out in connection with our daily life, is explained in det

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Tleubay, Sandugash, Gulmira Nurzhanova, Saltanat Ybyshova, et al. "The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (2020): 148. http://dx.doi.org/10.3991/ijet.v15i17.14249.

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This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance o

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Garaganov, Artur V., and Irina S. Glebova. "The Formation of Media Literacy in the Academic Environment: Socio-Cultural Codes and Digital Identities of Russian University Teachers." Sociopolitical Sciences 15, no. 3 (2025): 145–52. https://doi.org/10.33693/2223-0092-2025-15-3-145-152.

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The article examines the process of media literacy formation among Russian university teachers in the context of the digital transformation of education. Based on in-depth interviews with teachers, the authors reveal that media literacy acts not only as a set of technical skills, but also as a complex space for the formation of new digital identities, where professional, personal and socio-cultural codes intersect. Special attention is paid to the analysis of strategies for mastering media technologies: from formal training to self-education and the horizontal exchange of experience within pro

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Semenovska, L., and L. Savenko. "THEORETICAL FUNDAMENTALS OF FUTURE UKRAINIAN AND LITERATURE TEACHER TRAINING FOR ETHNOCULTURAL ACTIVITY." Aesthetics and Ethics of Pedagogical Action, no. 24 (December 26, 2021): 44–53. http://dx.doi.org/10.33989/2226-4051.2021.24.255896.

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Topical issues of future Ukrainian and literature teachers’ preparations for the ethnocultural activity in general secondary educational institutions, in particular, the introduction of active, personal, cultural approaches in the process of professional training are considered in the article. The implementation of the active approach in the process of training future teachers of the Ukrainian language and literature ensures the development of future teachers’ personal traits and qualities. It influences the formation of their attitude, interests, values, professional positions, etc. The

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Дильдина, Наталья Александровна, Елена Борисовна Быстрай, Борис Александрович Артеменко, Ирина Николаевна Евтушенко, and Лариса Александровна Белова. "FORMATION OF INTERCULTURAL COMPETENCE OF FUTURE TEACHERS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(53) (December 21, 2020): 176–88. http://dx.doi.org/10.26456/vtpsyped/2020.4.176.

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Рассматривается проблема подготовки будущих педагогов для системы общего образования, готовых к работе в условиях взаимодействия различных культур. Представлен практический опыт на примере реализации образовательной программы по направлению 44.03.05 Педагогическое образование (с двумя профилями подготовки), направленность (профиль) «Дошкольное образование. Иностранный язык». В качестве основы выстраивания образовательного процесса взята модель, предложенная М. Байрамом, выделившим пять компонентов: межкультурные отношения, знания, навыки интерпретации и связи, навыки открытия и взаимодействия

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Muskhanova, Isita, Fatima Bazayeva, and Khouzou Mamalova. "The personality of a teacher in contemporary socio-cultural space." E3S Web of Conferences 273 (2021): 12038. http://dx.doi.org/10.1051/e3sconf/202127312038.

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The article deals with issues related to the formation of the personality of a future teacher. The main goal of modern education system is to form an intellectual, moral and harmonious personality. Therefore, the teacher is entrusted with the mission to be a translator and navigator in the information space. development of a future teacher’s personality in the modern socio-cultural space is conditioned by motivational settings to achieve positive results of own activity, conditions of self-realization in the process of university training, participation of teacher trainees in national projects

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Ashchaulova, Tatiana. "Famous graduates and teachers of Hlukhiv teaching institute (1943-1991)." SUMY HISTORICAL AND ARCHIVAL JOURNAL, no. 43 (2024): 33–43. https://doi.org/10.21272/shaj.2024.i43.p.33.

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The article examines prominent personalities who studied and worked at the Hlukhiv Teacher’s Institute. Their biographical data and scientific achievements were analyzed. The significant contribution of graduates and teachers of the Hlukhiv Teachers’ Institute to the development of education, pedagogy and culture of Ukraine is described. Their impact on education reforms, pedagogical methods, teaching methods, scientific research, cultural life, etc. is also determined. Special attention is paid to the importance of the participation of graduates and teachers in the formation of the national e

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Smirnova, Elena. "PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 326. http://dx.doi.org/10.17770/sie2020vol2.4939.

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The language policy focus on multilingualism and multicultural education necessitated to train a foreign language teacher who is able to teach students efficient cooperation in multilingual and multicultural environment. Young teachers face into difficulties when passing from the social role of a student to the social role of a teacher, so far as language training at university is to a greater extent subject-related rather than professionally-oriented. The main goal of the paper is to view vocational training peculiarities of future foreign language teachers from the perspective of socio-cultu

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Jumaevich, Khudoykulov Khol, and Boboqulova Dilfuza Mengliboevna. "FORMATION OF EDUCATIONAL CONCEPTS RELATED TO ENTREPRENEURSHIP AND SAVING IN THE LABOR PROCESS OF PRIMARY SCHOOL STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (2021): 130–33. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-24.

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Raising the status of teachers in the world in the United Nations Conventions on Education, Science and Culture "On Technical and Vocational Education" and "On Combating Discrimination in Education", the Agreement on the Import of Educational, Scientific and Cultural Materials , great attention is paid to the development of pedagogical skills of teachers on the basis of international qualification requirements. According to these documents, it is important to create equal conditions for the quality of teaching of teachers and prospective teachers, to share experiences and promote the developme

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Yulisinta, Florence, Rustono Farady Marta, and Hana Panggabean. "Teacher Identity Formation: A Vernacular Discourse Analysis of Television Public Service Advertisement." ProTVF 7, no. 2 (2023): 110. http://dx.doi.org/10.24198/ptvf.v7i2.42006.

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Background: The influence of technology and media on teachers’ beliefs and self-concepts is substantial. The social identity theory explains how an individual’s perception of themselves as a group member influences their social identity. Purpose: This study aims to examine the analysis of vernacular discourse in public service announcements (PSA) from two perspectives: cultural syncretism and pastiche. Methods: The methodology utilized in this study is vernacular discourse analysis with a critical paradigm-based qualitative approach. The objects of this study were two PSA videos of the Ministr

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Filonenko, Oksana. "FORMATION OF PROFESSIONAL AND PEDAGOGICAL CULTURE OF FUTURE TEACHERS." Academic Notes Series Pedagogical Science 1, no. 206 (2022): 81–86. http://dx.doi.org/10.36550/2415-7988-2022-1-206-81-86.

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The article reveals the role and place of professional and pedagogical culture in the training of a teacher of a higher education institution. Professional-pedagogical culture is a special formation, a dialectical integrated unity of pedagogical values, between which there are certain connections and relationships that are formed, implemented and improved in various types of professional-pedagogical activity and communication, determining the nature and level of the latter. Increasing the level of professional and pedagogical culture of the future teacher is considered as the result of improvi

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