The article addresses the problem of formation of ethno-pedagogical competence in the conditions of advanced teacher training. The study aimed to analyze the ethno-pedagogical competence of a teacher as a pedagogical concept, to highlight its components, and to theoretically substantiate pedagogical conditions that contribute to the formation of ethno-pedagogical competence of a teacher during advanced teacher training. The study targeted teachers of general education institution in Northern Siberia, Russia, and relied on such methods as theoretical anal-ysis, empirical methods (survey, questionnaire), and mental simulation of pedagogical conditions. The survey re-vealed the teachers have aneed for expanding their ethno-pedagogical knowledge and the insufficient manifestation of the components of ethno-pedagogical competence. This induced the search for learning conditions that could form the ethno-pedagogical competence in secondary education teachers in the conditions of advanced teacher training. The learning conditions include, first, the selection of training modules with informative content on disciplines that provide a motivationally valuable, cognitive, activity-related orientation and make up the core of ethno-pedagogical competence; second, the involvement of teachers in solving problems and discussing cases that reflect the regional-ethnic trends; and, third, the involvement of teachers into design and research activities. When implemented, these learning conditions will contribute to the training of a teachercompetentin ethno-pedagogical issues.
About the autors:
Galina Vyacheslavovna Diveeva, Candidate of Pedagogical Sciences, Director
Place of employment:
Institute for the Development of Education
628011, Россия, г. Ханты-Мансийск, ул. Мира, 13; тел.: 8(3467) 38-83-36 (доб. 232); е-mail: email@example.com
Text of scientific work: (PDF format)
ethno-pedagogical competence; teacher competence; ethno-cultural orientation; learning program; advanced teacher training