2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2019-5-1-0-31628PEDAGOGICSThe model of education for developing the culture of tolerance in future specialists in the university environmentThe model of education for developing the culture of tolerance in future specialists in the university environmentVerbitskayaSvetlana AlexandrovnaVerbitskayaSvetlana Alexandrovnas_verbitskaya@mail.ru20195100

The model for forming the culture of tolerance in future specialists in the university environment was developed and implemented after receiving the data of the ascertaining experiment, confirming the necessity of development of the culture of tolerance in educational activities. This model suggests a focused and systematic work on formation of the culture of tolerance in higher school. We used the methodological principles of systematic, activity, polysubject and culturological approaches, as well as the modeling theory; we studied the modeling of the educational process, as well as the peculiarities of interaction between the mentor and the students’ group. The composition and structure of the main components of formation of the culture of tolerance in educational activities were determined during the analysis of objects and the relationship of these components within the system, and the conditions of their functioning were revealed. In this article the model for development of the culture of tolerance in future specialists in the activities of the mentor of the students’ group is presented with the purpose-oriented, informative, technology, criterion-estimating and resultant blocks. In the course of the ascertaining experiment, we have determined the pedagogical conditions providing effective formation of the culture of tolerance of the future specialist: systematic educational work on formation of culture of tolerance in higher education; ensuring the unity of the theoretical and technological training of mentors to formation of the culture of tolerance in university students; the establishment of tolerance-oriented educational environment in the students’ group; the subject- subjectival interaction of the mentor and students. The results of the study are based on the knowledge and experience of mentors, the theoretical study of formation of the culture of tolerance in future specialists, the study of data obtained in the course of the ascertaining experiment and the criteria framework for the assessment of formation of the culture of tolerance, created by the author.

The model for forming the culture of tolerance in future specialists in the university environment was developed and implemented after receiving the data of the ascertaining experiment, confirming the necessity of development of the culture of tolerance in educational activities. This model suggests a focused and systematic work on formation of the culture of tolerance in higher school. We used the methodological principles of systematic, activity, polysubject and culturological approaches, as well as the modeling theory; we studied the modeling of the educational process, as well as the peculiarities of interaction between the mentor and the students’ group. The composition and structure of the main components of formation of the culture of tolerance in educational activities were determined during the analysis of objects and the relationship of these components within the system, and the conditions of their functioning were revealed. In this article the model for development of the culture of tolerance in future specialists in the activities of the mentor of the students’ group is presented with the purpose-oriented, informative, technology, criterion-estimating and resultant blocks. In the course of the ascertaining experiment, we have determined the pedagogical conditions providing effective formation of the culture of tolerance of the future specialist: systematic educational work on formation of culture of tolerance in higher education; ensuring the unity of the theoretical and technological training of mentors to formation of the culture of tolerance in university students; the establishment of tolerance-oriented educational environment in the students’ group; the subject- subjectival interaction of the mentor and students. The results of the study are based on the knowledge and experience of mentors, the theoretical study of formation of the culture of tolerance in future specialists, the study of data obtained in the course of the ascertaining experiment and the criteria framework for the assessment of formation of the culture of tolerance, created by the author.

model оf educationdevelopment of the culture of tolerancefuture specialistsystematic educational worktolerance-oriented educational environmentsubject- subjectival interactionmentormodel оf educationdevelopment of the culture of tolerancefuture specialistsystematic educational worktolerance-oriented educational environmentsubject- subjectival interactionmentorСписок литературыAvery, Patricia G. (2002), “Teaching Tolerance: What Research Tells Us (Research and Practice)”, Social Education, 66(5), 270-275.Bless, N. (1994), “Teaching Tolerance”, Afterimage, 22(2), 11-18.Bratus', B.S. (1994), Psikhologiya. Nravstvennost'. Kul'tura [Psychology. Morality. Culture.], Rospedagenstvo, Moscow, Russia. (In Russian).Danilyuk, A.YA. (2009), “Spiritual and moral education of Russian schoolchildren”, Pedagogics, 4, 55-64. (In Russian).Eroshenkova, E. (2010). “Psychological and pedagogical support of the process of formation of the professional and value attitude of the future specialist in the educational environment of the university”, Belgorod State University Scientific Bulletin. Humanities series. 6 (77), 131-138. (In Russian).Eroshenkova, E. (2008). Formation of the professional and value attitude of the future teacher in the activities of the student group mentor. Dis. ... candidate of pedagogical sciences. Belgorod State University, Belgorod, Russia. (In Russian).Isaev, I.F., Eroshenkova, E.I., Kroleveckaya, E.N. (2009), Kuratoru studencheskoi gruppy: ot teorii k praktike: uchebnoe posobie [The mentor of the students̕ group: from theory to practice: a tutorial], Nauchno-obrazovatel'nii psikhologo-pedagogicheskii tsentr «Resurs» BelGU, Belgorod, Russia. (In Russian).Isaev, I.F., Eroshenkova, E.I. (2010), Professional'no-tsennostnaya ustanovka: dialog kuratora i studenta: monografiya [Professionally valuable setting: the dialogue between the mentor and the student: a monograph], Nauchno-obrazovatel'ny psikhologo-pedagogicheskii tsentr «Resurs» BelGU, Belgorod, Russia. (In Russian).Isaev, I.F., Sitnikova M.I. (1999), Tvorcheskaya samorealizatsiya uchitelya: Kul'turologicheskii podkhod [Creative self-realization of a teacher: a culturological approach], Izd-vo BGU, Moscow-Belgorod, Russia. (In Russian).Krolevetskaya, E.N. (2006), The development of subject-subjectival relations in the interaction of the mentor and students’ groups, Abstract of Ph.D. dissertation, Belgorod, Russia. (In Russian).Leont'ev, A.N. (1977), Deyatel'nost'. Soznanie. Lichnost'. 2-e izd [Activity. Consciousness. Personality], 2-nd edition, Politizdat, Moscow, Russia. (In Russian).Nikireev, E.M. (2004), Napravlennost' lichnosti i metody ee issledovaniya [The orientation of the personality and methods of its study], Moscow Psikhol. Social. Ins-t - MODEK, Moscow-Voronezh, Russia. (In Russian).Ostapenko, A.A. (2005), Modelirovanie mnogomernoi pedagogicheskoi  real'nosti: teoriya i tekhnologiya [Modeling of multidimensional educational reality: theory and technology], Nar. obraz., NII shkol. tekhn., Moscow, Russia.Shchurkova, E.N. (2000), Klassnoe rukovodstvo: teoriya, metodika, tekhnologiya [Class teaching: theory, methodology, technology], Pedagogicheskoe obshchestvo Rossii, Moscow, Russia. (In Russian).Shchurkova, E.N. (2005), Prikladnaya pedagogika vospitaniya [Applied pedagogy of education], St. Petersburg, Russia. (In Russian).Slastenin, V.A., Isaev, I.F. and Shiyanov, E.N. (2007), Pedagogika: ucheb. posob. dlya stud. vyssh. ucheb. zavedenij [Pedagogy: a tutorial for students of higher education institutions], in Slastenin, V.A.  (ed.), 7-th edition, Akademiya, Moscow, Russia. (In Russian).Solomatin, A.M. and Gam, V.I. (2001), Teoriya i praktika pedagogicheskogo proektirovaniya [Theory and practice of pedagogical projecting], Omsk, Russia. (In Russian).Verbitskaya, S.A. (2010), “Prospects of formation of the culture of tolerance in the activities of the mentor”, Vestnik Tomskogo gosudarstvennogo universiteta,338, 160-163. (In Russian).Wan, Guofang (2006), “Teaching Diversity and Tolerance in the Classroom: A Thematic Storybook Approach”, Education, 127 (1), Fall, 140-144.