Preparing a future chemistry teacher for intercultural interaction

the purpose of the article is to identify and justify the ways to improve the system of preparing the future chemistry teacher for effective intercultural interaction in the professional environment of the polyetonic region. Methodology and research methods. The study is based on a theoretical analysis of scientific literature on the problem of intercultural interaction in pedagogy, social psychology and cultural studies. The empirical base was analyzed by the analysis of educational standards and curricula, as well as the results of the survey of students - future chemistry teachers of Khakass State University named after N.F. Katanova. Results. It was revealed that the existing training system for future chemistry teachers is not sufficiently focused on the formation of the competencies of intercultural interaction. It was established that the key solution is the system integration of the ethnocultural component both into the educational (through the disciplines “Methods of chemistry” and “History of chemistry”), and in extracurricular activities (research work, pedagogical practice, cultural and educational projects). A comprehensive model for the implementation of this component has been developed and presented, including the creation of the cultural and educational space “Ethno-laboratory: Chemistry of cultures”. Theoretical and practical significance. The theoretical significance lies in the systematization of theoretical approaches to understanding intercultural interaction and substantiating the need to form its future subject teachers. Practical significance consists in the development of specific ways and methods of integrating the ethnocultural component into the educational process of a pedagogical university, which can be applied in the practice of higher education. Conclusions. The preparation of the future chemistry teacher for intercultural interaction requires an integrated approach that goes beyond the standard curriculum. The most effective is the purposeful formation of ethnocultural competence through the unity of educational and extracurricular activities, which will allow future teachers to become guides between science and culture in the context of a multinational class.

chemistry teacher training, sociocultural identity, ethnocultural identity, intercultural interaction, cultural and educational space, ethnocultural component