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Psychological-Educational Studies
2015. Vol. 7, no. 2, 35–47
https://doi.org/10.17759/psyedu.2015070204
ISSN: 2587-6139 (online)

Ethno-cultural Competence of Teachers in Environments with Multi-ethnic Students

 
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Abstract

We analyzed the content and direction of professional work of teachers in ethnic and cultural education of children, and the need for ethno-cultural knowledge and skills of teachers in a modern, multicultural educational environment of Moscow and Nalchik. We studied ethno-cultural competence of teachers engaged in teaching activities in educational institutions in Moscow and Nalchik. The hypothesis of our work is that in the ethno-cultural competence of teachers in Moscow and Nalchik, there are qualitative and quantitative differences due to the specifics of the social context, in particular the characteristics of the multicultural environment of educational institutions and the living environment, availability of skills, knowledge and abilities in intercultural educators themselves. Our study involved 174 employees of educational institutions. Of these, 125 were teachers in Moscow and the Moscow region and 49 were teachers in Nalchik. We revealed a lack of knowledge and skills necessary for professional activity and communication with other cultures children and their parents in Moscow teachers.

General Information

Keywords: ethno-cultural education, ethno-cultural competence of teachers, multicultural environment of educational institutions of Moscow and Nalchik

Journal rubric: Psychology of Education

OpenAlex citations: 2

OpenAlex trends: Educational Innovations and Challenges, Psychology of Development and Education, Educational Practices and Challenges

Information about the work in OpenAlex

Number of citations: 2

Topics

Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 86064  |  Total number of citations: 128385

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Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Educational Practices and Challenges

This cluster of papers covers a wide range of topics related to education, innovation, and sustainable development. It includes research on teacher professional development, cultural diversity, digital learning, inclusive education, entrepreneurship in education, global citizenship education, and social studies. The papers explore the impact of various factors on learning outcomes and aim to improve the quality and equity of education for all learners.

Number of works: 22536  |  Total number of citations: 42429

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Work details in OpenAlex

DOI: https://doi.org/10.17759/psyedu.2015070204

Published

For citation: Pavlova, O.S., Nazranova, L.Z. (2015). Ethno-cultural Competence of Teachers in Environments with Multi-ethnic Students. Psychological Science and Education psyedu.ru, 7(2), 35–47. (In Russ.). https://doi.org/10.17759/psyedu.2015070204

© Pavlova O.S., Nazranova L.Z., 2015

License: CC BY-NC 4.0

References

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Information About the Authors

Olga S. Pavlova, Candidate of Science (Education), Associate Professor, Professor of the Department of Cross-Cultural Psychology & Psychological Problems of Multicultural Education, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9702-1550, e-mail: os_pavlova@mail.ru

Lelya Z. Nazranova, Post-graduate Student of the Department of Preschool Pedagogy and Psychology of the Faculty of Psychology of Education, Moscow Psychological University, Moscow, Russian Federation, e-mail: gingo07@mail.ru

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