Levels of formation of methodological competence

• adaptive

• reproductive

• pragmatic

• integrative

• Adaptive level is characterized by an orientation of methodological knowledge and abilities on the solution of methodological tasks taking into account a contingent of students and the arising difficulties.

• Reproductive level of methodological competence demonstrates formation of complete ideas of methodological activity, methodological support and maintenance of educational process, existence of knowledge of methods of teaching of educational discipline.

• The pragmatic/ modeling level is characterized by great purposefulness, stability of ways and methods of methodological activity.

• Integrative level is characterized by high degree of activity of teachers and effectiveness of methodological activity.

Methodological abilities according to
E.I. Passov

1. Designing abilities or the Teacher as the screenwriter

2. Adaptation abilities or the Teacher as the director

4. Communicative abilities or the Teacher as the speech partner

5. Motivational abilities or the Teacher as an motivator

6. Abilities of control and self-control or the Teacher as the controller

7. Research abilities or the Teacher as the researcher

Multicultural competence

— The rapid development of modern multicultural society dictates formation of the personality who is able to conduct dialogue, seeks for mutual understanding, cooperation and conflict-free coexistence with representatives of different cultures, reaches substantial compromise and is tolerant to others opinion.

— The problem of formation of multicultural competence can be considered within multicultural education which is defined in the works by A. N. Dzhurinsky, Z. A. Malkova, Suprunova.

— Multicultural competence defines vital activity of the person, his ability to be guided in various spheres of social and professional life, harmonizes inner world and the relations with society.

— I. E. Sholudchenko: multicultural competence - the complex quality of the personality created on the basis of tolerance, assuming existence of spiritual and moral ideas of various cultures, abilities to conduct intercultural dialogue and professional activity in the multicultural environment and real experience of interaction with representatives of other cultures.

— Danilova L.Yu.: Multicultural competence is professionally significant integrative quality of the personality which unites motives of cognition, acceptance of the general and specific in each of cultures as values; knowledge of laws, ways of vital activity and development of the multicultural world; abilities to apply them in practice of education of student as the person of culture.

— I. V. Vasyutenkova: multicultural competence – the integrative characteristic reflecting ability to carry out multilingualism policy in multicultural space; the system of qualities helping to be guided with the cultural relation of native and the foreign-language countries which has synthetic character, it includes a set of the features providing achievement of goals of education of the person of culture.

— E. M. Shcheglova: multicultural competence – the complex, personal quality which is formed in the course of professional training on the basis of a tolerance, characterized by awareness of own multicultural identity and shown in ability of the solution of professional problems of constructive interaction with representatives of other cultural groups.

The formation of multicultural competence includes several directions:

formation of culture of knowledge which means high standard of knowledge about cultural diversity of a civilization both in space, and in time;

- development of cultural behavior, its types and forms corresponding to the multicultural environment;

- formation of emotional culture in the adequate multicultural environment;

- formation of culture of self-development in the multicultural environment.