ЕТАПИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ І ВИХОВАТЕЛІВ НА ЗАСАДАХ ПОРІВНЯЛЬНОГО НАРОДОЗНАВСТВА

The aim of the professional training of future teachers and educators on the basis of comparative ethnography is defined as their formation of the intercultural competence formation, which in its due turn will ensure the readiness of future pedagogues for the professional activity in the terms of ethnic cultural diversity of the contemporary society. In the structure of the intercultural competence / professional activity readiness in the terms of ethnic cultural diversity of the social medium and educational space of an educational institution there have been determined three components: personalized (tolerance towards different cultures, targeting at the tolerant interaction with representatives of other ethnic cultures, aspiration for self-definition in the intercultural communication sphere, ethnic cultural orientation of an individual), cognitive (knowledge on the history, house holding, material, spiritual and social-standard culture of different people, as well as the knowledge of the main standard documents, which bring under regulation the intercultural education in Ukraine), active (ability to work under with multicultural children’s community and individually – with children-representatives of different ethnic groups, collaborate with multicultural social environment). Stages of professional training of future teachers and educators on the basis of comparative ethnography which depict the professional activity readiness dynamics formation in the terms of ethnic cultural diversity of the contemporary society have been educed and characterised: propaedeutic studies, theoretical knowledge, theoretic-practical studies and creative self-realization. On the propaedeutic studies stage personalized component of intercultural competence is mainly developed. The theoretic studies stage core is the mastering of the comparative ethnography course by students; the main attention is focused on the cognitive component formation. Theoretical-practical studies stage facilitates the formation of the activity component; the profound role is performed by undergoing different practices by students. The creative self-realization stage provides with wide possibilities for development and mastering of all intercultural competence components