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«the Analysis of results of empirical research of formation and development of polyethnic competence of students, the future experts of formation»

In the fifth chapter polyethnic competence of students, the future experts of formation of polyethnic regions (Russia, Estonia, Latvia and Byelorussia) for the purpose of realisation of the comparative analysis, revealing of problem places and definition psihologo-akmeologicheskih conditions and agents of development of polyethnic competence, and also the further working out of programs psihologo-akmeologicheskogo supports of students in the course of training in high school has been investigated.

For revealing of individually-psychological features of the person which have paramount value for process of social adaptation and behaviour regulation empirical research on indicators of personal questionnaire FPI is carried out. Results of the carried out research are presented in an average profile of the person (fig. 11).



Fig. 11. Profiles of the person of students (n=120)



The carried out research shows, that at more half of surveyed students of the Baltic States (68 % Estonia and 53 % Latvia) are observed appreciable difficulties in development of competence and adaptation to the future trade of the teacher which specificity demands much of level of tolerance and mental self-checking.

The profile of the person of students of the Pskov area shows, that they less, than students of the Baltic States, are subject to neurotic failures, are able to constrain the irritability, at them is appreciable smaller probability of occurrence of a depressive syndrome, they are more emotionally steady, in larger degree, than at other groups, is expressed maskulinnost.

On the basis of indicators of reactive aggression in interrelation with irritability implications on personal questionnaire FPI, it is possible to define such characterologic property as tolerance, and results of researches show low level of its development in students of Estonia, hardly better affairs are in Latvia, it is necessary for students of the Pskov area to lower some the aspiration expressed at them to domination.

Students from Belarusii show moderate level psihopatizatsii, they more counterbalanced, sustained, quiet, than respondents of other groups of sample, well supervise the emotions and behaviour, more introvertirovany, possess average degree of sociability and some the raised shyness that testifies to some constraint, a consequence of that difficulties in social contacts can be, thus show steady aspiration to is confidential-frank interaction with surrounding people at high level of self-criticism.

The carried out analysis specifies that students from Belarus have sufficient potential in respect of preparation for the future trade of the teacher in sphere of mental self-control as to such people freedom from conflicts is characteristic, satisfaction themselves and the successes, readiness to follow norms and demands, absence of internal intensity. However formation of communicative abilities of pedagogical dialogue, development of social activity is required to students of Belarus.

By results of empirical research of polyethnic competence of students it is possible to draw following conclusions:

During research are taped urovnevye characteristics of polyethnic competence of the future experts of formation which differ different degree of expression of its structural components.
By results of the analysis of a psychodiagnosis of polyethnic competence of the future experts of formation it is possible to draw a conclusion, that it is developed in average degree. The comparative analysis of polyethnic competence of students has shown, that the highest level of polyethnic competence at students of Latvia and Estonia. In a level of development of polyethnic competence students of Byelorussia a little lag behind.



At students of the Pskov area the lowest level of development of polyethnic competence among other groups that is reflected on fig. 12 is fixed.



Fig. 12. Development of level of polyethnic competence

Students


(n=120)



The correlation and factorial analysis has allowed to find out, on the one hand, in respondents structural formations in such difficult system as polyethnic competence of the future expert of formation, on the other hand, to tap the internal, individually-psychological factors which degree of expression can provide development of higher level of polyethnic competence. The analysis has taped interrelations of indicators as in an individually-personal component of polyethnic competence (personal properties, tolerance of consciousness and types of ethnic identity), and components of an individually-personal component with components cultural-kognitivnogo and behavioural components (a self-rating of knowledge and abilities of the students necessary for work with multinational collective, types of ethnic identity, tolerance of consciousness, styles sovladajushchego behaviour and personal properties).

Results of empirical research have shown, that effective sovladajushchee the behaviour of students of high school in situations of polyethnic interaction can include the problemno-focused style, adequate implications of the style focused on an avoidance, social derivation. Thus the leading part belongs problemno-focused kopingu. Noneffective koping includes the emotionally-focused style.

The cluster analysis of empirical data has taped five psychological types of students with a different level of development of polyethnic competence. The first type – «not Skilled in polyethnic communications» – students with an average level of polyethnic competence, but not having experience and practical skills of polyethnic dialogue which basically require development socially-psychological, autopsihologicheskoj, akmeologicheskoj and special competence. The second type "ethnically tolerant" – students with a high level of development of polyethnic competence, but with necessity of development of special competence. The third type «not Adjusted on polyethnic communications» – students with the lowest level of development of all components of polyethnic competence, of which complex development they also require. The fourth type "Indifferent" – students with a neutral view on national problems and an average level of development of the polyethnic competence, requiring development of an individually-personal component of polyethnic competence, of sphere of overcoming of ethnic indifference. The fifth type "Problem" – students with a low level of development of the polyethnic competence, requiring development emotionally-strong-willed and differentsialno-psychological kompetentnostej.

The comparative analysis of a level of development of polyethnic competence of working experts of formation and students of high schools is carried out.

Results of comparison of the factorial analysis of empirical research of polyethnic competence of experts and students are presented on fig. 13 and fig. 14. It is possible to ascertain, that both for students, and for teachers first three factors («Polyethnic interaction», "Negativism", «the Ethnocultural world») and coincide with various loads, however it is necessary to notice last factor ("Indifference"), that at students additional, inconsistent factors such as «the Emotional maturity» and "Aggression", «Uncertainty in, a disadaptation» and "Adaptation" were allocated. The factor "Humanism" inherent in experts, is absent at students. The factorial analysis at students has taped 8 factors, and at teachers of 5 factors that is the certificate of personal immaturity and a low level of development of polyethnic competence of students.

By results of the empirical research described in the fifth chapter, conclusions are drawn:

The analysis of empirical research confirms position that polyethnic competence is dynamically developing characteristic integrating personal qualities and professional competence which in the future will allow to carry out professional work at highly productive level.

The comparative analysis of polyethnic competence of teachers-experts and students as the central subjects of polyethnic educational medium of the Pskov area, Estonia, Latvia and Republic Belorus has allowed to tap lower level of development of its components at students on indicators of tolerance of consciousness, ethnic identity, humanistic values, and also self-ratings of knowledge of work with polietnichnym collective.

Indicators of a high level of development of polyethnic competence taking into account the allocated components are: tolerance of consciousness, ethnic identity, ethnic consciousness, ethnoculture, emotional intelligence, empathy, an ability self-rating to work in multinational collective, communicative tolerance, pedagogical style of dialogue. They have the greatest number of intersystem communications, are base, and accordingly, strukturoobrazujushchimi for activity of the subject of polyethnic dialogue. Thus, components of polyethnic competence of teachers are characterised by coherence.





Fig. 13. Results of the factorial analysis of research of polyethnic competence of students (n=120).



Fig. 14. Results of the factorial analysis of research of polyethnic competence of experts of formation (n=120)



Connection of tolerant consciousness of teachers and ethnic identity, ethnoculture, ethnic consciousness and emotional intelligence, and also ethnic consciousness and ability to work in multinational collective is empirically established.

Thanks to empirical research it is taped akmeologicheskaja pattern of development from comprehension of an ethnic accessory to social values of an external world – universal ethnoculture of mutual relations.
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A source: Manojlova M. A.. Acmeological development of polyethnic competence of subjects of formation. 2011

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