This article is devoted to the results of the ascertaining stage of the experiment on the formation of pedagogical tolerance of students studying in the pedagogical specialty.
Keywords: tolerance, pedagogy, foreign language, teaching foreign languages, teaching in higher education.
In modern conditions of development of a multi-ethnic and multicultural society, pedagogical tolerance of future teachers requires special attention, which is an integral part of their preparation for creative professional activities during their studies at the university. Therefore, the topic of professional tolerance of future teachers is one of the most relevant for teachers to study.
Tolerance is the attitude of a person or social group towards the beliefs, actions, or habits of other persons or groups, which for some reason are understood to be relevant, which are also, for some reason, understood to be false (or at least deviant). from accepted norms), and which are justified even if the first person or group may be in a position to suppress or punish the opposite side . While tolerance, properly justified, must be understood as an ethical or epistemological virtue, tolerance is its appropriate and verifiable expression or behavior.
The phenomenon of tolerance is a quality of a person, manifested in her attitude to reality. Its functioning is ensured by appropriate knowledge, motives and methods of action. Taking into account the structure of teacher tolerance, the study presents it as an interaction of four leading components: cognitive, motivational-value, communicative-activity, emotional-sensory .
Pedagogical tolerance is understood as the possession of the skills and abilities of tolerant interaction with all subjects of the educational process ; Setting tolerance — as an active position on the formation of tolerance in the personality of the teacher, students and their parents.
The formation of a tolerant personality of a student with the help of a foreign language in a multicultural university environment requires the acquisition of knowledge about the similarities and differences between cultures, the emergence of a new mental and emotional consciousness, including the presence of positive attitudes towards interpersonal communication and teamwork, self-confidence, respect and tolerance to the interests, customs and traditions of other nations on the basis of a dialogue of cultures .
The analysis of scientific literature and the study of pedagogical practice have shown that education as a sphere of culture translation can become a space for learning to successfully resolve and prevent situations of conflict and tension, provided that the teacher acts as the bearer and translator of the ideal of the culture of society, having pedagogical tolerance, the manifestation of which is necessary for productive implementation professional and pedagogical activity.
The study found that the professional and pedagogical training of students — future teachers at the present stage requires additional study. It was revealed that the problem of the formation of pedagogical tolerance of students — future teachers of a foreign language is determined by its significance for practical experience as a tool for preventing and resolving conflict; there is a need to develop means of its formation in students — future teachers in the process of teaching a foreign language.
Teaching a foreign language as a means of communication and familiarization with the culture of the country of the foreign language being studied is facilitated by the creation of an intercultural space organized by the interweaving and interpenetration of different value systems that have their own characteristics and originality of worldview, which makes it possible to form pedagogical tolerance of students — future teachers of a foreign language.
The analysis of scientific literature and the structure of tolerance and the experience of other scientists made it possible to clarify and substantiate such criteria of tolerance: cognitive, emotional-sensory, communicative-activity, motivational-value. In the tolerance scale — intolerance, tolerance levels are defined: high (expressed tolerance); sufficient (situational tolerance); below average (situationally expressed intolerance); low (pronounced intolerance).
In the course of the ascertaining experiment, testing was carried out for the general level of tolerance of 2nd year students of the pedagogical direction of Kazan Federal University. The express questionnaire «Index of Tolerance» was taken as a test. It was based on domestic and foreign experience in this area (Soldatova, Kravtsova, Khukhlaev, Shaigerova). The stimulus material of the questionnaire was made up of statements reflecting both the general attitude towards the surrounding world and other people, and social attitudes in various areas of interaction, where tolerance and intolerance of a person are manifested. The methodology includes statements that reveal attitudes towards certain social groups (minorities, mentally ill people, the poor), communication attitudes (respect for the opinion of opponents, readiness for constructive conflict resolution and productive cooperation). Special attention is paid to ethnic tolerance-intolerance (attitude towards people of a different race and ethnic group, towards one's own ethnic group, assessment of cultural distance). Three subscales of the questionnaire are aimed at diagnosing such aspects of tolerance as ethnic tolerance, social tolerance, tolerance as a personality trait.
Testing showed average results when conducting a quantitative analysis. 8 % of the students surveyed showed a «low level of tolerance». Such results testify to the high intolerance of a person and the presence of pronounced intolerant attitudes in relation to the world around him and people. 54 % of students showed an «average level of tolerance». Such results are shown by respondents who are characterized by a combination of both tolerant and intolerant traits. In some social situations they behave tolerantly, in others they may show intolerance. 30 % showed a high level of tolerance. Representatives of this group have pronounced traits of tolerant personality. 8 % showed too high results. Such a result is most likely associated with the phenomenon of «social desirability», so this result will not be considered. Also, during the conversations and discussions, the lack of knowledge of students about the phenomenon of tolerance, its significance for society and professional activities was revealed, which confirmed the need to make changes in the process of preparing students — future teachers of a foreign language, developing means of forming pedagogical tolerance of students — future teachers of a foreign language .
The organization of the professional training process in the conditions of the experiment was based on the methodological positions of the intercultural approach, which allows building the study of a foreign language in interpenetrating and enriching in the process of dialogue systems of native and foreign cultures, recreating the features of the national worldview and values . The designed system for the formation of pedagogical tolerance of students — future teachers of a foreign language included two elements: content, based on the methodological positions of the linguistic and cultural approach; procedural, based on the methodological positions of the personal-activity and contextual approaches, which contributed to the development of indicators of the components of pedagogical tolerance of students — future teachers of a foreign language .
The formative experiment, the purpose of which is to test the designed system for the formation of pedagogical tolerance of students — future teachers of a foreign language, takes place on the basis of Kazan Federal University. Its results should confirm or refute the effectiveness of the designed student learning system.
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