THEORETICAL ASPECTS OF READINESS OF FUTURE TEACHERS TO THEIR PROFESSIONAL ACTIVITY IN ETHNO PEDAGOGIC ENVIROMENT OF PRIMARY SCHOOL

Nowadays the earlier forgotten pedagogical values are being revived. The appeal to cultural and historical heritage of every nation, reflecting the culture, customs, traditions and national mentality is dramatically updated. Under certain circumstances pedagogical practice of different ethnic groups may be a potential source of the preparatory process for the training of life of future generation. Analysis of ethno pedagogic peculiarity makes it possible to define the term "ethno pedagogical environment", which can be treated as a part of the educational environment, surrounding a person, positively or negatively affecting its development. It is a set of living conditions, taking into account ethnic characteristics of inhabitants, which are expressed in the outlook of people, their behavior, folk traditions, rituals, folklore, festivals, mode of life and so on. In terms of ethno pedagogical environment of the primary school, professional readiness of a teacher acquires a greater complexity, due to the need of considering the following factors: the preservation and development of national identity; maximal including of the interests of every nation, ethnic group; the display of tolerance towards the inter-culture, tolerant direction onto the interaction with the representatives of other ethnic groups; the desire for self-determination in the field of intercultural communication, ethno pedagogical orientation of the teacher's personality. Hence, the readiness for professional activity in ethno pedagogical environment we treat as a complex, integrated, dynamic system that combines a set of motivational, cognitive, gnostic and other components, appropriate to requirements of educational activity. It contributes to the improvement of professional mastery. It causes the teacher's ability to live and work in a multicultural environment. The formulated readiness of teachers to the professional teaching activity in society where representatives of different cultures live, indicates the level of their multicultural competence. Determination of priority of personal component in the structure of the designated readiness focuses on: the formation of future teachers' adequate perception of complex social and cultural realities of current time and the most possible scenarios of the future; the mental overcome by future teachers tendencies towards reductionism, ethnocentrism, isolationism, that can prevent the teacher in fulfilling professional functions concerning social adaptation of young generation in multiethnic society and interact with colorful, in ethno-cultural respect, social environment.