The socio-pedagogical context of teacher training for working with children with migration history
N. V. Gulyayevskaya
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: teacher training, the core of teacher education, socio-psychological support, children with a migration history, social security, psychological support, legal protection
Abstract
Introduction. In the context of growing migration and the multiethnic educational environment, the problem of educating teachers to work with children with a migration history is quite relevant. There is a need for an integrated approach to teacher training, including in the academic disciplines of the psychological and sociological cycles. Sociological and psychological knowledge ensures the readiness of teachers for the legal and social protection of children with a migration history, providing psychological assistance and support to children and adolescents enrolled in Russian educational institutions. Methodology. The study formulates the methodological foundations of training future teachers to design effective programs of socio-psychological support for children with a migration history; four approaches based on personality-oriented, systemic, cultural and activity-based approaches are presenting. Discussion. The article reveals the stages of teacher training for the socio-psychological support of children with a migration history, shows the specifics of their education in the psychological and social disciplines of the Core of pedagogical education. The key areas of teacher training for socio-psychological support are highlighting social and psychological diagnostics, language and psychological support, the formation of intercultural competence, interaction with the family and the creation of a multiethnic inclusive environment. A comprehensive support model is considering, which includes five interrelated components (diagnostic, psychological, socio-pedagogical, cognitive, and cultural and leisure). Conclusion. Successful integration of children with a migration history is possible only if teachers are preparing for systematic interdisciplinary support, legal regulation and the introduction of innovative socio-psychological technologies. The ability of teachers to provide high-quality social and psychological support should become an integral part of educational policy for children with a migration history.
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