В условиях многонационального общества роль учителя в формировании социальной компетентности и гражданской ответственности школьников приобретает особую значимость. Анализ современной научной литературы выявляет необходимость комплексного исследования данной проблемы с учетом новых социокультурных реалий (Байбородова, 2018; Бессарабова, 2020). Цель работы – определить ключевые факторы и механизмы влияния педагога на развитие у учащихся навыков эффективного межкультурного взаимодействия и активной гражданской позиции. Исследование опирается на интеграцию системно-деятельностного, аксиологического и поликультурного подходов. Эмпирическая база включает данные анкетирования и интервьюирования 150 учителей и 600 школьников 9-11 классов из 10 регионов РФ. Выборка репрезентативна по этнокультурному составу. Статистическая обработка данных проводилась с применением критерия χ2 Пирсона. Установлено, что ведущими факторами влияния учителя являются: 1) его аксиологические установки и гражданская позиция; 2) содержание и методы преподавания социально-гуманитарных дисциплин; 3) стиль педагогического взаимодействия; 4) организация внеучебной деятельности поликультурной направленности. Разработана процессуальная модель формирования исследуемых качеств школьников. Полученные результаты углубляют научные представления о механизмах влияния учителя на социализацию учащихся в поликультурном образовательном пространстве. Предложенная модель может служить основой для проектирования воспитательных систем школ. Перспективы исследования связаны с кросс-культурной верификацией выявленных закономерностей.
In a multinational society, the role of teachers in the formation of social competence and civic responsibility of schoolchildren is of particular importance. An analysis of modern scientific literature reveals the need for a comprehensive study of this problem, taking into account new socio-cultural realities (Bayborodova, 2018; Bessarabova, 2020). The purpose of the work is to identify the key factors and mechanisms of the teacher's influence on the development of students' skills of effective intercultural interaction and active citizenship. The research is based on the integration of system-activity, axiological and multicultural approaches. The empirical database includes survey and interview data from 150 teachers and 600 schoolchildren in grades 9-11 from 10 regions of the Russian Federation. The sample is representative of the ethnocultural composition. Statistical data processing was carried out using Pearson's χ2 criterion. It has been established that the leading factors of teacher influence are: 1) his axiological attitudes and civic position; 2) the content and methods of teaching social and humanitarian disciplines; 3) the style of pedagogical interaction; 4) organization of extracurricular multicultural activities. A procedural model of the formation of the studied qualities of schoolchildren has been developed. The results obtained deepen scientific understanding of the mechanisms of teacher influence on the socialization of students in a multicultural educational space. The proposed model can serve as a basis for designing educational systems in schools. The prospects of the study are related to the cross-cultural verification of the revealed patterns.
In a multinational society, the role of teachers in the formation of social competence and civic responsibility of schoolchildren is of particular importance. An analysis of modern scientific literature reveals the need for a comprehensive study of this problem, taking into account new socio-cultural realities (Bayborodova, 2018; Bessarabova, 2020). The purpose of the work is to identify the key factors and mechanisms of the teacher's influence on the development of students' skills of effective intercultural interaction and active citizenship. The research is based on the integration of system-activity, axiological and multicultural approaches. The empirical database includes survey and interview data from 150 teachers and 600 schoolchildren in grades 9-11 from 10 regions of the Russian Federation. The sample is representative of the ethnocultural composition. Statistical data processing was carried out using Pearson's χ2 criterion. It has been established that the leading factors of teacher influence are: 1) his axiological attitudes and civic position; 2) the content and methods of teaching social and humanitarian disciplines; 3) the style of pedagogical interaction; 4) organization of extracurricular multicultural activities. A procedural model of the formation of the studied qualities of schoolchildren has been developed. The results obtained deepen scientific understanding of the mechanisms of teacher influence on the socialization of students in a multicultural educational space. The proposed model can serve as a basis for designing educational systems in schools. The prospects of the study are related to the cross-cultural verification of the revealed patterns.