Lyudmila A. Maksimova

In the context of a significant increase of mass migration, the modern educational environment acquires the features of multiculturalism and teachers’ readiness for interaction with inoethnic subjects of educational processes becomes a necessary condition for reduction of ethnic tensions and development of intercultural cooperation. Upon that, the formation of constructive intercultural relations requires the development of an ethnic worldview. In particular, readiness for interaction with inoethnic subjects of educational processes and the ethnic worldview are a precondition for the formation of real multiculturalism in interethnic relations. Objective of the research is to determine the intensity of the components of readiness for interaction with inoethnic subjects of educational processes and ethnic worldview components and to analyze their ratio concerning different subjects of educational processes. The problem of the correlation of readiness for interaction with inoethnic subjects of educational processes and ethnic worldview was solved through a survey of 113 pupils, students and future pupils’ parents in the Sverdlovsk region. The exploratory factor analysis was applied to identify and describe the structural components of readiness under study structure and the structural components of the respondents’ ethnic worldview; the degree of intensity of the mentioned components was analyzed by using the criterion χ2-Pearson. To identify the correlations between the components of readiness for interaction with inoethnic subjects in educational processes and ethnic worldview, the analysis by the criterion r-Pearson was conducted. The structural components of readiness for interaction with inoethnic subjects of educational processes among pupils, students and parents were empirically described; it is revealed that most of their correlations with the ethnic worldview components are inverse. Readiness for interaction with inoethnic subjects of educational processes is developed among the pupils in components such as empirical, communicative and cognitive; among the future teachers — in relational components; none of the components is expressed among the future pupils’ parents. Multiethnic worldview is developed among the pupils in components such as ethnic position and interethnic management. Among future teachers, the component of ethnic orientation is developed. Among the parents, it is the ability to go beyond the ethnic frame. The coordination of readiness for interaction with inoethnic subjects of educational processes with an ethnic worldview is of a multifaceted nature. The intensity of particular components of the readiness under study (behavioral, empirical, emotional, communicative and cognitive) is associated with a monoethnic worldview.