Development of multicultural and social tolerance as an important condition for preparation of Master's degree students of psychology for teaching activity

Abstract

Modern psychologist, teacher work in a multicultural environment: with children, adults, colleagues of different nationalities, different religions, different cultural levels, etc. The number of complex, unpredictable situations that can disorganize human activity is also increasing in the world. In this regard, it is relevant to study tolerance as an important component of professional activity of socionomic specialists.

The purpose of this article is to research of multicultural and social tolerance as an important component of teaching activity of master psychologists.

The objectives of this paper were to determine the meaning and definitional analysis of the key construct – «multicultural and social tolerance».

The complex of methods to solving the problems of scientific paper such as theoretical analysis and synthesis of ideas, results, theoretical statements (explained in scientific literature),  generalization and systematization of the results of available investigations of highlighted issue was used. 

Study results. It is determined that tolerance is a multidimensional, multilevel phenomenon that can manifest itself in different forms, so in scientific literature this concept is filled with specific content depending on the context. It is possible to trace the general tendencies of understanding tolerance as a manifestation of patience to other culture, other thoughts, other faith.

The definitional analysis of the phenomenon of “tolerance” in the framework of pedagogical interaction is presented. The most important characteristics reflecting psychological and ethical aspects of human relations and defining the image of a tolerant person are outlined.

On the basis of the analysis of scientific literature the authors present their own view on the definition of the construct “multicultural and social tolerance” and identify the main components that are interrelated and interdependent: cognitive, perceptual-affective, behavioral.

Conclusions. It has been determined that the most important condition that ensures the originality of interaction in the pedagogical process is the nature of the relationship that develops between all its participants. Among all the variety of relationships, the central place is occupied by a tolerant attitude, which expresses the degree of acceptance and patience on the part of the teacher in situations where the personality does not meet the requirements and expectations.

Tolerance is considered as a key competence of a teacher's personality, which is actualized in situations of divergence of views, opinions, assessments, beliefs, behavior of people, which arises on the basis of the functioning of mechanisms of patience and acceptance and is closely interrelated with the focus on the personal model of interaction, emotional stability, cooperation and other personal characteristics of the teacher.