Features of Future Teachers’s Training in Order to Work in a Bilingual Educational Environment

The recognizing of the priority of the educational space unity in the Russian Federation, the protection and traditions’ development of the people of Russia require the comprehensive implementation of the multicultural potential of the country's regions as a source of preservation and transmission of historical and cultural heritage to the younger generation, starting from preschool age. Bilingual education, as one of the conditions for the implementation of a multicultural approach to education, is aimed at supporting the positive social orientation of the modern people consciousness: the need to study their native languages, the history of their native land and native culture. The relevance of the problem is due to the need of considering the conditions for the training of teachers for their professional activities in the bilingual environment of the multicultural educational space of the Komi Republic, where the Russian-Komi bilingual population is dominant. In the main professional educational programs for an enlarged group of specialties and areas of training (hereinafter referred to as EGSA) “Education and Pedagogical Sciences”, disciplines that are aimed at building the professional competence of future teachers in a bilingual educational environment cannot always be found. In the Komi Republic schools, the teaching is carried out in Russian, and the curriculum provides the Komi language training, both as native and non-native. The purpose of the article is to reveal the effective pedagogical conditions (educational, methodical, informationmethodical and research-methodical) to the formation of the future teachers’ ethnocultural competence for their professional activities in the bilingual environment of the Komi Republic. The leading research methods for this problem are analysis and generalization of normative, educational and methodical documentation and psychological and pedagogical literature, as well as a method of a design. The pedagogical conditions presented in the article will allow forming the ethnocultural competence of future teachers who will carry out their professional activities in the bilingual educational environment of the school.


Introduction
One of the conditions for the implementation of a multicultural approach to education is bilingual education, aimed at supporting the younger generation awareness of the need to learn their native language, the history of their native land and native culture. In the territory of the Komi Republic, Russian-Komi bilingualism is dominant, so there was a need to create conditions for the teachers training for their professional activities in the bilingual environment of a multicultural educational space. In the main educational professional programs 44.03.01 Pedagogical education (Ministry of Education and Science of the Russian Federation, 2018) and 44.03.02 Psychological and pedagogical education (Ministry of Education and Science of the Russian Federation, 2015), the disciplines aimed at building the professional competence of future teachers in a bilingual educational environment cannot always be found. In the schools of the Komi Republic, the teaching is carried out in Russian, and the curriculum provides the Komi language training, both as native and non-native.
The analysis of the federal state educational standard of higher education (hereinafter referred to as the FSES of HE) in the profile of training 44.03.02 Psychological and pedagogical education showed that university students should have a general professional competence aimed at developing the ability to conduct professional activities in a multicultural environment, taking into account the peculiarities of sociocultural development.
The federal state educational standard of higher education 3++ (hereinafter FSES HE 3++) in the profile of training 44.03.01 Pedagogical education states that university students should have groups of universal competencies aimed at intercultural interaction.
The Federal State Educational Standard of Primary General Education (hereinafter referred to as the FSES PGE) (Ministry of Education and Science of the Russian Federation, 2009) is aimed at ensuring: "the preservation and development of the cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the right to learn the native language, the possibility of obtaining primary general education in the native language, mastery of spiritual values and culture of the multinational people of Russia ...". The FSES PGE is also based on a system-activity approach, which involves: "the upbringing and development of personality qualities that meet the requirements of the information society ...; based on the tolerance, dialogue of cultures and respect of the multinational, multicultural and multiconfessional composition of the Russian society ... ".
Since the Russian Federation is a multinational country and the state language is Russian, there is a need to take into account "Russian-native" bilingualism when organizing the educational process both at school and in a university in order to implement a personality-oriented approach.
A great contribution to solving the problems of teaching Russian-Komi and Komi-Russian bilinguals was made by scientists and methodologists such as Igushev (1988), Sazhina (1990), Prokusheva & Polyakova (2010), Terentyeva et al. (2016), Yakubiv et al. (2016. These researchers studied the problems of improving the process of teaching the Russian and Komi languages, both as native and non-native. These authors have developed educational and methodological complexes in the Russian and Komi languages for schools of the Komi Republic. Ethnocultural competence is disclosed in the works of such authors as Morozov (2011), Gaysina et al. (2015), Poshtareva (2005), etc.

Purpose and objectives of the study
The purpose of the study: to reveal effective pedagogical conditions (educational, methodological, information-methodical and research-methodical) of the formation of future teachers' ethnocultural competence to carry out professional activities in the bilingual environment of the Komi Republic.  Table 1).  Pedagogical education. In accordance with the Federal state educational standard 3 ++, a bachelor's graduate must have universal competence "to be able to perceive the intercultural diversity of society in socio-historical, ethical and philosophical contexts" and a general cultural competence "to be capable of carrying out spiritual and moral education of students on the basis of basic national values".
In order to prepare future teachers for professional activities in the bilingual environment of the Republic of Komi, it is necessary to form ethnocultural competence.
"Ethnocultural competence is a personality trait, expressed in the presence of a set of objective ideas and knowledge about a particular ethnic culture, realized through skills, abilities and behavioral models that promote effective interethnic understanding and interaction".
Ethnocultural competence as an objective-subjective phenomenon has the following set of contents (see 2) the formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions а) the willingness and ability of the student to adhere to ethno-cultural traditions; c) the willingness and ability of the student to seek information, obtain knowledge about ethnic cultures, using various databases, apply them to solve problems in the field of interethnic understanding and interaction; UC-5 The formation of groups of universal competencies. Intercultural interaction: able to perceive the intercultural diversity of society in socio-historical, ethical and philosophical contexts.
i) the willingness and ability of the student to engage in interethnic interaction in the form of active and coordinated cooperation.
3) the formation of a respectful attitude to a different opinion, history and culture of other peoples.
GPC-9. The ability to conduct professional activities in a multicultural environment, taking into account the characteristics of socio-cultural development

Methodology
The leading research methods of this problem are the methods of analysis and generalization of normative, educational and psychological documentation and psychological and pedagogical literature, as well as the design method.

Results
In the context of the discussed issue of the theory and practice of the students' ethnocultural competence formation, we will describe as an example the experience of the department of primary education of the Institute of Pedagogy and Psychology of "Pitirim Sorokin SSU".

I. Educational and methodological conditions:
1. The use of pedagogical technologies in bilingual education, which allows to organize social activities and social interaction of students with the outside world in a multi-ethnic educational environment, to express a personal attitude to it and to regulate the nature of relations with various objects of ethnosocial and cultural reality. Bilingual education is based on such pedagogical technologies as the technologies of the design (the creation of animated films based on oral folklore materials, the creation of didactic and handouts in the subject areas), game technologies (for example, the business game "The teacher council on the topic: "The adaptation of schoolchildren", role-playing games "Traveling around the Komi Republic", "A letter to a friend", "The interview with the birch-barker", etc.), informational technologies (the creation of electronic catalogs, tests, sites, blogs, etc.), communicative technologies (for example, the designing of classroom hours on the topics: "Learning to be friends", "Friendly handshakes", "Komi mu on your palm" and testing them on focus groups during classes), health-saving technologies (the organizing and conducting by students healthy days at the institute using mobile Komi national games, the compiling of set of cards of physical breaks with ethnocultural content and testing them in the focus group during classes, folk festivals, which provide collective, group and individual work of students and allow to create an emotionally positive atmosphere, trustful dialogue between the teacher and students, between the students themselves. Therefore, when preparing future teachers for professional activities in the bilingual environment in the process of studying at a university, it is necessary to include the above-mentioned forms in the educational process.

II. Information and methodical conditions:
"The teacher now not only conveys information, but becomes an intermediary and partner in the learning process. Ubiquitous digitalization brings changes to all spheres of human life and confronts today and tomorrow's students with previously unimaginable tasks and opportunities. ... Modern young people have long been enthusiastically using new gadgets as interactive and exciting learning tools".
When teaching students, we suggest them to master the technology of developing elements of a digital educational environment when studying the cultural heritage of the Komi people: linguistic and artistic in the bilingual space, which will allow such aspects of education as "digitalization of education", multicultural and ethnocultural factors of education to be combined:

III. Research and methodical conditions:
✓ The organization of students' participation in seminars, webinars, republican conferences and forums with the aim of gaining professional experience in the implementation of pedagogical work in a multicultural environment (participation of the student community in the work of methodical associations of primary school teachers, Komi language and literature teachers, teachers of fine art and technology).

✓
The students' master classes development and their conducting in a focus group at a university and school (for example, as part of the on-site methodological seminars "Modern Rural School" for elementary school teachers, conducting master classes on topics "The usage of interactive technologies at Komi language lessons", "What the Mezensky Painting Tells About," Quiz for Junior Schoolchildren on local history and ethnocultural content "My Hometown").
The development of full life cycle projects within the framework of final qualification works (for example, the theme of the projects "Information and methodical support of the Komi language textbook using SMART technology based on the materials of the textbook by Terentyeva, Vyazova, and Sizova "Komi Language. Grade 1." (2016), "Historical commentary at the Komi language lessons as a way to introduce students to the lexical meaning of the word", "Information and methodical support of the painting album of the Republic of Komi" using SMART -technology, etc.

Discussions
The study of scientific and methodical sources allows to state that in the works of Prokusheva & Polyakova (2010), Terentyeva et al. (2016), Yakubiv et al. (2016), attention is paid to the problem of the formation of primary schoolchildren ethnocultural competence in a bilingual environment. However, the issues of training future teachers are not adequately covered. In our opinion, the experience of using pedagogical conditions in the framework of the implementation of the university basic educational programs in preparing future primary school teachers, which we have described, will allow them to form their ethnocultural competence in a multicultural educational space.

Conclusion
The educational and methodical, information and methodical and research and methodical conditions