THE PROBLEM OF FORMING ETHNOCULTURAL COMPETENCE AMONG TEACHERS IN THE KYRGYZ REPUBLIC UNDER MODERN CONDITIONS

Abstract

The article addresses the pressing issue of forming ethnocultural competence among future teachers in the context of integrating the national education system into the global educational space. The theoretical and methodological foundations of ethnocultural education are examined, and the role of folk pedagogy and ethnopedagogy in the professional training of teachers is highlighted. Based on an analysis of psychological and pedagogical studies by domestic and international scholars, the essence of the concept of “ethnocultural competence” is clarified, and its relationship with cultural and ethnopedagogical competence is identified. The structural components of ethnocultural competence are defined, including personal and humanitarian orientation, a systemic perception of ethnocultural reality, the ability to integrate ethnopedagogical experience, and creativity in pedagogical activity. The experience of research conducted in the Kyrgyz Republic is analyzed, and shortcomings in the preparation of university students for the implementation of ethnocultural education objectives are identified. The necessity of a systematic and purposeful formation of ethnocultural competence among future teachers as a key component of their professional readiness is substantiated.