ORGANIZATIONAL AND DIDACTIC FACTORS OF FORMING THE ETHNO-PEDAGOGICAL CULTURE OF FUTURE TEACHERS

The article is devoted to the study of the structural and methodological principles of the formation of ethnopedagogical culture of future teachers in the process of their professional training. It is determined that the effective formation of ethnopedagogical culture is possible provided that organizational and didactic factors are taken into account in a comprehensive manner, which include: the target orientation of the educational process towards the integration of national and universal values; the content of academic disciplines with an ethnocultural component; the introduction of active and interactive teaching methods aimed at the assimilation of traditions, customs, rituals, folklore heritage by students; the organization of practical training in cooperation with cultural and educational and public institutions. The role of interdisciplinary integration in ensuring a holistic approach to mastering ethnopedagogical knowledge is revealed, in particular through a combination of courses in pedagogy, psychology, history of pedagogy, ethnology, cultural studies and teaching methods. The importance of creating a motivational environment that stimulates applicants' interest in ethnocultural topics and develops the need to preserve and popularize national heritage in their own professional activities is emphasized. Methodological approaches to the implementation of the ethnopedagogical component are highlighted, in particular through project activities, ethnographic research, preparation of educational and methodological materials, organization of thematic events (folklore festivals, master classes, competitions). Special attention is paid to the issues of assessing the level of formation of ethnopedagogical culture, where a combination of criteria of a knowledge, activity and value nature is proposed. It is concluded that the purposeful and systematic implementation of organizational and didactic conditions in the training of future teachers contributes to the formation of their readiness for the creative use of ethno-pedagogical heritage in the modern educational process and ensures the training of a new generation of teachers capable of combining innovative methods with national traditions in educating young people.