Keyword: «social and cultural activity»

One of the most relevant professional skills today is the ability to work in a team. It should be recognized that the high effectiveness of this work, common incentives, motivations do not arise spontaneously. These are manifestations of the personal potential of its members, a complex of qualities, abilities and skills belonging to individual team members. The aim of the article is to study the personal quality of “initiative” among students of the pedagogical university who are engaged in team activities. The authors studied semantic and substantive essential characteristics of initiative, its structure, specific features. Considerable attention is paid to the analysis of various theories of the teamwork organization, both by foreign and domestic researchers, which cover a wide range of team building issues. Particular attention is paid to revealing social, socio-psychological, pedagogical, administrative and organizational, rational-organizational, administrative-organizational and virtual aspects of teamwork. The authors described a number of specific features of this type of activity: qualitative nature of interpersonal interactions in a group; duality, contradiction of wishes; distinctive national character of the group, manifested in a common, collective team spirit. Based on the analysis of “initiative” concept, its constituent components are identified: motivational-volitional, procedural-activity, and reflexive-evaluative ones. As a result of the study, the authors found out that acquiring effective teamwork skills contribute to the positive socialization of participants and to the formation of universal competences “Teamwork and leadership” according to FSES HE 44.03.01 Pedagogical Education and 44.03.05 Pedagogical Education (with two areas of training). Case technology and project technology in their harmonious combination were those to evaluate the level of initiative establishment. The presentation of theoretical material at the lessons in the case form and the public defense of its project decision allowed all team members to take initiative in varying degrees, which revealed the abilities and needs of the participant’s personality and the level of the team formation in general. The article may be interesting for teachers, specialists in the field of team building, those who work in the field of additional education, curators of student groups, class tutors.

The study is aimed at highlighting the issue of interaction between a teacher and foreign students in the process of forming the readiness of foreign students for intercultural cooperation, which is especially important in the multicultural educational environment of a university. In addition, experience of intercultural cooperation in terms of multi-dialogue of cultures is important for future specialists to realize their professional potential. The aim of the study is a theoretical and practical justification of the need for pedagogical support for the formation of foreign students' readiness for intercultural cooperation when teaching Russian as a foreign language. Theoretical methods were used for the work (study and analysis of pedagogical, methodological literature, materials and publications in the pedagogical and journalistic press on research issues, as well as concretization, analogy and analysis of the pedagogical experience of universities). The results of the study reflect the principles of organizing pedagogical support for the formation of foreign students' readiness for intercultural collaboration; expand the understanding of the specialized content of foreign students’ education; show that it is important to show the value significance of the intercultural education for the development of a foreign student’s personality and his/her formation as a future specialist, therefore, the teacher needs to ensure that foreign students understand the intercultural character of education by determining of the intercultural situation when learning the profession, and reflection on the concepts of socio-cultural activity, knowledge of the content of intercultural education and methods of enhancing socio-cultural work. The theoretical significance of the study lies in the fact that its results complement the theory and methodology of teaching Russian as a foreign language in the aspect of preparing foreign students for intercultural cooperation. The practical significance of the research lies in the development of alternative means of teaching Russian as a foreign language in terms of preparing foreign students for intercultural cooperation in the system of higher professional education, taking into account the author's interpretation of the research concept and the variability of methodological techniques. As a result, in the process of teaching Russian as a foreign language using the means of social and cultural cooperation, the personality of a foreign student is transformed and acquires variable abilities through the implementation of intercultural activity methods.