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Urgency of the research is substantiated by the need to reform the national primary education system, the need to introduce the competence approach into the professional training of future primary school teachers.

Target setting. Studying the foreign and national experience of organizing and conducting the pedagogical practice in higher education institutions, which provide the professional training of future primary school teachers, will enable to characterize the effect of pedagogical practice on cultural competence formation of the future specialists.

Actual scientific researches and issues analysis.  The content and procedural aspects of forming the teachers’ cultural competence in foreign countries were investigated by D. Dierdorf, S. Fowler, D. Landis, J. Bennet, J. Lehtonen, B. Spitzberg, G. Chengon. Among national researchers, this problem was studied by N. Avsheniuk, O. Voloshyna, Y. Kishchenko, A. Parinova, N. Yatsyshyn (Great Britain); N. Bakhmut, T. Koshmanova, M. Vyaltseva (USA). Theoretical and practical aspects of national professional training of future primary school teachers, as well as the peculiarities of the pedagogical practice organization were highlighted by O. Abdullina, S. Breus, L. Bulatova, K. Durai-Novakova, G. Kuznetsova, O. Lukyanchenko, V. Morozova, L. Khomich. It is shown that the effect of pedagogical practice on the cultural competence formation of future primary school teachers remains unaddressed.

The research objective. To analyze foreign and national experience of organizing and conducting pedagogical practice of future primary school teachers, to determine the role and place of pedagogical practice in shaping the cultural competence of future teachers.

The statement of basic material. The author examines the types and duration of pedagogical practices in the UK, characterizes the main objectives of pedagogical practice in the United States in the context of the national objective to train an “effective multicultural teacher”. Based on the analysis of educational and professional programs of higher education institutions of Ukraine, the author characterizes such types of pedagogical practice of future primary school teachers as: the extra-curricular and out-of-school educational practice, the pedagogical practice in children's recreation camps, the educational and nurturing practice in the first grade, the teaching and educational practice.

Conclusions. The experience of organizing and conducting the pedagogical practice in higher education institutions, which provide the professional training of future primary school teachers in the UK and the USA, was analyzed. It was found out that the aim of teaching practice is to form a future specialist's readiness to work in a multicultural student environment. The specific feature of training the future primary school teachers in these countries is a significant amount of practical training and compulsory internship. Pedagogical practice in these countries is aimed at forming the components of cultural competence, in particular: sociocultural mobility, leadership, empathy, tolerance and awareness ((self)-awareness). The analysis of the experience and curricula of the national higher education institutions showed that the formation of cultural competence in the context of pedagogical practice involves the realization of cognitive, evaluative, creative and activity components of the teachers' professional activity.

Keywords: cultural competence, future primary school teachers, higher education institutions, pedagogical practice, learners’ community.

 

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