Cross-cultural competence of future teachers-philologists: content and structure

Abstract

The purpose of this article is to consider the significance of such a scientific term as a cross-cultural competence and its importance as a necessary psychological and pedagogical component that contributes to the professional growth of teachers- philologists in the context of updating the content of the entire Kazakhstani education at all its stages from the university to the school. In general, cross-cultural competence is not just knowledge and the ability to communicate with a representative of one particular culture or several cultures, this is taught at school. But also, the ability to analyze and adequately assess one's thinking and actions from the point of view of critical thinking at a professional level. Therefore, this article examines the importance of developing this type of competence in higher education and proposes developed criteria that, in the author's opinion, best reflect the essence of cross-culture. In addition, the author of this study also aimed to consider ways of developing cross-cultural competence among students of philology through certain verified methodological approaches, and accordingly, provided the demonstration of the most developed pedagogical model of the cross-cultural competence of future teachers-philologists, its components and the results of its approbation in the course of experimental work.