Caracterização da amostra

A amostra utilizada na presente investigação foi selecionada por método não probabilístico de conveniência (Hill & Hill, 2005; Maroco, 2007), sendo constituída por 27 sujeitos- 16 do género feminino e 11 do género masculino - com 9 anos de idade e com frequência no 4.º ano de escolaridade. Os sujeitos da amostra possuem como língua materna o português, e não apresentam diagnóstico de dificuldades na leitura e escrita, segundo os relatórios elaborados pela psicóloga do Serviço de Psicologia e Orientação.

A recolha de dados foi realizada numa instituição privada do centro do país, em região urbana, com a devida autorização da instituição e dos encarregados de educação dos participantes.

Materials and Methods

The survey sample was made up of 199 MedPT who graduated in 2018/19 − 2019/20 academic years from Ukrainian universities with the learning strategy to improve IT level.

We carried out the research in stages: 1) clarified the structure of IT of MEdPT by components, indicators of components, and levels (June − August 2017); 2) conducted the pilot study of curricula of Ukrainian universities aimed at IT formation in MEdPT (September − December 2017); 3) developed the course “Theory and practice of IT of primary school teachers” and the program of pedagogical experiment (January − August 2018); 4) selected control group (CG) and experimental group (EG); carried out the pedagogical experiment; defined the levels of IT formed in the CG and EG before and after the experiment, and processed the data obtained (September 2018 − December 2019).

We used a combination of research methods to answer the research task: analysis of normative documents and curricula, observation of students’ performance, questionnaire, testing, pedagogical experiment, quantitative and qualitative analysis of experimental data.

The structure of IT

Determining the IT essence involved further study of its structure, namely components, which we believed were the most important and significant elements. They reflected fully and holistically the peculiarities of IT formation in MedPT and helped to assess the effectiveness of the implemented learning procedure.

Generalization of views of ^{Gryva (2007}) and Tyshchyk (2013) on IT component-structural composition allowed determining the motivational-value, cognitive, activity-behavioral, and reflexive-creative components. These met the criteria of content adequacy and formation specificity; clear reflection of learning outcomes and compliance with didactic goals; approachability and easement in application; feasibility to check based on quantitative and qualitative analysis. In the Table 1 we specified the components by indicators, adequate to qualitatively and quantitatively diagnose the levels of IT formed.

Based on findings of ^{Bartosh (2020}) and ^{Tyshyk (2013}), we were in favor of four-level approach to the defining of IT formed in MedPT, as demonstrated in the Table 2.

Improvement and provision of the learning procedure

In the methodological context, during the pilot study we analyzed the curricula delivered to MEdPT in Ukrainian universities. We found out that universities did not provide any special course directly aimed to form IT and prepare MEdPT for the MEEPS. Particular courses (Didactics, organisation and management in primary school; Modern pedagogical technologies in primary school; Professional-personal development of a primary school teacher; Social-pedagogical work in educational institutions) covered only general issues of methodology for intercultural communication of MEdPT in the MEEPS.

Thus, we developed and taught EG the special course “Theory and practice of IT of primary school teachers” (3 credits) to improve understanding of IT concepts, technologies of IT diagnostics and formation, assessment of pedagogical situation in the MEEPS. Table 3 demonstrates the course descriptor.

To improve IT formation in MEdPT we used the following teaching methods:

Case method. It contributed to the in-depth knowledge on interethnic communication norms and understanding of importance of universal values in the context of knowledge on value orientations of ethnic groups. MEdPT mastered the skills to organize intercultural dialogue with ethnic groups and resolve conflict situations. Faced with a specific situation, MEdPT learned to discuss, draw sound conclusions, and develop recommendations for choosing the behavior strategy in the MEEPS. Table 4 demonstrates examples of cases.

Training. Based on findings of ^{Fedorchuk (2003}) and ^{Smulson (2004}), we worked out and taught social-pedagogical training “IT as a factor of professionalism of primary school teachers” (10 sessions, 80 minutes each). Table 5 discloses its contents.

Project method. It contributed to the internal motivation improvement, stimulated scientific-practical activities and independent work of MedPT. It developed research and cognitive skills (analysis, observation, hypothesizing, generalization, and results presentation), the ability to take responsibility, actively participate in joint decision-making, resolve conflicts, and make informed choices. Project topics (Ethnic stereotypes; International marriage: pros and cons; Problems of interethnic communication; etc.) touched upon the universal values, as well as opposition “we - they”, developing respect for ethnic groups. Projects were evaluated by relevance, structure, content, use of tables, etc.

Educational discussion. This method developed positive ethnic identity as the basis of respect for ethnic groups, logical and critical thinking, and communication skills. It was implemented by techniques “Discussion in a low voice” (first problem was discussed in micro-groups, followed by a joint open discussion where leader reported the micro-group opinion, finalized with all-group discussion) and “Relay” (anyone who finished the speech gave the floor to whoever considered important).

Heuristic conversation. Through a series of skilful questions, an educator encouraged MEdPT to formulate new conclusions based on theoretical knowledge, life experience, and logical reasoning in the context of establishing tolerant relations with ethnic groups. Students explained differences in understanding the concepts of “family”, “generation”, “ethnicity”, “nation”, “nationality”, and “people”. MEdPT formulated the definition of “IT” and commented on possible reasons for the aggravation of interethnic relations.

Creative task. It included composing Haiku poems, work by “Who? What? Where? When? and Why?” method. Students in micro-groups prepared presentation on a particular culture, its features (language, history, traditions, folk crafts, folklore, religion etc.).

Cognitive games. They allowed the practical study of ethno-cultural traditions. For example, educators organized games: (i) “Invited dinner”. Each student chose a particular ethnic group, introduced classmates to the peculiarities of its traditional cuisine. To do this, students cooked and treated one national dish, shared recipes and rules for cooking. An educator assessed the acquired knowledge on specifics of particular cuisine; (ii) “Who knows more?” Students in subgroups provided words-associations with a particular ethnic group without negative stereotypes (e.g. Belarusian culture − “barabola”, “Alyosha”, “bison”; Uzbek − “satin robe”, “tea”, “pilaf”; Romanian − “mamaliga”, “chorba”, “vampires”). The group-winner provided the largest number of exact associations.

Role-playing. It developed in MEdPT practical skills to find the optimal solution and choose ways to demonstrate IT in the MEEPS. To form experience of constructive intercultural dialogue we organized games “Poland and Ukraine: dialogue of cultures” and “Ukraine and Hungary: features of national character”.

Positive example. Because of perception of an individual’s specific action, students acquired a subjective image of this action and a desire to do the same. A connection was formed between an example to follow and next steps − a synthesis of imitative and independent actions. We used “Map of IT” technique − students monitored media reports on IT issues and systematically marked on the map places, where events related to in / tolerant behavior took place. The “map” was discussed once a month.

Field practice required special attention, significantly influencing the formation of all IT indicators in the EG. It focused on expanding the ability to ensure compliance with social norms and rules of behavior in a multicultural society as well as positive interaction with ethnic groups. MEdPT performed self-analysis and self-assessment of professional activity in the MEEPS, concentrating on critical analysis of activity and specific social situation, informed decisions. In the reflective diary EG noted that they conducted with schoolchildren quiz (Discover the traditions of friendly peoples; Lesson of tolerance), drawing contest (Beauty of my country), educational hour (The country I live in), entertainment program (Slovak, Hungarian, Romanian, etc. folk games come to visit us), sports holiday (Entertainments of peoples of the world), and conversations (What is IT?; Treasures of humor from around the world).

Pedagogical experiment conducting was preceded by selecting:

− CG − 101 MedPT from Bohdan Khmelnytsky Cherkasy National University; Ivan Franko Zhytomyr State University, Kherson State University, Oleksandr Makarenko Sumy State Pedagogical University;

− EG − 98 MedPT from Bogdan Khmelnytsky Melitopol State Pedagogical University, Mukachevo State University, Yuriy Fedkovych Chernivtsi National University.

Diagnostics of the levels of IT formed in MEdPT

To diagnose the levels of IT formed by motivational-value component we used:

(i) “Methods of personal differential reflection” after ^{Soldatova et al. (2008}) to specify the stability of interest in studying the ethnic group culture, in particular, self-esteem and volitional qualities, evidence of extro / introversion in assessment and perception. MEdPT assessed display of 21 human qualities with points from “3 − strongly displayed” to “0 − it is difficult to say”. Each quality corresponded to a particular scale − evaluation, strength, and activity. Positive qualities were marked “+”, negative − “−”. Maximum values ranged from +21 to −21. Interpretation of results: 21 − 17 points − high level on a particular scale; 16 − 12 − sufficient level; 11 − 7 − average level; less than 6 − low level.

(ii) Questionnaire “Motivation in the learning activity of university students” after Ilyina (^{Darvish 2003}). Statements corresponded to a particular scale − motivation to acquire knowledge, to master an occupation, and to get a diploma. MEdPT marked “+” if agreed and “−” if disagreed with the statement. Interpretation of results: 10 − 9 points − high level on a particular scale; 8 − 6 − sufficient level; 5 − 3 − average level; 2 − 0 − low level.

(iii) Rokeach value survey (^{Darvish 2003}) to determine how MEdPT assessed instrumental value of “tolerance and tolerant attitude to the views and opinions of others”.

(iv) “Cultural and value orientations test” after ^{Pochebut (2012}) to analyze how MEdPT understood lifestyle, values, behavior norms of ethnic groups based on three-culture types idea − traditional, modern, and dynamically developing.

To diagnose the levels of IT formed by cognitive component we used:

(i) “Assessment of individuals’ sociability level” after ^{Sulimova (1996}). In particular, we assessed conflictedness and readiness for a contact. MEdPT chose one option from the listed answers to questions. Interpretation of results: 20+ points − high level of conflictedness; it is difficult to establish positive relationships; 20 − 13 − sufficient level of conflictedness; inclination to conflict provoking; 12 − 6 − average level of conflictedness; ready to establish a friendly relationship, open to compromise; 5 − 0 − low level of conflictedness; easily finds common ground and establishes a contact.

(ii) Author questionnaire to study the level of multicultural competence formed − presented in the Table 6.

To diagnose the levels of IT formed by activity-behavioral component we used:

(i)^{Snyder (1974}) method of “Assessment of communicative control” in communication with schoolchildren, their parents, colleagues in the MEEPS. MEdPT marked true/ false statements. Interpretation of results: 10 − 9 points − high level of communicative control; 8 − 6 − sufficient level; 5 − 3 − average level; 2 − 0 − low level.

(ii) “Diagnosing the types of ethnic identity” after ^{Soldatova et al. (2008}) to analyze ethnic self-consciousness formed (by types of ethnic identity: ethno-nihilism, ethnic indifference, positive ethnic identity, ethno-egoism, ethno-isolationism, and ethno-fanaticism) and its transformation in conditions of interethnic tension. Statements on issues of national relations and culture were provided. MEdPT compared their opinion and scored points from “1 − disagree” to “4 − agree” for each ethnic identity type.

(iii) Bogardus’ social distance scale (¹⁹³³) to determine the indicator of ethnic stereotypes, social distance, and attitude towards ethnic groups.

To diagnose the levels of IT formed by reflexive-creative component we used:

(i)^{Karpov’s (2003}) “Assessment of individual reflection level”: situational (behavior control in real situations), retrospective (behavior control in past situations), and perspective (future plans analysis). Answers to direct statements scored points from “1 − absolutely disagree” to “7 − absolutely agree”. A reverse point scale was assigned to reverse statements. Interpretation of results: 10 − 9 points − high level of reflection developed; 8 − 6 − sufficient level; 5 − 3 − average level; 2 − 0 − low level.

(ii) Questionnaire “Index of tolerance” after ^{Soldatova et al. (2008}) to reveal in the context of in / tolerance the attitude towards social and ethnic groups, readiness for constructive conflict-solving cooperation, and respect for opponents’ opinion. Answers to direct statements scored points from “1 − absolutely disagree” to “6 − absolutely agree”; a reverse point scale was assigned to reverse statements. Interpretation of results: 115 + points − high level of tolerance; 112-90 − sufficient level; 89-51 − average level; 50-22 − low level.

(iii) Questionnaire “The level of empathy” after ^{Yusupov (1995}). Answers to 36 statements scored points from “0 − absolutely disagree” to “5 − absolutely agree”. Interpretation of results: 82 − 90 points − high level of empathy developed; 81 − 63 − sufficient level; 62 − 37 − average level; 36 − 5 − low level.

Having applied diagnostic methods we transferred student’s level of IT formed by each criterion into a four-point scale: low level − 1 point; average level − 2 points; sufficient level − 3 points; high level − 4 points.

The integrated indicator of IT level formed of і-student (H _і ) was calculated by the formula: (1), where MV _і , C _і , AB _і , RC _і − the normalized values of motivational-value, cognitive, activity-behavioral, and reflexive-creative criteria.

H _і was evaluated by the scale: 0-1 points corresponded to low level of IT formed; 1.1-2 − average level; 2.1-3 − sufficient level; 3.1-4 − high level. Table 7 demonstrates the results.

Diagnostics results at the pedagogical experiment beginning confirmed the need for targeted activities aimed to improve the level of IT formed in MEdPT to perform professional duties in the MEEPS. The majority of students had an average level of awareness of IT importance in the MEEPS and low level of knowledge on interethnic communication, multicultural competence and ethnic identity. They demonstrated unstable interest in studying of ethnic-cultural characteristics of ethnic groups participating in the MEEPS. Respondents lacked self-control, reflection, and demonstrated an egocentric life position, characterized by inability to care for MEEPS participants.

At the end of the pedagogical experiment, the level of IT formed in the EG significantly improved by all indicators. The intolerance displays decreased and the horizons to perform professional duties in the MEEPS significantly expanded. MEdPT began actively cooperate with ethnic groups, learned to establish a positive microclimate in the MEEPS. We observed the improvement of motivational-value sphere and a steady interest in studying the culture of ethnic groups. As a significant positive, students noted the in-depth knowledge on IT, acquired range of practical skills and abilities to work in the MEEPS. MEdPT improved personal qualities of sociability, friendliness, empathy, and the ability to reflect. During the field practice in the MEEPS the severity of interpersonal conflicts and disputes between schoolchildren, their parents, and colleagues decreased. Besides, EG students demonstrated adequate self-esteem and attentive attitude to the representatives of ethnic groups. Negative ethnic stereotypes were broken. Minimal social distance was observed, as well as a positive ethnic identity, a desire to cooperate with ethnic groups in the MEEPS.