Formation of Tolerance and Intercultural Competence in Future Educators in a Preschool Educational Institution
Bibliographic record
Abstract
In globalised world, the acquisition of intercultural competence requires special attention, since this aspect is used already in the training of preschool children. The purpose of the article is to study the possibilities of forming tolerance and intercultural competence in future educators in preschool educational institutions. The realisation of the proposed goal involved the use of certain scientific methods. In particular, it is a content analysis of professional scientific literature, a systematic approach and comparison were also used, which made it possible to compare the results obtained with the data available in other scientific works. The results indicate that addressing tolerance and intercultural competence in future preschool teachers is important for the functioning of the teacher education system. Firstly, this is a consequence of current trends in the development of education. Secondly, the acquisition of tolerance and intercultural competence is seen as a long-term process, so modern preschool teachers and assistants should have sufficient knowledge in the field of intercultural pedagogy. It is also important to maintain an adequate level of motivation and the ability to learn independently even after graduation. The conclusions emphasise that it is important to add interethnic tolerance to the value systems of students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".