ENHANCING INTERETHNIC TOLERANCE IN MASTERS OF EDUCATION IN UKRAINIAN MULTIETHNIC PRIMARY SCHOOL AUMENTANDO A TOLERÂNCIA INTERÉTNICA EM MESTRES DA EDUCAÇÃO NA ESCOLA PRIMÁRIA MULTIÉTNICA DA UCRÂNIA MEJORA DE LA TOLERANCIA INTERÉTNICA EN MÁSTER DE EDUCACIÓN EN LA ESCUELA PRIMARIA MULTIÉTNICA DE UCRANIA

Interethnic tolerance is a determining part of professional competence of Masters of Education (Primary Teaching) in Ukraine. It is seen both as a social order for the modern education system, as a personal-professional quality formed on the basis of humanistic worldview, allowing to perform professional duties effectively. The paper’s aim is to introduce education of Masters of Education into the context of interethnic tolerance formation to perform professional duties in the multiethnic educational environment of primary school. The paper examines the ENHANCING INTERETHNIC TOLERANCE IN MASTERS OF EDUCATION IN UKRAINIAN MULTIETHNIC PRIMARY SCHOOL Olena Bartosh • Tetiana Atroshchenko • Iryna Kozubovska REVISTA PRÁXIS EDUCACIONAL • 2022 • v. 18, n. 49: e9262 2 experience of 199 Masters of Education (Primary Teaching) who graduated with the learning strategy to improve the level of interethnic tolerance formed. We used a combination of research methods: analysis of normative documents and curricula, observation of students’ performance, questionnaire, testing, pedagogical experiment, quantitative and qualitative analysis of experimental data. To improve the level of interethnic tolerance formed we developed and introduced methodical support for the effective organisation of extra / curriculum, independent work and pedagogical practice. The developed learning procedure, implemented in the experimental group, gave positive results in the formation of interethnic tolerance by motivational-value, cognitive, activity-behavioural, and reflexivecreative components. The number of students in the experimental group with high level of interethnic tolerance formed increased by 23.48%; with sufficient level − increased by 14.54%; with average and low level − decreased by 16.07% and 21.94%, respectively. The research findings are relevant for other educational programs.


Introduction
The society need for teachers, able to take a humane, personality-oriented position in relation to both pupils and themselves, puts forward topical issues of teacher professional competence. Tihomirova (2011) states, that the ongoing global processes, having qualitatively changed children's generations, their intellectual, psychological, and moral components of 3 consciousness and behavior, have conditioned the task of ensuring the transition to a new paradigm of education and upbringing.
Globalisation processes impact education systems, requiring a new generation of primary school teachers trained to perform professional duties by the requirements of multicultural education. In Ukraine, the development and implementation of educational programs, that promote humanization of interethnic relations and address the issue of overcoming tension between educational process participants, is seen as a social order for the modern education system (Dovhopolova, 2007;Kapidinova, 2015;Kondratieva, 2016;Pashchenko, 2006). Thus, Ukrainian universities face the task to train primary school teachers ready to direct the educational process on the formation of tolerant schoolchildren, capable to understand and appreciate the uniqueness of national and other cultures (Khoma, 2013;Slyusarenko and Kadaner, 2017).
The paper aims to introduce education of Masters of Education (Primary Teaching) (MEdPT) into the context of interethnic tolerance (IT) formation to perform professional duties in the multiethnic educational environment of primary school (MEEPS). The study rationale rests on assumption that there is: (i) an objective need to organize professional training of MEdPT who demonstrate high level of IT in the MEEPS; (ii) an unused potential of educational courses and pedagogical practice directed on IT formation.
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. 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).

Materials and Methods
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 componentstructural composition allowed determining the motivational-value, cognitive, activitybehavioral, 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.

High
In-depth knowledge on IT; developed belief that people should be addressed by personal qualities, not by ethnicity; no negative stereotypes and prejudice towards MEEPS participants; clear understanding that all ethnic groups have the right to speak their language, adhere to their traditions and customs, profess their religion; compliance with norms and rules of interethnic communication; high level of empathy for a communication partner; minimal importance of social distance; high sociability level; will and ability to resolutely stop intolerant actions; developed skills to engage in constructive dialogue with MEEPS participants.

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 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.   Table 4 demonstrates examples of cases. In the class, almost all pupils are against one boy, who belongs to the ... ethnic group. Provide arguments on teacher's strategy to solve the problem: act calmly, do not pay attention to the conflict; be attentive to the pupil; convince schoolchildren of their misbehavior; speak on the issue at parent meetings and ask parents to neutralize child aggression; offer your option.

2.
A class joined a pupil from countryside, who spoke a typical dialect. Children mock and openly laugh at a pupil. Provide arguments on teacher's strategy to solve the problem: behave friendly, be attentive to the pupil; entrust the pupil with a task a 8 pupil can successfully handle to level up authority among classmates; not to interfere in the relationship between children, as over time, they themselves set communication; give a pupil some practical advice on how to behave; ask the most authoritative pupil in the class to take a newcomer under care; offer your option.
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. 10 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 "wethey", 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 microgroups, 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 11 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.

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 (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, (ii) Author questionnaire to study the level of multicultural competence formed − presented in the Table 6. 13 readiness for any forms of interaction; empathy; tolerance. 5 There is no biological difference between races. 6 It is important that culture diversity is not perceived as negative, but as a value. 7 Interaction between cultural groups forms a tolerant attitude and encourages a constructive dialogue. 8 Knowledge on interethnic, intercultural and interfaith relations is very important, as it helps to develop positive intercultural contacts. 9 Modern society cannot build relations on conflicts only. It is important to look for ways of bringing people together. 10 Almost everyone is a part of the system of ethnocultural relations. Thus, tolerance is an objective necessity in numerous multicultural human contacts.
To diagnose the levels of IT formed by activity-behavioral component we used: 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.

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(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.

Discussion
The 21st century globalization has caused the development of educational programs aimed to develop teachers who are competent to teach culturally diverse and tolerant students (Cochran-Smith, 2005;Darling-Hammond, 2006;Holland, 2013). "There is growing interest in global citizenship education as a framing paradigm that encapsulates how education can develop the knowledge, skills, values and attitudes learners need to secure more just, peaceful, tolerant and inclusive societies" (UNESCO, 2014, p.45).
More and more countries introduce the ideas of IT into the education system, state and public life, considering them as a means of forming and guaranteeing the society harmony. In developing requirements for teacher education programs, accreditation agencies emphasize the ensuring that these programs provide multicultural opportunities content for their students 16 (NCATE-CAEP, 2008;Stephens et al, 2004). In its resolution Ukraine's Cabinet of Ministers (2018) clearly indicates, that the curriculum on training of MEdPT in terms of learning outcomes is to develop competency to: respect the diversity and multiculturalism; carry out professional activity on the principles of tolerance and non-judgmental attitude; resolve conflict situations and provide support in new, problematic and crisis situations; perform educational activities in the MEEPS.
In the process of professional training of future primary school teachers, it is important to provide appropriate conditions that promote students' knowledge and values on ethnic groups to form respect for culture, language, customs and beliefs. The specificity of modern processes of social-cultural development, the need to provide conditions for the development Intercultural student teaching is one way to transform propositional knowledge of diversity into practice as a means to develop multiculturalist teacher (Cushner, 2007;Sahin, 2008  That is why the educational-cultural process in higher educational institutions requires providing and creating conditions for cross-cultural activities and taking into account of cultural environment in the process of inculturation of young people. The formation of IT of primary school teachers-to-be begins at faculties of primary education, responsible for enriching MEdPT with thorough knowledge on norms, principles and values of interethnic relations. They are to develop tolerance, positive moral feelings, sustainable behavior, and communication skills. In the context of our study, we believe that the training of primary school teachers is to be characterized by acquiring of didactic, subject and psychological-pedagogical knowledge and skills aimed to stimulate conditions for the development of cognitive interests and spiritual needs, intensifying educational-cognitive activity in a favorable multiethnic environment.

Conclusions
To improve the level of IT formed in MEdPT we developed and introduced methodical support for the effective organization of extra / curriculum, independent work and pedagogical practice. The developed learning procedure, implemented in the EG, gave positive results in the formation of IT by motivational-value, cognitive, activity-behavioral, and reflexive-creative components. In the professional context, EG minimized negative ethnic stereotypes and