THE ROLE OF PEDAGOGICAL CONDITIONS IN THE DEVELOPMENT OF PEDAGOGICAL TOLERANCE OF FUTURE VOCATIONAL TEACHERS BY MEANS OF INTERDISCIPLINARY INTEGRATION
DOI:
https://doi.org/10.35774/gsip2026.01.339Keywords:
pedagogical conditions, pedagogical tolerance, interdisciplinary integration, educational environment, professional training, future vocational education teachersAbstract
Means of interdisciplinary integration serve as important tools for developing pedagogical tolerance in future vocational education teachers. In this study, pedagogical conditions are considered as a set of measures aimed at integrating the content, methods, and forms of teaching from different disciplines to develop comprehensive knowledge and skills in future vocational education teachers, enabling them to resolve conflicts, consider the interests of all learners, and adhere to the principles of pedagogical ethics.
The main vectors for identifying pedagogical conditions for the development of pedagogical tolerance of future vocational education teachers through interdisciplinary integration are substantiated. These include: alignment of curricula, active use of interactive technologies, orientation toward future professional activity, and the creation of a unified tolerant educational environment; implementation of an integrated approach to the development of pedagogical tolerance; application of innovative technologies and the case method; use of interactive teaching methods; development of empathy training; and application of reflective practices for deeper analysis by future vocational education teachers of their own behavioral patterns.
It is emphasized that interdisciplinary integration tools significantly optimize the educational process and contribute to the sustainable development of a tolerant worldview among students. The use of interdisciplinary integration as a basis for defining pedagogical conditions for the development of pedagogical tolerance in future vocational education teachers involves structuring the educational process in higher education institutions according to the principle of integrated (“comprehensive”) learning. At the same time, pedagogical conditions should focus on designing cross-cutting themes and integrated modules that eliminate content duplication and create a coherent logical structure of the educational process aimed at fostering tolerance in future vocational education teachers.
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