Readiness of teachers for working with children from migration backgrounds within the value paradigm: Assessment and problem analysis of teacher education curriculum

Introduction. The focus of this study is on the curriculum content of university-based teacher education aimed at preparing education students to work with children from migrant backgrounds in a value-based paradigm. The purpose of the article is to ascertain the theoretical and methodological foundations and conditions for expanding the content of initial teacher education curriculum, which ensure the readiness of trainee teachers to work with children from migrant backgrounds in a valuebased paradigm. Materials and Methods. The research follows axiological, systemic, and activity-based approaches, which allowed the authors to identify the needs of university teachers and conduct a problem analysis of the core content of teacher education curriculum. The study also reveals the resources for preparing teachers to work with children from migrant backgrounds at universities and fills the content of teacher education with the value-based aspects of working with children who have experienced migration. The methods of the research include the analysis and synthesis of theoretical and practical concepts of teacher education within the delivery of the core of initial teacher education; summarizing empirical data on the requests of university teachers who deliver the core of initial teacher education within education degrees; and developing the syllabi of disciplines and industry placements within the core of initial teacher education curriculum aimed at the preparation of education undergraduates to work with children from migrant backgrounds. Results. The results of the study include the development of the concept of preparing teachers to work with children from migrant backgrounds in all disciplines and industry placements within the core of initial teacher education. It has been determined that the unifying principle of forming the readiness to work with children from migrant backgrounds in modern conditions is the value paradigm. It has been established that the conditions for organizing teacher education at a university are integrity, consistency, and complexity of knowledge and professional competencies for adjusting children from migrant backgrounds to the values of Russian society. It has been revealed that the content of teacher education curriculum at a university can be delivered through specific topics in the disciplines and industry placements within the core of teacher education. The following topics were identified as priority areas for teacher education: the legal and regulatory framework for teaching children from migrant backgrounds; social and psychological consequences of migration for children; and teaching technologies. Conclusions. The article concludes that teachers’ readiness to work with children from migrant backgrounds in the process of mastering core disciplines and industry placements within teacher education curriculum is ensured by relying on the axiological approach and a deep understanding of how to adjust children from migrant families to traditional Russian values.