Principles of training teachers to work with children with a migration history in the disciplines and practices of the core of pedagogical education

The study aims to scientifically substantiate the principles of training teachers to work with children with a migration history in the disciplines and practices of the core of pedagogical education. The theoretical basis for the classification of principles of teacher training for working with children with a migration history in the disciplines and practices of the core of pedagogical education includes: the ideas of humanistic pedagogy, the concepts of inclusive education, and the doctrine of professional pedagogical education. The novelty of the research lies in developing the idea of common principles for training teachers to work with children with a migration history for all disciplines and practices of the core of higher pedagogical education. The essential characteristics of the principles of teacher training for working with children with a migration history are revealed and examples of their application in the training of students pursuing specialized higher education are presented. The principle of awareness of the essential characteristics of working with children with a migration history means a philosophical understanding of a pedagogical phenomenon that is new to our country and serves as the foundation for unifying all disciplines of the core of pedagogical education. The principle of subjectivity involves a deep penetration into the peculiarities of working with children who have experienced migration and is aimed at forming the psychological readiness of a teacher to work with children with a migration history. The principle of inclusiveness contributes to the development of teachers’ skills in working in teams with different educational needs. The principles of interactivity, distribution, depth, and mentoring are the basis for organizing the interaction of faculty with students in the process of implementing a holistic program of the core of pedagogical education. The results of the study allow us to conclude that the use of these principles is an effective basis for mastering professional competencies that allow teachers to successfully solve the problems of teaching, upbringing, and socializing children with a migration history. The identified principles are common to all disciplines and practices of the core of higher pedagogical education and become a guideline for selecting content when mastering professional, managerial, and research tracks of student learning.