Problems and Prospects of Preparing Teachers to Work with Migrant Children: Domestic and International Experience

The article addresses current issues in preparing teaching staff to work with migrant children in the context of modern demographic transformations in Russia. The relevance of the study stems from the fact that in schools in large cities, the proportion of migrant children has reached 15-20 %.

The aim of the study is to analyse contemporary approaches to training teachers for work in conditions of cultural and linguistic diversity, and to develop recommendations for improving this system, taking international experience into account.

Theoretical research methods include: a systematic literature review, content analysis, thematic analysis, comparative analysis, systematisation and synthesis, and analysis of the regulatory and legal framework.

As a result of the study, a model for teacher training has been developed, incorporating diagnostic and programme components. Key competencies for teachers have been identified, a system of pedagogical support has been established, criteria for assessing the adaptation of migrant children have been developed, and a system for interaction among participants in the educational process has been proposed.

The scientific novelty of the study lies in its comprehensive approach to training teachers to work with migrant children. For the first time, foreign experience in educational strategies (Greece, SFRY, USA) has been systematised and adapted to Russian realities. Key challenges in children’s adaptation have been identified (language barrier – 70 %). Solutions include unified federal standards for teacher training, specialised online courses, a mentoring model, and methods for using digital tools to support language adaptation.

The practical significance of the study lies in the development of concrete recommendations for improving the system of teacher training. These recommendations can be applied in the educational processes of higher education institutions and in teacher professional development programmes.

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