ПОЛІКУЛЬТУРНІСТЬ ЯК СТРАТЕГІЯ ІННОВАЦІЙНОГО РОЗВИТКУ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ В УКРАЇНІ(ДОСВІД КАНАДИ)

In the article multiculturalism as a strategy of innovative development in higher pedagogical education in Ukraine has been viewed. The article aims to analyze and compare the contents of multicultural component in the curriculum of teacher training in Ukraine and Canada. The research methodology has included the use of theoretical and practical research methods. The essence of the concept of multiculturalism has been stated. The comparative analysis of multicultural component in the curriculum of teacher training in higher educational institutions of Ukraine and Canada has been done. The state of multicultural education in Ukraine has been outlined. The content of the subjects included in the teacher training curriculum for readiness to work in a multicultural environment has been considered. For example, National University «Lviv Polytechnic» has shown that in addition to mandatory subjects divergent courses entered in order to develop such competencies as: multiculturalism and the ability to appreciate diversity; an ability to work in a multicultural context; an ability and desire to work in a team; oral and written communication; an ability to apply knowledge in practice; understanding the cultures and customs of other countries; an ability to understand the structure of cultural systems. Multicultural teachers training in Canada includes the study of the nature stereotypes, their role in the formation of prejudice, racism, discrimination and conflict has been set. The content of teacher training has got two components: special (of subjects) and vocational has been pointed. The special role of a teacher in multicultural education in Canada has been emphasized. The importance of a teacher awareness of their own values, attitudes, perception of life and their own prejudices has been outlined. It is mentioned that extracurricular activity also plays an important role in the development of multicultural professional, as it is an important part of the educational process. In conclusion the author stresses that the accumulated global pedagogical practice potential solution to the multicultural education problem should actively be used. The issue of the general characteristics of multicultural education in modern school education in Ukraine has been defined among the prospects of further scientific studies.