PREPARING A LITERATURE TEACHER FOR PEDAGOGICAL ACTIVITY IN A MULTICULTURAL EDUCATIONAL SPACE

The research undertaken is devoted to the problem of training future teachers in the field of literature in the light of the achievements of modern comparative literary studies. The article proves the methods of comparative poetics of different literatures, which are mastered in the classroom for the professional philological and pedagogical activity of teachers. Our study confirms that a comparative approach to the study of the poetics of works by Russian and Tatar writers allows future specialists to understand better the multiplicity of Russian literatures, their uniqueness, to understand complex issues of identity and national identity. Thus, the comparison of genres on the material of the romantic passage in nineteenth-century Russian poetry and the eastern genre of kitga leads to the fact that future teachers better understand the differences in the genre nature of the works compared. Understanding the basics of comparative literary criticism by future teachers has undeniable value: through them the specialist deepens his knowledge of Russian and native (Tatar) literatures, revealing the ways of their coexistence. In the future, this contributes to the development of students' reading interests, the expansion of their "expectations' horizon" and artistic representations. The use of methods of comparative poetics of different literatures in the preparation of future teachers of literature in a polyethnic audience makes it possible to bring up a person who is ready to successfully integrate into the modern sociocultural space in conditions of bi-, polylinguism, the intensity of intercultural and interethnic contacts and dialogues. (C) 2018 Published by Future Academy www.FutureAcademy.org.UK