METHODOLOGY OF DEVELOPING FAMILISTIC CULTURE IN PRE-SERVICE PRIMARY SCHOOL TEACHERS

Abstract

This article presents a comprehensive theoretical and empirical investigation into the development of familistic culture among pre-service primary school teachers. The study explores the role of teacher identity, cultural competence, and the integration of family values in teacher education programs. Using qualitative and quantitative methods, including phenomenological research, interviews, and pedagogical experiments, the research highlights the effectiveness of a specialized methodology in fostering values, attitudes, and behaviors aligned with familial and cultural integrity. The results confirm that targeted interventions in teacher training programs significantly enhance future educators’ awareness of family roles, emotional intelligence, and social responsibility. The study emphasizes that integrating familistic culture into pedagogy contributes to the holistic development of pre-service teachers and their ability to cultivate inclusive, value-oriented classroom environments. This methodology offers a culturally responsive approach to teacher preparation that aligns with global educational challenges and promotes family-school-community partnerships.