Abstract
The article examines the issue of developing the culture of tolerance among future teachers in the context of globalization and cultural diversity of modern society. This culture is described as an important component of a teacher’s professional and personal development. The authors emphasize the special role of tolerance in the education system and its contribution to enhancing the culture of communication within the pedagogical process. The concept of tolerance is analyzed from an axiological perspective, and its place in the system of value orientations of future teachers is defined. Furthermore, the culture of tolerance is viewed as one of the key aspects of professional competence. The authors argue that tolerance is not merely endurance, but also the ability to understand and respect other cultures and viewpoints. The methodological basis of the study includes personality-oriented, humanistic, and axiological approaches. The empirical section presents the results of an experiment conducted among students of Korkyt Ata Kyzylorda University. A set of psychodiagnostic methods, including those developed by N.A. Boltyanova and O.A. Solovyova were used to assess participants’ tolerance levels, and the data were processed using the SPSS software. The findings revealed that most future teachers have an insufficiently developed level of tolerance. The article identifies the psychological and pedagogical conditions that contribute to the formation of a tolerance culture among future teachers and substantiates the importance of purposeful organization of this process.