Abstract:

The article outlines the relevance of the problem of forming the readiness of primary school teachers to ensure effective interaction, which is caused by dynamic changes in the reformation processes in Ukrainian education, which have a significant impact on the quality of the provision of educational services, the relationship of participants in the educational process.

The results of the online survey, which took place at the initiative of the Ministry of Education and Science of Ukraine, the EU Program «Let's Direct Together» and the «Learning Together» project within the communication campaign «New Generation of Teachers» with the support of the Ministry of Foreign Affairs of Finland, were demonstrated.

Emphasis is placed on the fact that the Professional Standard specifies the requirements for the primary school teacher to master modern technologies and forms of organization of the educational process, promotes his effective activity in modern conditions.

The results of scientific research on the content of the concepts «readiness», «partner interaction», «effective interaction» are partially highlighted. Some labor functions, professional competencies in accordance with the professional standard regarding «Partner interaction with participants in the educational process» are revealed.

The components of the structure of the primary school teacher's readiness for effective interaction are singled out, such as: value-motivational, cognitive-operational, reflexive-prognostic. Significant qualities that significantly affect the effectiveness of interaction are identified, such as: the teacher's humanistic orientation, awareness of the importance of solving the problem, the teacher's orientation to the child's personality, a high level of empathy. It is noted that effective interaction is a necessary condition of the educational process; the formation of professional competences in accordance with the professional standard leads to qualitative changes in the readiness of the primary school teacher for effective interaction.

It was concluded that the primary school teacher's readiness for effective interaction is a multi-component professional and personal component, the content of which includes the integration of value, cognitive, constructive, reflective components, which is determined by the peculiarities of the specialist's pedagogical activity and is the result of his long-term professional experience, training and professional development.

Keywords: readiness, effective interaction, partnership interaction, primary school teachers, participants in the educational process.

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