DIAGNOSIS OF FUTURE SOCIAL EDUCATORS AND PRIMARYSCHOOL TEACHERS READINESS TO PROFESSIONALINTERACTION
Authors: Velykzhanina Daria 
Published: January 2025

Introduction: Nowadays education focuses its attention and efforts on the childʼs personality comprehensive harmonious development, its successful socialization, the formation of key competencies for life. The realization of these educational goals starts in primary school with the students’ involvement in the multifaceted process of learning, development andsocialization. In general secondary education institutions, the solution of topical educational tasks is provided by a pedagogical team of professionals, in particular primary school teachers and social educators. The result of achieving the goals of modern education depends on theirprofessional interaction, competence and motivation. Aim of the study: The identification of the future social educators and primary schoolteachers readiness levels for professional interaction in general secondary education is the aim of the study. Research method: The study was conducted among students majoring in 231 Social Work and 013 Primary education, who receive the first (bachelorʼs) level of higher educationat the Municipal Institution of Higher Education «Khortytsia National Educational Rehabilitation Academy» of Zaporizhzhia Regional Council. The study used the method of higher education diagnostic examination. Research results: The study involved 78 students majoring in 231 Social Work and 013 Primary Education, who receive the first (bachelorʼs) level of higher education. During the analysis of the essence of future specialists readiness for professional interaction, its indicators were determined, including professionally significant future specialists personal qualities,communicative skills, professional motivation and abilities, knowledge of the teachers’ professional activity specifics. The analysis of the data obtained during the study shows the students’ positive professionally significant personal majority qualities’ formation, including: neatness,professional literacy, organization, activity, responsibility, friendliness, justice, ability to speak, sensitivity, creativity, cheerfulness, and diligence, initiative, communication. Such future teachers’ personal characteristics as energy, balance and outlook breadth need to be developed. A significant number of students (85,3%) have a high and sufficient communicationskills level. There is also a group of students (16,7%) whose communication skills and abilities need to be developed. Positive attitude to professional activity and the presence of effective professional communication abilities were found in 46,2% of respondents. Unstable and weak motivation to perform professional activities was recorded in 41% of respondents, and passivity in pedagogical interaction in 12,8% of respondents. Many students (44,9%) have knowledge of the peculiarities of the other pedagogical specialists work at a high and sufficient level. But themajority (55,1%) of students have medium and low levels of awareness of the social educators and primary school teachers specifics activities.Conclusions: The presented research results testify there is a need of purposeful pedagogical influence on the future social educators and primary school teachers professional training for productive professional interaction at school.