Formation of the "I" - concept of the future primary school teacher in the context of interpersonal interaction

Abstract

The article deals with the topical issue of professional and pedagogical training of the future teachers in the context of the development of "I"-concept of an educator based on the "subject-subject" paradigm and its analysis in the psychological and pedagogical literature. Attention is focused on the interpersonal interaction of subjects of pedagogical education. The essence of the "I"-concept as a relatively established system of knowledge, ideas, and experiences of an individual, which includes the spiritual "I", mental "I", social "I" and physical "I" is revealed. The importance of realization of teacher’s own professional self, which can be formed in the process of identification with professionally significant people, their manifestations in pedagogical activity, is emphasized. The results of the study of the problem of forming the readiness of future primary school teachers for interpersonal interaction in a situation of conflict between children and parents based on the principles of partnership pedagogy of the New Ukrainian School (NUS) are presented. Thus, the author's model (conceptual-purpose, content, technological, result blocks) and the corresponding technology (organizational-purpose, practical-activity, evaluation-reflexive stages) were developed. The generalized results of the experiment on the formation of students' readiness for interpersonal interaction in the situation of conflict between children and parents in the personal, motivational, and evaluative sphere, which involves the creation of a system of professional relations, are considered. Quantitative and qualitative analysis of the results of the pedagogical experiment indicated a steady trend towards growth in the studied readiness of future teachers, which confirms the effectiveness of the proposed author's model and the technology of its formation.