ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ГОТОВНОСТІ ДО РОБОТИ З БАТЬКАМИ УЧНІВ З ВИКОРИСТАННЯМ КОУЧИНГОВИХ ТЕХНІК

Abstract

One of the components of a teacher's readiness for professional activity is his mastery of various educational and upbringing technologies. Coaching techniques develop the potential of people and teams on the basis of subjectivity, reveal the inner potential of the individual, contribute to the achievement of pre-agreed goals, self-generation of optimal ways and methods of achieving goals, self-assessment, monitoring and monitoring tasks, change behavior patterns, implement educational process. In terms of improving the preparation of future elementary school teachers in partnership with parents of primary school children, we pay attention to the use of coaching technologies in the work of teachers with parents and in vocational education. Coaching technology is new for future elementary school teachers, as it is practically not used in work with younger students. However, in working with parents of students, this technology is effective in terms of taking into account the peculiarities of interaction with adults who already have some life experience. The advantage of using coaching technology in working with parents of elementary school children is that it helps adult participants in the educational process to independently determine the goals of activities, quickly find ways to solve difficult situations in the upbringing and development of children based on their own experiences. The article reveals the components of the readiness of primary school teachers to work with parents of primary school children (value- motivational, cognitive, activity-operational and reflective) and gives examples of the use of coaching techniques (transformational conversation, "Cartesian questions"), case studies, R. Dilts ", method" SWOT ", techniques" What if? ") In teaching students of pedagogical specialties in order to achieve professionalism of teachers in further communication with participants in the educational process. Further research should be aimed at detailing the topics of educational and life situations that will inevitably arise in the pedagogical career of working with parents.