Family and School Partnership: Communicative Readiness of Future Teachers for New Challenges of Education

The relevance of the study is due to challenges that educational organizations face when interacting with families: a decrease in trust in school, conflicts in the educational environment, aggression against teachers. This leads to a decrease in the educational potential of educational organizations. The article raises the problem of professional readiness of students of pedagogical universities for productive interaction of an educational organization with families of pupils. The study aimed to determine the structure of the teacher's communicative competence and to formulate recommendations for the professional training of students of a pedagogical university in terms of mastering their communicative competencies. The study was conducted on the basis of Ulyanovsk State Pedagogical University named after I.N. Ulyanov with students of the Faculty of Pedagogy and Psychology majoring in psychological and pedagogical education. The authors applied the method of included observation, analysis of pedagogical experience, experimental work. The students' communicative competencies were evaluated based on the authorial vector methodology, Communicative Competence Profile; students' individual profiles were compiled using the polar score method. There are three components in the structure of the student's communicative competence: cognitive, professional activity, and emotional value ones. In each of them, criteria for evaluating students' relevant competencies were determined. When analyzing the results of the study, modeling, a graphical method, methods of mathematical statistics were used. Differences in the levels of indicators of communicative competencies of first- and fourth-year students were evaluated on the basis of the Mann-Whitney U-test. The study showed a positive dynamics in the formation of the components of students' communicative readiness, especially expressed in the indicators of the professional activity component. The increase in the level of competencies is due to the introduction of projectbased learning, interactive technologies, and communicative practices into the educational process, into the interaction between pupils and teachers, and pupils' parents. When studying at the university, it is important to analyze students' personal characteristics, evaluate their communicative competencies and the development of their professional orientation.

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