DOI: 
http://dx.doi.org/10.15293/1813-4718.2106.05
UDC: 
373.3/.5+316.6
Zhurba Natalia Nigmatullovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department Upbringing and Additional Education, Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators, zhurba@mail.ru, Chelyabinsk
Zadorin Konstantin Sergeevich
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department Upbringing and Additional Education, Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators, zadorinks@mail.ru, Chelyabinsk
Idiatullina Lilia Evgenievna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department Upbringing and Additional Education, Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators, liliya_idia@mail.ru, Chelyabinsk
Kislyakov Alexey Vyacheslavovich
Кандидат педагогических наук, Docent, Head of Department, Chelyabinsk Institute of Personnel Development and Continuing Education, kislyakov_a@mail.ru, Chelyabinsk
Shcherbakov Andrey Viktorovich
Кандидат педагогических наук, Candidate of Pedagogical Sciences, Associate Professor, Senior Researcher of the Department of Education and Further Education, Chelyabinsk Institute of Retraining and Further Training of Education Workers, Chelyabinsk Institute of Retraining and Further Training of Education Workers, upravka74_z@mail.ru, Chelyabinsk

Formation of the Readiness of Classroom Teacher to Organization of Problem-Value Communication with Students in the Conditions of Implementation of the Working Program of Education

Abstract: 
The article is devoted to the problem of the class teacher’s readiness for problem-value communication with pupils as one of the factors of the effectiveness of educational activities. High demands for the moral and ethical component of the modern young generation require the teacher to pay attention to the transmission of socially significant knowledge and the formation of value attitudes towards oneself, others and the world. One of the tools for understanding and forming value orientations is problem-value communication. Such communication can be organized, first of all, in the class team. The authors of the article believe that the readiness of the class teacher to organize problem-value communication with pupils the requires special training using potential of formal and non-formal education. The purpose of the article is to substantiate and describe the essential characteristics of the formation of the readiness of the class teacher to organize problem-value communication with pupils. Methodology. For methodological substantiation, the authors rely on axiological, systemic and event-driven approaches. Results. The research results are in the characteristics of the components of readiness and the conditions for its formation by means of formal and non-formal education. Also described are subjective factors that negatively affect the formation of readiness to organize problem-value communication with pupils.
Keywords: 
readiness, non-formal education, additional professional education, cinema pedagogics, problem-value communication, professional skill, teacher as an educator, classroom teacher
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References: 

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