Keyword: «pedagogical interaction»

The article examines the socio-psychological factors influencing the development of the communicative and interactive competence of future teachers in the context of digitalization of education. The urgency of the problem related to the changing forms of professional interaction and the increasing complexity of social communications is emphasized. The article reveals the features of competence formation through the processes of student adaptation, group dynamics, the formation of empathy and the development of value orientations. The novelty of the research lies in an interdisciplinary approach combining social psychology and pedagogical practice. The practical significance lies in the possibility of using the findings in the design of educational programs for the training of teaching staff.

The article reveals the role of a teacher's emotional intelligence in shaping students' learning motivation in a modern school. The relevance of the topic is related to the increasing emotional stress, digitalization, and complexity of the educational environment. The article analyzes theoretical approaches to emotional intelligence, its components, and their impact on students' engagement and activity. Special attention is given to the emotional climate in the classroom, pedagogical communication, and the emotional design of lessons as tools for increasing students' cognitive interest. The article also explores ways to develop a teacher's emotional competence in professional training. It is emphasized that a teacher's high level of emotional intelligence contributes to creating a favorable environment, internal motivation, and successful personal development of students.

The article examines the transformation of the image of an ideal teacher in the perception of modern schoolchildren – representatives of the digital generation. The relevance is associated with a change in the educational paradigm, digitalization and a change in the social demand for teachers. The purpose of the work is to analyze the key characteristics of an ideal teacher of the 21st century with an educational function. Based on the research (O. V. Korshunova, E. A. Petrova, N. M. Shishulina, and others), the components of the image are identified: emotional intelligence, ability to dialogue, professional competence, justice, and moral character. The contradiction between traditional expectations and new requirements (digital literacy, working with clip-based thinking) is emphasized. Conclusion: the modern ideal teacher is not a knowledge transmitter, but an evolving authority and mentor who builds subject-subject relationships.