Keyword: «readiness»

Since the introduction and effective functioning of reconciliation services is considered as an opportunity and prospect for the creation of a comfortable and safe school environment, and the teacher's behavior in conflict, his/her attitude, competence, readiness to use modern techniques and approaches largely determine the effectiveness of resolving conflicts that arise in the school environment, we believe it necessary to focus on the purposeful preparation of students for the implementation of measures to resolve conflicts within the practice of a restorative approach. The purpose of the article is to analyze the preparedness of students - future teachers to resolve school conflicts using mediation technologies with the subsequent development of schemes for improving training, filling the main components of training with content. Target category – third- and fourth-year students, "Pedagogical education" and "Psychological and pedagogical education" areas of training, who consider work at school as a possible prospect for them. Research methods: theoretical (analysis of psychological and pedagogical literature on the research problem), empirical (questioning, testing, ascertaining experiment). It is urgent to develop proposals for improving the preparation of students - future subject teachers for resolving school conflicts using mediation technologies in the unity of four components. At the level of the cognitive component, it is important to give students knowledge in the field of mediation practices - first of all, within the framework of studying the disciplines of the psychological module, as well as when students take part in the work of various workshops, master classes, seminars, etc. To form readiness at the level of emotional-volitional, motivational and behavioral components, it is advisable to use trainings, work with cases, modeling situations with an emphasis on the practical component, as close as possible to practical work, in some cases – taking part in the real pedagogical work.

In Russia with its multinational population, the relevance of theoretical and practical study of the conditions for multicultural education of children in preschool educational organizations is due to the need to develop the national community of Russian citizens. The problem of the formation of ethnic tolerance and interethnic communication takes an important place among many problems associated with preschool education. The renewal of modern Russian education should be accompanied everywhere by an intensive search for ways to improve the pedagogical process in a multicultural educational environment. Pre-school education, aimed at solving the problem of the formation of ethnic tolerance among older preschoolers in a multicultural educational environment, is an integral part of this process. The modern system of Russian education needs now teachers who are able to resolve interethnic related conflicts in order to eliminate national isolation, interethnic tension and to prevent the aggravation of ethnic phobias among preschool children, which directly depends on the formation of ethnic tolerance between peers by teachers in preschool educational organizations. This factor determines the importance of teachers' readiness to develop ethnic tolerance in older preschoolers. The purpose of our research is to work out and test in practice a model of the readiness of the future teacher of preschool education to develop ethnic tolerance in older preschoolers. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (experiment). The theoretical significance of the study lies in the fact that it reveals the importance of the development of ethnic tolerance in older preschool children; clarifies the concept of teachers' readiness for the development of ethnic tolerance; describes the structure and content characteristics of the readiness of the future teacher of preschool education for the development of ethnic tolerance; a model is developed to increase the level of readiness of future preschool education teachers for the development of ethnic tolerance among older preschool children. The practical significance is in determining the psychological and pedagogical conditions for the formation of the readiness of future preschool education teachers to develop ethnic tolerance in older preschoolers. The developed model can be used in the process of professional development of teaching staff through institutes of advanced training.

The article examines the professional communicative competence of military university cadets as part of the future military pilots’ readiness for professional interaction in a foreign language. The author describes the structure of communicative competence, which includes linguistic, sociolinguistic, social, discursive and strategic competences.

The article examines the features of readiness for family life among modern youth, the problem of attitudes towards the parental role of minors with social maladapted, as well as methods of forming attitudes towards responsible parenting in maladapted minors.

The article reveals various approaches of scientists and teachers to form the motivation and readiness of a future history teacher to form educational motivation in schoolchildren, and also presents the results of an experiment proposed to students in order to clarify their students' ideas about what kind of teacher's activity in the classroom, in their opinion, contributes to the formation of cognitive interest in the subject and cognitive activity of schoolchildren towards learning in general.