READINESS OF THE TEACHER TO WORK WITH VICTIMIZED CHILDREN

Abstract

The research is aimed at exploring the readiness of teachers to work with victimized children. The aim was to identify the relationship between the teacher's readiness to work with victimized children and their personal and professional qualities. The research involved 85 primary school teachers and 85 people acted as experts to assess competence based on the method of rating "competent persons". A set of methods was used to research the personal and professional qualities of teachers: method of self-assessment of difficulties in interaction with victimized children, ranking of personal qualities that allow the teacher to interact with victimized children and influence their development, A. A. Rean's test "Motivation for success and fear of failure", D.A. Leontiev test of meaningful life orientation, self-actualization test by L.Ya.Gozman, "Test for the research of autonomy - personality dependence" by G.S. Prygin method for determining the individual measure of reflexivity by A.V. Karpov, V.V.
Ponomareva. Mathematical data processing was carried out using correlation analysis according to Spearman's r-test.
Analysis of the results of diagnostics of teachers' readiness to work with victimized children made it possible to draw a conclusion about the insufficient level of its development, which is expressed in the incomplete formation of the integrity of its structure, the uneven development of its individual components.
The features of the interrelationships of the parameters of readiness to work with victimized children with the professional and personal qualities of a teacher revealed as a result of the research made it possible to identify two problem areas, changes in which will make it possible to increase pedagogical readiness. This is the need for victimological training aimed at the formation of competencies in the area of identified difficulties and the development of subjectivity, which also acts as a condition for readiness to work with victimized children. A promising area of research is the development of programs for victimological training and the development of teachers' subjectivity.