Readiness of future teachers to the prevention and correction of bullying in the school environment
The article substantiates the defining role of the teacher in countering the manifestations of bullying in the school environment. The reasons for the insufficient efficiency of the work carried out in general educational organizations to solve this problem are explained. It proves the necessity of formation in the course of professional training in higher education of the future teachers’ readiness for the prevention and correction of bullying manifestations among schoolchildren. The components of the future teachers’ readiness for the prevention and correction of bullying in the school environment, as a holistic personal education (motivational-value, cognitive, operational-activity), and their components are determined. A questionnaire was developed and an empirical study of the readiness of future teachers for the prevention and correction of bullying manifestations was carried out. The survey data were analyzed, indicating the highest formation of the motivational component of readiness. The vast majority of future teachers recognize the importance of the task of counteracting the manifestations of bullying in the children's environment, which every teacher and class teacher must solve. However, the number of students who consider the problem of bullying to be the responsibility of parents is also significant, which indicates the need to form a motivational component of readiness in them. At the same time, the survey showed the need for future teachers to form a system of knowledge and ideas in this area, as well as the skills and abilities of practical problem solving. Based on the results of an empirical study, recommendations are presented on the formation of the readiness of future teachers for the prevention and correction of bullying in the school environment during professional training at the university.