FORMATION OF READINESS FOR COMMUNICATIVE INTERACTION THROUGH THE INCLUSION OF TEACHERS IN THE DEVELOPMENT OF JOINT PROJECTS

Abstract

The article presents results of a study on the problem of formation of teachers’ readiness for communicative interaction in the process of their inclusion in project activities. Currently, the education system is undergoing a transition to federal state educational standards of a new generation, requiring the introduction of new educational learning technologies. The formation of a teacher’s readiness for communicative interaction in the process of professional activity is most effectively carried out in conditions that stimulate such interaction. The communicative space of project activity, the involvement of the teacher in the development and implementation of pedagogical projects contributes to the formation of readiness for communicative interaction and the disclosure of their communicative potential. The need to solve this problem in the context of an educational organization is an urgent pedagogical task, both from a theoretical and practical point of view.