THE ANDRAGOGIC APPROACH TO COOPERATION OF FUTURE TEACHERS WITH JUNIOR SCHOOLCHILDREN'S PARENTS

Natalia A. Biryukova¹*, Svetlana A. Domracheva², Ilghiz M. Sinagatullin^3
1 Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA,
biryukova316@gmail.com
² Assoc. Prof., Faculty of Pedagogy and Psychology, Mari State University, RUSSIA,
domrachev70@mail.ru
³ Prof., Faculty of Pedagogy, Birsk Branch of Bashkir State University, Russia
siniledu@gmail.com
*Corresponding author

Abstract

In the modern school the need for effective interaction between teachers, children and parents becomes a topical issue. Teachers should be able to interact with parents to create an educational environment and improve the quality of education. The willingness of a teacher to interact with junior schoolchildren's parents is a professionally significant quality of their personality. The article presents the results of a study into prospective teachers’ readiness to interact with junior schoolchildren's parents.  The results show that half of the students don’t have the skills of cooperation; they have difficulties in communicating with parents as adults. Thus, an effective solution is the implementation of the andragogical approach to preparing prospective primary school teachers. Andragogy should become an essential component of teacher education, as it facilitates the acquisition of knowledge and skills required for successful work with adults. The authors discuss the possibility of using andragogical ideas and technologies to develop prospective teachers’ professional competence in the interaction with junior schoolchildren's parents.

Keywords: andragogy, schoolchildren's parents, cooperative skills, teacher education