Psychological and pedagogical conditions for the formation of future teachers' readiness to build partnership with the parents of students

Context and relevance. In the context of the modern educational paradigm, focused on the active involvement of parents in the educational process, the problem of preparing future primary school teachers for effective interaction with students' families becomes particularly relevant. Despite the recognition of the importance of parent-teacher partnership, researchers note a gap between the requirements of the standards and the actual readiness of graduates for this activity. Objective. To identify and systematize the psychological and pedagogical conditions for the formation of future teachers' readiness for effective partnership with students' parents based on a comparative analysis of modern national and foreign studies. Methods and materials. The work is based on a systematic comparative analysis of modern national and foreign research. The material for analysis comprised 32 scientific publications selected on the criteria of relevance to the topic, descriptions of specific training conditions, and availability in peer-reviewed journals. Results. A set of interrelated psychological and pedagogical conditions for the formation of teachers' willingness to work with parents has been identified and systematized. Conclusions. It is shown that the purposeful formation of future teachers' competence in building partnerships with parents is an important condition for improving the effectiveness of the educational process. It is recommended to shift the focus from theoretical training to the formation of practical communication skills through modeling real-world interaction situations and the use of digital technologies that take into account cultural diversity and psychological aspects of cooperation with families.