Analysis of the teacher's readiness to organize joint activities of schoolchildren

the article examines the key role of teachers' readiness to organize joint activities of schoolchildren as an important condition for successful education and comprehensive personal development of students. The author identifies several components of this readiness, including cognitive-activity, operational, axiological, motivational and personal aspects. In the context of rapidly developing digitalization, attention is focused on the importance of creating an open educational environment that would meet the needs of students, promote their socialization and self-realization. One of the central themes of the work is the need to bridge the gap between educational methods focused on knowledge transfer and the actual needs of students for independence and adaptation to modern living conditions. To do this, it is proposed to return to the classical principles of activity-based pedagogy, in which the joint participation of both teachers and students in learning processes would be more significant. However, in practical terms, the teacher survey reveals existing problems, such as the lack of teachers' willingness to implement an activity-based approach, which most often leads to a reduction of teamwork to standard educational activities without taking into account individual goals and analyzing the results. Teachers face difficulties in activating students, who often do not take the initiative, and this is due to many factors, including high workload and lack of time.

upbringing, teacher readiness, organization of joint activities, social optimism