The influence of socio-economic context on the professional worldview of teachers: a view of children from families in difficult life situations

the article is devoted to the urgent problem of forming the professional worldview of teachers working with children from families in difficult life situations (DLS). The article considers socio-economic factors influencing pedagogical activity, including the decline in the prestige of the profession and the need to adapt to new challenges. The article analyzes legislative and scientific approaches to defining the DLS category, as well as the features of psychological and pedagogical support for children from such families. The study revealed that the success of the educational process for students from families in DLS depends not only on the quality of education, but also on the teacher's ability to provide comprehensive support. Particular attention is paid to the development of methodological foundations for forming the professional worldview of a teacher, including axiological, competence-based and innovative approaches. The importance of value orientations, professional identity and empathy in working with this category of children is emphasized.

difficult life situation, professional worldview of a teacher, socially vulnerable families, children from families in difficult life situations, pedagogical support, educational process