FORMATION OF SOCIO-PROFESSIONAL RESILIENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF CONTEMPORARY SOCIAL CHALLENGES AND THE DIGITAL TRANSFORMATION OF EDUCATION

Abstract

The article examines the problem of the formation of socio-professional resilience of future primary school teachers in the context of contemporary social challenges and the digital transformation of education. The relevance of the study is determined by the growing requirements for the professional training of teachers and the need for their ability to act effectively in conditions of uncertainty, rapid social change, digitalization of the educational environment, and the implementation of innovative pedagogical technologies.

A theoretical analysis of scientific approaches to the interpretation of the concept of socio-professional resilience in the context of pedagogical activity is carried out. The essence of this phenomenon is defined as an integrative characteristic of the personality of a future teacher that reflects the ability to maintain the effectiveness of professional activity, psychological balance, and readiness to constructively overcome professional difficulties in the dynamic conditions of the educational environment.

The structure of socio-professional resilience of future primary school teachers is substantiated. It includes motivational-value, cognitive, emotional-regulatory, and activity-practical components. Their content characteristics and role in ensuring the readiness of future teachers for professional activity in the context of the digital transformation of education are revealed. Particular attention is paid to the importance of developing professional motivation, a system of pedagogical knowledge, emotional self-regulation skills, adaptability, and the ability to effectively use modern digital tools in pedagogical practice.

It is concluded that the formation of socio-professional resilience of future teachers is an important condition for their professional readiness, successful adaptation to the educational environment, and ensuring the quality of the educational process in primary school.