DEVEIOPING FUTURE TEACHERS’ READINESS TO CREATE A SAFE EDUCATIONAL ENVIRONMENT FOR ELEMENTARY SCHOOL STUDENTS IN TIMES OF CRISIS
DOI:
https://doi.org/10.35433/pedagogy.1(124).2026.12Keywords:
educational environment, safe educational environment, teacher training, emotional safety, future teachers’ readiness to create a safe educational environment for elementary school studentsAbstract
This article argues for the importance of preparing future teachers to create a safe educational environment for elementary school students as a key focus of teacher education reform. The relevance of this study stems from current crises, including military conflicts, social instability, and the increasing psychological strain on those involved in the educational process.
The essence of the concept of "future teachers’ readiness to create a safe educational environment" is explained as an integrative personal quality encompassing a system of knowledge, skills, competencies, and value orientations, as well as the capacity for reflection and self-regulation. The structure of readiness, which includes motivational, cognitive, activity-based, and reflective components, has been defined, and their interrelationships have been investigated.
In accordance with the structure of readiness, the following criteria have been identified: motivational-value-based, cognitive-content-based, activity-practical, and reflective-analytical. Approaches to understanding a safe educational environment have been analyzed, and its components–physical, psychological, social, and informational safety-have been described. The role of the elementary school teacher as an organizer of a safe and psychologically comfortable educational space is emphasized.
The organizational and pedagogical conditions for the effective development of future teachers’ readiness have been identified: developing the value-motivational orientation of future teachers toward ensuring a safe educational environment; updating the content of professional training to address issues related to a safe educational environment and crisis situations; utilizing innovative pedagogical technologies; organizing practice-oriented training for future teachers; and fostering a reflective mindset in future teachers. It has been demonstrated that the development of such readiness is a prerequisite for ensuring the psychological resilience of elementary school students and enhancing the effectiveness of the educational process in the face of crisis challenges.
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