Theoretical foundations for identifying the components of teamwork experience among secondary vocational education students

The article substantiates the importance of the teamwork experience formed among students of secondary vocational education for their future professional activity. It proposes an interpretation of teamwork as a special type of relationship defined by common values for team members, which take the form of motives for joint activities carried out through effective communication, coordinated efforts, agreed-upon distribution of roles, mutual support, and complementarity of team members' competencies. It is substantiated that the scientific provisions 1) on team interaction as a special type of relationship; 2) on the competencies of team interaction and other concepts that reflect the specifics of working in a team, the content of which is revealed through knowledge, values, and motives, as well as ways of joint action; 3) on various types of interaction experience, the component structure of which is revealed in the combination of cognitive, motivational-value, communicative, and practical characteristics that manifest themselves in people's joint activities, serve as the theoretical basis for identifying the components of the experience of team interaction among secondary vocational education students. The article highlights the cognitive, motivational-value, communicative, and activity components of the experience of team interaction among secondary vocational education students. It is revealed that the cognitive component accumulates the system of students' knowledge and perceptions, ensuring a reflective understanding of the interaction process; the motivational and value component includes values that take the form of students' interaction motives in a team environment; the communicative component involves a dialogical orientation of the individual in communication, ensuring effective team cooperation; and the activity component encompasses skills related to interaction during teamwork.