Mechanisms of formation of the future teacher's professional readiness for value-semantic interaction with the student's family

effective communication and cooperation between classroom teachers and families play a key role in shaping a child's educational path. This scientific article examines the readiness of future classroom teachers for value-semantic interaction with the family of students; the conditions and forms of their effective preparation for professional activity. Special attention is paid to the family, school and child as subjects of the educational process. In the course of the research, we reveal the mechanisms of formation of professional readiness of students, future teachers, for value-semantic cooperation with the family, in which the set of professionally determined requirements for the personality of teachers is defined as professional readiness for teaching. Training includes various types of tasks aimed at developing the ability of a young teacher to independently design and implement the educational process; tasks related to management activities and diagnostic research. Through a comprehensive analysis of the problems and possible solutions, this article attempts to emphasize the importance of preparing future teachers for meaningful interaction with the student's family using various forms of education in the process of university training. In the current conditions of the formation of the Russian educational environment, we are witnessing the introduction of innovative practices that not only guide the development of pedagogy, but also revise its main tasks and content. One of the primary tasks is to train future teachers so that they have the ability to fruitfully interact with students' families, provide them with methodological and practical support in educating the younger generation. This is especially important because the family still retains its key role as a source of cultural heritage, traditions, and life experiences. The purpose of the article is to identify effective mechanisms for preparing a future teacher for value-semantic interaction with the student's family. The research methodology is based on the analysis of theoretical propositions. The theoretical basis is based on theories and concepts devoted to the problem of preparing future teachers for value-semantic interaction with the student's family. These research results have shown that the modern professional readiness of a young teacher is a personal, professional and practical experience. These qualities allow him to successfully implement pedagogical functions to ensure successful activities and contribute to the achievement of high goals in this profession. An important condition for the development of the competence of a young specialist is the unity of his theoretical and practical training. In conclusion, we find it important to prepare students, future classroom teachers, for value-semantic interaction with the student's family. The university program should provide future teachers with a set of necessary competencies that will help them further realize themselves in the profession.

value-semantic interaction, practical forms of education, pedagogical interaction, professional training