Functional and Structural-level Characteristics of Teachers’ Readiness to Prevent Social Exclusion among School Children

The article presents the author’s understanding of the phenomenon of a teacher's readiness to prevent social exclusion among school children based on the methodology of a holistic approach to understanding pedagogical phenomena. The worldview, regulatory, and transformative functions of the studied readiness have been identifi ed. The structure of readiness includes axiological, communicative, and methodological components, and the criteria and signs of each component's formation are described. The characteristics of teachers' readiness levels for preventing social exclusion among school children are provided. It is noted that the results of this research can be used to develop a model for the process of forming teachers' readiness to prevent social exclusion among school children in a pedagogical university.