Readiness of classroom teachers to implement an event approach in educational activities

The research problem and the rationale for its relevance. Improvement of educational work in general educational organizations is impossible without the mastery of class teachers of modern forms and methods of education, affecting the ideas, meanings and values of growing up. However, in practice the modernization of education is not carried out. Due to the fact that the activity of class teachers is complicated by the high intensity of pedagogical work, the need to combine educational work with lessons, the lack of organizational and methodological assistance from the school administration, etc. That is why the “event” approach, which does not take into account the value, moral and ethical potential of educational work with students, prevails in the upbringing of the school. One way to solve this problem could be to change the attitude of teachers to educational activities as a joint event-organized activity, which manifests the inner installation of the child and adult. The goal of research. Analyze the results of a survey of classroom teachers on their readiness to implement the event-based approach and identify prospects for the development of their professional skills using the potential of professional development courses. Methodology. The methodological basis of the conducted research is the event approach. The following methods were used in the research: questionnaire survey, analytical generalization, statistical processing of the received data, their quantitative and qualitative analysis. Results The article analyzes the essence of the event approach in education. The characteristics of the professional skill of the teacher (class teacher), implementing the event approach in the educational activity, on the basis of which the diagnostic tools were developed and the study was carried out. Analysis of the diagnostic results revealed a number of contradictions: between teachers' ideas about their own level of competence and the degree of satisfaction with the results of educational work; between the desire for personal development of the child and a negative perception of changes in relationships with children and their parents; between the focus on promoting self-determination and conscious self-realization of students in joint activities and using traditional forms and methods of educational activities. Therefore, the study has revealed that classroom teachers are not ready to implement the event-based approach. One of the resources for solving the identified problem may be professional development courses, the content and forms of activity of which, first of all, allow teachers to master the skills of organizing value and meaningful communication between adults and children; initiation and organization of co-existent communities and co-existence situations.