Teacher readiness for the formation of functional literacy of schoolchildren in accordance with the updated federal state educational standard for general education

The research problem and the rationale for its relevance. The problem of teachers' readiness to form and develop functional literacy of schoolchildren is dictated by the requirements of the time, as well as regulatory documents, such as the Federal State Educational Standard of General Education and the Federal Educational Programs. The article presents personal and meta-disciplinary competences, formation of which is a compulsory component of schoolchildren's mastering of the Federal Educational Program of General Education. The quality of schoolchildren learning is correlated with the level of professional skills of a teacher, his/her readiness to design and organize an educational environment, focused on the formation of the educational quality criteria indicated in the normative documents, namely, the formation of functional literacy. The present research is devoted to resolving the following contradictions: - between the need to form and develop schoolchildren's competencies in the aggregate constituting functional literacy of schoolchildren as a condition of continuous self-education and the lack of teachers' readiness to solve this problem; - between the need to improve the professional readiness of teachers to form and develop functional literacy schoolchildren, as well as the lack of development of this problem in pedagogical theory (structure of the readiness of the teacher to professional activities). The review of literary sources, indicating the development of the problem was carried out. The methodological basis of the research is the activity approach presented by S. L. Rubinstein, L. S. Vygotsky, A. N. Leontiev. Therefore, the research problem is determined by the need for detailed analysis and structuring of theoretical and methodological foundations for the formation of professional readiness of the teacher to design the educational environment in the formation and development of functional literacy schoolchildren. As the results of the research a number of competencies that form functional literacy are proposed and their detailed characteristics are presented. Theoretical relevance of the research lies in the presentation of teacher readiness for the formation and development of functional literacy of schoolchildren in the educational environment of all subjects of professional activity of all levels of education. It is assumed that the results of the research have practical relevance and will provide methodological assistance to teachers. The conclusions of the research are presented in the conclusion.