Competencies of teachers to form functional literacy of schoolchildren

The research problem and the rationale for its relevance. The scientific article deals with the current problem of teachers' readiness to organize an educational environment aimed at the formation of functional literacy of schoolchildren at the level of general education. It is suggested that ensuring the improvement of the teacher's competencies in the field of the formation of functional literacy of schoolchildren is due to changes in legislative documents in the field of education of the Russian Federation, in particular, in strengthening and concretizing the achievement of educational results in the development of the main educational program of general education in terms of the formation of meta-subject competencies, various components of functional literacy depending on the scientific and subject area. The goal of research is to identify the methodological foundations that allow us to determine the competencies of a teacher for the formation of functional literacy of schoolchildren at the level of general education on the basis of scientific data. The analysis of literature proves the relevance of the problem of teachers' readiness to form functional literacy of schoolchildren. The main result of the article is that within the framework of the ongoing study, the professional competencies of the teacher aimed at improving the studied type of readiness have been identified. Achieving the desired results of the educational process is determined by the level of professionalization of the teacher. It is proposed to consider a number of professional competencies of a teacher that contribute to the process of forming the functional literacy of schoolchildren. However, the idea of the universality of the designated competences for teachers realizing education at different educational levels and different scientific fields of academic subjects is put forward. It is noted that the universal nature of teacher competencies goes beyond the differential approach of professional competencies, which is currently widespread in science. The scientific novelty of the article consists in the fact that a certain set of professional competencies for improving the teacher's readiness to form functional literacy is proposed. The theoretical significance lies in the expansion of ideas about the readiness of teachers to form the functional literacy of schoolchildren. The practical significance lies in the applicability of the obtained results for designing the teacher's readiness for the formation of functional literacy. The results obtained open up prospects for further research.