Increasing the professional competence of teachers who interact with parents who demonstrate patterns of nonconstructive behavior

The article analyzes the issue of improving the professional competence of teachers from schools in difficult social conditions. The problem of establishing partnership relations between the school and the family is noted, in which parents show ineffective models of education, harmful to the full development of the child's personality. The goal is to justify the selection of content, forms, and methods of professional development that promote the mastery of school teachers of technologies of interaction with parents who demonstrate patterns of unconstructive behavior. The review of scientific research that reveals the importance of social partnership between school teachers and children's parents is carried out. Publications devoted to the issue of improving the competence of teachers in the aspect of interaction with the family are analyzed. The methodological basis of the study is the provisions of cultural-historical and andragogical approaches. They emphasize the importance of constructive influence of social institutions (family and school) on child development and describe the psychological and pedagogical basis for improving the professional competence of teachers when working with the family. The description of the results is linked to the characteristic of the content and organizational aspects of the implementation of the discipline “Family Psychology”, adapted to the needs of teachers from schools with a complex social background. Technologies included in the discipline of teachers' work with the problem family are described, including diagnostic, preventive, corrective, educational, and mediative. Scientific novelty lies in the identification of relevant approaches to improve the competence of teachers interacting with problem parents, which enrich the substantive and procedural aspects of additional professional education. The practical significance of the presented results lies in the possibility of their application in the professional development and retraining of teachers. The resources and limitations in the application of the proposed solutions are discussed and their effectiveness is substantiated.