Experience in researching the readiness of a classroom teachers to the implementation of social and learning competencies

Introduction. The analysis of normative documents which regulating the sphere of education indicates the importance of social and educational functions in the activities of classroom teachers. For the successful implementation of these functions, class teachers must have the appropriate competencies. The purpose of the work is to determine the level of formation of social and learning competencies among potential (students) and actual classroom teachers in the Sverdlovsk region, and to offer recommendations for organizing their professional and post-professional training on the basis of a pedagogical university. Materials and methods. The empirical study was carried out in three stages: at the first stage, through testing (n=528); on the second – through the method of scaling subjective assessments of readiness for the implementation of the main areas of socio-pedagogical activity of the classroom teacher (n=2356); on the third – through a survey of students (n=438) about the implementation of their functions by class teachers. Base of research: Ural State Pedagogical University (Russian Federation) Research results. As a result of the first survey, it was revealed that the level of development of knowledge about the methods of socio-pedagogical activity based on an individual approach, especially towards children and adolescents with developmental disabilities, among class teachers is extremely low – only 7%. The second survey showed that the activity component of socio-pedagogical competencies was formed at the “below average” level in social prevention, social rehabilitation and human rights content areas. In the process of the third study, it was determined that organizational-coordinating and information-communicative meaningful areas of activity prevail in the work of class teachers. And in fact, the analytical and prognostic, social and preventive, social and rehabilitation and human rights areas are not represented. Conclusion. Based on the results, recommendations were developed on the organization of professional training of class teachers on the basis of a pedagogical university.