Developing future teachers’ working skills in a cohesive pedagogical team at school

Introduction. Professional development of cohesive pedagogical teams is becoming an important aspect of modern school management which is supposed to prepare the new generation for environmental, technological and social changes and challenges. Pedagogical education should be transformed to meet these requirements and form due skills demanded on students – future teachers, including skills of working in a collective body, in a team. Developing skills of working in a cohesive pedagogical team is actualised in future teachers’ training. The skill of working in a school team ensures the effectiveness of the teacher’s activity as a representative of a cohesive team. The application of new technologies for the development of working skills in a cohesive pedagogical team is the key to efficient training of future teachers and their professional creativity. The aim of the work is to elaborate on the technology of developing future teachers’ working skills to be applied in a cohesive pedagogical team at school and its approbation. Materials and methods. A total of 468 students of the State University of Education (Russian Federation) mastering the profile “Pedagogical education” took part in the experimental survey. To evaluate the effectiveness of the technology for developing future teachers’ skills of working in a cohesive school team, the authors used the integrative methodology of O’Neill et al., M. Havenga et al., M. Thurlings et al., A.M. Nejad et al. in the form of an evaluation matrix and A.N. Lutoshkin’s methodology “What kind of team we have”. Mann-Whitney U test was used for statistical analysis of the results. KEYWORDS Results. The technology of developing due skills of future teachers’ work in a cohesive pedagogical team includes: joint goal setting, prioritisation of tasks, setting the work team composition; intensification of team tasks; monitoring, evaluation and teamwork reflection. The effectiveness of the developed technology was confirmed experimentally (Uemp= 564.5; p≤0.01). Conclusion. The novelty of the study lies in the development of a strategy, technological stages and diagnostic tools for assessing the development of future teachers’ skills of working in a cohesive school teaching team, as well as in identifying the skills necessary for successful work in a cohesive school teaching team (conflict management, role distribution, strategy and planning, team monitoring, goal achievement and coordination of efforts, contribution and trust, constructive interaction, etc.).