Professional communication of future teachers in the context of transdisciplinary interaction: The level of formation and implementation specifics

Introduction. The article discusses the problem of professional communication of future teachers in a situation of expanding the multiprofessional field of future career. The purpose of the article is to identify the level of formation and features of the implementation of professional communication among future teachers in the context of transdisciplinary interaction. Materials and Methods. In order to achieve the purpose of the article, the authors used complementary research methods: theoretical (analysis of scholarly literature) and empirical: survey, pedagogical observation, expert assessment, self-assessment (reflection). The authors have developed and tested a toolkit that includes parameters, criteria, and qualitative characteristics of communication levels among future teachers in the context of transdisciplinary interaction. The study involved 85 women and 12 men aged 18-19 years. The data obtained were subjected to quantitative and qualitative analysis. Results. It has been found that the formation of professional communication of future teachers in conditions of transdisciplinary interaction corresponds to the average level – 43.30% and "below average" (25.77%); the features of the implementation of professional communication of future teachers in conditions of transdisciplinary interaction are revealed, groups of communication problems of future teachers are identified: ideological, organizational and psychological. Conclusions. Based on the results of the study, conclusions are drawn about the need to develop an interprofessional identity as students understand not only their role and responsibilities in the educational process, but also the responsibilities of other professional groups, as well as their willingness to act together in a situation of blurred, inaccurate professional responsibilities in connection with a new task.