Сompetence of Pedagogical Partnership: Implementation Strategies in School Practice

The article addresses the issue of building effective partnerships between teachers and parents in general secondary education institutions. According to the professional standard “Teacher of a General Secondary Education Institution” one of the key components of a teacher’s professional competence is the ability to engage in meaningful pedagogical partnership with all participants in the educational process. However, in practice, establishing constructive dialogue between teachers and parents often encounters numerous challenges, including mismatched expectations, low levels of mutual trust, limited communication skills among participants, and broader societal trends toward the polarization of opinions. Social media play a significant role in intensifying such conflicts, having become a platform for active – and frequently confrontational – discourse between parents and educators. The study includes a content analysis of public discussions, highlighting recurring claims and mutual accusations. It identifies typical models of parental behavior that teachers must address, such as partner-oriented parents, aggressive parents, overly dependent or passive (infantile) parents, and those who shift responsibility for upbringing onto the school. The article outlines key problem areas in teacher-parent interaction: lack of open communication, teacher-dominated monologic interaction styles, absence of a unified child-rearing strategy, and conflicting expectations. To foster effective pedagogical partnerships, the article proposes a number of practical measures: organizing regular parent meetings in the format of workshops and interactive discussions; developing mechanisms for reconciling different viewpoints (e.g., agreements, rules of interaction); and initiating teacher-led activities aimed at enhancing the pedagogical culture of parents.