MODEL OF RISK CULTURE FORMATION IN FUTURE PRIMARY SCHOOL TEACHERS

In addition to the educational function, the education system is also responsible for moral education and the formation of the information culture of students. These tasks are strategically important for any society, especially in the context of globalization, where information technologies are rapidly penetrating all spheres of life. The relevance of information culture issues in education requires in-depth academic study and the development of effective methods. The article presents a model for the formation of riskological competence of future primary school teachers, aimed at developing their knowledge, skills and abilities in the field of identification, analysis, forecasting and management of pedagogical risks. The model includes three stages: theoretical, practical and reflective. At the theoretical stage, students study the basics of risk theory and riskology, methods for assessing and predicting educational risks, and strategies for managing them. At the practical stage, they develop the skills to identify and analyze risks, develop risk management plans, implement these plans and evaluate their effectiveness. At the reflective stage, students assess their risk competence, analyze their teaching activities from the point of view of risk management and develop an individual self-improvement program.