A structural and functional model for the formation of future teachers’ readiness to prevent school bullying

Abstract

Currently, educational organizations are focused more on the learning process and therefore educational work requires increased attention. Bullying prevention should become a mandatory part of the educational process at school. Therefore, one of the main tasks of higher pedagogical education is to prepare highly qualified teachers for the prevention of school bullying whose competence must meet the requirements of the anti-bullying bill. The article presents a structural and functional model of the formation of future teachers’ readiness for the prevention of school bullying, which is part of the dissertation. The model consists of four interrelated blocks: targeted, theoretical and methodological, procedural and methodological, and evaluative and effective. Each block implements a specific function and combines modern pedagogical approaches and regulatory requirements of the Federal Law “On Education in the Russian Federation”. Organizational and pedagogical conditions, methods and forms of implementation of the process of readiness formation are proposed. The model provides future teachers with the knowledge, skills and personal qualities necessary for effective prevention of school bullying.