Problems in Managing Teacher Training for Preventing Destructive Behaviour of Schoolchildren in a Unified Educational Environment

Aim. To consider the systemic difficulties that arise in the process of training and professional development of teachers in the field of prevention of destructive behaviour among students.

Methodology. The key method of the study was the analysis of scientific and pedagogical literature, aimed at both studying the gap between the theoretical basis of teacher training to prevent destructive behaviour among schoolchildren, practical challenges that are observed in educational organsations and identifying the problems of coordination within the framework of a unified educational space and the lack of management strategies in this area.

Research results. The analysis of scientific works carried out helped to identify the main problems associated with the management of the process of preparing teachers for activities aimed at prventing destructive behaviour among students, which made it possible to formulate and substantiate the identified problems in the management of teacher training such as fragmentation and lack of systematicity in management, a gap between theory and real practice, problems of interinstitutional interaction, difficulties in integration into a single educational space, difficulties in interaction with parents and social services.

Research implications lie in understanding the existing problems in the training of teachers in the field of detecting and preventing factors of destructive behaviour among children and young people using educational resources that can be actualised in a unified educational space.

Conclusions. In the course of the study, the need to revise the system of management of training of pedagogical personnel is emphasized, the main vectors of development of which should be the development of a unified training program, the creation of a single digital bank of methods and cases on the prevention of destructive behaviour, available to every teacher, the transition to practice-oriented training modules (simulations, supervision, analysis of real incidents), the introduction of courses on cybersecurity and digital psychology in the mandatory block of training, the promotion of interdisciplinary teams in schools, where the manager (principal) acts as a coordinator of interaction between teachers and external services, the creation of conditions for effective interaction with parents and social services.

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