Psychological and Pedagogical Support of Developing the Social Responsibility of the Future Teacher

Aim. The article examines the role of psychological and pedagogical support in the process of formation of social responsibility among future teachers. The purpose of the article is to explore the significance of the development of social responsibility in the modern educational context and to identify the key aspects that contribute to its successful formation among students of pedagogical universities.

The article presents practical methods aimed at integrating the topic of social responsibility into curricula, organizing dialogue and reflection among students, as well as developing empathy and interpersonal communication skills. The importance of active interaction between teachers, mentors and students in the process of forming socially oriented values is emphasized.

The results of the research are based on the analysis of psychological and pedagogical approaches to the development of social responsibility. Particular attention is paid to the methods and strategies of psychological and pedagogical support, which contribute to the effective implementation of this concept in educational practice.

Conclusion. The text presents valuable recommendations and practical solutions for the organization of psychological and pedagogical support, which contributes to the effective formation of social responsibility among future teachers. The results of the study are of practical importance for the pedagogical community and educational institutions striving to train highly qualified and socially responsible specialists.

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