MAIN CRITERIA AND INDICATORS OF THE FORMATION OF DEONTOLOGICAL READINESS FUTURE TEACHERS TO INTERACT WITH DISADAPTIVE ADOLESCENTS

Abstract

The article analyzes the concept of “criterion”; the requirements to the criteria in pedagogical research are highlighted; the criteria of the formation of the deontological readiness of future teachers are considered. The author reveals the structure, criteria and indicators of the deontological readiness of future teachers to interact with disadaptive adolescents of various categories (students with special needs in psychophysical development (IDF), gifted adolescents, students who are brought up in dysfunctional, socially vulnerable and dysfunctional families, left without parental care, orphans, adolescents with deviant behavior, students-inophones, etc.). Justification of the main criteria and indicators of the deontological readiness of future teachers to interact with disadaptive adolescents allows us to determine its content (what to diagnose) and ways to evaluate the teacher's activity (how to diagnose); and the levels of formation of the desired readiness.