PSYCHOLOGICAL ASPECTS OF THE FORMATION OF TEACHERS’ PEDAGOGICAL PARTNERSHIP COMPETENCE

Abstract

The article explores the psychological aspects involved in the development of teachers’ pedagogical partnership competence, viewed as a key component of their professional activity within the contemporary context of educational system transformation. Changes in the sociocultural, political, and educational environments require teachers not only to demonstrate a high level of professionalism but also to possess the capacity for effective communication, interaction, and the establishment of constructive relationships with students, parents, colleagues, and other participants in the educational process.

The article analyzes current approaches to the concept of pedagogical partnership in educational practice and presents scholarly perspectives on its structure, the conditions necessary for its development, and its implementation. Psychological foundations essential for building constructive partnerships between teachers and other stakeholders are discussed in detail. Particular attention is given to the regulatory framework that underpins the formation of this competence, especially the professional standard for general secondary school teachers, which identifies pedagogical partnership competence as one of the five core professional functions.

Three key domains of psychological aspects of partnership are examined: subject-to-subject interaction with educational stakeholders, collaboration with parents, and teamwork with support system specialists. Each domain is explored in terms of the factors that influence partnership effectiveness, such as personal attitudes, communication styles, levels of empathy development, and shared decision-making culture.

Key psychological skills that facilitate effective partnership interaction are outlined. These include empathy, trust, communicative flexibility, openness to dialogue, and readiness for collaboration. The article emphasizes that subject-to-subject interaction is central to pedagogical partnership. This form of interaction fosters the exchange of information, empathy, emotional resonance, and respect for the dignity of each educational participant. It is argued that subject-to-subject relations require teachers to recognize students not as objects of pedagogical or didactic influence but as autonomous participants in the educational process who are capable of decision-making, self-expression, and taking initiative.

The importance of a humanistic approach to partnership building is highlighted, with an emphasis on the principles of acceptance and authenticity. Such interaction contributes to the creation of a school environment grounded in trust, where each participant has the opportunity to realize their potential through joint activities, inquiry, and creativity.

Parent collaboration is considered a specific form of partnership that requires a high level of psychological sensitivity from the teacher, including the ability to manage conflict, conduct mediation, and engage in respectful, constructive dialogue. It is noted that pedagogical partnership demands that the teacher simultaneously assume the roles of expert, advisor, facilitator, and moderator of the educational process.

Based on an analysis of teamwork in supporting students with special educational needs, the article outlines the foundations of interdisciplinary collaboration, which include collegial decision-making, clearly defined roles and areas of responsibility, and consistent information exchange among team members. This type of collaboration is not limited to a technical division of functions but is instead built upon trust-based and equitable relationships among professionals, creating a psychologically supportive environment for student development.

It is emphasized that the formation of pedagogical partnership competence requires intentional training within the teacher education system. The integration of theoretical knowledge with practical experience is crucial for the development of constructive interaction skills. Pedagogical partnership should be understood not only as a tool for educational activity but also as a deep internal stance of the teacher. This stance reflects the teacher’s value orientations, attitudes toward others, personal maturity, and readiness for interpersonal engagement in the context of professional activity.