Abstract
The following paper explores the issue of professional readiness of teachers to work with children with deviant behaviour. The relevance of this problem is associated with the growth of various forms of deviant behaviour among children and adolescents. The purpose of the study is to identify psychological and pedagogical conditions for the development of teacher’s readiness in managinig deviant behaviour. The state of knowledge of the problem of deviation is presented based on an interdisciplinary approach. The study uses several basic methodological approaches: axiological, personality-oriented, system-activity, cultural-anthropological, environmental, social-role, interdisciplinary, competence-based, comparative, and basic principles. The paper describes methods and results of an empirical study conducted among schoolteachers in five regions of the Republic of Kazakhstan on this issue by means of a questionnaire. The paper presents theoretical results of the authors’ study: a scientifi c interpretation of the key concepts of “Deviant Behaviour of Children and Adolescents,” “Professional Readiness of Teachers to Interact with Children with Deviant Behaviour” based on a competence-based approach.Psychological and pedagogical conditions for the development of professional readiness of schoolteachers to interact with children with deviant behaviour are substantiated. In this article, the authors come to the conclusion on the development of competence in managing deviant behaviour of a teacher on the psychological and pedagogical conditions they have identified.