Theoretical foundations for improving the competencies of teachers in interacting with adolescents from subcultures in the process of civic education of students

Abstract

The research, the results of which are presented in this paper, is devoted to a comprehensive analysis of the competencies of teachers necessary for effective interaction with adolescents belonging to various subcultures in the context of civic education in general education institutions. The traditional approach to civic education often proves ineffective when working with adolescents who identify with certain subcultures, as it does not take into account the specifics of their value orientations, communication methods, and social norms. This research goes beyond the usual teaching methodology and focuses on a deep understanding of the complex dynamics of interaction between a teacher and a teenager belonging to a particular subculture. The article presents the development of the structure of the concepts of "competence" and "competence" of a teacher in this specific context. Defining the essence of teachers' professional competencies in interacting with teenagers from subcultures, the study highlights their key aspects. The importance of integrating civic education into the context of the interests and values of adolescents is emphasized, avoiding imposition and dogmatism. The study suggests ways to improve teachers' competencies in working with teenagers belonging to subcultures. The author focuses on the constant self-education of the teacher, tracking new trends in the adolescent environment and adapting their methods to changing conditions.