STRUCTURE OF READINESS OF INSTRUCTORS OF TRAINING CENTRES OF THE ARMED FORCES OF UKRAINE FOR PROFESSIONAL INTERACTION

Abstract

The article's purpose is to theoretically substantiate the structure of readiness of instructors of the AFUtraining centres for professional interaction in retraining reserve officers. The study aims to identify the keycomponents of this readiness, their content, and interrelationships, which are essential for improving the qualityof military education in the context of reforming the security and defence sector. The study uses a set of methods, including analysis of scientific sources, systematisation of approachesto interpreting the concepts of 'readiness' and 'professional interaction', and structural and functional analysisof the components of instructor readiness. The study is based on the provisions of military pedagogy, andragogy,occupational psychology, and legal documents regulating the activities of the Armed Forces of Ukraine.The study results showed that professional interaction in the military is a complex multilevel phenomenonthat integrates several key aspects. The socio-psychological aspect emphasises the role of interaction asa mechanism for regulating interpersonal relations in a military team. The functional and communicativeaspect reveals it as a purposeful activity that includes verbal and non-verbal communications and plannedand situational contacts. The institutional and organisational aspects consider interaction as an elementof corporate culture with a clear role differentiation, and the educational and pedagogical aspects result froma purposeful educational process.The structure of instructors' readiness for professional interaction turned out to be a complex integrativesystem consisting of five components. The motivational and element of value forms a professional orientationtowards cooperation and responsibility for a typical result. The cognitive component includes knowledgeof the principles of andragogy, military pedagogy, conflictology, and communication strategies. The operationaland interaction component includes practical skills in organising interaction in various training and combatsituations, including during training, simulations, and group exercises. The communicative component involvesthe skills of effective dialogue, taking into account the peculiarities of the military environment. The reflectiveand evaluative component provides the ability to analyse and correct one's professional behaviour critically.The conclusions confirm the need for further research, including the development of practical methods fortraining instructors, the introduction of interactive training and the study of the impact of digital technologieson professional interaction.