OVERCOMING THE EMOTIONAL-VOLITIONAL BARRIER AS A CONDITION FOR THE IMPLEMENTATION OF PARTNERSHIP PEDAGOGY

Abstract

The article is dedicated to the theoretical substantiation of the role of emotionalvolitional barriers in the implementation of partnership pedagogy. In modern education, there is a growing need for the development of strong self-regulation and motivation skills among students and teachers, which are key factors in building harmonious partnerships and achieving shared educational goals. The authors argue that successful cooperation between the participants in the educational process largely depends on overcoming or preventing emotional-volitional barriers. The article aims to reveal the essence of emotional-volitional barriers that hinder the establishment of partnership interaction. The study addresses several issues: it substantiates the concept of partnership interaction in the educational process, based on the principles of equality, transparency, mutual understanding, and support among all participants; it analyzes contemporary approaches to defining this concept, highlighting key characteristics and principles that define partnership interaction from the perspective of subjectivity and democracy; it summarizes scholars’ views on the conditions for implementing partnership interaction; it reveals the role of the emotional-volitional component in the context of partnership pedagogy; it identifies the emotional-volitional barriers that hinder effective collaboration in partnership interaction, specifically: barriers related to the activation of negative emotional memory traces, barriers of a negative emotional background, as well as volitional barriers, including underdeveloped volitional qualities, lack of willpower, and lack of motivation for volitional action; and it thoroughly analyzes how these barriers affect cognitive activity, motivation, and interpersonal interaction among the participants in the educational process. The article substantiates the necessity of further research in the field of partnership pedagogy implementation and the development of practical tools to support emotionalvolitional regulation in the educational process, which will contribute to improving cooperation among participants, achieving shared educational goals, and fostering selfregulation skills.