TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN DISTANCE LEARNING CONDITIONS: PSYCHOLOGICAL STABILITY AND COMMUNICATION

Abstract

This chapter analyzes the psychological and pedagogical aspects of training future primary school teachers in the context of distance learning during wartime in Ukraine. The author explores the factors affecting the stress resilience of students in pedagogical specializations, emphasizing the role of cognitive-behavioral coping strategies and the importance of creating a safe educational environment. The study employs theoretical and empirical methods, including questionnaires and psychodiagnostic tools. The chapter highlights the need for psycho-emotional support for students and the development of their self-regulation skills and ability to interact constructively with stressors. The findings have significant practical implications for preparing future teachers to work with children who have experienced psychological trauma.