After analysing psychological-pedagogical works and the issue of school-family interaction in domestic and foreign research, it is determined that teacher-parent interactions are crucial at all stages of a child's education, but they are especially important in primary school. The issue of school-family interaction has always been in research focus and is relevant to scientific discourse today.
The content of the basic research concepts "training future primary school teachers", "responsible attitude", "interaction of a primary school teacher with the family of a primary school student" is clarified. The key research concept "training a responsible attitude of future primary school teachers to interaction with families of primary school students" is a value-oriented system-forming process of developing a professionally significant quality, by understanding a role and importance of their own behavior, judgments, pedagogical activities through the prism of a responsible attitude to interaction with the family of a primary school student.
The structural-logical model of the system of training a responsible attitude of future primary school teachers to interaction with families of primary school students is theoretically substantiated, developed and experimentally tested. Its introduction is aimed at increasing the level of a formed responsible attitude of future primary school teachers to interaction with families of primary school students. The following components are determined: the motivational component (includes motivating factors aimed at developing the value-motivational sphere of future primary school teachers, a professional focus on successful implementation of educational work, internal motivation to organize educational work together with families of primary school students); the cognitive component (involves forming a system of socio-pedagogical, psychological-pedagogical and methodological knowledge of interacting with families of primary school students); the activity component (contains forms, methods and means of work that will theoretically and practically help future primary school teachers to interact with families of primary school students); the reflexive component (reflects the indicators of a formed responsible attitude of future primary school teachers to interaction with families of primary school students, provides for evaluation and self-evaluation).
The criteria for a formed responsible attitude of future primary school teachers to interaction with families of primary school students and their indicators are singled out: value-motivational (motivational-value orientations of the individual; motivation for responsible behavior and self-development; willingness to creative and professional self-realization); knowledge-creative (systemic intellectual content of professional knowledge about the content, purpose, specifics, functions and forms of interaction between school and family; developing professional-pedagogical, creative thinking, consciousness, a responsible attitude of future primary school teachers to interaction with families of primary school students); communicative-activity (practically applying the acquired knowledge; realizing organizational and educational abilities of future primary school teachers in the process of pedagogical practical training; ability of future teachers to interact with families of primary school students); analytical-evaluative (self-assessing the ability to interact with families of primary school students, controlling the process of its achievement; self-analysing professional activity; forecasting ways and means of improving educational work in this area).
It is proved that the dynamics of a formed responsible attitude of future primary school teachers to interaction with families of primary school students will be shown in levels transformation (from reproductive to creative). In order to trace the positive dynamics of the levels of a formed responsible attitude of future primary school teachers, the content characteristics have been developed according to certain criteria and indicators.
It is experimentally proved that the developed structural-logical model of the system of training a responsible attitude of future primary school teachers to interaction with families of primary school students helps to increase the level of a formed responsible attitude of future primary school teachers to interaction with families of primary school students.
The practical significance of the research is in theoretically substantiating the structural-logical model of the system of training a responsible attitude of future primary school teachers to interaction with families of primary school students, which is tested and experimentally proven, and in introducing the special course “Methods of organizing common education work with the family of a primary school student” into the educational process of pedagogical institutions of higher education.
