The article is devoted to the currently pressing high-education problem of formation of readiness by future teachers for their professional and pedagogic cooperation work. It describes the research on development, implementation, and results of methods of forming future teachers’ readiness of different levels. Based on the approach to readiness as integrated phenomenon, three levels of readiness are indicated, namely, reproductive, reproductively creative, and creative. The research is carried out with the use of a complex of theoretical and empirical methods, including methods for determining the initial level of future teachers’ readiness for their professional and pedagogic collaboration. The experiment has been conducted in two stages, each solving a particular task. The ascertaining stage included 347 students. At the forming stage, there have been used four groups of students: one control and three experimental groups. The experimental work has been aimed at implementation of the context-modular technology of future teachers’ readiness formation for their professional and pedagogic cooperation. The results of the study reveal conditions for readiness formation for professional and pedagogic cooperation in the system of higher education.

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