scholarly journals Socio-Psychological Personality Adaptation and Strategies of Coping-Behavior of School Teachers in the Process of Professional Socialization

2013 ◽  
Vol 2 (1) ◽  
pp. 30-34
Author(s):  
I. V. Malyshev ◽  
Keyword(s):  
General Education ◽  
Professional Socialization ◽  
Coping Behavior ◽  
Psychological Adaptation ◽  
Psychological Services ◽  
Professional Activity ◽  
School Teachers ◽  
Coping With Stress ◽  
Education School ◽  
High Level

The article presents the data of the empiric research of strategies of coping-behavior of general education school teachers. The research is made from the sample of Saratov region general education school teachers (n = 50; in the age of 21–55 years old). The use of different methods such as the method of diagnosis of socio-psychological adaptation of C. Rogers and R. Diamond, questionnaire of coping-behavior in stress situations of S. Norman, D. F. Endler, D. A. James and M. I. Parker (adapted by T.A. Kryukova), method of comparative analysis in complex makes it possible to identify significant differences in preferred strategies of copingbehavior in stress situations according to the level of teacher’s personality adaptation. It views that in the sample of teachers with the high level of adaptation a pattern of strategies of coping-behavior “problem solving – avoidance – emotions” is dominant. The author shows the data that certifies that the level of personality adaptation plays a very important role while choosing strategies of copingbehavior at different stages of professional socialization of teacher’s personality. The applied aspect of the problem being investigated can be realized in consulting practice of psychological services of general education schools as well as in development of training and correctional-development programs with an aim to form personaleffective strategies of coping with stress situations that happen in professional activity of a teacher.

scholarly journals Characteristics of professional adaptation of correctional school teachers

2020 ◽  
Vol 11 (2) ◽  
pp. 101-108
Author(s):  
Nataliia V. Kosina ◽  
Anna V. Radkevich
Keyword(s):  
Mental Health Problems ◽  
Organizational Factors ◽  
Psychological Adaptation ◽  
Adaptive Strategy ◽  
Professional Activity ◽  
Physical And Mental Health ◽  
School Teachers ◽  
Factors Affecting ◽  
Psychological Techniques ◽  
High Level

Training and education of children with physical and mental health problems makes a number of requirements for teachers working in various correctional medical institutions. These specialists must have a high level of adaptive characteristics allowing combining up-to-date pedagogical methodology with individual approach, taking into account the current state of the child. As a result of applying complex experimental psychological techniques we managed to identify specific features of correctional teachers adaptive characteristics (when comparing with public school teachers), namely: low level of activity and optimism, insufficient adaptive strategy to cope with stress characterizing maladaptive personality types. There were also a lot of negative organizational factors affecting the process and result of professional activity: a lot of work, unauthorized persons at the lessons, interaction problems with parents, insufficiency of pupils independent work, need for individual explanation, lack of real results in teachers activity. Teachers working in correctional schools and having an average level of social and psychological adaptation give a lower evaluation of various aspects in professional activity. They have a pronounced value of psychological and physiological professional maladjustment shown in somatic, emotional and social spheres as well as motivation decrease in their professional activity. Correctional school teachers have a high degree of professional burnout and their emotional exhaustion and depersonalization are more pronounced.

scholarly journals Assessment of teachers' readiness for the implementation of personalized teaching in a general education school

2021 ◽  
Author(s):  
И.Ю. Гутник ◽  
Н.В. Циммерман
Keyword(s):  
General Education ◽  
School Administration ◽  
Personalized Learning ◽  
The State ◽  
Assessment System ◽  
School Teachers ◽  
Self Assessment ◽  
External Assessment ◽  
Education School ◽  
First Results

Статья посвящена проблеме выявления состояния готовности педагогов школ к реализации идеи персонификации образования. Выявлена типология персонифицированного обучения как феномена гуманитарной парадигмы. Прояснен феномен готовности педагогов. На основании достигнутых пониманий раскрыта сущность готовности педагогов к реализации персонифицированного обучения. Охарактеризованы типологии такой готовности исходя из возможного наличия или отсутствия каждого из ее компонентов. Разработана комплексная система оценки, которая позволяет осуществлять как внешнюю оценку, например, администрацией школы, так и самооценку педагогом исследуемой готовности. Описаны первые результаты, полученные при применении этой системы. Охарактеризованы модули повышения квалификации учителей, позволяющие корректировать каждый из компонентов готовности педагогов к реализации персонифицированного обучения. The article is devoted to the problem of identifying the state of readiness of school teachers to implement the idea of personification of education. The typology of personified teaching as a phenomenon of the humanitarian paradigm is revealed. The phenomenon of teachers' readiness has been clarified. On the basis of the achieved understandings, the essence of the teachers' readiness for the implementation of personalized training is revealed. The typologies of such readiness are characterized based on the possible presence or absence of each of its components. A comprehensive assessment system has been developed, which allows for both external assessment, for example, by the school administration, and the teacher's self-assessment of the studied readiness. The first results obtained using this system are described. The modules for improving the qualifications of teachers, which make it possible to correct each of the components of the readiness of teachers for the implementation of personalized learning, are characterized.

A STUDY OF OCCUPATIONAL STRESS AMONG SPECIAL EDUCATION SCHOOL TEACHERS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Inderjeet Pal Kaur
Keyword(s):  
Special Education ◽  
Occupational Stress ◽  
Stress Index ◽  
Intellectual Stimulation ◽  
School Teachers ◽  
Significant Difference ◽  
Education School ◽  
Special Education School ◽  
High Level

The present investigation was aimed to study the level of occupational stress among special education school teachers in relation to their gender. Here, a sample of 120 special education school teachers (60 males and 60 females) was selected from 15 special schools of Delhi, Haryana and Rajasthan states through simple random, purposive, convenience and cluster sampling methods. The survey questionnaire Occupational Stress Index developed and standardised by Dr. A.K. Shrivastava and Dr. A. P. Singh (1981) was used for measuring levels of occupational stress among special education school teachers. Percentage analysis, t-test were employed for data analysis. A higher percentage of special education school teachers were found to be experiencing moderate to high level of occupational stress. The dimensions which causes occupational stress are role conflict and ambiguity, powerlessness, low autonomy, low participation in decision making, little colleague social support, high professional expectations, less security, facilities, nature of job, prestige, intellectual stimulation, advancement and emolument and contingent punishment by the administrator. Besides, perceived level of occupational was also found to be related to gender of special education school teachers. A significant difference in mean OSI scores of male and female special education school teachers (t=2.45 which is significant at 0.05 level of significance) was found. The higher value of mean OSI scores (i.e. 126.54) of male special education school teachers than the value of mean OSI scores (i.e. 116.72) of female special education school teachers indicated that the male special education school teachers perceives high level of occupational stress at their workplace in comparison with the female special education school teachers.Thus, authority of the institutions, state managing body and personnel engaged with the administration of the special education institutions are advised to give due consideration to the above factors while planning about educational management. If the national desire for higher quality of education is to be brought in reality, there must emerge, a national concern for and commitment to a higher quality of the educational environment of the special education school teachers.

scholarly journals Pedagogical Support is a Necessary Condition for Creation and Development of a System of Lifelong Rural Education Providing the Training of High-quality Agricultural Specialists

2021 ◽  
Vol 36 (2) ◽  
pp. 245-251
Author(s):  
Andrey Viktorovich Gaag ◽  
Anatoly Andreevich Medenstev ◽  
Inga Nikolaevna Ryumkina
Keyword(s):  
General Education ◽  
Agricultural Education ◽  
Professional Education ◽  
Necessary Condition ◽  
Professional Activity ◽  
Master's Programs ◽  
Technical School ◽  
Education School ◽  
The Russian Federation ◽  
Educational Potential

Currently, there are two main options for training agricultural specialists in the Russian Federation. The first option is studying in a college (technical school) or mastering university programs through bachelor's, specialist and master's programs. The second way is to form a stepwise organisation of continuous agricultural education: a specialised general education school, a college (technical school), a university, and an institution of additional professional education. Insufficient attention to the change and development of new social statuses by students makes it difficult to fully disclose the educational potential of the system of continuous agricultural education. Thus, it is necessary to organize pedagogical support for students' adaptation to current changing academic situations. It is also essential to consider lifelong agricultural education not only as advanced training in the workplace, but also as a transition from specialized training in a secondary general education school to secondary agricultural vocational education, and then to the development of programs of higher agricultural education and subsequent regular, professional development throughout the entire period professional activity.

scholarly journals The Real Picture of Professional Multidimensionality

2017 ◽  
Vol 6 (5) ◽  
pp. 349
Author(s):  
Farit G. Yalalov ◽  
Gennady A. Bordovsky ◽  
Dennis V. Kouznetsov
Keyword(s):  
Elementary School Teachers ◽  
Experimental Studies ◽  
Professional Activity ◽  
Simultaneous Solution ◽  
School Teachers ◽  
Russian State ◽  
State Pedagogical ◽  
Real Picture ◽  
High Level ◽  
Empirical Experiment

<p>Professional multidimensionality is ability of a specialist to correlate the directions, approaches (integrity) and/or to combine performance of several functions (multifunctionality), to conjoin the simultaneous solution of several tasks (multitasking). The empirical research on identification of a real picture of professional multidimensionality of specialists in three fields of activity was performed by research associates group of the Nizhnekamsk office of UNESCO department at A.I. Herzen Russian State Pedagogical University under the leadership of the authors of this article. In their professional activity specialists most often apply such basic multidimensional competences as multifunctionality, multitasking and integrity. Empirical experiment covered 180 representatives of different spheres of professional activity. On the basis of experimental studies we received the following results. Rather high level of professional multidimensionality is shown by research associates – 27,9% of them possess multifunctionality, 23,3% – multitasking, 18,6% – integrity, 13,8% – the combined multidimensional competences. Among elementary school teachers professional multidimensionality is demonstrated thus: 21,1 % of them show multifunctionality, 24,7% – multitasking, 15,3% – integrity, 7.2% – the combined multidimensional competences. Professional multidimensionality among drivers of buses is demonstrated thus: 15,4 % of them possess multifunctionality, 13,5% – multitasking. Drivers of buses show absence of integrity and the combined multidimensional competences.</p>

scholarly journals Formation of Correctional Competence of Teachers on the Basis of Neuropedagogy

2021 ◽  
Vol 12 (3) ◽  
pp. 236-254
Author(s):  
Oksana Hnoievska ◽  
Inna Babii ◽  
Iryna Kalynovska ◽  
Anna Cherednyk ◽  
Alona Nikitenko ◽  
...  
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Optimal Combination ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Neural Connections ◽  
Cognitive Component ◽  
Pedagogical Competence ◽  
High Level

Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.

The phenomenon of psychological adaptation to the professional activities of doctors

2017 ◽  
Vol 41 (S1) ◽  
pp. S690-S690
Author(s):  
A. Kozhyna ◽  
V. Mykhaylov ◽  
V. Viyun
Keyword(s):  
Interpersonal Relationships ◽  
Professional Training ◽  
Psychological Adaptation ◽  
Psychological State ◽  
Professional Activity ◽  
Medical Work ◽  
Professional Activities ◽  
Rehabilitation Programs ◽  
Competing Interest ◽  
High Level

Disorders of adaptation of young doctors and students to their the professional activities.The study was designed to develop a system of psychological adjustment and psychoprophylactic support during professional training based on a systematic approach to the study of the mechanisms of formation of psychological adaptation to the professional activities of doctors.It was conducted comprehensive examination of 405 interns and of 615 last year's students of medical universities in Ukraine. 211 interns had adaptation disorders. The data demonstrated individual and personal, social and psychological factors, mechanisms and conditions of psychological adaptation to medical work.The necessary components of psychological readiness for independent productive activities on the basis of high value professional identity, a positive attitude to the profession, perception of the patient as a personality in a certain psychological state, choice of interpersonal relationships and the use of ethical and deontological knowledge and skills at different stages of treatment process.The results showed that females have a higher level of disorders of adaptation to professional activity, compared with males. High level of disadaptation, which requires using of emergency measures was founded at 9.2% of men and 12.5% women; moderate level of desadaptation, which requires mandatory intervention of psychologists, conducting rehabilitation programs - 10.3% men, 14.0% women; mild level of desadaptation, in which the useful work of advisory experts - 36.2% and 42.1% respectively.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Values in General Education School: Teachers’ Approach

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 127-144
Author(s):  
Elvyda Martišauskienė ◽  
Snieguolė Vaičekauskienė
Keyword(s):  
General Education ◽  
School Teachers ◽  
Education School

scholarly journals Psychosomatic and gender aspects of studying functional gastrointestinal disorders

2020 ◽  
pp. 77-81
Author(s):  
O. Yu. Bastrikov
Keyword(s):  
Functional Gastrointestinal Disorders ◽  
Coping Behavior ◽  
Cross Sectional Study ◽  
General Level ◽  
Coping With Stress ◽  
Cross Sectional ◽  
Personal Anxiety ◽  
And Gender ◽  
High Level ◽  
Medical University

The cross—sectional study included 194 senior students of a medical university, of which 156 were women and 38 were men. To judge the frequency and severity of the course of PD and IBS, the 7x7 questionnaire was used. A set of psychodiagnostic questionnaires included: an integrative anxiety test; a scale for psychological express—diagnostics of the level of neurotization; the methodology of the Strategy of coping behavior.The psychological characteristics of the examined men with PD and IBS were characterized by a predominance of subscales of personal anxiety (“emotional discomfort”, “asthenic component”, “phobic component”, “anxious assessment of perspective”). In the repertoire of strategies coping with stress, coping “acceptance of responsibility” and, on the contrary, less often “planning of solving a problem” was much more common.The women with the presence of PD and IBS, along with exceeding the general level of personal anxiety often have subscales such as “emotional discomfort”, “phobic component”, “anxious assessment of perspective”. Among the prevailing coping strategies noted “distance”, “the search for social support”, “acceptance of responsibility”, “fl ight—avoidance”. In addition, the female “cohort” with PD and IBS, in contrast to the male, was characterized by a significantly high level of neuroticism. 

Correlation and Structural Analysis for Determining the Connection of Universal State Exam (USE) Results with the Ratings of First-Year Students

2018 ◽  
Vol 6 (3) ◽  
pp. 18-27
Author(s):  
Р. Габдрахманова ◽  
R. Gabdrahmanova ◽  
Г. Гарнаева ◽  
G. Garnaeva ◽  
Л. Нефедьев ◽  
...  
Keyword(s):  
Structural Analysis ◽  
General Education ◽  
High School Teachers ◽  
First Year ◽  
School Teachers ◽  
Educational Organization ◽  
First Year Students ◽  
Student Groups ◽  
Education School ◽  
Pedagogical Analysis

One of the problems that is of interest to researchers is the adaptation of fi rst-year students. One of the indicators of their successful adaptation, many researchers believe performance. With the help of correlation and structural analysis, the interrelation between the results of fi nal examinations in the general education school and the results of training in the fi rst half of the year during the adaptation of fi rst-year students of the Institute of Physics of the Kazan (Volga) Federal University (KFU) was investigated. At the fi rst stage of the pedagogical analysis, we came to the conclusion that between the results of the fi nal examinations in the general education school and the results of training in the fi rst half of the year, during the adaptation of the fi rst-year students of the Institute of Physics, a slight diff erence was revealed, which demonstrates their interdependence. The article also presents an algorithm for working with a correlation matrix. The materials of the article can be used by high school teachers, curators of student groups, as well as by researchers in organizing and conducting an experiment on their problem in the higher school educational organization.

Sign in / Sign up

Export Citation Format

Share Document