<<
>>

«Comparative psihologo-akmeologicheskoe research of features of formation and development of polyethnic competence of experts of formation»

the Fourth chapter was under construction on the analysis of results of a psychodiagnosis of polyethnic competence of experts of formation of polyethnic regions (Russia, Estonia, Latvia and Byelorussia,), for the purpose of revealing of problem places, working out and approbation akmeologicheskih programs of improvement of professional skill.

Results of research are presented R.Kettela's by 16-factorial questionnaire of the person of teachers on fig.
5 in the form of average value.



Fig. 5. Profiles of the person of teachers (n=120)



It is possible to ascertain, that teachers of the Pskov area are characterised by a sociability average level, "are cold enough and suspicious in relations with associates, at them usually sceptical mood which becomes perceptible in severity to an estimation of others, they are characterised by high emotional intensity.

For teachers of Estonia activity, readiness to deal with new people, circumstances and situations is characteristic. They are inclined to risk, active and unchained in new vital conditions. Show a self-trust, independence, the belief consider is unique true and aspire to impose the perception of the world to associates. In different vital and professional conditions of activity they usually select an authoritative position. Representatives of the Estonian sample also are characterised by judiciousness, realness of thoughts, a practicality, average rigidity in the relation to associates.

Teachers of Latvia benevolent enough, sociable, with implication of the abstract thinking, freely conceiving. Are characterised by moderate independence, are objective enough and resolute. Absorption in internal requirements and cares of practical questions becomes perceptible. But in comparison with teachers of Estonia they are quieter and are relaxed.

Teachers of Belarus are characterised by high indicators on scales A, C and Q3, that testifies to their openness, naturalness of behaviour, kindness, readiness to come to the aid. They show high level of self-checking which is shown as in their behaviour, and mentally, in their moral equipments. They always aspire to finish the begun business to end. Are characterised by an emotional maturity, firmness and a constancy in the interests. For respondents of Byelorussia also the high intelligence is characteristic, they are the owners of analytical thinking inclined to experiments, do not perceive all on belief, have got used to check all in practice. Also differ boldness, a practicality and a self-trust.

Analyzing a profile of the person tolerant and intolerantnyh (fig. 6), it is possible to ascertain teachers, that the basic differences of profiles are observed on scales: emotional stability, vigilance, diplomacy, emotional intensity, uneasiness.



Fig. 6. Profile of the person tolerant/intolerantnyh

Teachers


(n=120)



The profile analysis allows to note not only the most expressed qualities of the person at tolerant – intolerantnogo the teacher, but also to estimate the person as a whole. The profile of the person of the teacher with high level of tolerance includes an appreciation on scales With (emotional stability is observed), N (activity of teachers in contacts to people), the minimum estimations on scales L (are flexible concerning changes, do not expect animosities in the address, it is sociable and nezavistliv, does not aspire to compete, bole is inclined to dialogue and cooperation), O (low level of uneasiness) and averages on scales Q2 (the opinion of group respects the same as also the, considers it, can change own under the pressure of group, however prefers to accept critical decisions independently), Q4 (tries to perceive objectively an event and surrounding people).


The profile of the person intolerantnogo the teacher includes an appreciation on scales L, N, O.Takie people concern associates without special doveritelnosti, conflicts and disagreements are possible. Ability to communicate with people is lowered by an estimation under factor E that testifies that they are inclined to avoid the situations demanding own responsibility. Inadequacy in dialogue with other people is aggravated with an appreciation under O.Pedagogu's factor with low level of tolerance suspiciousness in mutual relations with people on whom something depends is characteristic, it badly transfers criticism, a praise accepts with mistrust, is inclined to be fixed on unpleasant sides of events that interferes with searches of an exit from problem situations.

Average indexes of results of research of components of polyethnic competence are presented on fig. 7.



Fig. 7. Average indexes of results of research of components

Polyethnic competence of teachers


(n=120)



By results of research of polyethnic competence of experts of formation following conclusions are drawn:

Results of empirical research have confirmed, that polyethnic competence of the teacher represents the difficult phenomenon having flexible structure, varying depending on concrete medium but which all components include cultural-kognitivnye, individually-personal and behavioural features.

Indicators of a high level of development of polyethnic competence of the teacher taking into account the allocated components are: tolerance of consciousness, ethnic identity, ethnic consciousness, ethnoculture, emotional intelligence, empathy, an ability self-rating to work in multinational collective, communicative tolerance, pedagogical style of dialogue. They have the greatest number of intersystem communications, are base, and accordingly, strukturoobrazujushchimi for activity of the expert of polyethnic dialogue. Thus the greatest quantity of correlation communications characterises types of ethnic identity of teachers fig. 8.





Fig. 8. Correlation galaxy of indicators for teachers with the developed level of the polyethnic competence (n=120)

The list of indicators to fig. 8:

1. Tolerant consciousness. 2. Positive ethnic identity on type "norm". 3. Ethnonihilism. 4. Ethnoegoism. 5. An ethnoisolationism. 6. Ethnofanaticism. 7. Ethnic indifference. 8. The native language. 9. Ethnic consciousness. 10. Ethnoculture. 11. Emotional intelligence. 12. Empathy. 13. Ability to work in multinational collective. 14. Readiness to co-operate all the same with whom on a nationality. 15. The positive relation to raznonatsionalnym to marriages. 16. Comprehension of by the tutor. 17. Integrated representation about culture and history of the people. 18. The positive relation to culture of other people. 19. Representation about the pedagogical methods considering national-psychological features. 20. Model of international dialogue. 21. An ethnic accessory. 22. Communicative tolerance.



The interrelation between ethnic identity and tolerant consciousness – the more a level of development of ethnic identity, the above tolerant consciousness of teachers has been as a result taped.

There is also an interrelation between ability to work in multinational collective and ethnic consciousness of teachers. The structure of ethnic consciousness, ethnic features of valuable orientations, proceeding from the correlation analysis, depend on ethnoculture of teachers. The ethnic consciousness influences integrity of representations of teachers about culture of the people, the positive relation to culture of other people, and also cultural interethnic tolerance in sphere of polyethnic formation. The above ethnic consciousness, the above ethnoculture of teachers. The above a level of development at teachers of skills of work in sphere of polyethnic formation, the above ethnic consciousness.

These components having the greatest number of intersystem communications, are base, and accordingly, strukturoobrazujushchimi for activity of the subject of polyethnic formation.

Features emotionally-strong-willed, kognitivnoj, communicative and reguljatornoj spheres of the person, and also consciousness cause level of polyethnic competence to what presence of plural significant communications between the given components testifies, taped during research.

By results of the cluster analysis the characteristic of the teacher with a high level of development of polyethnic competence is developed socially-psihologicheskuaja. In given klaster 28,3 % of examinees (50 % - Byelorussia, 26 % - Latvia, 21 % - Estonia, 16 % - the Pskov area) have entered.

The socially-psychological characteristic of the teacher with the developed polyethnic competence: expression of positive ethnic identity, an unbiassed position in an estimation of behaviour of members of multinational collective; an average level of a self-rating of knowledge and abilities of work with multinational collective. High indicators in the field of aspiration to self-development, well know ethnoculture of the people and show desire to learn more about it, and also readiness to study other ethnocultures. Socially-moral motives of behaviour in the course of interaction with people of others ethnic obshchnostej to what emotional stability testifies, a high level of development of emotional intelligence, goodwill, patience, social responsibility, independence are generated. Adequate representation that occurs in private world of other person, a normal level of development of empathy, good feeling of the partner in dialogue, high level of empathy, courtesy, ekstravertnost, ability to a reflexion. Possess ability unusually to solve usual problems as they do not have stereotypes, are able to overcome the biases, have flexible thinking. Show readiness for interaction in various social ethnic situations for the purpose of achievement of objects in view and forming of constructive relations in a society, are characterised by social optimism, initiative, kreativnostju, aspiration to all new. Are capable to fast change of strategy or tactics taking into account developing circumstances that becomes perceptible absence of intensity in behaviour and uneasiness, are sociable, possess communicative tolerance, prognosticism, and also ability to find a way out from a difficult situation. In the equipments on styles of pedagogical dialogue styles of the differentiated attention and active interaction prevail, in the majority are inclined to emotionally-methodical style of pedagogical interaction.

In structure of culture of dialogue in sphere of polyethnic formation significant differences in a level of development of the polyethnic competence between teachers of Russia and the Baltic States, and also Byelorussia are established. The comparative analysis of polyethnic competence of teachers has shown, that the highest level of polyethnic competence at teachers of Byelorussia. Teachers of Estonia and Latvia also possess high enough level of polyethnic competence with the small superiority of the last. Concerning teachers of the Pskov area it is possible to draw a conclusion that polyethnic competence is developed at them in average degree. The integrated indicator of a level of development of polyethnic competence among teachers is presented on fig. 9.



Fig. 9. Development of level of polyethnic competence of teachers (n=120)



There is an inconsistent character of processes of polyethnic interaction in the Baltic States and feature of transformation of ethnic identity of the Russian-speaking population. One of the reasons of a high level of development of tolerance concerning ethnic minority is a cultural and ethnic variety in residing region that frames possibilities for immediate acquaintance with various ethnocultures so, and higher level of development of polyethnic competence.

The cluster analysis of empirical data has taped four psychological types of teachers with a different level of development of polyethnic competence: the first type – teachers with high level of polyethnic competence; the second type – teachers with an average level of development of polyethnic competence; the third type – teachers with high level of polyethnic competence, but at the same time and the greatest ethnic indifference; the fourth type – teachers with low level of the polyethnic competence, requiring additional development of all its components.

Following stage of empirical research was research of emotional intelligence as psychological resource of polyethnic competence. Emotional intelligence in a polyethnic context we will understand as ability to understand and regulate own ethnic feelings and emotions and partners in dialogue and interaction.

By results of the spent researches - a level of development of emotional intelligence of students, teachers, psychologists, social workers, doctors and serving of Pskov and the Pskov area conclusions have been drawn on a role of emotional intelligence as resource of development of ethnic tolerance of subjects of formation: 1) according to the correlation analysis the emotional intelligence has positive correlation communications with sociability (r=0,61), steadiness (r=0,68) and the return – with raised nevrotichnostju (r =-0,21), emotional lability (r =-0,28), irritability (r =-0,26), spontaneous aggression (r =-0,42), depressivnostju (r =-0,38) and reactive aggression (r =-0,47) (fig. 10).



Fig. 10. Interrelation of emotional intelligence with the personal

Characteristics


(n=719)

The given interrelations show, that implication of high level of emotional intelligence is promoted by high social activity, requirement for dialogue and readiness for its satisfaction, predilection to emotional reaction to requirements of other person. Ability to comprehension and regulation of own emotions and feelings, thin understanding of a condition of other people, respect for associates also testifies to it on the basis of self-acceptance and a self-trust; 2) at respondents with a high level of development of emotional intelligence emotional fastness is shown moderated ekstravertirovannost and srednevyrazhennaja; 3) it is necessary for the modern expert of formation ability quickly to be reconstructed, adapt for new conditions, in deadlines to master new so, knowledge, abilities to control the condition is necessary, the initiative, responsibility, ability to come into contacts to partners in interaction to find the place in a varying social situation and consequently, to develop emotional intelligence and level of the general intelligence in the course of training in high school; 4) conscious both timely improvement of quality of formation and management of it becomes possible if the future experts of formation from the first curriculum know the potential possibilities and begin to develop the emotional intelligence purposefully; 5) the level of development of emotional intelligence is a psychological resource of development of ethnic tolerance, so, and polyethnic competence as a whole.

By results of research in the fourth chapter it is possible to draw the general conclusion: a situation of polyethnic interaction in which it is permanent there are teachers of Byelorussia and the Baltic States, gives to the expert of more possibilities of acquisition of experience and knowledge of features of the and other ethnic groups, promotes development of ethnic tolerance and development of communicative skills. However the state policy, including education system reform, can cause both ethnoacculturation, and stimulation marginalizatsionnyh processes in groups of minority. Unlike the Baltic States, the Pskov area is in a formation stage polietnichnosti. Only last 15 years in the Pskov area began to migrate activly representatives from other ethnic regions, therefore to experts of formation of the Pskov area is inherent razmytost to ethnic identity and absence of experience of dialogue with representatives of other ethnic groups that causes a low level of development of polyethnic competence and certain psychological difficulties.
<< | >>
A source: Manojlova M. A.. Acmeological development of polyethnic competence of subjects of formation. 2011

More on topic «Comparative psihologo-akmeologicheskoe research of features of formation and development of polyethnic competence of experts of formation»:

  1. «the Analysis of results of empirical research of formation and development of polyethnic competence of students, the future experts of formation»
  2. «Empirical research of formation and development of polyethnic competence of subjects of formation»
  3. Sofina V. N.. Psihologo-Akmeologichesky bases of formation of professional competence of experts in system of uchebno-research-and-production integration, 2007
  4. «working out and introduction akmeologicheskoj concepts of formation and development of polyethnic competence of subjects of formation within the limits of new akmeologicheskogo directions – etnoakmeologii formations»
  5. Manojlova M. A.. Akmeologichesky development of polyethnic competence of subjects of formation, 2011
  6. «optimisation akmeologicheskogo becomings and developments of polyethnic competence of subjects of formation»
  7. «the Teoretiko-methodological substantiation akmeologicheskoj concepts of formation and development of subjects polyethnic formation»
  8. «the project of perfection of quality of preparation of the future experts of polyethnic formation»
  9. «Psihologo-pedagogical technologies of formation of readiness of the psychologist of formation to activity and an estimation of their efficiency»
  10. Belov. V.G.Psihologo-akmeologicheskoe support of teenagers with delinkventnym behaviour: the concept, model, technologies, 2010
  11. 1.1. Factors of formation and development of the maintenance of humanitarian subject matters of classical gymnasia formation as a condition of formation of historical consciousness of grammar-school boys
  12. Formation and constitutional law development on formation In history of Russia
  13. «the Akmeologichesky approach to formation of competence of creative independent work of students»
  14. factors of formation and development of conceptual bases soyoderzhanija gymnasia formation in Russia of second half XIX - the XX-th century beginnings