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the basic scientific results received personally by the competitor, and their scientific novelty

it is demonstratively presented, that character of difficulties in professional work of the teacher defines level of its professionalism and significant impact on qualitative and quantity indicators of work of the teacher makes.

2.
It is shown, that occurrence of difficulties is determined on the one hand, the new pedagogical problems having high degree of uncertainty, and on the other hand, the intrapersonal reasons: level sformirovannosti the professional JA-concept of the teacher, fastness of a professional self-rating, development of system of motives of self-improvement, self-realisation, the professional self-affirmation, the developed skills of self-control and reflective mechanisms of putting off of an internal conflictness in pedagogical activity.

3. Dependence of the psychological maintenance of difficulties on a stage of formation of professionalism of the teacher is established. At a stage of professional adaptation of difficulty are determined by backwardness of operational sphere of pedagogical activity, absence of readiness for the permission of difficult situations. At a stage of finding of integrity at stably functioning teacher at the heart of difficulties the professional stereotypy, deformation of motivational and semantic spheres of pedagogical activity lays; at the teacher-master of difficulty are defined basically by introduction conditions in pedagogical process of innovative technologies.

4. Strategy of overcoming by teachers of difficulties in professionalism formation are taped. Constructive strategy of overcoming of difficulties are formed on the basis of acceptance of values of the self-staticized person, the developed system of reflective agents of self-knowledge and self-improvement, aspiration to professional self-affirmation. Use of constructive strategy of overcoming of difficulties leads to occurrence of neoplasms in structure of professionalism of the teacher, providing qualitatively new level of the relation to activity and rising of its efficiency. A basis of destructive strategy make an inadequate professional self-rating, nesformirovannost systems of operational agents of activity, disturbance in self-control mechanisms. Use of destructive strategy of overcoming of difficulties leads to rising of aggression, uneasiness, refusal of productive professional work, syndrome development "emotional combustion", professional deformation of the person of the teacher.

5. It is established, that at different stages of formation of professionalism process of overcoming of difficulties has the features. For adapting teachers by criterion of efficiency the most comprehensible are constructive strategy and constructive with elements of protection strategy. Negatively affect efficiency of activity of adapting teachers destructive strategy with elements of protective strategy and destructive strategy. Constructive strategy is most comprehensible to stably functioning teachers by criterion of efficiency with protection elements. Negatively affect efficiency of activity destructive strategy with elements of protective strategy and destructive strategy. For teachers-masters by criterion of efficiency the most comprehensible are constructive strategy and constructive strategy with protection elements. Destructive strategy negatively affects efficiency of activity of teachers-masters with elements of protective strategy.

6. The psychological conditions providing optimisation of process of overcoming by the teacher of difficulties in formation of professionalism are defined: formation of the adequate professional JA-concept and motivation of self-improvement and self-realisation in pedagogical activity, development of reflective mechanisms, mastering by skills of self-diagnostics, perfection of receptions and ways of self-control in pedagogical activity.

7. It is empirically proved, that use psihologo - akmeologicheskih technologies in preparation of the future teachers for activity in difficult situations optimises process of formation of professionalism.

The practical importance of research consists that diagnstichesky toolkit of revealing of difficulties in the course of formation of professionalism and the program of optimisation of process of overcoming of difficulties can be used during training of students of pedagogical high schools, in system of additional preparation and retraining of teachers, in the course of professional adaptation of young teachers, and also psychologists in practice of individual consultation for drawing up of concrete references to teachers, principals of schools and psychological support of process of professional formation of teachers.

Approbation and introduction of results of research were carried out as during forming experiment, and is immediate in professional work of teachers of separate Moscow schools. Results of research were discussed at sessions of problem groups of chair akmeo-logii and psychology of professional work RAGS. They are approved by the author at scientifically-practical conferences, round tables of the Moscow Akmeologichesky institute (1995-2000гг.) And also have been used at carrying out in system of improvement of professional skill of teachers of special courses on overcoming of difficulties in formation of professionalism of teachers.
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A source: Vargamjan M.V.. Psychological conditions for the teacher to overcome difficulties in the development of professionalism. 2000

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