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the conclusion

the Basic plan of research consisted in definition of essence, typology, conditions of occurrence and overcoming of difficulties in the course of formation of professionalism of the teacher, revealing of conditions and the factors providing optimisation of process of overcoming of these difficulties.

The decision of the designated problem was carried out in a context of problems of updating of high school formation and development of system of improvement of professional skill, creation of the organizational-pedagogical conditions promoting professional growth of the teacher, capable creatively to solve pedagogical problems. In this context problems of allocation of teoretiko-methodological preconditions of the decision of the specified problem, the analysis of a readiness of a problem of formation of professionalism of the teacher, disclosing of essence and a determinant of occurrence of difficulties in the course of formation of professionalism and definition of conditions of optimisation of process of overcoming by the teacher of difficulties at different stages of formation of professionalism were solved. The carried out research has confirmed the put forward hypothesis and has allowed to draw following conclusions.

In a new social situation ability of the teacher to overcome difficulty in pedagogical activity by means of constructive strategy is a necessary condition of formation of its professionalism and high quality of formation.

The teoretiko-methodological analysis of a problem, and also results of experimental researches have shown, that professionalism of the teacher-it system quality of the subject of pedagogical activity. In structure of professionalism of the teacher operational, motivational, semantic spheres are allocated. System character is given to professionalism by self-control processes.

To each stage of formation of professionalism there correspond the new professional problems which characteristic line is uncertainty. Uncertainty frames objective obexes (difficulty) in achievement by the teacher of the purposes of pedagogical activity.

Difficulties in professionalism formation act as absence or insufficiency in development of structure of professionalism the teachers interfering activity of the person and leading to a stopping, to ruptures, errors in activity.

Constructive overcoming of difficulties is provided with psychological mechanisms of formation of professionalism: based on a combination and reorganisation of natural features and qualities of the person under the influence of vital activity conditions, compensatory mechanisms, individualization mechanisms, integration mechanisms, reflexion mechanisms.

The intrapersonal reasons of occurrence of difficulties in the course of professionalism formation are defined. The first group of the reasons is bound to mechanisms of formation, fastening of emotional intensity and on its basis of formation of negative qualities of the person. The second group of the reasons is bound to actualisation of mechanisms of psychological protection of the person of the teacher. The third group of the reasons was made by the psychological neoplasms generated as a result of functioning of mechanisms of professional deformation of the person of the teacher. The given reasons define a choice the teacher of constructive, protective or destructive strategy on overcoming of difficulties in professionalism formation. Results of empirical research of strategy of overcoming by the teacher of difficulties have allowed to concretise the maintenance of difficult situations in activity of the teacher at various stages of formation of professionalism and to formulate a hypothesis of forming experiment. The is professional-reflective practical work has shown the sufficient efficiency as the form of carrying out of employment with young teachers, senior students. During experiment the hypothesis about expediency of formation of optimum strategy of the teacher on overcoming of difficulties in pedagogical activity during student teaching, training of students-graduates has proved to be true.

Experience of application of an is professional-reflective practical work has taped necessity of a professional training of school psychologists, the teachers sufficiently owning reflective technicians and technologies. Thereupon it is expedient to specify the maintenance of vocational training of the student of pedagogical high school in a context of formation of professionalism; in interests of an intensification of process of formation of professionalism to frame bank of difficult situations in pedagogical activity. These data can serve as a material for carrying out of professionally reflective practical works or other forms of the individual or group works referred on rising of efficiency of pedagogical work.

The further working out of a problem of overcoming by the teacher of difficulties in professionalism formation can be bound to researches of psychological features of overcoming of difficulties during student teaching, training of students of pedagogical high schools; psychological a determinant of process of overcoming of difficulties in pedagogical activity; the general and specific characteristics of difficult situations in pedagogical activity.
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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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