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the positions which are taken out on protection

of Difficulty in the course of formation of professionalism of the teacher arise in the course of the contradiction permission "the person - a trade" and the teachers interfering activity of the person and leading to a stopping, to ruptures, errors in pedagogical activity act as absence or insufficiency in development of structure of professionalism.

Character of difficulties makes significant impact on such qualitative and quantity indicators of work of the teacher, as satisfaction, zinteresovannost activity, working capacity, degree of intensity of mental functions and the processes providing achievement of the purposes of activity.

Difficulties are shown in all spheres of pedagogical activity: operational, motivational, semantic. Putting off of difficulties occurs at the expense of actualisation of mechanisms of self-control. Depending on localisation of difficulties character of self-control varies.

Comprehension of absence or backwardness of certain skills, knowledge, abilities of the subject of activity, as a rule, serves in operational sphere as start of processes of self-control at vozninovenii difficulties. In this case at the expense of actualisation of motivational sphere (motives of self-improvement, self-education) the subject takes out the arisen difficulty.

In motivational sphere of feature of process of self-control at occurrence of difficulties are caused by importance of the given field of activity for professionalism formation. Initiation of process of self-control contacts such changes in professional work which result: to disturbance in operational sphere of the subject of activity (because of purpose change it is impossible to use the received knowledge, skills, abilities); to impossibility to realise the I in the field of professional work; to parity disturbance between adaptive and substantial motives of professional work; to pauperisation of motivatsion th sphere; to conflicts between separate promptings, motives; to inadequacy of motivational sphere to an actual state of affairs. The permission of the developed difficulty I assume deeper reorganisation the subject of activity, use of psychological mechanisms which help the subject to open for itself new areas of realisation of the I in professional work, and simultaneously to keep integrity, fastness of the I.

In semantic sphere of difficulty act as the reason of occurrence of the crisis phenomena. In this case processes of professional self-control are focused on reconsideration of and perestraivanie the own

I.

Efficiency of pedagogical activity and efficiency of process of formation of professionalism in many respects depend on use by teachers in overcoming of difficulties of constructive or destructive strategy.

The choice of constructive or destructive strategy of overcoming of difficulties at different stages of formation of professionalism has the various reasons. For adapting teachers the choice of constructive strategy is defined by degree of development of reflective mechanisms of the person, mechanisms of putting off of an internal conflictness, and at the heart of a choice of destructive strategy disturbances in mechanisms of professional development of the person and secondary neoplasms of professional deformation lay. For stably functioning teachers the choice of constructive strategy is defined by degree of flexibility of the professional JA-concept, the developed skills of self-control in pedagogical activity, stereotypes in putting off of typical difficulties, and at the heart of a choice of destructive strategy accumulation of professional deformations, disturbances in self-control mechanisms in pedagogical activity, acute reactions to situations with high destructive potential lays. For teachers-masters the choice of constructive strategy is defined by ability at designing and realisation of innovations to consider developed norms of pedagogical activity, value and tradition of pedagogical collective. Depending on dynamics of overcoming of an antiinnovative barrier introduction of innovations can pass in two stages. In this case psychological protective mechanisms will be involved: rationalisation, bracing. These protection allow the teacher perestrukturirovat a situation, prostroit additional intellectual schemes on introduction of new technologies. At the heart of a choice of destructive strategy at teachers-masters the formation mechanism frustratsionnoj intensity which can develop as vnutrilich-nostnyj the conflict lays or to go on a way of deformation of semantic and motivational fields of activity of the teacher.

Basis of system of optimisation of process of overcoming of difficulties in professionalism formation make psihologo-akmeologicheskie the technologies referred on development of reflective mechanisms of the person, rising of psychological fastness of the teacher in overcoming of difficulties. Formation of optimum strategy of the teacher on overcoming of difficulties in formation of professionalism during student teaching, training of students-graduates is the most expedient.

Dissertation structure. The dissertation consists of the introduction, two heads, the conclusion, the list of the used literature and appendices.
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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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