The article reviews teachers' attitudes towards the teaching profession which can be expressed both in professional commitment and in professional marginalism. The dominance of professional marginalism could affect destructively the students as well as the teacher’s personality, hence the issues related to the content of personal position of a marginal and the rate of marginalism among teachers. It was suggested that marginalism could be revealed in the study of professional commitment. The study involved 81 teachers of Sverdlovsk secondary schools aged 21—60 years with work experience ranging from 1 month to 39 years. The Professional Commitment Questionnaire was used as the study technique. The results showed that negative emotional attitude towards the profession and reluctance to leave the profession were grouped as a separate factor. The dispersion factor was 12,5%. The factor loadings ranged from 0.42 to 0.84. The study proved that professional marginalism in teachers includes dissatisfaction with work, feelings of resentment against profession and an unwillingness to leave the profession.
Электронный журнал «Психологическая наука и образование psyedu.ru» («Психолого-педагогические исследования»)
The article presents the experience of organizing the training courses for teachers and teaching services specialists for design and implementation of the basic professional educational pedagogical master program in a psycho-pedagogical training direction (educational psychologist) with enhanced internship for students in a context of networking. The authors submit a modular design of training program. The first module includes methodological bases of the design and implementation of the basic professional educational master program. The second module includes legal coverage of the design and implementation of the basic professional educational master program. The third module consists of design and implementation of the basic professional educational master program in a psycho-pedagogical training direction (educational psychologist). The program involves a variety of active and interactive educational technology, providing the development of professional activities: remote technology, expert seminars, design stations, panels and plenary discussions, business games, round-table discussions.
The experience of application of the professional standard "Pedagogue-psychologist (educational psychologist)" in the Sverdlovsk region is described. A regional model for the application of the professional standard developed on the basis of the principles of unity of centralization and decentralization, interdepartmental and network interaction developed by the authors is presented. The main forms and methods of work on the application of a professional standard in the region are disclosed; the results of the Sverdlovsk region internship site are described, including mechanisms for identifying personnel shortages and development of personalized trajectories of the professional development of psychology teachers in the region. The following are highlighted as priority areas: the development of regional normative legal acts regulating the professional activity of pedagogue-psychologists, the application of the professional standard of the pedagogue-psychologist in the formation of the personnel policy in the field of education, and the modernization of the system of vocational training and additional vocational education of psychologists.
Introduction. Consideration of behavioral strategies in difficult situations from the point of view of choosing an effective strategy for conflict resolution is associated with the issue of forming interpersonal interaction competencies. In our opinion, the emotional state of a person and the emotional maturity formed are of great importance in resolving conflict situations within the framework of effective interaction. The purpose of the study is to identify the correlations between the choice of behavior strategies in conflict and the emotional maturity of education undergraduates. Materials and Methods. The study involved 99 first-year undergraduates at the Ural State Pedagogical University. In order to identify respondents' orientation towards certain forms of behavior in a conflict situation, the Thomas-Kilmenn questionnaire was used. In order to identify the level and structural components of the individual's emotional maturity, the authors used O. S. Kocharyan and M.A. Piven’s inventory for emotional maturity assessment. Results. The results of the study confirmed the existence of correlations between the most frequently chosen strategies of behavior in conflict and the components of the emotional maturity of future teachers. The results of the empirical study also include the identification of three behavioral strategies in a conflict situation: individually oriented (high severity of the strategy of competition in conflict and low severity of the strategy of adaptation), passive-adaptive (a high degree of severity of the strategies of avoidance and adaptation and a low severity of the Rivalry strategy), reciprocity-oriented (a high severity of the compromise and cooperation strategies and a low severity of the Rivalry strategy). Conclusions. The results obtained can be used to design programs aimed at developing effective ways of interpersonal interaction.
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