Diagnosis of Pedagogical Professional Deformations: A View from Kazakhstan

Mynbayeva, Aigerim; Anarbek, Nazgul; Akhmetova, Gulnas

doi:10.1016/j.sbspro.2012.12.064

Cited by 5 publications

(2 citation statements)

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“…E.N. Ilin (2003) With increasing experience of pedagogical activity, professional stereotyping grows (Mynbayeva A., Anarbek N., 2012). Awareness of gender differences in professional activity and communication helps the teacher to monitor the development of professional deformations and regulate his/her professional activity (Akhmetova Gulnas, 2015).…”

Section: Gender Differences Manifested In Teacher Communicationmentioning

confidence: 99%

Gender Differences In Teachers' Pedagogical Communication Styles

Akhmetova¹

2017

The European Proceedings of Social and Behavioural Sciences

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Gender-communicative competence is a vital aspect of effective pedagogy. Promoting gendercommunicative competence requires understanding pedagogical differences related to teacher gender and their impacts on students. To develop bases for the improvement of teachers' pedagogical dialogue styles that actively consider the impact of teacher gender and to outline an effective approach to improve teachers' gender-communicative competence. This study systematically compared domestic and foreign research on gender differences in communication styles. A questionnaire was used to identify differences in perception and approach among male and female teachers. 45 participants were re-surveyed after taking part in a pilot gender-communicative competence workshop. 80 Almaty students were also surveyed on their relationships with male and female teachers. While international research points to gender having a significant impact on pedagogical style and effectiveness, teachers of both genders trained in gender-sensitive communication can be effective and inspiring teachers for students of both genders. Survey results showed that Kazakhstani teachers responded well to training in gendercommunicative competence. This study systematically conceptualized gender differences in communication styles to make a model of gender-communicative competence that included axiological, cognitive and technological components. A 10-hour program was developed to improve the style of teachers' pedagogical dialogue through the formation of gender-communicative competence. The program was tested with compulsory schoolteachers working in Almaty. Forty-five teachers attended the experimental session.

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Section: Gender Differences Manifested In Teacher Communicationmentioning

confidence: 99%

Gender Differences In Teachers' Pedagogical Communication Styles

Akhmetova¹

2017

The European Proceedings of Social and Behavioural Sciences

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“…Back in 2014, when studying emotional burnout in teachers, A.L.Caruso, showed the relationship between emotional burnout and the level of interpersonal trust with teachers on the one hand, and the relationship between the student 's psychological safety and his(her) level of trust in a teacher, on the other hand [6]. In another study it was also shown that emotional deformations and emotional burnout are related to deformations of trust relations in teachers of pre-school institutions [7].…”

Section: Introductionmentioning

confidence: 99%

Models of teachers' trusty relations and peculiarities of interactions in educational space: empirical research

Скрипкина

2020

E3S Web Conf.

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The theoretical analysis of home and foreign research shows that teacher's ability to set up trusting atmosphere in educational space is the most important factor of professional success and the guarantee of occupational health. The given research is based on the author`s concept that human trust in others is inseparable from self-trust, and the ratio of the level of expression of these two oppositely directed attitudes creates the features of trusting relations between a teacher and his (her) students. The mentioned trusting attitudes are included by the author into the teacher's communicative competence structure. A study of self-trust and trust in others among teachers revealed six different models of expression of trusting relations among teachers a model with high self-trust and trust in others; a model with high level of trust in others and medium self-trust; a model with high level of trust in others and low self-trust; a model with low level of trust in others and high self-trust; a model with low level of trust in others and medium self-trust; a model with low self-trust and low level of trust in others. An analysis of the relationships of trusting relations indicators in each of the identified models was then carried out with such qualities of communicative competence as strategies of behaviour in conflict, communicative tolerance, self-control in communication and empathy. The results showed that each empirical model of trusting relationships inherent to different teachers had different relationships with other indicators of communicative teacher`s competence included in the study. The results of the study enabled to obtain six different models of teacher-student interaction.

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