PSYCHOLOGICAL FEATURES OF TEACHERS Ziyavitdinova G.Z.

Tashkent state pedagogical university named after Nizami


Номер: 3-4
Год: 2017
Страницы: 140-143
Журнал: Актуальные проблемы гуманитарных и естественных наук

Ключевые слова

incontinence, self-study, ailment, phenomenon, characteristics

Просмотр статьи

⛔️ (обновите страницу, если статья не отобразилась)

Аннотация к статье

The article is devoted to the objectives of educational psychology associated with psychological characteristics of students. It focuses on the study of the problems of burnout for teachers and educators, subjecting them to psychological ailment, emotional instability, incontinence and rapid fatigue. Analysis subdivided into three dimensions. With respect to the self-study training allocated 4 types of categories of teachers. Described study the features of a professional identity.

Текст научной статьи

Considering the psychological goal of educational psychology, we analyzed the first one related to the psychological characteristics of students. The second objective of educational psychology is connected with the psychological characteristics of teaching. In recent years the study of the problem of burnout in teachers and educators often fall into the group of people who are particularly exposed to this psychological ailment. - Indeed, it is well known that teachers often have a weak nervous system, they are not emotionally restrained, quickly get tired, and have a low threshold of fatigue. In addition, there are cases when young specialists, suggesting that they will be able to effectively train and even radically change the existing system of education, teachers begin to work, but after a short time of their hopes and dreams no trace remains. Moreover, they are often the most ossified, the most rigid and unnecessarily strict teachers on poor students and poor conditions of professional activity. If we add to this, that a significant number of teachers problems in his personal life, associated with both the marital and a parent-child relationship, it becomes obvious that the problems of the psychological characteristics of the training need to be addressed within the framework of the tasks of building an effective learning. If you do not delve into the personal characteristics of teachers, but to limit the psychological characteristics, directly related to professional training positions, we can distinguish three aspects. More than twenty years ago in one of the first studies on the occupational groups, the teaching staff has been selected as one of the most destructive, which not only helps to solve professional problems, but in every way prevents the construction of effective learning. Psychologists are well-known phenomenon of the teaching staff, when seemingly all love and support each other, and are even available within the group essentially unstable due to the fact that their members and participants are constantly changing. For example, one team supports its director, but in every way interfere with or even discredits meaningful activity leader. However, even with a slight change in the situation, some members of this team may join the substantive leader and become, respectively, the director of the opposition, and so on. D. In some cases, the teaching staff for some time rallies, for example, when there is a common "enemy" in the form of some Commission, the new administrator or parents who are beginning to confront the teachers. The most interesting thing is that at this time in this educational institution has changed dramatically for the better and the level of organization of educational process. Once the situation stabilizes, a common enemy disappears or finds some common motifs with someone from the team, change and relationships and quality of education. If we try to analyze what is the cause of protracted conflicts in the teaching staff, it turns out that they, as a rule, not associated with the professional and personal interests and characteristics of teachers. Even when the opposition seems to be a teacher to others due to the promoted by one of their theoretical direction, defining features of teaching, it is the reality that the "theoretical" aspect only marked the beginning of the conflict and its protracted nature contributed to personal dislike. It can be concluded that the nature of the relationship of teachers to a large extent determined by their personal characteristics. That is why the first requirement for the psychological characteristics of learning and at the same time a condition that allows to create a team of like-minded team, a team that is not because its members work together and the joint solution of problems, - ability for meaningful communication. On the one side, meaningful communication assumes that the subject has no problem in realization of personal communication. On the other hand, necessary for its realization to be Solved partners perceived in their professional work as a general problem. Then, the content will be the content of communication. With regard to training, this means that in spite of the teaching disciplines and the fact teaches whether a particular student teacher in the teaching staff addresses common problems related to the training and development of students. In this case, the content of the professional work of teachers will determine their communication and interaction with each other. Consequently, the first feature of the psychological training related to their ability to meaningful communication and interaction with each other. Only in this case may have the pedagogical team, organize and develop educational environment providing versatile and continuing education. The second feature of psychological training is the ability to manage and control the professional position. The study of professional consciousness of the subject and his professional position shows that they are closely related to his personal position and holistic consciousness. At the same time the teacher manages his professional identity and arising on its base position by a personal position. That is changing, and professional position is controlled by the personal position of the subject. Only in this case we can talk about professional growth and professional development, only professional position does not interfere with a person in his personal life. However, as the results of studies, a significant number of training the opposite happens: their personal position begins to feel pressure from the teacher. This leads to the fact that in everyday life training still behave as teachers. They are constantly and without reason to teach and educate others, react to situations from an educational point of view, ultimately begin to see themselves only as teachers. It is for this reason they are often unhappy to have conflicts and problems with their spouses and cannot find a common language with their own children. Very similar to the teachers to the prevailing teaching position teaching those who have professional and personal position does not differ. They, as well as teachers described above, only perceive themselves as training. It often affects the fact that they inadvertently take a position "from above" and in relation to the students, and even to his colleagues. In many cases, conflicts in the pedagogical collectives are connected with the fact that the position of the "top" are beginning to claim some teachers. In contrast to the teaching in which the main role is played by the pedagogical position of the teacher with a single, undivided position have a very big problem in communication because of the nature of the emotional sphere. If the first, in principle, can sympathize with another for some time to "forget" about the pedagogical point of view, albeit with some effort of will, the second all just human is alien. Among the teachers can meet and those who have professional and personal position of a little contact. If you remember from the film teacher R. Bykov "Attention, Turtle," it on the way to school was a light step of a young girl and was dressed in a short skirt and a nifty picks. Before entering the school odernuv skirt to the desired length and turning into a classic beach hat, she even changes the gait. Now it nothing will give youth a good mood, joy spring. It turns into a typical, in its opinion, the teacher, who does not age, does not pay attention to the weather, it is not engaged in its own appearance. And if in the same situation, all colored by personal position in the other - it is subject to a professional position. These teachers, in contrast to the teaching of the preceding groups, more happy and prosperous. they are completely forgotten in real life (or try to forget) what are the teachers. However, greater efficiency of such a combination of professional and personal point it should be noted that in this case, teachers often have a low level of qualifications. In addition, it is very difficult to raise their level, as and when the implementation of a professional position, and in situations where they are the pupils, they are limited to special classes organized, not including training material in real life. A third aspect of the psychological characteristics of teachers associated with their ability to learn and self-learning. Description of learning abilities is advisable to start with the fact, which has been obtained as a result of psychological research on the problems of personal readiness of children to school. Preschool children - primary school age, on the one hand, taught specific skills and abilities, and on the other hand, was asked to teach an adult to fold paper boat, that they are well able to do. It was found that good learning can only mc kids who can teach adult skills mastered by them. If the child does not take the task of teaching, could not find a way of solving the problem, and (or) did not take adult help for the job, he usually could not explain the "trainee" to an adult, and what to do and for the manufacture of the boat, not seen errors, deliberately committed by his pupil, not in control resulting in the training result. In spite of the specific objectives of the study related to personal readiness for school, and the age of subjects (6-8 years), the results can be fully attributed to the problem of interest to us, the psychological characteristics of teachers. In relation to the training of their own learning can be divided into four categories. The first trained very willingly, they try to use every opportunity to visit all sorts of courses, meeting new technologies. However, despite their love of learning, they practically do not use new knowledge and skills in practice. This is due to the fact that in some cases, training is training only in appearance, in its psychological content of the training is not being. With regard to this category of teachers' training does not lead to changes in their consciousness and self-consciousness. Education for them is some entertainment, comparable to reading an interesting book, the content of which is forgotten as soon as finish the reading. Even if the content is not forgotten, it is in no way associated with the daily tasks of a professional teacher. Other training (second category) is also very willing to learn and, in contrast to their colleagues belonging to the first category, it is very actively use the acquired knowledge in professional work. They innovate every year, often some are the opposite of the other. Usually it is very keen on people who are under the influence of training are constantly changing their views on students, the subject of education, the problem. They tend to not just include new methods in the learning process, but also in their manners explaining behavior, even clothing style copying of those who introduced them to these methods. Despite the attractiveness of this group of teachers should be noted that they often have serious problems with teaching qualifications, as they do not increase the level of its educational activities, and keep changing it. In addition, this category of teachers feel their students ill, have difficulty in setting up a joint activity with the students. The third category of training belong to people who do not just love to learn and experience a meal if they will at least for a short time to play the role of students. These teachers sincerely believe that no new technology, psychology and methods of teaching the game cannot help them in their professional activities. They like to appeal to its extensive experience and expertise of their loved ones, tell us numerous instances where they were able to teach absolutely ineducable student boast methods invented by them, and the management and control techniques of students. They tend to complain that every year students are getting worse and worse, what used to training was much better attitude, that only they can cope with the difficult and thankless business training. To the last (fourth) category includes teachers, the number of which in some educational institutions is very low. They try to find learning the answers to questions that arise from them in the process of implementation of professional activity. In addition, they try to learn, not only during special courses, but studying the special literature, analyzing the cases and situations from films and performances, attracting to their work their own interests and hobbies. If we return to the problem of burnout, which are subject to many tutorials, we can say that those who are able to meaningfully communicate, manage and control their professional position and are capable of learning and self-training, mastered the art of pedagogy and not only do not lose their emotional base but also have the necessary conditions for its development and improvement. Regardless of who taught these teachers (pre-school age child or student), they are in their professional work and personal life are determined by the future, and do not complain and do not grieve for the departed irretrievably ideal past. They acquire new for yourself activities, in order to become a real partner to his disciples so that they become authentic pedagogy cooperation.

Научные конференции

 

(c) Архив публикаций научного журнала. Полное или частичное копирование материалов сайта возможно только с письменного разрешения администрации, а также с указанием прямой активной ссылки на источник.