DEVELOPMENT OF PSYCHOLOGICAL COMPETENCE OF TEACHERS IN THE PROCESS OF IMPROVING THE QUALIFICATION
DOI:
https://doi.org/10.18372/2411-264X.13.13395Keywords:
psychological competence, advanced training, differentiation and individualization, conscious and unconscious needs, psychological supportAbstract
The article is devoted to the analysis of the results of an experimental study of the development of psychological competence of teachers in the process of advanced training.
It was determined that in the process of improving the qualification of teaching psychology should perform several strategic tasks, each of which in turn consists of a huge number of diverse areas of influence on students containing the gnostic (cognitive, or otherwise informational), axiological (value) and praxeological (operational, activity) a) components.
The study revealed that teachers understand the importance of the psychological aspect of activity, but are more focused on the psychology of the student, while the psychological problems of the teacher are left without their attention, which leads to the presence of unconscious problems among teachers.
It is revealed that the problem of the formation of the psychological culture of teachers requires the restructuring of the learning process in refresher courses.
Among the organizational means that are required, the most relevant are the following: the differentiation of students into categories; conducting initial diagnostics in order to determine the needs of educated and unconscious teachers in obtaining psychological knowledge, the formation of skills, the direction of correction of self-correction of personal and professional qualities; development of an appropriate methodological base (methods of psychodiagnostics, training and correction programs, etc.); additions of training during the period of stay on refresher courses with psychological support during the intersessional period; special training of teaching and methodological staff to work in conditions of differentiation and individualization of the process of development of the psychological competence of teachers.References
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