Scholarly record

PEDAGOGICAL SUPPORT OF DEVELOPING EMOTIONAL RESISTANCE OF FUTURE TEACHERS

L.V.Bayborodova, J.V.Yakovleva, ГЊ.I.Rojkov, L.N.Serebrennikov, N.V.Г’Г mГ rskaya

Abstract

In modern society, which is developing rapidly, any teacher should try to find a successful solution of his or her goals of activity, to maintain composure and to stay as a role example of tactful and calm behavior for his or her students, no matter what stressfull factors influence him or her. However, numerous research shows the fact of emotional tension in teachers, caused by endless situations of decision-making in curriculum, evaluation, and communications wits pupils, their parents, colleagues, etcВ… The syndrome of "emotional burnout" without any efforts for itВ’s prevention can occur by future teachers even while they are studies at the univesity. In this research the authors aim was to study the way of providing pedagogical support in the process of developing emotional resistance of future teachers at the stage of vocational training. Training programmes for future teachers had been used. They are based on modeling professional activity and applying the technologies, which provide effectiveness and subjectiveness of the students. In the experiment over 1000 students had been participated. The pedagogical support assume the presence of two parts: invariant (the usage of potential of psychological and pedagogical classes and pedagogical practice) and variative (different optional classes, individual curricula, special research work held by students.). It is proved in this research that the development of emotional resistance by future teachers is provided by a complex of pedagogical methods, which help to gain an experience of strong-willed behavior in the situations of emotional tension. Forming of skills, abilities, self-regulation habits of emotional tension are stimulated by technologies, providing self-awareness and subjectiveness of the students. In the article the results of dynamics of professional features development by a young teacher are represented. It is proved that the results of the work increases, if there is an interested, conscious attitude of university teaching staff towards the development of emotional resistance in students, and the process of education is organized on the base of involving students in professional training and practice.

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