- Мосьпан, М.О. (2015) Formation of the individual’s ability to self-regulation in conflict situations of pedagogical activities Dissertation candidate thesis, Інституті психології імені Г. С. Костюка.
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Abstract
The thesis is dedicated to theoretical and experimental study of the problem of formation of future pedagogue’s ability to self-regulation in conflict situations of pedagogical activities. Features of pedagogues’ mental conditions are specified and typical conflict situations occurring during pedagogical activities are highlighted on the basis of theoretical and methodological analysis of professional pedagogical activity. Peculiarities of the effect of conflicts on emotional sphere of the future pedagogue and significance of ability for self-regulation in psychological readiness for conflict situations are distinguished. Pedagogues’ behaviour in usual and conflict situations during professional pedagogical activities is studied. Grounded structural-functional model of self-regulation of future teachers in conflict situations educational activities. Students and teachers mental state features are determined in ordinary and conflict situations of pedagogical activity. Author’s questionnaire to identify means of future pedagogues’ self-regulation in conflict situations of pedagogical activities is suggested. Was confirmed a hypothesis that states that are experiencing a teacher in conflict situations involving high voltage or over potential natural course of mental processes; this can lead to system destrukturuvannya his mental activity or its high mobilization; prevention and constructive conflict solving teaching can be achieved by means of special teachers mastering their own self mental states. Program of psychological support of future pedagogues for development and formation of the ability of self-regulation in conflict situations of pedagogical activity in the form of socio-psychological training is designed, and its effectiveness is tested. The aim of this socio-psychological training is the formation of future pedagogues’ ability to self-regulate their mental state in conflict situations in their pedagogical activity as an important determinant of constructive solution of any conflict.
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