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Journal articles on the topic 'Psychological structure of the teacher's activity'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Volkova, E. N. "Psychological Well-being and the Structure of the teacher’s Agency." Vestnik of Minin University 12, no. 2 (2024): 9. http://dx.doi.org/10.26795/2307-1281-2024-12-2-9.

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Introduction. In positive psychology, psychological well-being is associated with personal resources that ensure creative processes and positive changes in a person’s life and activities. Considering agency as the main professional and personal resource of a teacher for positive transformations in modern education, we assume that agency acts as such a resource provided that the teacher perceives himself as a psychologically prosperous person. Psychological well-being in the study is considered within the framework of the PERMA model and represents the teacher’s self-representation of the main

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2

Kurbanov, Ihtiyor, and Vasila Karimova. "The main features of the development of creative abilities of a modern teacher in an innovative environment." Общество и инновации 2, no. 9/S (2021): 60–66. http://dx.doi.org/10.47689/2181-1415-vol2-iss9/s-pp60-66.

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The article is devoted to the consideration of the theoretical aspects of studying the psychologically creative readiness of teachers for innovative activities. Psychological and pedagogical studies devoted to the study of this phenomenon are analyzed. An attempt has been made to identify the structure of the teacher's psychological readiness for innovative activity, which will make it possible to determine and develop psychological and pedagogical technologies for its formation among teachers. The concept of the level of the pedagogical activity, which requires a restructuring of the motivati

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3

Pavlyк, Nataliya. "STUDY OF THE IMPACT OF A TEACHER’S PSYCHOLOGICAL HEALTH ON PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY." Educational Analytics of Ukraine, no. 1 (2023): 93–107. http://dx.doi.org/10.32987/2617-8532-2023-1-93-107.

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The article is devoted to establishing the regularities of the impact of a teacher's psychological health on his/her readiness for creative professional activity. The author identifies the structure of psychological health and the psychological readiness of teachers for professional activity. Psychological health is defined as a multi-level formation that represents a harmonious state of the individual, based on the balance between the spiritual, social, intellectual, emotional, volitional and bodily substructures of the personality, as well as harmony between the individual and the world. The

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Hikmatovich, Kurbanov Ikhtiyor. "THE SIGNIFICANCE OF TEACHERS’ PSYCHOLOGICAL READINESS FOR INNOVATIVE CLASSROOM ACTIVITIES AND ITS SOCIO PSYCHOLOGICAL BACKGROUND." American Journal Of Social Sciences And Humanity Research 02, no. 06 (2022): 139–45. http://dx.doi.org/10.37547/ajsshr/volume02issue06-21.

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The article is devoted to the consideration of theoretical aspects of studying the psychological readiness of teachers for innovative activities. Psychological and pedagogical studies devoted to the study of this phenomenon are analyzed. An attempt has been made to identify the structure of the teacher's psychological readiness for innovative activity, which will make it possible to determine and develop psychological and pedagogical technologies for its formation among teachers. The results of scientific research on the topical problem of the development of innovative readiness in the conditi

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Ledovskaya, Tatyana V., and Nikita E. Solyninin. "The structural organization of individual resources of the teacher's coping behavior." Perpsectives of science and education 71, no. 5 (2024): 632–49. http://dx.doi.org/10.32744/pse.2024.5.37.

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Introduction. All educators encounter stressful situations and experience negative emotions during their work, which necessitates the use of coping strategies to maintain personal well-being and uphold a high level of teaching quality. The contemporary state of the issue regarding the phenomenology of psychological resources for coping with stress is characterized by the dominance of an analytical research paradigm. This paradigm primarily focuses on individual, personal, and subject-activity characteristics as resources for coping with stress. The aim of this research is to determine the psyc

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Kuleshova, Viktoriia, Viktoriia Malovana, and Iryna Samoilova. "Professional Training of a Teacher Assistant to Work in an Inclusive Education." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (349) (2022): 202–11. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-2-202-211.

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The article is devoted to the problem of professional training of future teacher assistants to work in an inclusive education. We have established the role of the professional activity of a teacher's assistant in the conditions of inclusive education. An analysis of scientific views on determining the phenomenon of readiness of a teacher's assistant for professional activities, and the impact of an inclusive educational environment on the learning process of children with special educational needs. It was found that the formation of readiness for professional activity is evidenced by the follo

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Valikulova, D. A. "THE PHENOMENON OF METALINGUIC ACTIVITY, ITS STRUCTURE AND FEATURES." International Journal of Pedagogics 03, no. 03 (2023): 6–10. http://dx.doi.org/10.37547/ijp/volume03issue03-02.

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Among the main tasks of teachers in the educational process is the development of the language ability of students. However, taking into account only the didactic and linguistic factors of learning is not enough for the full acquisition of the language. The application of psychological and psycholinguistic knowledge in practice will help teachers significantly facilitate the process of language learning.

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Hulbs, Olha, and Valerii Lantukh. "Psychological peculiarities of categorical structure of teachers’ professional consciousness." Psychological Journal, no. 11 (February 12, 2024): 6–16. http://dx.doi.org/10.31499/2617-2100.11.2023.298388.

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The problem of categorical structure of teachers’ professional consciousness is examined in the article. The concept of categorical structure of teachers’ professional consciousness is described and its model has been worked out. The problem of teachers’ professional consciousness and its structure has been revealed. The following components of the development of professional consciousness have been introduced: cognitive (it is the process of the reflection of professionally pedagogical realities and cognition of profession by a teacher, awareness of himself in the profession and development o

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9

Rii, Yuliia. "THE PHENOMENON OF PERSONALITY READINESS: ESSENCE, STRUCTURE, AND TAXONOMY OF TYPES." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(54) (May 13, 2024): 173–77. http://dx.doi.org/10.24144/2524-0609.2024.54.173-177.

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The article examines the synthesis of psychological and pedagogical approaches to defining the concept of «readiness». The article's purpose is to justify the taxonomy of its types based on the analysis of the essence and structure of readiness. Research methods: analysis of psychological and pedagogical literature, systematization and generalization of research materials, their synthesis, and comparison. The meaning and essence of the concept of «psychological readiness for activity» has been clarified. The pedagogical interpretation of readiness is related to the concept of «readiness of a t

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Ivanova, S. A., D. B. Tleumbetova, N. V. Dokuchaeva, and S. Yu Tyurina. "Psychological aspects of the teacher's activities within the framework of personal-oriented training in a technical university." Bulletin of the Karaganda University. Pedagogy series 112, no. 4 (2023): 14–21. http://dx.doi.org/10.31489/2023ped4/14-21.

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The article is devoted to the issue related tothe perception and knowledge of the student's personality by the teacher within the framework of a person-oriented learning model. The authors consider the structure of ped-agogical activity including professional psychological and pedagogical knowledge, pedagogical skills, per-sonal characteristics.Particular attention is paid to the psychological aspects of solving the problems of peda-gogy associated with interpersonal interaction in the learning process. The authors present an overview of the psychological components of the teacher's personalit

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Mazilov, Vladimir A., and Yuriy N. Slepko. "Psychological Analysis of Competencies in the Structure of Teacher Professional Training." Integration of Education 28, no. 4 (2024): 514–32. https://doi.org/10.15507/1991-9468.117.028.202404.514-532.

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Introduction. The continuous updating of pedagogical educational standards impacts the shifts in ideas about the results of training of future teachers. The use of a competency-based approach for this purpose is accompanied by the structuring of the planned results on the basis of general and specific competencies, which formally corresponds to the real structure of pedagogical activity. The purpose of the study is to determine the psychologically substantiated structure of pedagogical competencies, correlated with the subject and psychological level of analysis of the teacher’s activity. Mate

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Ірина Сухопара. "CONTENT AND STRUCTURE OF FUTURE PRIMARY SCHOOL TEACHERS’ EMOTIONAL COMPETENCE." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 165–75. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219588.

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Determining the content and structural components of the future primary school teachers' emotional competence will help organize the process of future teachers' training for successful professional activity, personal self-realization. The purpose of our article is to study theoretical substantiation content and structural components of future primary school teachers' emotional competence. Methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, the study of experience on the researched question were used to solve this problem,

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Olefirenko, Taras. "Psychological and Pedagogical Analysis of the Professional Teacher’s Career Phenomenon." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 207–21. http://dx.doi.org/10.31470/2415-3729-2019-10-207-221.

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The article proves that knowledge of psychological and pedagogical bases of a professional career phenomenon allows to take into account the ascending and descending phases of development, critical periods of life, as well as to predict the influence of socio-economic and personal factors on the teacher's personality development. The purpose of the article is to conduct a psychological and pedagogical analysis of the phenomenon of a professional teacher's career in Ukraine. Consequently the study theoretically grounds the necessity to take into account the modern teacher work peculiarities, du

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Moroz, Liudmyla, and Heorhii Dubrovynskyi. "On the relationship between psychological well-being and learning motivation in primary school children." Psychological Journal, no. 14 (May 6, 2025): 89–97. https://doi.org/10.31499/2617-2100.14.2025.328740.

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The article presents data on psychological well-being of primary school children with different types of learning motivation. Positive connections of psychological well-being and components of its structure with internal motivation of learning, negative connections – with external motivation of learning are established. It is shown that cognitive motivation, self-development motivation, awareness of the significance of learning activity for themselves, but at the same time – orientation to high academic performance are characteristic for junior schoolchildren with a high level of psychological

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Khupavtseva, Nataliia, and Vitalii Spivak. "Psychological Content of the Leading Role of Facilitative Activity." Collection of Research Papers "Problems of Modern Psychology" 64 (November 28, 2024): 115–37. https://doi.org/10.32626/2227-6246.2024-64.115-137.

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The purpose of our research is to show psychological content of the leading role of facilitative activity, to highlight these basic ideas according to the principles of facilitation and facilitative interaction. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, such as a statement experiment. The results of the research. The attributive a

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Filatov, V. O., and C. V. Nikiforova. "FEATURES OF THE PSYCHOLOGICAL STRUCTURE OF THE PERSONALITY OF TEACHERS OF PHYSICS AND MATHEMATICS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 12/11, no. 153 (2024): 109–24. https://doi.org/10.36871/ek.up.p.r.2024.12.11.014.

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The article is devoted to the problem of the peculiarities of the psychological structure of the personality of teachers of the physics and mathematics focus of secondary vo-cational education organizations and teachers of comprehensive schools. For the empirical study of the issue, the author compiled a diagnostic complex of five blocks: needs and motivation for activity, abilities, personally significant qualities, and features of mental self-regulation of the individual. The article describes and analyzes empirical models of psychological structures for two samples, presents their different

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17

CHEREZOVA, I., and V. FEDORYK. "PSYCHOLOGICAL ASPECTS OF FORMING THE MODERN TEACHER’S PROFESSIONAL IMAGE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (2022): 416–27. http://dx.doi.org/10.31494/2412-9208-2022-1-1-416-427.

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The article reveals the psychological aspects of forming the modern teacher’s professional image. It has been noted that the new standards of higher education increase the level of attention and requirements for the personality, professionalism and competence of future teacher, that calls out the necessity of forming the new style of social behavior. The conceptual approaches to forming the modern teacher's professional image are analyzed. It has been noted that this problem was considered by scientists in the context of psychology of individuality, formation of «I-concept» of personality, ima

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18

Bayalina, A. М., and S. K. Sh UalikhanovKokshetau University Damekova. "THE ESSENCE AND STRUCTURE OF THE RESEARCH COMPETENCE OF A MATHEMATICS TEACHER." BULLETIN Series of Pedagogical Sciences 68, no. 4 (2020): 137–43. http://dx.doi.org/10.51889/2020-4.1728-5496.21.

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The aim of the research is to analyze the essence and structure of the research competence of a mathematics teacher. The study and analysis of psychological and pedagogical literature has shown that many authors, when defining the essence of the teacher's research competence, denote its integrity, dynamism, integrity, and integrativity. The research competence is considered as a characteristic, as a set of personality traits, as the ability to solve the research problems. The research competence of a mathematics teacher is a professionally significant quality, an integral part of pedagogical c

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19

Khupavtseva, Nataliia, and Nataliia Slavina. "Psychological Phenomenon of Facilitation as a Specific Type of Teacher’s Activity." Collection of Research Papers "Problems of Modern Psychology" 60 (June 29, 2023): 73–94. http://dx.doi.org/10.32626/2227-6246.2023-60.73-94.

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the purpose of our research is to show what is facilitation; how to organize facilitative interaction to help the teacher for better guidance that can enhance performance and success for the students; to present the ways of facilitative education at the universities; to show the place of facilitation in the structure of Blocks of Cognitive Activity of students. methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, mo

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20

O.V., Danilova. "FORMATION OF PSYCHOLOGICAL READINESS OF FUTURE TEACHERS FOR ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION." “Educational bulletin “Consciousness” 23, no. 7 (2021): 11–18. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-7-11-18.

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The article presents the results of the implementation of the psychological and pedagogical model of the students’ psychological readiness formation for pedagogical activity in inclusive education. The relevance of this topic depends on the introduction of the inclusive education model into the educational system of the Russian Federation, which clearly indicated the issue of preparing future teachers for professional activity in the educational inclusion conditions at the stage of study in a university. Currently, there is a need to develop effective organizational forms, methods, and program

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21

Rudakova, O. A., and E. Yu Ponomareva. "Emotional intelligence as a structure-forming component of the future teacher’s psychological culture." SHS Web of Conferences 87 (2020): 00002. http://dx.doi.org/10.1051/shsconf/20208700002.

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The article deals with the concept of emotional intelligence as a structure-forming component of the future teacher’s psychological culture. The paper substantiates the need to develop this personal quality in future teachers, as well as its importance for successful professional activity. The article analyses the structural components of emotional intelligence in the personal sphere of future teachers. The study provides empirical material for the primary cross-section of diagnostics of emotional intelligence in the personality structure of future teachers.

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Griban, Gryhoriy, Alla Harlinska, Olena Solodovnyk, et al. "The structure of methodical competence of a physical education teacher." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(175) (March 23, 2024): 66–70. http://dx.doi.org/10.31392/udu-nc.series15.2024.3(175).11.

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The article reveals the theoretical foundations of the development of methodological competence of future physical education teachers during their studies at higher education institutions. The essence and structure of the concept of ”methodical competence of a physical education teacher” was identified as one of the factors of proficiency which provides the teacher with knowledge, abilities and skills of organizing physical education and health activities, health methods and technologies for providing students with motor activity, skills and conducting the educational process on the subject “P

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Lobachova, Natalia, Elzara Koykova, and Viktoria Buzni. "Formation of future teachers’ digital competencies in the process of online lectures." SHS Web of Conferences 87 (2020): 00097. http://dx.doi.org/10.1051/shsconf/20208700097.

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The article deals with the emotional intelligence concept as a structure-forming component of the future teacher’s psychological culture. The research substantiates the need to develop this personal quality in future teachers, as well as its importance for successful professional activity. The article analyses the structural components of emotional intelligence in future teachers’ personal sphere. The research provides empirical material for the primary cross-section of emotional intelligence diagnostics in the future teachers’ personality structure.

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Chornous, Vira Petrivna. "FORMATION OF PROFESSIONAL AND PEDAGOGICAL ORIENTATION FUTURE TEACHERS OF FOREIGN LANGUAGES." Педагогічна інноватика: сучасність та перспективи, no. 3 (June 7, 2024): 24–28. http://dx.doi.org/10.32782/ped-uzhnu/2024-3-4.

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The article reveals the problem of forming the professional and pedagogical orientation of future teachers of foreign languages. This idea is revealed by the authors in different ways, but there is no consensus on the defined concept. Modern researchers of pedagogical sciences define that the productivity of professional and pedagogical orientation is provided not only by creative and intellectual abilities, but also determined by the structure of professional motivation as the main system of the teacher's personality and professional activity. Usually this term is understood as a person’s per

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SUNDUKOVA, Iryna. "ENSURING EMOTIONAL RESISTANCE IN CONDITIONS OF HEALTH CARE OF FUTURE PHYSICAL EDUCATION TEACHERS." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 12 (2022): 126–31. http://dx.doi.org/10.33251/2522-1477-2022-12-126-131.

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The article highlights the development of emotional stability, which is provided by means, the methodical basis of which is a system of influences aimed at the formation of a complex of volitional qualities, the totality of which constitutes the essence of emotional stability of an individual. It is noted that the health care of teachers is directly related to the development of emotional stability of teachers even at the stage of preparation for professional activity. Pedagogical support for the development of emotional stability is characterized, which involves the presence of a system of kn

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Mitina, S. V. "Еmpathy in the Structure of Psychological Competence of the Teacher of the Higher Educational Institution". INTERNATIONAL JOURNAL OF SCIENCE ANNALS 2018 1, № 1*2, 2018 (2018): 28–33. https://doi.org/10.26697/ijsa.2018.1-2.04.

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Abstract Background and Aim of Study: The  efficiency  of  pedagogical  activity  depends  not  only  of  the  level  of  professional knowledge and abilities of the teacher but also of the presence for him of the personality qualities  necessary  for  optimal  cooperation.  One  of  such  professionally-meaningful qualities of the teacher is the empathy able to do the process of education emotionally comfortable and productive.  The aim of the study: to e

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Лариса Ткачук and Мирослава Ткачук. "PEDAGOGICAL STIMULATION IN THE STRUCTURE OF A MODERN TEACHER’S PROFESSIONAL COMPETENCE." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 61–66. http://dx.doi.org/10.31499/2307-4906.4.2020.224098.

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The article highlights the role and place of pedagogical stimulation in the structure of modern teacher’s professional competence. Professional competence is presented as an integrated professional and personal education, in which a person's internal resources, personal qualities and abilities have been considered as a source and criteria for effective subject activity in the education system. It is noted that each stage of the teacherʼs work necessarily contains a stimulating and motivating element of activity. Based on the analysis of scientific works of leading scientists, experience of pro

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Gut, Yu N., L. E. Tursunov, M. V. Lanskikh, and Sh B. Akhmedova. "Development of Innovative Activity of University Teachers: Philosophical and Psychological Perspectives." Vysshee Obrazovanie v Rossii = Higher Education in Russia 33, no. 1 (2024): 149–63. http://dx.doi.org/10.31992/0869-3617-2024-33-1-149-163.

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In the era of the development of innovative technologies, the processes taking place in universities determine new requirements for the personality and professional competence of a teacher. A modern teacher is not just a transmitter of information and accumulated experience, but also a person who understands the essence of modern life and strives to harmoniously fit into existing realities, while focused on changing his consciousness, worldview and openness to everything new. In this connection, the problem of the teacher’s psychological readiness for innovation, as a component of his professi

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Abdalina, Larisa V. "Self-acceptance as a feature of a self-developing personality of a teacher." Psychological-Pedagogical Journal GAUDEAMUS 24, no. 2 (2025): 18–24. https://doi.org/10.20310/1810-231x-2025-24-2-18-24.

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The research actualizes the issue of studying self-acceptance as the basis, the initial link in the process of self-development of the teacher's personality. The concept of “self-development” is specified; the concept of “self-acceptance of a teacher” is defined and supplemented with the idea of foreign and national scientists about it as a phenomenon, process, activity. Self-acceptance of a teacher is considered from the position of humanistic psychology as a feature of a self-developing personality striving for self-realization in life due to the manifestation of high activity based on consc

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Berdnikova, D. V. "Psychological Predictors of Professional Activity in University Teachers." National Psychological Journal 53, no. 1 (2024): 187–96. http://dx.doi.org/10.11621/npj.2024.0113.

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Background. Currently, in connection with the reform in the system of higher education, studying characteristics of the university teacher that are the basis of ability to be a subject of work is a relevant task. Professional activity is one of these characteristics, which is a predictor of professional and personal development. Based on this, the need to study the structure, factors and dynamics of professional activity of university teachers is obvious. The study of this psychological phenomenon will give us the opportunity to create an effective system of methods for the development of prof

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Пасічніченко, Анжела Василівна, та Наталія Володимирівна Ковалевська. "ФОРМУВАННЯ ПСИХОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВИХОВАТЕЛЯ ДНЗ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ". Педагогіка та психологія, № 53 (12 липня 2016): 340–49. https://doi.org/10.5281/zenodo.57610.

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The article contains the results of theoretical and experimental study of  teacher`s psychological competence.  The contents, characteristics and structure of  psychological competence  are determined and described. It has been proved that  psychological competence is one of the defining ones in the structure of modern  teacher`s pedagogical activity and a component of his/her professional competence.  Psychological competence is a consistency between knowledge, practical skills and  actual behavior a teacher demonstrates during the pedagogical interacti

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Miroshnychenko, O., and O. Voznyuk. "THE MOTIVATION COMPONENT OF READINESS FOR PROFESSIONAL ACTIVITIES IN THE APPLICANTS FOR HIGHER PEDAGOGICAL EDUCATION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(114) (December 27, 2023): 118–37. http://dx.doi.org/10.35433/pedagogy.3(114).2023.118-137.

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The motivation component of readiness for professional activities in the applicants for higher pedagogical education is investigated. The relevance of the research stems from the fact that in the process of a teacher's professional activity, his/her motivation becomes an essential aspect of the specified activity. Therefore, one of the key problems of psychological and pedagogical science is connected with the study of the motivational sphere of the participants in the educational process as a leading factor in the effectiveness of educational activities. This, in turn, involves the study of r

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Petrovna Gavrilyuk, Nataliya, Yana Vladimirovna Kryucheva, and Svetlana Nikolaevna Semenkova. "Professional Integrity within the Structure of Professional Activity: Psychological and Pedagogical Formation Basis." International Journal of Engineering & Technology 7, no. 4.38 (2018): 186. http://dx.doi.org/10.14419/ijet.v7i4.38.24436.

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The article covers the issues related to the process of training students for professional activity. The authors introduce a new term "professional integrity". This term is presented by three interrelated structural components: cognitive, communicative, and behavioral. The psychological and pedagogical basis of professional activity is theoretically justified. Diagnostic tools for the problematic area of professional activity are verified empirically. The sources of difficulties and problems faced by a person in professional activity are found out. The authors identify a correlation among the

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Petrovna Gavrilyuk, Nataliya, Yana Vladimirovna Kryucheva, and Svetlana Nikolaevna Semenkova. "Professional Integrity within the Structure of Professional Activity: Psychological and Pedagogical Formation Basis." International Journal of Engineering & Technology 7, no. 4.38 (2018): 191. http://dx.doi.org/10.14419/ijet.v7i4.38.24439.

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The article covers the issues related to the process of training students for professional activity. The authors introduce a new term "professional integrity". This term is presented by three interrelated structural components: cognitive, communicative, and behavioral. The psychological and pedagogical basis of professional activity is theoretically justified. Diagnostic tools for the problematic area of professional activity are verified empirically. The sources of difficulties and problems faced by a person in professional activity are found out. The authors identify a correlation among the

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Əlixanova, Gülnarə. "USE OF PSYCHOLOGİCAL İNFLUENCE TOOLS İN THE PROCESS OF PEDAGOGİCAL COMMUNİCATİON." Scientific Works 91, no. 6 (2024): 256–59. https://doi.org/10.69682/arti.2024.91(6).256-259.

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Pedagogical communication is included in the structure of methods and methods of teaching and education. The leading place in pedagogical communication is occupied by social perception, which is the process of people's perception and understanding of each other. The activity and communication of the teacher with the class are the main elements of the educational situation. In the process of pedagogical communication, there is a directed and natural interaction, which can be both positive and negative, both non-verbal and verbal and is carried out through suggestion, persuasion, imitation and p

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Burla, A., O. Petrenko, O. Burla, and V. Bosko. "Psychological aspects of the coach's activity." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(164) (May 12, 2023): 47–50. http://dx.doi.org/10.31392/npu-nc.series15.2023.5(164).10.

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The article represents the problem of «psychological emotional abuse» of a coach, which has a negative effect on professional activity. Trainer, like and a teacher, inclusions to professional activity, which is characterized by high emotional, psychological ambitions. The specificity of the pedagogical activity of the coach lies in the fact that she will also follow the laws of intercourse, transferring active emotional interaction. The coach's mastery is based on several components: pedagogical directness, knowledge, and professionally important qualities. The profession of a coach is also a

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Shchur, Victoria, Anastasiia Malinoshevska та Ihor Povorozniuk. "Psychological and pedagogical foundations оf the competence model in the professional training оf future primary school teachers". Psychological Journal, № 13 (14 листопада 2024): 66–72. http://dx.doi.org/10.31499/2617-2100.13.2024.315012.

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The article substantiates the psychological and pedagogical foundations of the competence model in the professional training of primary school teachers. Competence is a holistic social and professional quality that allows a teacher to be successful both in the process of professional activity and in the process of interaction with other people. A competent teacher has the readiness (motivated ability) to successfully perform functional duties, and is characterised by such personal qualities as responsibility, organisation, purposefulness, adequacy of interaction with the study group, teaching

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Lohvys, Olha. "THE RESEARCH OF PSYCHOLOGICAL FACTORS OF THE DEVELOPMENT OF LEADERSHIP QUALITIES OF FUTURE TEACHERS." "Scientific notes of the University"KROK", no. 2 (June 30, 2023): 192–200. http://dx.doi.org/10.31732/2663-2209-2022-70-192-200.

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The article is dedicated to the study of psychological factors in the development of leadership qualities in future teachers during their professional study. It highlights that a significant number of works by contemporary domestic and foreign psychologists are devoted to the issue of teacher's leadership qualities. Researchers define the phenomenon of leadership qualities as a relevant topic that generates considerable scientific interest. The article describes an author's approach to understanding the holistic structure of leadership qualities and the importance of its formation and developm

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Klimenko, A. V. "Communicative skills of a teacher-choreographer as a means of students forming emotional and aesthetic experience." Tambov University Review. Series: Humanities 29, no. 3 (2024): 673–83. http://dx.doi.org/10.20310/1810-0201-2024-29-3-673-683.

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Importance. Changes in society entail the presentation of new requirements for the teacher as a specialist and personality. Today, teaching Internet-dependent students who require little communication is a specialized skill that demands emotionally intense communicative skills from teachers aimed at engaging them in a productive educational process. The communicative skills of the choreographer-teacher should contribute to the emotional and aesthetic experience formation of students. This experience is formed in the interaction process between a teacher and a student, subject to correction of

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Kolisnyk, Victoria, and Victor Lytvynenko. "PERSONALITY STRUCTURE IN THE FOREIGN READINESS FORMATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (2020): 191–94. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-191-194.

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The article is fixed on various views on the personality structure, which is basically directed at students’ personal and professional features. The author refers here dynamic functional structure of K. Platonov, personality structure static model of А. Petrovskyj, three component structure of І. Мalafiyik. L. Pavlova named procedural moments, emotional-voluntary sphere and psychological peculiarities as the factors of personality characteristics. Aspect of the mental working capacity is directly connected with organization of the teaching process at the lesson. The author gives ESP examples w

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AMETSYNSKY, D. V., and O. O. MELNYCHENKO. "SELF-EDUCATIONAL ACTIVITY OF A TEACHER OF BUILDING DISCIPLINES AS A LEADING FACTOR IN THE DEVELOPMENT OF PROFESSIONAL COMPETENCE D. V. AMETSYNSKY." Problems of Engineering Pedagogic Education, no. 83 (December 27, 2024): 111–22. https://doi.org/10.26565/2074-8922-2024-83-10.

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Purpose. The article is aimed at solving the problem, which consists in the existence of high requirements from society for the possibility to carry out self-educational activities of teachers of building disciplines and their insufficient competence in this area. Methods. To solve the tasks, a set of general scientific (analysis, synthesis, analogy, comparison, correlation, generalization, classification, systematization) and empirical (analysis of philosophical, psychological, pedagogical, methodological literature, normative documentation) methods has been used. Results. In accordance with

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Kazhimova, K. R., Zh B. Batyrbayeva, and А. Т. Turalbayeva. "INCLUSIVE EDUCATION OF FUTURE TEACHERS ISSUES OF PSYCHOLOGICAL READINESS." BULLETIN Series of Pedagogical Sciences 69, no. 1 (2021): 82–91. http://dx.doi.org/10.51889/2021-1.1728-5496.11.

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In this article, the authors note that the readiness of teachers to work with children with disabilities is an important condition for the successful implementation of inclusive education. The article analyzes the theoretical concepts of the essence and structural components of teachers 'readiness for professional activity from the positions of various scientific approaches, and also considers the specifics of the problem of teachers' psychological readiness to work in conditions of educational inclusion. The theoretical analysis of scientific papers allow us to identify the main aspects of th

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Liubarets, Vladyslava, Tetiana Miroshnichenko, Galyna Cherusheva, Nataliia Pyzh, and Oksana Protas. "Control monitoring of the educational process of students with special learning needs." Linguistics and Culture Review 5, S4 (2021): 1950–67. http://dx.doi.org/10.21744/lingcure.v5ns4.1855.

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This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with speci

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Т.І., Доцевич. "МЕТАКОГНІТИВНА КОМПЕТЕНТНІСТЬ СУБ’ЄКТА ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ У ВИЩІЙ ШКОЛІ: ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ ДОСЛІДЖЕННЯ". Вісник Харківського національного педагогічного університету імені Г.С. Сковороди Психологія, № 54 (15 серпня 2016): 37–44. https://doi.org/10.5281/zenodo.60160.

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The article presents the results of theoretical generalization of metacognitive com-petence of teachers in higher education as a psychological problem. The relationship of metacognitive activity, metacognitive awareness, metacognitive awareness, metamemory, metathinking and abnotivity is presented . It shows a three-factor structure of metacognitive competence of teachers.

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Savchenkov, Aleksey V., Natalya V. Uvarina, and Dmitry N. Korneev. "Theoretical substantiation of preparation of future teachers for the implementation of innovative practices of educational activity in higher educational activities." Bulletin of Nizhnevartovsk State University 59, no. 3 (2022): 122–31. http://dx.doi.org/10.36906/2311-4444/22-3/11.

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The article describes the results of a scientific study of the problem of theoretical substantiation of the problem of developing innovative practices of educational activities in universities. Monitoring the effectiveness of educational practices in universities is becoming an increasingly urgent problem. Currently, there is a need to create a bank of the best practices of educational activities. The following theories of activity, psychological theories of personality, the principle of co-existence in education, the phenomenon of readiness for activity, the theory of soft skills or flexible

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Fokin, Iurii Georgievich. "Russian model of high school teachers training." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2016): 43–59. http://dx.doi.org/10.51314/2073-2635-2016-4-43-59.

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Based on a review of psychological differences graduates activity and postgraduate education of students from master students training offered methodological update the structure of higher education levels with the addition of an entry-level qualification for teachers of general cultural and methodological training. The combination of national traditions high school in the beginning of XX with activity-learning theory of the XXI century, it allows for truly new Russian model of teacher training for schools.

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Bazhukova, Oksana A., Dzhafar M. Mallaev, and Olga. G. Boldinova. "Criteria for Teachers' Professional Competence in Design of Inclusive Education." ARPHA Proceedings 3 (November 25, 2020): 199–206. https://doi.org/10.3897/ap.2.e0199.

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Education of children with disabilities in educational institutions instead of schools for exceptional children or remedial classes is a new and promising approach to the educational process in Russian pedagogy. The study allows us to conclude as follows: 1. The readiness of future teachers to work in the context of inclusive education should be a conscious and stable personality characteristic, which is a significant criterion in teaching the children with disabilities and is determined by the focus on the implementation of the principles of inclusion in professional activities. 2. The struct

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Averin, Vyacheslav A., Elena R. Zinkevich, Andrey A. Fedyaev, and Kirill V. Royalo. "PSYCHOLOGICAL FEATURES OF INTELLECTUAL ACTIVITY OF DOCTORS-TEACHERS OF MEDICAL UNIVERSITY." Russian Journal of Education and Psychology 13, no. 2 (2022): 102–25. http://dx.doi.org/10.12731/2658-4034-2022-13-2-102-125.

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The history of Russian medical education indicates the importance of developing the clinical thinking of a future doctor. Today, the problem has become even more acute due to the peculiarities of the educational situation caused by the COVID-19 pandemic, when the training of future doctors was carried out online. Considering the difficulties of forming the clinical thinking of future doctors, in 2019-2022 a study was conducted at St. Petersburg State Pediatric Medical University to identify specific cognitive skills of medical university teachers who train prospective doctors. Purpose. T

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Jingqiu, Sun, Tan Xiao, and Ji Yiping. "Preparation of future teachers of art disciplines for innovative activity in China." Journal of Education, Health and Sport 10, no. 11 (2020): 388–95. http://dx.doi.org/10.12775/jehs.2020.10.11.039.

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The article is devoted to substantiation of theoretical aspects of the problem of preparation of future teachers of art disciplines for innovative activity in China. The preparation of future teachers of art disciplines for innovation is considered by the authors as a system, as it can be described as an ordered set of interconnected components, which is a holistic formation. Among such components of the system are the purpose, content, methods, forms, means and so on. Readiness for innovative professional activity is considered by the authors as an integrative quality of personality, which is

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Ovcharenko, Natalia, Svitlana Sysoieva, Aleksandra Samoilenko, Olga Chebotarenko, and Kateryna Bohianu. "Formation of prospective music art teachers’ readiness for inclusive educational activity." Revista Amazonia Investiga 10, no. 45 (2021): 175–84. http://dx.doi.org/10.34069/ai/2021.45.09.18.

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The article reveals the current problem of Ukrainian and foreign education - the preparation of present-day teachers to get engaged with learners with special educational needs. The objective of the study is to highlight the results of theoretical and experimental research on the formation of prospective music teachers’ readiness for inclusive educational activities, which is the result of students` professional training, prospective bachelors of music, determined by the level of music mastery, psychological-and-pedagogical, information and communication knowledge and skills along with technol

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