ACTIVATION OF CONSTRUCTIVE POTENTIAL OF TEACHERS’ INTRAPERSONAL CONFLICTS AS А CONDITION OF THEIR PERSONAL AND PROFESSIONAL GROWTH

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ACTIVATION OF CONSTRUCTIVE POTENTIAL OF TEACHERS’ INTRAPERSONAL CONFLICTS AS А CONDITION OF THEIR PERSONAL AND PROFESSIONAL GROWTH

Journal Title: Наука і освіта - Year 2016, Vol 0, Issue 5

Abstract

The article presents the model and programme of the constructive potential activation of teachers’ intrapersonal conflict. Intrapersonal conflicts in teacher’s professional activities are understood as the system phenomenon based on the collision of different personality formations as a result of the sharpening of socio-psychological and intrapersonal contradictions of a teacher. The subject approach makes it possible to consider the personality of a teacher as an individual capable for self-regulation and self-organisation. The ideas of the subject approach formed the basis of the programme of constructive potential activation of teachers’ intrapersonal conflict as well as the issues of the structural ways of overcoming intrapersonal conflicts, which can be realized in person’s activities; the combination of influence on the conscious and unconscious sphere of an individual; methods of active socio-psychological studies and cognitivebehavioural approach to the correction of negative emotional states. The following criteria of teachers’ intrapersonal conflicts have been identified: conflict awareness, life meaning orientations; self-adequacy, self-concept ambivalence; motivations struggle, ability to make a choice; tolerance and rigidity degree in interactions. The program has been implemented in the following four blocks – cognitive, emotional, motivational, and behavioural. The purpose of the programme is to develop teachers’ self-consciousness, to expand their ideas about themselves, increase adaptation capabilities, which reduce the indices of teachers’ intrapersonal conflicts. The programme involves group forms of work with teachers, training and individual counselling. The efficiency of the programme has been proved. It has been found that it promotes the increase of teachers’ ability to assess the spent part of life, comprehend life, perceive themselves as the main source of their activities. Besides, it promotes the decrease of intrapersonal conflict expression as well as doubts, disagreement with themselves, the level of anxiety, etc. The results of the approbation of the prsernted programme have indicated teachers’ personal and professional growth, so it is reasonable to implement this programme in practical work with teachers.

Authors and Affiliations

Inna Vlasenko

Keywords

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EP ID EP573450
DOI 10.24195/2414-4665-2016-5-23
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