DEVELOPMENT OF THE FUTURE HISTORY TEACHERS’ SKILLS OF EMOTIONAL SELF- REGULATION WITHIN TEACHING PRACTICE
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2016, Vol 108, Issue 1
Abstract
A very important issue of the education system is the problem of the quality of History teachers’ training. Teachers of History are trained at higher education establishments in accordance with the requirements assigned by the Ministry of Education of Ukraine which stipulate that the History teacher must undergo the appropriate theoretical, methodological and psycho-pedagogical training. But, as practice shows, this set of knowledge and skills is far from being enough for a successful career in secondary school. Teacher’s skills of professional stability and emotional self-regulation contribute into his / her professional activity. These are the self-regulation skills that allow the teacher of History to quickly orient himself / herself under changing conditions of the modern historical education reforming, to keep restraint and show self- possession in difficult situations at the History lessons and during off-hours. The aim of our study was to consider the problems dealing with the development of the future History teachers’ skills of emotional self-regulation, as a constituent of their professional stability, while having teaching practice. The introduction of the elaborated pedagogical conditions into the future History teachers’ training enables a more ef- ficient development of the emotional self-regulation skills; they are: 1) the development of educational techniques; 2) the elaboration of the individual psychological training which facilitates situations of success; 3) mastery of the emotional self-regulation skills and attainments by means of autogenous trainings. To implement the pedagogical conditions we offered the students exercises which could help them to stabilize their emotions, regulate their physical state. These exercises are: the use of images; focused view of the situation; methods of distraction; breath control; getting rid of unwanted emotions (dissociation, acquaintance with themselves, transition to the neutral state, development of self-examination skills). The compulsory component of the future History teachers’ training is teaching / pedagogical practice. While having teaching practice, students have an opportunity to test their theoretical knowledge and methodological attainments con- cerning emotional self-regulation under conditions close to their future career. Analysis of the obtained material allows us to conclude that the set of the proposed pedagogical conditions is aimed at the mastery of the future teachers’ techniques enabling emotional self-control of their mental state during the process of learning and educational activities; it is also considered to be a methodical preparation of the future History teachers to teach their students emotional self-regulation. Implementation of these pedagogical conditions into the future History teachers’ makes it possible to train them more effectively for their professional work.
Authors and Affiliations
Larysa Yanovska
Keywords
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