PROFESSIONAL QUALIFICATION AND THE PERSONALITY OF THE TEACHER...

PROFESSIONAL QUALIFICATION AND THE PERSONALITY OF THE TEACHER OF PSYCHOLOGY

As a result of studying this chapter, the student must:

know

the functions of the teacher of psychology in secondary and higher educational institutions;

• Requirements for the professional qualifications of a teacher at a higher educational institution;

• Requirements for the professional qualifications of a teacher in a secondary school;

• difficulties in entering the role of a teacher;

• what professional knowledge, skills, abilities and personal qualities it is important to have a psychology teacher;

• a system of scientific and pedagogical qualifications and practical competences of teachers of psychology;

be able to

• overcome the fears characteristic of the beginning of pedagogical activity;

• choose adequate pedagogical attitudes towards students;

• evaluate the effectiveness of different styles of pedagogical communication;

• Be adequate in responding to criticism from students;

own

ways of overcoming pedagogical fears;

• the ability to enter the role of the teacher as an actor;

• Methodical skills of the teacher;

• Oratory skills.

Functions of the teacher of psychology and its role

Teacher Functions

The activities of the teacher of psychology involves the performance of several functions: teaching, educational, organizational and research. This is reflected in the annual plans for professional work. However, in reality, only one function and its corresponding activities can dominate, depending on the type of institution. In higher educational institutions, high demands are placed on the scientific training of the teacher, and his regular research activity is expected. On the contrary, in secondary schools, teaching and educational activities are given priority. Even in the higher education system, some universities give priority to research and the ability to carry out research projects, others - directly to teaching. In many countries there is some traditional specialization of universities: some are scientifically oriented, others are educational-oriented. The former are more focused on the implementation of scientific projects, and the teachers of such universities are less involved in pedagogical activity. The latter pay more attention to the teaching of students and less to scientific research, although active teachers in science work in many higher educational institutions. Organizational and logistical opportunities for research work at universities are different.

It should also be noted that teachers of higher scientific qualifications, for example, professors, are more involved in scientific work than other categories of university teachers. This is reflected in the corresponding distribution of professional duties.

Both in higher and secondary schools, teachers are engaged in organizational activities. They can perform the administrative functions of the dean, the head of the department, the director of the educational program or the head of the scientific laboratory, the organizer of the psychological circle or the student scientific laboratory.

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