Development of Future Teachers’ Resilience Through Psychological and Pedagogical Support
Author(s)
Varvara A. Glavinskaya, Postgraduate Student, https://orcid.org/0000-0002-4322-2442, Kemerovo State University
6 Krasnaya St, Kemerovo, Russia, 650000, tel: +7 (3842) 583885, This email address is being protected from spambots. You need JavaScript enabled to view it.
Irina S. Morozova, Doctor of Sciences (Psychology), Professor, Director of the Institute of Education, Head of the Department of Pedagogy and Psychology, https://orcid.org/0000-0002-0862-7225, Kemerovo State University
6 Krasnaya St, Kemerovo, Russia, 650000, tel: +7 (3842) 583885, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract. Introduction. The article examines various theoretical approaches of different authors to the study of the problem of resilience in psychological and pedagogical literature, describes the essence and substantive characteristics of personality resilience and defines specific features of the manifestation of students’ resilience. Analysis of modern research allows us to highlight the relevance of psychological and pedagogical support for students-future teachers in the context of studying at a university, as well as techniques that contribute to the development of this mental phenomenon. The results analysis of the formative experiment is presented. Materials and methods. The study involved 175 first-year students majoring in: 44.00.00. Education and Pedagogical Sciences of the Kemerovo State University (hereinafter referred to as KemSU). The following methods were used as diagnostic tools: “Resilience Test” method by D.A. Leontiev and E.I. Rasskazova (adaptation of the test by S. Maddi) and the “Purpose-in-Life Test” by D.A. Leontiev (adaptation of the test by D. Crambo and L. Makholika). The results obtained by the selected method were analyzed using mathematical statistics methods with the STATNOVAPDF novaPDFp.cameyo. In order to conduct the formative experiment, a set of psychological and pedagogical support tools was developed and tested, including a set of interaction organization techniques, methods of awareness and reflection of the selected methods for achieving the set goal.
Results. The article presents an analysis of approaches to the essence and structural components of students’ resilience in psychology: the specifics are described, the content characteristics of the components of future teachers’ resilience are considered, positive changes in the parameters of the phenomenon under study in the process of using psychological and pedagogical support tools are determined. The article presents generalized results of experimental shifts in the parameters of students’ resilience of pedagogical orientation at the initial stage of training.
Discussion and Conclusion. The features of resilience development in students of pedagogical training areas are defined, manifested in restrained overcoming of stressful situations, moderate response to irritants and emotional involvement in surrounding events. It is substantiated that positive dynamics of resilience parameters is observed in students involved in events organized using means of psychological and pedagogical support, including a set of techniques for organizing interaction, methods of awareness and reflection of the chosen ways to achieve the set goal. Such support contributes to a favorable course of adaptation of students in new conditions for them, which in the future will help to overcome crisis situations more effectively, will lead to an increase in the student’s interest in the educational process, and will also serve as involvement in interaction with all participants in the educational process.
Keywords: resilience, student-teacher, first-year student, psychological and pedagogical support, psychological and pedagogical techniques
For citation: Glavinskaya V.A., Morozova I.S. Developing the hardiness of future teachers through psychological and pedagogical support. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (4). Pp. 526-542 (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2024-18-4-526-542
DOI: https://doi.org/10.32343/2409-5052-2024-18-4-526-542
UDС: 159.9
The article was submitted to the editorial office on 22.10.2024, approved after review on 08.11.2024, and accepted for publication on 10.11.2024.