EFFECTIVENESS OF A TRAINING PROGRAM FOR DEVELOPING THE PROFESSIONAL SELF-POSITION OF TEACHERS IN SOCIO-ECONOMIC PROFESSIONS
Keywords:
education, professional self-position, development, cognitive abilities, communicationAbstract
Contemporary life demands emphasize the need for continuous professional development and adaptation to social changes, which encompasses not only professional competence but personal development as well. The aim of the study was to determine the effectiveness of the developed training program for the development of the professional self-position of teachers of socio-economic professions. In the course of the work, an experimental group (30 people) and a control group (30 people) were formed, consisting of 3rd-5th year students of Mykhailo Dragomanov State University of Ukraine. During the training, it is established that the developed correctional program increases the level of development of the professional self-position of teachers of socio-economic professions; contributes to the development of speech potential, forms skills of professional speech, communicative knowledge, and facilitates the development of personal determinants of the pedagogical environment. In addition, the program for developing the professional self-position of teachers through various techniques and methods contributed to the recognition of their own potential and real opportunities, advantages, characteristics, and areas of growth for the formation of their professional self and self-improvement of personal and professional qualities in professional training. As a result, the indicators of the motivational attitude ‘attraction to people’ increased and, accordingly, the ‘fear of being rejected’ decreased; self-actualization and its components, such as time competence, support, behavioral flexibility, self-sensitivity, self-respect, self-acceptance, synergy, acceptance of aggression, sociability, and creativity, increased. The indicators of students' communicative and empathic abilities and self-control in communication increased, which is manifested in the search for quick and effective solutions in the event of communication barriers, undesirable communicative reactions, emotions, affects in the process of interaction and control of one's own behavior, etc. Thus, the developed training program has a positive impact on the motivational, cognitive, and behavioral components of the professional self-position of teachers of socio-economic professions.
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