Features of formation of teachers` psychological and compensatory skills in postgraduate education

Abstract

The article carries out a structural-system analysis of allocation of features of formation of teachers’ psychological and compensatory skills in postgraduate education.

The purpose of this study is to identify and justify ways of effective formation of teachers’ psychological and compensatory skills in postgraduate education. This task includes analyzing existing approaches to teachers’ professional development, identifying obstacles and barriers, as well as developing practical recommendations for improving the educational process. The object of the study is the process of teachers’ postgraduate education, which is a key stage in the system of continuous professional training of pedagogical staff. The subject of the study is organizational and pedagogical conditions that ensure formation and development of psychological and compensatory skills.

Psychological and compensatory skills are defined as teacher's readiness for self-regulation and management of his own emotional state, effective overcoming of stressful situations and conflicts, adaptation to new conditions and changes in the educational environment, interaction with different categories of students, taking into account their individual characteristics. The main components of psychological compensatory skills include: emotional stability (ability to maintain emotional balance in difficult situations); self-regulation (ability to control one's emotions, behavior and state); resiliens (psychological stability, ability to quickly recover from stress); empathy (ability to understand and consider other people's emotions and feelings). The obstacles and challenges in formation of psychological and compensatory skills are allocated, which are divided into two groups: internal and external. Ways of formation of teachers’ psychological and compensatory skills in postgraduate education are substantiated, namely: introduction of structured programs for advanced training; integration of educational management and administrative support in the process of postgraduate education; cooperation with other educational and scientific institutions, state and public organizations; modernization of postgraduate education and use of active teaching methods. Practical recommendations for introduction of justified ways of formation of teachers’ psychological and compensatory skills in postgraduate education have been developed.