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Comparative Analysis of Teacher's Professional Position in Different Types of Training
Alekhina S.V., Ph.D. in Psychology, Vice-Rector for Inclusive Education, Director, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
Dmitrieva S.M., PhD Student, Chair of Educational Psychology, Department of Psychology of Education, Moscow State University of Psychology and Education; Educational Psychologist, Secondary School № 3, Protvino, Moscow, Russia, email@example.com
This research analyses the professional position of primary school teacher in different forms of education. The hypothesis proposed that teacher's professional position reflected in teacher's priority values will be different in frontal and individual forms of training. Regular primary school teachers from Moscow and Moscow region participated in the study. All teachers used frontal or individual form of training in their classwork. The peculiarities of professional position content were examined in the study as well as teachers' attitudes which impact their practical actions towards their students. The article presents an analysis of the revealed differences in pedagogical aims, teachers' perceptions of the child image and the ways of children behavior correction. The functioning mechanism of teacher's professional position in frontal and individual forms of training is considered. It is revealed that the individual form of training is a factor and a source of such pedagogical activity content that makes the teacher a student’s partner.
Keywords: teacher's professional position; frontal and individual forms of training; priority values; self-esteem; authoritarianism index.