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Psychological characteristics of professional position in teachers of various forms of tuition 770
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, firstname.lastname@example.org
We report a study aimed at analyzing the content of professional positions of primary school teachers in various forms of tuition. We assumed that the substantial characteristics of teacher’s professional positions would differ in frontal and individual forms of tuition. The analyzed characteristics are reflected in teachers’ representations of their professionally important qualities and are expressed in emotional and value attitude to oneself as a professional. We identified and analyzed the differences in priority values, self-esteem, psycho- emotional state, level of subjective control and job satisfaction. The results suggest that teachers with experience of individual work with student are more focused on personal learning outcomes and individual student progress, which indicates their willingness to work on the requirements of the new Federal State Educational Standard of Primary Education.
Keywords: teacher’s professional position, frontal and individual tuition, priority values, self-esteem, psycho-emotional state, teaching style, level of subjective control, job satisfaction.
Column: Educational Psychology