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Teachers’ Views of Formation of Pupils Personal Educational Outcomes
Lubovsky D.V., Ph.D. in Psychology, professor at the chair of educational psychology, department of educational psychology, Moscow State University of Psychology & Education, Moscow, Russia, email@example.com
Plesnevich S.G., Master degree student, master's program "School psychology", Department of "School psychology" faculty "Psychology of education", Moscow State University of Psychology & Education, Moscow, Russia, firstname.lastname@example.org
Teachers` perceptions of opportunities to provide students educational and personal outcomes in the circumstances of modern education were studied. The hypothesis was the assumption that teachers’ perceptions on the possibility of forming of schoolchildren’ personal educational results are related to their professionally important qualities. 72 teachers of one of Moscow gymnasium were examined with a questionnaire for identification ofteachers’ viewon possibility of forming of schoolchildren’ personal educational results and questionnaire of communicative and organizational tendencies KOS-1. The data showed that more than half of the teachers consider adequate professional competence for the formation of personal educational outcomes of students. There was a significant relation between the teachers’ viewof their commitment to the formation of personal educational schoolchildren’ results and the communicative and organizational aptitudes. Authors’ assumption is that professionally important qualities of a teacher are the internal basis for the formation of students’ personal educational outcomes.The importance of the activity approach in the education of future teachers to develop their professional aptitudes and abilities is stressed.