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Psychological Science and Education
2017. Vol. 22, no. 4, 49–57
https://doi.org/10.17759/pse.2017220407
ISSN: 1814-2052 / 2311-7273 (online)

Role of Psychological Culture of Teachers in Supporting Implementation of Basic Education Standards

 
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Abstract

The paper focuses on the role of teachers’ psychological culture in supporting the implementation of the Federal State Educational Standard for Basic Education.The authors stress that formation of personal educational outcomes in students is a task closely associated with the level of psychological culture of teachers.Using a questionnaire designed to explore the teachers’ need to improve their psychological competence, the authors carried out a survey of 69 teachers and outlined the priority areas of psychological culture improvement for the teachers basing on the outcomes of the survey.The paper analyses the relationship between the professionally significant qualities of the teachers (such as communicative and organizational skills) and their views on the formation of personal educational outcomes in students.Finally, the paper outlines the possibilities of developing psychological culture in teachers as a system of means allowing them to fulfill the requirements of modern educational standards, in particular, to resolve the task of forming personal educational outcomes in students.

General Information

Keywords: psychological culture of teacher, educational standards, professionally important characteristics, professional competence

Journal rubric: Pedagogical Education

OpenAlex citations: 4

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Educational Innovations and Challenges

Information about the work in OpenAlex

Number of citations: 4

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 86064  |  Total number of citations: 128385

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2017220407

Published

For citation: Dubrovina, I.V., Lubovsky, D.V. (2017). Role of Psychological Culture of Teachers in Supporting Implementation of Basic Education Standards. Psychological Science and Education, 22(4), 49–57. (In Russ.). https://doi.org/10.17759/pse.2017220407

© Dubrovina I.V., Lubovsky D.V., 2017

License: CC BY-NC 4.0

References

  1. Vygotskii L.S.Sobranie sochinenii: V 6 t.T.3.Problemy razvitiya psikhiki [Collected Works: in 6 vol.Vol.3.Problems of development of the mind] Moscow: Pedagogika Publ., 1983.368 p.
  2. Dubrovina I.V.Psikhologicheskoe blagopoluchie shkol’nikov v sisteme sovremennogo obrazovaniya.Uchebnoe posobie.[Psychological well-being of school students in the system of modern education].Saint- Petersburg, Nestor-Istoriya Publ., 2016.180 p.
  3. Lubovskii D.V., Plesnevich S.G.Formation of students’ personal educational outcomes in the views of teachers [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie PSYEDU.ru.[Psychological science and education psyedu.ru], 2017.no.1.pp.66–74.doi:10.17759/ psyedu.2017090107 (In Russ., abstr.In Engl.)
  4. Margolis A.A.Problemy i perspektivy razvitiya pedagogicheskogo obrazovaniya v RF [Problems and perspectives of teachers’ education development in the RF].Psikhologicheskaya nauka i obrazovanie [Psychological science and education], 2014, no.3.pp. 41–57.(In Russ.; abstr.in Engl.).
  5. Orlov A.B.Psikhologiya lichnosti i sushchnosti cheloveka: Paradigmy, proektsii, praktiki: Ucheb.posobie dlya stud.psikhol.Vuzov [Psychology of human personality and essence: Paradigms, projection, practice].Moscow: Akademiya Publ.Centre, 2002.272 p.
  6. Pevzner N.Yu.Psikhologicheskaya kul’tura pedagoga i effektivnost’ professional’noi deyatel’nosti.Avtoref.diss.kand.psikhol.nauk [Psychological culture of the teacher and the effectiveness of professional activity.Ph.D.(Psychology) Thesis].Kazan’, 2007.24 p.
  7. Rubtsov V.V., Margolis A.A., Guruzhapov V.A.O deyatel’nostnom soderzhanii psikhologo-pedagogicheskoi podgotovki sovremennogo uchitelya dlya novoi shkoly [On the activity content of psychological-pedagogical training of teachers for the new modern school].Kul’turno-istoricheskaya psihologiya [ Cultural-historical psychology], 2010, no.4, pp.62–68.(In Russ.; abstr.in Engl.).

Information About the Authors

Irina V. Dubrovina, Doctor of Psychology, Full Member of the Russian Academy of Education, Professor, Department of Pedagogical Psychology n.a. Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Chief Researcher, Psychological Institute of the Russian Academy of Education, Chief Researcher, Laboratory of the Scientific Foundations of Applied Child Psychology, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2484-6073, e-mail: dubrovinaiv@mgppu.ru

Dmitry V. Lubovsky, Candidate of Science (Psychology), associate professor, Professor of the UNESCO Department “Cultural and Historical Psychology of Childhood”, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-7392-4667, e-mail: lubovsky@yandex.ru

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