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

Article type: scientific article

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

For citation: Dubrovina I.V., Lubovsky D.V. Role of Psychological Culture of Teachers in Supporting Implementation of Basic Education Standards. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2017. Vol. 22, no. 4, pp. 49–57. DOI: 10.17759/pse.2017220407. (In Russ., аbstr. in Engl.)

References

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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, Russia, ORCID: https://orcid.org/0000-0002-2484-6073, e-mail: dubrovinaiv@mgppu.ru

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

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