Psychological Counseling of Teachers Working Online and Offline

Zaretsky Yu.V.
PhD in Psychology, Associate Professor, Chair of Clinical Psychology and Psychotherapy, Department of Clinical and Counseling Psychology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-8036-4431
e-mail: zaretskiyyuv@mgppu.ru

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The paper discusses the technology of psychological assistance to teachers based on the principles of the reflective-activity approach (RAA). This assistance is aimed at supporting teachers in situations where they encounter difficulties in the classroom and can help prevent professional burnout and quitting in young teachers. Five principles of counseling are described: cooperating, providing positive feedback, working in the zone of proximal development (ZPD), showing empathy and validating difficulties, and organizing reflection as the main tool of assistance. The following modes of counseling are considered: observation of the lesson, participation in the lesson as an assistant, co-teacher or student, reflection of audio and video recordings of the lesson. The technology of lesson reflection, applicable for each of the modes, is considered in detail. This assistance can have a certain psychotherapeutic effect and contributes to the teacher’s personal and professional development.

Keywords: psychological and pedagogical counseling of teachers, zone of proximal development, reflective-activity approach, cultural-historical psychology, reflection, collaboration, positive feedback, empathy and validation

Column: Psychological Counseling of Students and Teachers in the Context of Distance Learning

DOI: https://doi.org/10.17759/cpp.2020280208

For Reference

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