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  Previous issue (2022. Vol. 19, no. 1)

Bulletin of Psychological Practice in Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2658-3100

DOI: https://doi.org/10.17759/bppe

License: CC BY-NC 4.0

Published since 2004

Published quarterly

Free of fees
Open Access Journal

 

The Professional Interaction of the Teacher-Psychologists with Teachers at School 208

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Volkova E.N.
Doctor of Psychology, Professor, Institute of Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia
ORCID: https://orcid.org/0000-0001-9667-4752
e-mail: envolkova@yandex.ru

Abstract
The article is dedicated to issues and organization of professional interaction of teacher-psychologists with the teaching staff at school. Today this type of psychological service becomes urgent because of the increasing of public expectations from the teacher. Effectivity is reached by organizing professional interaction between the psychologist and the teacher. There are causes and reasons for the professional interaction being less effective, and such reasons are connected to personal and professional incompetence of both the teacher, and the psychologist. The article sug-gests possible amendments to psychological activities in accordance with findings of the mod-ern studies on professional and personal resources of the teacher. These studies focus on professional and intrinsic motivation of the teacher, his pedagogical centering, personality and emotional intelligence. The ability of the psychologists to utilize this information for proactive psychological training, counselling and practice will enforce professional and personal resources of the teacher.

Keywords: teacher-psychologist, teacher, professional interaction, professional resources, personal resources.

Column: Scientific Validity of the Practices of Psychological and Pedagogical Work With Childhood Implemented in the Education System

DOI: https://doi.org/10.17759/bppe.2021180204

For Reference

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