Проблема саморегуляции поведения и ее особенности в будущих учителей

Abstract

У статті розглядається проблема усвідомленої саморегуляції поведінки майбутніх педагогів. Висвітлено різні аспекти проблеми становлення та розвитку механізмів усвідомленої саморегуляції в процесі професійної підготовки та шляхи її розвитку. Дано психологічну характеристику осіб з різними стилями саморегуляції довільної активності, а також розроблено систему формування здатності до усвідомленої саморегуляції поведінки. The article is aimed at examining the regulatory specificity of future teachers’ personal qualities and searching for ways of forming self-conscious behaviour. Conscious self-regulation is understood as a process of initiating, building, maintaining and managing all kinds of internal and external activities aimed at achieving the objectives. Psychological mechanisms of future teachers’ self-regulation of behaviour can be represented as a system of conscious actions in coordination activities with external and internal requirements of the results, namely, planning and programming educational activities, developing subjective criteria for achieving goals, monitoring and assessing results. The psychological characteristics of persons with different styles of self-regulation (such as balanced, characterised by high empathy and moderately internal level of subjective control; autonomous – high self-control, normative behaviour, active – moderately internal attitude towards life; sustained – sociability, anxiety, externality; ineffective, conformal, low empathy, reasonable internality) has been also presented. The concept of individual style of self-control is considered as individual typical features of self-regulation system, which appear in different types of person’s activities. The presented integrated system of self-regulation of students-future teachers’ behaviour is aimed at improving the regulatory processes and creating conditions for the development of such personality traits as regulatory flexibility, initiativity, independence, emotional stability, self-control, internality, and empathy. The approbation of the developed system has demonstrated positive changes in the ability for self-regulation by students-future teachers of their activities.