Ensuring Teachers’ Professional Position In The Provision Of Psychological and Pedagogical Support

Abstract

The article deals with the problem of teachers’ professional position as a factor in the provision of psychological and pedagogical support. The relevance of the problem presented in the article is due to the importance of the quality of the interaction between a student and a teacher, which is determined by the teacher’s professional position. The issues of relations between the subjects of psychological and pedagogical support, that determine the teacher’s professional position, expressed in his professional interest in the actualization of students’ inner self, their empathic perception of the world, the organization of social and educational work based on of cooperation and dialogism, are considered to be important. A task that a present-day school faces nowadays is to solve the problem of deep changes in the structure of relations between the teacher and the student, which are based on interaction and partnership. Interaction is a relation to oneself, and it acquires individual characteristics concerning another person. A significant aspect of the problem under study is the relationship between the teacher and the child which is one of the factors affecting the provision of psychological and pedagogical support. Theoretical knowledge on the problem of children’s social competence and desire to demonstrate his professional position in interaction, make the teacher plan his work and create the best conditions for the development of students’ social competence. The purpose of the research is the study of the teacher’s professional position as a determining factor of psychological and pedagogical support.