INTENDING TEACHERS’ SELF-REGULATION SKILLS FORMATION

Abstract

The main element of the pedagogue`s internal technique is the regulation of his emotional sphere. Self-regulation is the process of controlling of the psycho-emotional condition, feelings, imagination and attention. It is shown in the ability to look self-confident, energetic, active, and is achieved in the way of influence of the person on herself. Practically, self-regulation of pedagogues depends on the circumstances what influences badly on the educational process. 77 students of the fourth year of study took part in this research. With the help of the questionnaire, the effectiveness of the influence of different types of self-regulation was determined. On the base of the findings, the motivational, the cognitive and the active self-regulation criteria were defined. On their base the students were divided into three groups according to the level of the development of self-regulation: high, medium and low. Most of the students belong to the group of the medium level of self-regulation according to the three criteria. Speaking about the motivational and the active criteria, on the low level there are more intending teachers rather than on the high level. Though, according to the cognitive criterion, the high level was shown in more cases than the low one. Most students understand that it is possible to influence on one`s emotional state but they don`t know how to do it quickly. The intending teachers have low developed skills of self-regulation as they don`t have the experience of using them and haven`t chosen the most appropriate method for them yet. They suffer from emotional instability, feel high tension in unpredictable or conflict situations, can`t control their emotions. Besides, the students are eager to control their emotional state, know theoretically how to do it, but don`t have enough practice to strengthen the knowledge