Reflexive Training As Protection Against Professional Deformation In Teaching Profession

Abstract

Pedagogical work is associated with the manifestations of significant emotional, intellectual, informational load, physical and psycho-physiological stresses and their consequences. A high level of involvement of an individual in their work, and deep reflexive analysis of their professional experience can neutralize the deforming effect of these loads. That is why researchers are increasingly turning to the problem of motivation for teachers to work and to the mechanisms for the occurrence of professional deformation. The model of mechanisms of occurrence professional deformations of the teacher is proposed for discussion. The central elements of the model were the components of the subjects motivation-need sphere and personal characteristics and qualities associated with it. These qualities determine both professional and personal development of the subject, or occurrence of professional deformations. The subjects of empirical analysis were the emotional orientation of teachers, value orientations, motivation, degree of job satisfaction, level of competence in social interaction, and coping behavior in problem situations. Their correlation with professional deformation in teachers has been studied. It is revealed that more often the indicators of professional deformations correlate with characteristics of work which correspond to needs of the subject: for example in the status or the power. It is concluded that the personal and professional qualities of the teacher play a leading role in the emergence of professional deformation, and working conditions create an environment that contributes to their development. The program of psychological support of personal and professional development of teachers is offered.