Abstract
One of the factors that negatively affect psychological readiness for the profession of a teacher is emotional stress. The article examines the definition and approaches to the description of stress, proves the relevance of the problem of teaching students training to become teachers the methods and ways of preventing and correcting stress, improving stress resistance, and preventing emotional burnout in professional activity, the methods of emotional stress prevention are analyzed. The purpose of the article is to study the method of sound therapy (neuroacoustics) and to analyze the effect of a neuroacoustic program in increasing stress resistance in students – future teachers. To test the hypothesis on the influence of neuroacoustic program on the increase of stress tolerance in students training to become teachers, the authors conduct a study using the Perceived Stress Scale by S. Cohen and G. Williamson at the ascertaining and control stages and deploying the developed neuroacoustic program at the formative stage. The conducted study allows to determine and prove that the mastery of neuroacoustic methods increases stress resistance in students training to become teachers. Constant overload, disruptive student behavior, and increased demands are the causes of emotional stress in teachers. The presented method teaches future specialists to cope with stress factors in professional pedagogical activity, allows them to resist emotional and professional burnout, and thereby creates optimal conditions for psychological readiness for the profession of a teacher. The technique can be used in organizations of secondary and higher education.
Highlights
Psychological readiness for the profession of a teacher comprises several stages, the passage of which ensures the formation of the professional personality of a teacher: the formation of psychological readiness to choose the profession of a teacher, the formation of psychological readiness to master the profession of a teacher, and the formation of psychological readiness for self-realization in the profession of a teacher [1]
Positive factors in the development of professional personality include both psychological readiness for the choice of profession of a teacher, and cognitive and creative activity of a future teacher that manifests in learning, research, and creative extracurricular activities of students in the learning process, etc. [1]
The analysis of the results of the ascertaining stage of the study shows that all students in the experimental group had an average (50%) and low (40%) level of stress resistance which confirmed the need for special targeted work on the prevention of emotional stress and the formation of stress resistance of students training to become teachers
Summary
Professional personality development is a long way of learning, enrichment of knowledge, development of professional skills, constant work on oneself in terms of developing professional competencies and professional personal qualities.Psychological readiness for the profession of a teacher comprises several stages, the passage of which ensures the formation of the professional personality of a teacher: the formation of psychological readiness to choose the profession of a teacher, the formation of psychological readiness to master the profession of a teacher, and the formation of psychological readiness for self-realization in the profession of a teacher [1].The professional development of a teacher’s personality is contingent on many factors and conditions that positively and negatively affect this process.Positive factors in the development of professional personality include both psychological readiness for the choice of profession of a teacher, and cognitive and creative activity of a future teacher that manifests in learning, research, and creative extracurricular activities of students in the learning process, etc. [1].there are negative factors that prevent the formation of adequate psychological readiness for the profession of a teacher or inhibit this process. Professional personality development is a long way of learning, enrichment of knowledge, development of professional skills, constant work on oneself in terms of developing professional competencies and professional personal qualities. The professional development of a teacher’s personality is contingent on many factors and conditions that positively and negatively affect this process. Positive factors in the development of professional personality include both psychological readiness for the choice of profession of a teacher, and cognitive and creative activity of a future teacher that manifests in learning, research, and creative extracurricular activities of students in the learning process, etc. There are negative factors that prevent the formation of adequate psychological readiness for the profession of a teacher or inhibit this process. One of the negative factors in the formation of psychological readiness for the profession of a teacher is emotional stress
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