| Abstrakt: |
The training of a special education teacher (or defectologist) is characterized in the article from the point of the formation of competencies needed for the professional activities. It involves focused efforts to be made to develop certain parameters of professionalism and stressresistance, in particular, as a professionally important quality of a defectologist. The analysis of the investigations showed that there does not exist a unified approach to the stress-resistance. Separate psychological studies do not allow us to form a holistic view of the stress-resistance structural components of future defectologists and ways, allowing a personality to mobilize for an adequate assessment of the stress exposure and an effective stress management in the professional pedagogical activity. A multi-component model of stress-resistance is applied in our research. The model is adapted to the specific context of the defectologists’ training. 110 students-defectologists of the Chelyabinsk State University were tested with standardized questionnaires for assessing stress-resistance. According to the research made, the testees (in general) have a moderate stress-resistance level but its separate components are developed unevenly. Thus, it was found that most testees have reduced levels of psychophysiological selfregulation ability (64.9%), adaptive abilities (65.7%), and emotional stability (57.6%). 69.1% of respondents have irrelevant professional motivation. 42% of respondents exhibit maladaptive automatic emotional responses, 31.8% of respondents use maladaptive forms of coping. Conclusion: Stress-resistance is a professionally important quality formed in the process of educational and professional activity. Therefore, the study of its nature, mechanisms of its development and manifestation, the psychological and pedagogical support of its formation allows us to define the essence of this phenomenon, and to substantiate ways, methods and main directions of overcoming stressful states in the process of the professional development of a future defectologist. The results of the study allowed us to determine the priority areas of the stress-resistance formation in the educational process. [ABSTRACT FROM AUTHOR] |
