The program of realization in the psychological and pedagogical training,
developed by us, has a correctional influence [18], which is based on the principles of
active social-psychological training and is oriented on the personal and professional
growth of students. It is aimed at development of the adequate self-esteem; the
formation of a positive I-concept, assertive behavior; formation of autopsychological
competence, ability to recognize their emotional state, motives of behavior,
consequences of actions; prevention of social and occupationally undesirable qualities,
deformations, destructive personality changes, the formation of sanogenic thinking;
development of self-regulation skills of emotional states; development of readiness for
self-development; formation of an individual style of pedagogical communication.
Psycho-pedagogical training is an effective means of preventing the emergence
of professional stress, “emotional burnout”, harmonizing the personality of future
teachers, developing their creative potential. It facilitates the mobilization of the
personal and neuro-psychological resources of future teachers, the gradual elimination
of the neurotic components of their inner world, the harmonization of the integral
qualities of the individual, the mastery of the psycho-technical self-influence.
Introspection during the training of the training group allows to separate negative
emotional reactions from negative habitual patterns of self-destructive behavior that
destroys health, reduces the degree of emotional negative reaction to situational
influences.
Special influence on the formation of the creative potential of students is their
participation in research work, the implementation of individual educational and
research tasks. Research work provides an opportunity to look for original, non-
traditional approaches to solving health problems, to study and analyze and draw
conclusions. Performance of a coursework of health-preserving orientation promotes
the acquisition of future teachers of the ability to determine the problem, formulate the
task, find their place in the hierarchy of health saving goals, justify ways to solve them,
to formulate a research approach to the problems of creating a healthy preserving
educational environment in school, the development of their creative potential. The
speeches of the students at the scientific student conferences, the presentation of the
results of their research work on the problems of the influence of the teacher's
professional health on the emotional well-being of the students, on their self-esteem,
the formation of the “I-concept”, the creation of a safe psychological environment in
school, etc are important in this aspect.
During the course of pedagogical practice students are invited to perform specially
designed tasks aimed at developing the self-monitoring and self-examination skills,
creation a realistic idea of their self, adequately assessing their own strategy of behavior
in a conflict situation, the ability to assess professional difficulties, level of self-
regulation, level of stability to stress. The tasks of the practice include the study of the
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