Articolul precedent |
Articolul urmator |
46 0 |
Căutarea după subiecte similare conform CZU |
37.064.2 (13) |
Social problems. Human contacts, relationships (120) |
SM ISO690:2012 КОВАЛЕВА, Елена, ГАНУЗИН, Валерий. Дидактогения как результат недостаточной осознанности в профессиональной деятельности педагога. In: Concepția rezultantei: importanța teoretică și practică, Ed. 1, 1-2 decembrie 2023, Chişinău. Chişinău: Universitatea Pedagogică de Stat „Ion Creangă”, 2024, Ediţia 1, pp. 168-174. ISBN 978-9975-46-884-8. DOI: https://doi.org/10.46727/c.01-02-12-2023.p168-174 |
EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
Concepția rezultantei: importanța teoretică și practică Ediţia 1, 2024 |
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Conferința "Concepția rezultantei: importanța teoretică și practică" 1, Chişinău, Moldova, 1-2 decembrie 2023 | ||||||
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DOI:https://doi.org/10.46727/c.01-02-12-2023.p168-174 | ||||||
CZU: 37.064.2 | ||||||
Pag. 168-174 | ||||||
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Professional behavior depends on the level of self-awareness. Self-awareness affects the teacher’s relationship with students. The style of pedagogical interaction is regulated by the teacher’s self-awareness. A teacher’s emotional self-regulation is associated with the level of development of self-awareness. Didactogeny is the result of psychological, pedagogical and methodological errors in the educational process. |
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Cuvinte-cheie professional behavior, Self-awareness, style of pedagogical activity, didactogeny, conflict interaction |
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