Дидактогения как результат недостаточной осознанности в профессиональной деятельности педагога

Ковалева Елена; Ганузин Валерий

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similare conform CZU

37.064.2 (13)

Probleme sociale în educație. Contacte și relații interumane (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

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Concepția rezultantei: importanța teoretică și practică
Ediţia 1, 2024

Conferința "Concepția rezultantei: importanța teoretică și practică"
1, Chişinău, Moldova, 1-2 decembrie 2023

Дидактогения как результат недостаточной осознанности в профессиональной деятельности педагога

Didactogeny as a result of insufficiency of awareness in teacher’s professional activity

DOI:https://doi.org/10.46727/c.01-02-12-2023.p168-174

CZU: 37.064.2

Pag. 168-174

Ковалева Елена¹, Ганузин Валерий²

¹ Комратский государственный университет,
² Институт непрерывного профессионального образования, г. Ярославль

Disponibil în IBN: 2 mai 2024

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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.

Cuvinte-cheie
professional behavior, Self-awareness, style of pedagogical activity, didactogeny, conflict interaction

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