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Section 3. Psychology
DOI: http://dx.doi.org/10.20534/AJH-16-9.10-30-33
Abidova Ziyoda Askarovna, Senior scientific officer-applicant Social science faculty Psychology chairs National University of Uzbekistan E-mail: aziyoda@gmail.com
Pedagogical techniques to disclose and develop individual tolerance
Abstract: This article describes pedagogical techniques stimulating individual tolerance disclosure and development. Author distinguishes deductive techniques creating conditions for tolerance disclosure and inductive techniques forming tolerance as well as describes results of conducted research demonstrating the role of didactic techniques in tolerance developing among students.
Keywords: Tolerance, disclosure, development, formation, inductive, deductive, techniques, principles, pedagogical process.
Education of free-thinking, initiative generation is one of the priority objectives of each state. Sectors to address educational activity play a significant role in this process.
High level of tolerance both among teachers and students is critical in effective interventions in educational system. High level of tolerance among teachers enables delivery of training material in more productive way taking into account student's needs and abilities, interactively involving student into reasoned and productive learning process [1, 7-10]. From other hand, high level of tolerance of student facilitates better acceptance, understanding and developing new knowledge and skills which may affect professional self-fulfilment in future [2, 13-16].
During recent years the tolerance role in society development becomes more relevant. There is increasing number of works to study tolerance as a factor influencing the society development.
In this regard, one of the most important objectives of educational system is creation of favourable conditions for tolerance development among students.
Nowadays, there is no a coherent approach both to the tolerance nature and ways of its development. There are opinions about its inborn, inherent to each individual and about its social causality, i. e. acquisition. Hence, there are programs addressed to develop inborn tolerance and to its formation.
In education process the important role is given to pedagogical work and innovative pedagogical techniques. The paradigm of traditional pedagogical techniques is knowledge, competences and skills. Thereby, following didactic techniques as teaching, leaning, formation, training, encouragement and control in pedagogical management process give an opportunity to tolerance formation among students.
The idea of new educational paradigm focuses on individual inner world, its freedom, creativity, individuality. The effectiveness of pedagogical process is achievable through interaction, creating conditions for establishing philosophy, mindset of a student and delivery current information bearing in mind skills, competences, evaluation of information and operation with existing informational databases. It is possible through applying such deductive
Pedagogical techniques to disclose and develop individual tolerance
techniques as facilitation, support, development, assistance, motivation, collective and individual control and self-control during pedagogical process. These techniques give an opportunity to disclose inborn tolerance placing it at priority levels.
To study more effective pedagogical techniques of tolerance development we conducted randomized experimental controlled blinded experiment among hospital physicians.
After signing informational voluntarily agreement to take part in this scientific experiment, participants randomly split into two groups by random numbers method: group 1-45 persons and group 2-43 persons. Training sessions for group 1 conducted with motivational-constructive approach where training material presented using deductive technique while in 2 group sessions conducted with behavioural (action)-oriented approach where training material presented using inductive technique.
The deductive education technique facilitates initiation of emotional and cognitive processes among students resulting in their sense-formation activity with formation of relevant behaviour. Inductive education technique has modulating impact on
students; training sessions are in emotion-forming and sense-forming format creating certain patterns, concepts and skills development by specific behavioural restrictions among students.
To measure training deductive techniques effectiveness there was initial pre-experiment testing and three months after the experiment using psychological methods to identify tolerance level and personal features increasing possibility of tolerant attitude of an individual.
In this article we describe testing results based on express-questionnaire «Tolerance index», elaborated by experts (G. U. Soldatova, O. A. Kravtsova, O. E. Khukhlaev, L. A. Shaygerova). Questionnaire has three subscales diagnosing such tolerance aspects as ethnic tolerance, social tolerance and tolerance as personal feature. For quantitative analysis overall result not divided into subscales is calculated. The higher scores of individual and group assessment the higher tolerance level [3].
Comparison of results before (initial testing) and after (post testing) experiment conducted using Wilcoxon signed-rank criteria revealed significant changes among students in two groups (see table).
Table 1. - Tolerance level dynamic "Tolerance index" method
Scales №* Group 1 Group 2
M a z P M a Z P
Ethnic tolerance 1 27,38 4,55 -0,81 0,418 26,84 4,64 -0,93 0,351
2 26,84 5,13 25,93 4,63
Social tolerance 1 28,91 5,32 -2,65 0,008 28,60 4,58 -2,59 0,010
2 30,40 5,27 29,79 4,49
Tolerance as personal feature 1 24,98 3,18 -2,64 0,008 24,53 3,51 -3,12 0,002
2 26,07 2,50 23,51 3,42
Total tolerance Index 1 81,27 9,50 -2,90 0,004 79,98 7,62 -0,94 0,348
2 83,31 9,61 79,23 6,46
*1 - Initial testing, 2 - Post testing
As shown in table, after the experiment overall tolerance index among participants in group 1 significantlty increased from 81,27±9,51 to 83,31 ±9,6; z=-2,90; p<0,01; but among participants in group 2 insignificantly descreased from 79,98±7,6 till 79,23±6,5; z= -0,94; p>0,05. Changes in specific indicators also insignificant according to this method: ethnic tolerance indicator in two groups insignificantly
changed from 27,38±4,6 to 26,84±5,1; z=-0,81; p>0,05 and from 26,84±4,6 to 25,93±4,6; z= -0,93; p>0,05 respectively; social tolerance in two groups significantly increased from 28,91±5,3 up to 30,40±5,3; z=-2,65; p<0,01 and 28,60±4,6 up to 29,79±4,5; z=-2,59; p<0,01 respectively; tolerance as personal feature among participants in group 1 improved from 24,98±3,2 up to 26,07±2,5; z= -2,64; p<0,01; but among participants in group
2 deteriorated considerably from 24,53±3,5 to 23,51±3,4; z=-3,12; p<0,01.
These changes clearly demonstrated in picture 1 showing the tolerance level dynamic in specific
sub-scales and in picture 2 which shows the dynamic of tolerance index overall level among hospital physicians (pic.1, 2).
Picture 1. Tolerance level dynamic by "Tolerance Index" method
Picture 2. Tolerance index overall level dynamic
Thus, tolerance index ambiguously changed after experiment. Application of deductive technique stimulates significant positive dynamic in tolerance index and its aspects such as social tolerance and tolerance as individual feature development. But inductive technique has doubtful impact significantly increasing and concurrently decreasing measured tolerance indicators.
Based on analysis we can make a conclusion that pedagogical techniques impact on individual tolerance disclosure and development, deductive technique promotes increase of tolerance i ndex
probability while inductive technique has doubtful result.
Considering deductive technique effectiveness which has higher probability of tolerance development both among initially tolerant and intolerant participants, pedagogical programs should be aimed not at tolerance formation but at its disclosure and development. It is important to focus not on knowledge, competences and skills but on acceptance, understanding and comprehension oflearning subject contributing to development, assistance, motivation, collective and individual control and self-control.
The syndrome of emotional burnout of teachers of kindergartens
References:
1. Abidova Z. A. Problematic situation as a psychological factor of national ideology formation/Scientific-practical conference "Social-political processes in XXI century» compendium, part II. T., - 2008.
2. Djalalov U. D., Abidova Z. A. Factors affecting learning/«Popular education» journal - № 4/2005. -T., - 2005.
3. Individual tolerance psycho diagnostics/Edited by G. U. Soldatova and L. A. Shaygerova. - M., - 2008.
DOI: http://dx.doi.org/10.20534/AJH-16-9.10-33-36
Gonina Olga Olegovna, Institute «Uppervolga», Tver, Russia Tver state University candidate of psychological Sciences, associate Professor
E-mail: olg1015@yandex.ru
The syndrome of emotional burnout of teachers of kindergartens
Abstract: The article analyzes the problem of emotional burnout of teachers of preschool educational institutions, discusses the models and phases of development of this deformation of the individual; the factors that trigger this process. Presents the results of investigation of emotional burnout of teachers and their sociometric status in the team, the proposed measures for the prevention of the development of this syndrome.
Keywords: teaching activities, emotional burnout syndrome, phase of emotional burnout, depersonalization.
Introduction In most works, the problem of emotional burn-
The urgency of the problem of mental and emo- out is considered mainly from the point of view of
tional health of teachers of preschool educational institutions and its relationship with socio-psychological factors due to the fact that modern society places high demands on various aspects of activity of teachers in General and teachers ofpreschool educational institutions in particular, institutions that are first, the basic part ofthe entire education system and serve to prepare the child for further education, bookmark it basic human knowledge and skills, the comprehensive development of natural abilities and exposure to the social life. In the educational activity content and the nature of relations between its members are collateral to its success. It is therefore evident that the emotional burnout syndrome characterized by emotional and personal detachment of the teacher educator, the expanding economy of emotions, ignoring individual characteristics of the pupils, has a relatively strong influence on the nature and success ofprofessional activity.
psycho-physiological approach to the study of personality. However, it seems obvious and the fact that the specificity of pedagogical activity in modern conditions due to high risk of developing emotional stress and emotional burnout syndrome under the influence of the subjective and objective, socio-psychological factors of educational environment [4]. In this regard, justified and relevant, due to lack of knowledge, the study of the role that the social-psychological factors in the formation of emotional burnout syndrome among teachers and educators of preschool educational institutions.
The main part:
There are various definitions of emotional burnout. In accordance with the most popular foreign model K. K. Maslach and S. Jackson [5], burnout is viewed as a response to long-term professional stress interpersonal communications and
