Ecological aspects of the education and resilience of preschool teachers

Abstract

An individual acquires environmental knowledge and skills (competencies) in several ways. In addition to direct training within the framework of special courses, the ecology of everyday interactions and human behavior is of great importance, especially in the early stages of development, starting with preschool age. The ecology of pedagogical interaction as a system of environmentally literate relationships between educational subjects includes a number of indicators, including those related to the formation of the personal prerequisites for such interaction. One of them is the teacher’s resistance to stress, which he forms and develops also in his wards. The aim of the study is to analyze the resistance to stress of a teacher as a factor in the ecology of educational relations and interactions. The profession of a teacher in a preschool institution is highly and diversely stressful, requiring self-regulation (self-management), due to a significant psychological load that exceeds that of many other specialists. Stress resistance of a teacher of a preschool educational institution plays an important role in building and improving didactic relations, as well as the formation and development of environmental literacy and human culture.

Neurotechnology and development of students and teachers’subjectivity in inclusive education

“…Образование будущего может с пользой использовать различные смарт-технологии при важнейшем условии: необходимо обсуждать и внедрять в практику понятие «цифровая культура», подразумевающее осмысление целей, ценностей и содержания нейрообразования, направленного на развитие «гуманистической», а не «трансгуманистической» формы существования человека. (Bagadaeva et al, 2021;.…”

Quantitative Evaluation Method of Psychological Quality of College Teachers Based on Fuzzy Logic

“…At the moment, most study on the psychology and resilience of teachers under the notion of harmonious ecological education is focused on preschool teachers. Simultaneously, there are extremely few teachers with various professional credentials as research objects (Bagadaeva et al, 2021). Most of the research discusses teachers with different professional titles as demographic variables, which are juxtaposed with teaching age and gender.…”