ТОЛЕРАНТНА КОМПЕТЕНТНІСТЬ ПЕДАГОГА: КОНЦЕПЦІЯ Й ЕМПІРИЧНА ВЕРИФІКАЦІЯ

Жанна  Вірна; Галина  Гайдук

doi:10.29038/2227-1376-2020-36-67-85

Authors

Zhanna Virna Lesya Ukrainka Volyn National University
Halyna Haiduk Volyn College of the National University of Food Technologies

DOI:

https://doi.org/10.29038/2227-1376-2020-36-67-85

Keywords:

tolerance, professional tolerance, motivational and semantic factors, tolerant competence, pedagogue

Abstract

Purpose. The article is devoted to the theoretical and empirical grounding of tolerant competence of a pedagogue. The aim of the presented material is theoretical grounding and empirical verification of pedagogue tolerance through operationalization of motivational and semantic indicators of tolerant competence and mechanisms of its functioning depending on professional activity experience. Methods. The main methods are theoretical (analysis, synthesis, comparison, abstraction, generalization, systematization), empirical (conversation, observation, testing), and methods of mathematical statistics (discriminant analysis, Kruskal–Wallis test, factor analysis, multiple regression analysis). Results. In the course of theoretical generalization of the main tendencies and concepts of professional tolerance studying, the theoretical model of structural organization of professional tolerance of a pedagogue has been suggested, in which cognitive and informative, emotional and regulatory, personality and communicative, behavioural and normative components have been singled out; operational and semantic, reflexive and semantic, motivational and regulatory, motivational and controlling modes of their productive functioning have been stated. The manifestation content of professional tolerance has been empirically explicated through operatio-nalization of motivational and semantic indicators of tolerant competence in emotional and rational, autonomous and selfless, status and normative, intellectual and productive forms and mechanisms of their functioning (adaptational and identificational, identificational and moral, moral and productive, productive and adaptational), depending on professional activity experience of pedagogues. Conclusions. The conclusions indicate that concentration on the singled out functioning mechanisms of tolerant competence of a pedagogue will allow determining the appropriate influence of motivational and semantic determination on a system of professional self-regulation of a specialist.

Author Biographies

Zhanna Virna , Lesya Ukrainka Volyn National University

https://orcid.org/0000-0001-8134-2691
Halyna Haiduk , Volyn College of the National University of Food Technologies

https://orcid.org/0000-0003-2920-2530

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