Psychological Content of Pedagogical Tolerance in the Development of Special Abilities of the Teacher

Abstract

This research is devoted to the study of the psychological content of pedagogical tolerance as a professional importance of the quality of a teacher. The relevance of this problem is determined by both practical and theoretical nature. A necessary condition for successful pedagogical activity is the adoption of the child in this way. A tolerant teacher, thanks to the special tactics of constructing his behavior in relation to children, achieves greater effectiveness. In modern school, the role of the personality of the teacher is significantly increasing. All this, in our opinion, makes it necessary to analyze the problem of pedagogical tolerance as a professionally important quality of a teacher. The purpose of the work is to identify the specifics of communicative and pedagogical tolerance of a teacher in a comprehensive school based on an analysis of the individual psychological qualities of the personality and subjective experience of the teacher. In accordance with the purpose of the study, the following tasks were set: To identify the main theoretical approaches to understanding the characteristics of tolerance and pedagogical tolerance in domestic and foreign psychology. To determine the impact of communicative and pedagogical tolerance on the effectiveness of the teacher's teaching and educational activities and to substantiate the laws governing the development of pedagogical tolerance as a professionally important quality in the process of teacher activity. To identify the relationship of communicative and pedagogical tolerance with the personal qualities of a teacher and determine the individual psychological characteristics that underlie the formation of pedagogical tolerance. To develop guidelines for the development of communicative and pedagogical tolerance of teachers.