PSYCHOLOGICAL READINESS OF TEACHERS TO STUDY IN CONDITIONS OF CONTINUOUS PROFESSIONAL EDUCATION

Abstract

The article considers a problem of psychological readiness of a teacher for development in conditions of continuous professional education as one of the significant conditions for the success of pedagogical activity. Based on the results of experimental studies, the relevance and significance of the search for ways and conditions for the formation of teachers’ psychological readiness for learning in conditions of continuous professional education is substantiated. The article concludes that the data obtained as a result of experimental studies of psychological training of teachers with different pedagogical experience show that it is necessary to provide psychological support to teachers in the learning process to increase their effectiveness. Teachers who are adapting to the period of professional activity, and teachers with more than 20 years of work experience, especially need psychological support during the training period.