Tretyak O. Self-regulation of teachers' activity in critical situations of pedagogical interaction.

The dissertation is devoted to investigation of psychological aspects of self-regulation of teachers' activity in critical situations of pedagogical interaction. The work reveals contents of critical situations of pedagogical interaction and analyzes the role of self-regulation as an instrument of their prevention and management. Statistically significant correlations have been found between levels of self-regulation of teachers' activity and some aspects of pedagogical interaction in critical situations. In part, high levels of teachers' self-regulation have been found to correlate with highly developed teachers' ability to interact in critical situations. It was found that level of self-regulation of teachers' activity, being a means of prevention and coping with critical situations of pedagogical interaction, can be enhanced using special teachers' psychological training which includes a) acquisition of knowledge about contents and causes of critical situations of pedagogical interaction as well asthe role of teachers' self-regulation in their prevention and management; b) mastering of self-regulation diagnostic instruments and methods; c) mastering of self-regulation tools and techniques. The author has developed a special training course in Self-Regulation of Teachers' Activity In Critical Situations of Pedagogical Interaction which has been successfully run-tested in the system of higher education.