Klochek L. Psychology of social justice in pedagogical interaction

The dissertation presents a theoretical and experimental study on development of social justice in pedagogical interaction. In the dissertation the scientific approaches the study of social justice meaning and essence in psychology are analyzed, psychological peculiarities of justice in social interaction are described, the phenomenology of social justice in pedagogical interaction discovered. The essence and meaning of the concept of social justice in pedagogical interaction are theoretically defined. A psychological analysis of the social justice in a teacher's personality is carried out, the structural components of this personality entity (cognitive-informational, emotional-value-based, motivational-connative) and mechanisms (value-basedreflection, socialidentification, value-basedself-regulation) a redefined, criteria (sensibleadoption of social norms and moral imperatives, value-based attitude to participants of pedagogical interaction, moral behavior in pedagogical interactions) as well as indicators and levels of its development (high, medium, low) are explained.The social conditions and psychological factors of social justice in pedagogical interaction, peculiarities of development of social justice with in personalities of teachers with different terms of pedagogical experience and mechanisms of the entity under the study are empirically analyzed. A number of regular patterns in development of social justice in pedagogical interaction disestablished. The content of the psychological program for developing the potential of social justice in pedagogical interaction ispresented, its efficiency and expediency in practical implementation into the work of general educational institutions disproved.