Psychological Features of Teacher's Self-Regulation in Communication During the Verbal Pedagogical Interaction
The article deals with the psychological features of self-regulation as the fundamental characteristics of personality that occupies a prominent place in the structure of professional verbal activity of a teacher. It is emphasized that teacher's self-regulation determines individual and typical originality and communicative behaviour and is expressed in the process of verbal pedagogical communication. The analysis was performed on scientists' diverse approaches to the concept of communication. It is noted that a characteristic feature of verbal communication is its dialogueness, and the main resource of teacher's self-regulation in communication is a conversational intention. The efficiency of self-regulation in the communicative act is determined by the goals and values of verbal communication. With the help of self-regulation teacher maintains a consistent level of communicative activity, regardless of the variability of the mental states. It was pointed out that a teacher in the process of verbal communication acts as a communicative person who chooses and applies one or another strategy.
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