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AMERICAN Journal of Language, Literacy and  
Learning in STEM Education 

Volume 01, Issue 09, 2023    ISSN (E): 2993-2769 

 
  

Psychological Features of the Professional Adaptation and 

Professional Development of the Shooter In the New Pedagagik Team 

 
Shermatova Manzura Ikromjonovna 

“Universitu of business and science” Student of the Department of pedagogy and psychology of  

governmental higher education institution 

 

Abctract: 

This article covers the professional adaptation of the marketer from the pedagagigree and the 

psychological characteristics of the self from the psychological jackage from the theoretical and 

practical Jack. 

 

Key words: team, compensation, adaptation, social psychological process, teacher image. 

 

Introduction 

Currently, the society has developed an understanding of the unified system of continuing 

education as a complex of state and other educational institutions that provide organizational and 

meaningful unity and inextricable connection of all branches of education, coordination and joint 

solution of tasks, including in the field of professional training. In the process of professional 

development of the teacher, significant psychological and pedagogical changes should occur 

throughout life: changes in professional consciousness, values and motivation, mobilizing the teacher 

to constantly increase the level of his competence; expanding its functionality and compliance with 

the current tasks of Education. The importance of a socio-psychological climate is determined by the 

fact that it acts as a factor in the effectiveness of certain social phenomena and processes, serving as 

an indicator of their change under the influence of their state and social progress. 

The socio-psycho-gik climate also serves as a multifunctional demonstration of the degree of 

psychological inclusion of the individual in the activity, measures of the psychological effectiveness 

of this activity, the level of mental potential of the individual and the team, the scale and depth of 

obstacles to the implementation of the psychological reserves of the team. 

The peculiarities of the teaching staff is that its psychological atmosphere, interpersonal 

relationships, management style are designed for the professional activities of the teacher and the 

children's team. In this regard, there is a need for the formation of social- the socio-psychological 

climate of the teaching staff in order to normalize interpersonal interaction. It should be noted that 

the system of professional growth of a teacher is focused on a global goal - improving the quality of 

education, the achievement of which is possible with the success of such local goals as professional 

and personal development of a teacher, professional and personal development of a student, 

increasing the competitiveness of an educational organization.  

The system of professional growth of a teacher in training is defined by us as a subsystem of 

education, the functioning of which is conditioned by the state, social and personal needs of the 

teacher's development in the professional sphere due to the acquisition of the necessary set of 



 

 

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competencies, experience and the formation of optimal pedagogical career strategies for the 

implementation of the tasks of training, education and development of students. 

Socio-psychological climate is understood as a general emotional and dynamic mood that 

reflects the established system of relations, dominant mood, satisfaction, attractiveness of work, 

stability and growth of employees, unity of college and personal goals, the level of unification of 

formal and informal structures of the organization (G. M. Andreeva) [3]. The formation of a socio - 

psychological climate is an important reserve for increasing the effectiveness of collective activity. 

Methodology 

The following publications , monographs of scientists and scientific researchers from abroad 

and our country were put into question on this problem, Antonova, Yu. O. (2013). Formirovanie 

sosialno-psychologicheskogo klimata V pedagogicheskom kollektive. Dostijeniya vuzavskoy nauki, 

(7), 165-172., Ovcharova, R. V. (2006). Technologii raboti shkolnogo psychologa s pedagogicheskim 

kollektivom., Navazova, T. G., Bubnova, I. S., Pirozhkova, O. B., & Shibankova, L. A. (2019). Rol 

I Mesto sosialno-psychologicheskoy gotovnosti K innovasiyam V sisteme professionalnogo rosta 

pedagoga. Kazansky pedagogichesky journal, (6 (137)), 122-132., Panova, L. V. (2005). 

Pedagogicheskie uslovia formirovania refleksivnix umeniy budutshix uchiteley nachalnix klassov 

(Doctoral dissertation)., Boyko V.V. I Dr. Sosialno-psychologichesky klimat V kollektive I Lich-

Nost. - M., 1983., Veresova N.G., Rusalinova A.A. Proizvodstvennaya Praktika po izucheniyu obraza 

jizni I sosialno-psychologicheskogo klimata V trudovix kollektivax. L., 1989., Kokorenko V.L. 

Arttechnologii V podgotovke spesialistov pomogayutshix professor. - SPB., 2005. 

We took a theoretical look at the literature on the problem under study, identified the 

methodological foundations of research. In the process of studying special literature, it was found that 

the psychological characteristics of the professional adaptation and development of the shooter who 

came to the new pedagagik team are accompanied by the following factors and individual 

psychological characteristics. 

The activities of the teacher are inextricably linked with the educational environment, and 

according to the peculiarities of this activity it has a very active character, since the teacher, forming, 

developing, teaching and educating students, interacting with colleagues and administration, changes, 

develops and changes the educational environment. Thus, the teacher actively assimilates the 

educational environment in the process of his activities - innovations. 

In addition, assimilation (changing the educational environment) is one of the indicators of its 

personal and professional development, the quality of its professional training and activities. Thus, 

the process of socio-professional adaptation of the teacher is divided into three components: the 

process of accommodation, the process of assimilation and the process of joint - pedagogical activity 

that connects them. Thus, the socio - professional adaptation of a primary teacher is the process of 

entering his educational environment, obtaining professional knowledge, the process of mastering the 

standards and values of the educational environment, its culture; the process of starting to carry out 

the experience accumulated at each specific point of his personal and professional development 

trajectory (S. M. Redlich, 1999). 

Based on the identified problems, the author developed a program for the formation of a socio-

psychological climate in the pedagogical community. In the scientific literature, there are different 

approaches to the definition of this concept. Winter I. A. considered socio-psychological training as 

an integral manifestation of all sides of the individual, it allows not only as a manifestation of 

individual and personal qualities due to the nature of future activities, but also to effectively fulfill its 

functions. Rao academician V. A. In his research, Slastenin argues that the modern teacher faces the 

need for resolution, in addition to traditional, modern and complex psychological-pedagogical tasks 



 

 

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such as analytical-reflexive, constructive-prognostic, organizational - activity, evaluation-

information, correction and regulation (5). 

Study of personal innovation of teachers as pedagogical topics activity M. it began with the 

conduct of a test methodology of cardboard, which allows you to determine how difficult or easy it 

is to maintain the characteristics of innovative or flexible behavior for a long time. Innovation implies 

the subject's ability to perceive and understand, as well as the ability to change and implement new 

original ideas when necessary [1]. 

There are various approaches to the definition of this concept in the scientific literature. 

Zimnaya I.A. considered socio-psychological readiness as an integral manifestation of all aspects of 

the personality, which makes it possible to effectively perform their functions, and not only as a 

manifestation of individual and personal qualities due to the nature of future activities. 

A low index of innovation was found in 12% of teachers who demonstrated disagreement with 

risky activities, showed conservatism regarding changes taking place in society, and expressed a 

negative attitude to transformations.  Slastenin V. A. and major N. E. according to, readiness for 

pedagogical activity is a broader and more complex concept than the concept of pedagogical 

conformity. Readiness for the work of the teacher includes the professional training of the individual 

(individual characteristics of the individual, abilities and a set of characteristic features that are 

important for successful professional training and activity). Slastenin V. A. determines the following 

features of pedagogical reflection in professional pedagogical activity: 

1) psychological training-attention to various types of activities; 

2)scientific and theoretical training (the presence of scientific-theoretical, psychological-

pedagogical, special knowledge necessary for reflexive activity); 

3) practical preparation (153).[4. 20b ] 

Undoubtedly interest Dyachenko M. I. and Kandybovich L. N. to describe the readiness of 

students for pedagogical activity.  The authors distinguished the following ready-made components: 

1)motivational (positive attitude to the profession, interest); 

2) orientation (knowledge and ideas about the features of communication); 

3)optional (self-control, ability to control one's own actions); 

4) assessment (reflection).[21b] 

Adaptation is a continuous, lifelong process, which is a socio - professional adaptation that 

determines the direction, vector and intensity of the professional and personal development of the 

teacher. In connection with such an interpretation of the teacher's process of social and professional 

adaptation, the time frame of this process naturally changes. In modern psychological and 

pedagogical literature, some authors associate this process with school graduation, others - with 

university graduation, others - with the beginning of professional activity. 

L. M. According to mitina, teachers with 10-15 years of experience have a high level of 

development of almost all pedagogical abilities. Professional formation has occurred, therefore, first 

of all, not self-affirmation, but the creative search for new methods and methods of work. For teachers 

with more than 20 years of experience, the level of development of pedagogical abilities 

(communication, maintaining a creative environment in the lesson, etc.) drops sharply. Only the 

ability to maintain discipline in the lesson is at a high level. L. M. According to mitina, this is 

explained by the fact that teachers, in their opinion, accumulate a sufficient theoretical and practical 

base and develop self - education. After 40 years, the teacher reduces interest in pedagogical literature. 

Their skills acquire the character of stereotypes. In the new data, they seek confirmation of their 

experiences, which leads to the strengthening of stereotypes. They consider maintaining discipline in 

class as the main thing. 

 



 

 

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RESULTS TAXABLE 

Pedagogy considers a person as an object of transformation, improvement, a person as a whole 

in the unity of his mental, psychological and social sides. Consequently, pedagogy also adds 

knowledge about the means and conditions of teaching and educating a person to knowledge about a 

person. In psychology, great importance is attached to the study of the mental activity of a person, 

the laws of development of the psyche. Based on this knowledge, we can assume that pedagogy is a" 

tool " and condition for transferring human consciousness from one state to another. This condition, 

in our opinion, is simultaneously similarity and difference, and is also preserved in the ability to 

pedagogical reflection. The normalization of students ' ability to reflect is based on these conditions, 

thereby increasing the effectiveness of the pedagogical process. 

Reflexive-pedagogical training should be carried out from educational activities to professional 

activities, that is, with a different change in personal position in relation to pedagogical activities. In 

this, unlike all other forms of social consciousness, art tools with the ability to comprehensively 

influence the "mind and heart"can be of great help. 

All this together is an important basis in the holistic formation of personality (18). Empathy in 

art, as we can see, is a person's ability to reflect. Currently, the scientific concept of using them as a 

means of training A Higher School specialist has been developed, the author of which is E. T. 

Ardashirova, according to the author, the problem of the formation of the spiritual culture of teachers 

and students is of particular importance (18, P.12).[[4] 

Reflexive abilities are often formed through game activity. Researchers consider the game an 

analogue of practical labor activity. The use of the game in the formation of reflective oysters in 

educational theory A. A. Developed by Verbitsky. The use of educational and educational games is 

based on the understanding of the game as a human activity, the subject of which is models-action, 

Business games with labor models, C and communication – role-playing games (sociodramas), self-

opening models (psychodramas) (37). 

The implementation of the correctional program with teachers includes work in the following 

organizational forms: work individually, in pairs, in small groups, work as a whole, organization of 

training sessions. 

The professional and psychological competence of a teacher is considered as the ability to 

reflexively build and carry out professional activities. The concept of "competence" has an 

interdisciplinary status and a complex structure. N.I.Lifintseva interprets professional and 

psychological competence as an integral personal education, which is a characteristic of the activity 

and attribute of the teacher's personality as a subject of the educational process. 

The main methods of implementation of the program are: game, exercise, discussion, dialogue, 

diagnostics, situation modeling, mini - lecture, conversation, reflection, group discussion. The 

program for the formation of a socio-psychological climate in a pedagogical community is based on 

the following principles: the principle of maximum activity, which includes the maximum level of 

inclusion of each member of the group. Exercises and assignments are designed in such a way that 

they allow all members of the group to actively participate in their execution. 

The culture of professional behavior of a teacher is realized in his ability to personal 

(interpersonal) dialogue, the essential characteristics of which are the freedom of interlocutors, their 

equality, mutual recognition of freedom, personal contact based on empathy and mutual 

understanding. In the dialogue, he takes responsibility for his own position and thereby becomes 

attentive and tolerant of other positions and points of view, since "disclosure begets disclosure" (S.L. 

Bratchenko).[2] 

The principle of maximum reliability of information is ensured by the fact that the means of 

obtaining this knowledge are the activities of the participants themselves, the topic of discussion is 



 

 

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visual facts - examples from real life. The principle of the active research position of each person 

means that each exercise and task is a reason to analyze the actions and experiences of the participants. 

The socio-professional adaptation of the teacher, the model of his personal and professional 

development reveals their structure, reflects the specific unity of the personality of the teacher, his 

pedagogical activity and educational environment. According to the three components of the socio-

professional structure, it is possible to assess the degree of tension of adaptation processes 

adaptations: teacher personality, educational environment and teacher - news. 

The level of tension in the personal and professional development of the teacher is determined 

at any time by the level of conflicts between abilities, needs and generally accepted norms ("want"," 

can " and "must"). 

S. M. Redlich identified the main needs-abilities-that affect the overall picture of the socio-

professional adaptation of the teacher, and developed a criterion-assessment apparatus that allows 

you to assess the degree of intensity of adaptation processes at each moment of the teacher's personal 

and professional development.[4] 

In the process of professionalization, the so-called professional crises stand out. The first such 

crisis is the beginning of professional activity, which is associated with the search for its own way of 

working, professional "I". A. K. According to Markova, for novice teachers, harak - tern is 

recommended to indulge in its informational activities and contradictions, on the one hand it should 

interact with experienced teachers, and on the other hand not to lose its views. 

For teachers with less than 3 years of pedagogical experience, low indicators of all pedagogical 

abilities associated with communicating with students, creating a positive emotional atmosphere are 

characteristic. Such teachers have theoretical knowledge of the subject, but experience psychological 

knowledge.- difficulties in establishing contact with students. 

Individual style of teacher activity, B. M. tem-lov, V. S. Merlin, N. S. Leytes, E. A. In Klimov's 

research, the psychological foundations of the approach to the problem of individual style of activity 

(ISD) were laid. Traditionally, in Russian psychology, ISD is understood as a more or less stationary 

system of methods and psychological tools, in which the individual consciously or spontaneously 

turns to balance his personality best with the conditions of objective external activity, based on the 

typological characteristics of the nervous system (E. A. Klimov). At the same time, the facts show 

that the style of Indie - visual activity inherent in a person is not always the optimal environment of 

"balance". 

 

CONCLUSIONS AND RECOMMENDATIONS 

The experimental studies carried out, as well as the analysis of the studied literature on the 

problem of research, provide the basis for concluding that the formation of reflexive skills of future 

elementary school teachers remains an important source of their professional and personal 

development today. Specific conditions: to convey to students the relevance and importance of the 

formation of reflective skills; conscious choice of the specialty "pedagogy and methodology of 

primary education" by students; formation of stable knowledge about reflection; methodological 

provision of the process of formation of reflection skills. 

The emotional factor is closely related to intellectual and volitional. The correlation of 

emotional and intellectual factors indicates that the realization of the goals of activity, which are the 

basis for the formation and development of reflective skills as a component of professional 

competence of a specialist, is accompanied by a positive attitude of students to professional training 

and the emergence of positive emotions based on reflective readiness as a component of 

it.professional activities. Professional and psychological culture of the personality of the teacher, 

"appearance" (K. Jung), which includes attitudes and values that determine his attitude towards the 



 

 

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world, profession, another person, himself. As a psychological projection of the value-need sphere of 

a person, the relationship combines the results of knowledge, the experiences it generates and 

behavioral reactions. 

In conclusion, we note that regional systems of teacher training and professional growth were 

created with the aim of modeling the theoretical, methodological and practice-oriented educational 

space of professional development of Educational Personnel. These systems provide conditions for 

improving the quality of educational services and ensuring the participation of organizations 

implementing additional professional programs, reflecting their content, including the specific 

features, needs and characteristics of the region. 

 

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