Significance of Self-regulation for the Professional Development of Prospective Teachers

Guzalia Rasikhovna Shagivaleeva, Vilya Rustemovna Bildanova, Galia Kamilyevna Biserova, Elena Michailovna Yusupova, Irina Anatolevna Talysheva


The aim of present study is investigating the role of self-regulation in professional development of prospective teachers. Well-developed self-regulation may be defined as a person’s ability to adjust his or hers behavior to the conventional moral principles and values, as well as with professional requirements. Teacher’s self-regulation includes his active relationship with the students and with himself, his social affirmations, experience and interests. It can be concluded that the development of self-regulation basics happens during the period of professional learning, when the personality settlement occurs. Each teacher also discovers and uses his own methods and means of self-regulation during his professional activity, which helps him to affect his emotions and to control and regulate external signs of current psychological state.

DOI: 10.5901/mjss.2015.v6n5s1p128

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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