PEDAGOGICAL PROCEDURES FOR THE FORMATION OF INTELLECTUAL AND WILL RESPONSIBILITIES IN THE DEVELOPMENT OF ANTIFRUSTRATION SKILLS IN FUTURE SCIENCE TEACHERS

Аннотация

The article provides insights into the effectiveness of the formation of intellectual and volitional traits in the development of antifrustration skills in future science teachers. An empirical analysis of the author’s research is also presented. KEYWORDS:- Stress, depression, despair, antifrustration, frustration, individual-psychological, tolerance. stressful, frustrating state of frustration can have I NTRODUCTION a serious negative impact not only on his or her learning but also on his or her creative Today, scientists believe that stress, depression, development. Evidence suggests that research and despair have become the "disease of the has been conducted to develop the century." Despair and stress not only affect one's antifrustration skills of educators in situations of life, but also the mental and physical health of frustration [5] during the training process. one's family and loved ones. The development of However, little research has been done on the antifrustration skills in frustrating [1] situations development of antifrustration skills for future is a topical pedagogical problem, especially in the science teachers. In this study, we developed training of future science teachers in the higher scientific conclusions on the development of education system. According to the WHO, 65% of antifrustration skills of future science teachers all illnesses [3] are caused by stress. According to through person-centered education. the American Psychological Association, “stress ... is a major threat to student health. Also, if young M ATERIALS AND METHODS people do not learn healthy ways to manage stress today, it can have a serious impact on their The study of the problem of developing health. ”[4] These scientific findings have led to antifrustration properties in students is reflected pedagogical conclusions that a student's in the works of such authors as S. Rosensweig, CURRENT RESEARCH JOURNAL OF PEDAGOGICSISSN 27 – 2767-3278 https://masterjournals.com/index.php/crjp CURRENT RESEARCH JOURNAL OF PEDAGOGICS 2(6): 27-31, June 2021 DOI: https://doi.org/10.37547/pedagogics-crjp-02-06-07 ISSN 2767-3278 ©2021 Master Journals Accepted 11thJune, 2021 & Published 16th June, 2021 N.D. Levitov, F.E. Vasilyuk, I.P. Ilin, Yu.N. teachers, we need to take into account some Kulyutkin, R.P. Milrud, R.I. Khmelyuk, Z.N. important aspects of their study. First, Kurlyand, N.A. These authors did not consider antifrustration skills in future science teachers frustration tolerance as a separate subject in will be less formed than in social science their work, they addressed the problem of stress students because the requirements for studying tolerance in their work on stress, frustration, in the exact sciences are that they only need to frustration, and the manifestation of individual study the exact sciences, only the importance of behavior in the process. the specialty sciences emphasizes. As a result, they are more likely to experience frustration. R ESULTS AND DISCUSSION Second, future science teachers are inexperienced in dealing with frustrating The development of antifrustration skills situations for schoolchildren, even in their through education in future science teachers is teaching activities, due to a lack of antifrustration an important pedagogical process in the skills and experience. As a result, the high formation of pedagogical professionals. incidence of this condition leads to a slowdown Psychologists are still interested in the question in education in the secondary education system. of what pedagogical factors are important in the The same is true in the context of our study of development of antifrustration skills in future the formation of the volitional and intellectual science teachers. The continuous formation of qualities of a frustrated character as a problem frustrated character in students has to be for future science teachers. This is because if assessed through a series of relationship systems future science teachers do not have the based on personal position. This can be opportunity to develop professional skills and reconciled with the idea that, firstly, the competencies to deal with the initial pedagogical development of character traits in certain places and frustrating situations during their education, should take a certain form, and secondly, it then they will be able to use the educational should take place as a frustrating trait of the process as a personal example. He himself is person. However, in the pedagogical process, it is questioned by the society in terms of finding his expedient to study the teacher's self- place. Given these similar circumstances, we will management in certain situations, which in many refer to the analysis of the results of the initial ways determines the frustrating features of the investigative study devoted to the study of the student's character and, in proportion to it, volitional and intellectual characteristics of the determines his own behavior. W