Teaching practice as a condition for normalizing a student’s personal psychological well-being

Abstract

The research aims to substantiate the essence and structure of the notion of a student’s personal psychological well-being in relation to future teachers in the process of practice. The paper analyzes the notion of “personal psychological well-being” and substantiates the author’s definition of the notion of “a student’s personal psychological well-being in the process of teaching practice”, which is an integral and dynamic characteristic of an individual, reflecting the internal psychological state of each student in the process of teaching practice, revealing a student’s self-perception of their own professional achievements as the basis of their social and professional self-determination. A system of criteria and their detailed indicators for the manifestation of personal psychological well-being among teacher students in the process of teaching practice (the cognitive criterion, the emotional criterion, the personal criterion) is proposed. The methodology of a pilot study is described and the results of such a study involving undergraduate students are analyzed. The scientific novelty of the research lies in the following: a new direction for the development of models, content and methodological support for students’ teaching practice is substantiated from the standpoint of changes in their psychological well-being. As a result of the research, it was confirmed that the inclusion of the context of reflective-innovative activity in the content of practice, the activation of self-analysis and self-development mechanisms in students in the process of practical training contribute to the normalization of psychological well-being among teacher students, increasing the sense of confidence in the correctness of their professional actions and personal self-realization.