Extreme pedagogy as a factor for enhancing emotional stability of teachers

Introduction. The article focuses on the relevant problem of training prospective teachers in dealing with extreme situations in their work. The purpose of the study is to conduct a theoretical analysis of the problem and to identify the extent to which the components of prospective teachers’ emotional stability (motivational, cognitive, emotional, and activity) are developed. Materials and Methods. The methodological basis of the research was V. P. Bespalko and D. B. Elkonin’s system-activity approach and structural approach to personality studies. The author also analyzed and summarized scientific research literature. The components comprising emotional stability were assessed using a range of techniques. The motivational component was dealt with using V. Smakek and M. Kucher’s ‘Orientation of the personality’ technique. The cognitive component was evaluated via ‘The Trait Emotional Intelligence Questionnaire’ (TEIQue) developed by K. V. Petrides. The emotional component was assessed by means of ‘Situational and personal anxiety scale’ developed by Ch. D. Spielberger and Yu. L. Khanin. In order to evaluate the activity component, the author utilized J. Amrkhan’s ‘Coping Strategy Indicator’. The sample consisted of 182 students studying at Professional Pedagogical Institute of Federal State Budget Educational Institution of Higher Education “South Ural State Humanitarian and Pedagogical University”. Results. The article identifies the reasons why extreme situations take place in teaching. The author carried out a theoretical analysis of such notions as “extreme situation”, “extreme pedagogy” and “emotional stability”, which revealed the following components of emotional stability: motivational, cognitive, emotional and activity. According to the results of the empirical study, most prospective teachers are dominated by the “self” and “communication” orientations. The study showed insufficient level of students’ emotional intelligence and average level of situational and personal anxiety. A third of respondents are dominated by the “avoiding problems” coping strategy. All these factors indicated the unpreparedness of prospective teachers to cope with emotional stress in extreme situations. The expediency of introducing elements of extreme pedagogy into university curriculum is substantiated. Conclusions. The results obtained made it possible to reveal the dominant personality traits which determine prospective teachers’ emotional stability.