DEVELOPMENT OF PSYCHOLOGICAL RESILIENCE OF FUTURE TEACHERS USING PARTNERSHIP PEDAGOGY TECHNOLOGIES

• Valentyna Kovalchuk

  Zhytomyr Ivan Franko State University

  https://orcid.org/0000-0002-1231-8708

The article substantiates the importance of developing psychological resilience as a key characteristic of a teacher’s personality in the context of contemporary challenges. Psychological resilience is examined from an integrated and interdisciplinary perspective and is defined as a multidimensional individual psychological characteristic that determines a person’s ability to maintain mental balance, functionality, and integrity under difficult life circumstances; to adapt quickly to stress, crises, or traumatic events; and to recover from destructive influences based on acquired experience.

The article justifies the development of an educational project aimed at identifying protective factors that support the psychological resilience of future teachers and selecting optimal educational strategies for its enhancement. It highlights potential challenges that contribute to the emergence and intensification of negative effects on the development of psychological resilience in future teachers.

The necessary resources for fostering psychological resilience – individual, team-based, organizational-methodological, and institutional – within the educational environment of higher education institutions are outlined. Appropriate partnership pedagogy technologies are proposed for project implementation, which are expected to promote supportive communication, mutual assistance, and trust within the student and academic community.

The expected outcomes of the project are described in terms of both short-term and long-term changes, and quantitative as well as qualitative indicators of its effectiveness are identified. The scientific novelty of the study lies in the innovative nature of the proposed project, which ensures the systematic integration of a partnership approach into the educational process; the application of collaborative design and decision-making technologies; the establishment of student mutual-support groups as a sustainable component of the educational environment; and an emphasis not only on individual support but also on the development of social resources for psychological resilience.

Finally, the prospects for implementing this type of project in teacher education practice are outlined, with the aim of enhancing the psychological resilience of participants in the higher education process.

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