PSYCHOLOGIST AT THE EXPERIMENTAL SURVEY OF THE STUDY OF ENVIRONMENTALLY RESPONSIBLE BEHAVIOR OF PROFESSIONAL DEVELOPMENT OF TEACHERS IN THE PROCESS OF SOCIO-PSYCHOLOGICAL TRAINING
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Abstract
This study investigates the efficacy of socio-psychological training in fostering environmentally responsible behavior among teachers undergoing professional development. Recognizing the critical role educators play in shaping attitudes and behaviors, the research focuses on the experimental survey conducted within this context. Employing a multidisciplinary approach, the study delves into the psychological mechanisms underlying environmental consciousness and explores strategies to integrate sustainability principles into teaching practices. Through rigorous analysis of survey data and qualitative insights, the study elucidates the impact of socio-psychological interventions on the attitudes, beliefs, and behaviors of participating teachers. Findings reveal promising avenues for enhancing environmental awareness and fostering sustainable practices within educational settings. The implications of these findings extend beyond the classroom, informing broader initiatives aimed at promoting environmental stewardship and societal change.
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Social psychological training, communication skills, organizational skills, self-control, the process of professional formation of future educators, psychology of environmentally responsible behavior, successful integration, the process of professional development of students of pedagogical specialties, environmental education, features of pedagogical communication, professional consciousness of a future teacher, subject of study, interpersonal relations, educational motives, natural resource management.
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