Interrelation between consious self-regulation development and sociability of school teachers

Abstract

The study is devoted to investigation of conscious self-regulation role in pedagogical interaction. Specific connections of regulation processes with sociability components of school teachers are described. It was discovered that development of conscious self-regulation system facilitates communication difficulties negotiation in teacher-student interaction.

Keywords

• индивидуальные особенности осознанной саморегуляции
• индивидуальный стиль
• системно-функциональный подход
• педагогическое взаимодействие
• общительность