DIRECTIONS OF IMPACT ON PROFESSIONAL PREPARATION OF STUDENTS’ GENDER-ROLE BEHAVIOR IN THE LEARNING PROCESS
DOI:
https://doi.org/10.22481/praxisedu.v16i37.6025Keywords:
Professional preparation, Training motives, Gender-role behavior, Teaching performance, Self-assessmentAbstract
The article has been investigated the directions of impact on professional preparation of students’ gender-role behavior in the learning process, the issues of mutual relations of gender-role behavior and vocational preparation are highlighted. The research showed that the approach to the vocational preparation in students is tended to the dynamic change on the courses is determined with the levels of self –assessment. However it was discovered that the directions that actively generating traditional gender stereotypes may lead to the confrontation of personality between substructures, student’s negative identification to the professional role of himself , as well as the encountering of thinking of ‘I” as an individual and “I” as a professional.
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