PSYCHOLOGICAL PROGRAM ON DEVELOPMENT OPTIMIZATION OF SOCIAL JUSTICE IN PEDAGOGICAL INTERACTION

Abstract

The article presents the main provisions of the program on development optimization of social justice in pedagogical interaction, the purpose of which is the actualization of the social justice value with a teacher and its development to the status of dominant value, which determines the vector of moral, socially just behavior of the teacher. The principles under which the developmental work with teachers should be carried out are formulated, general and specific tasks are defined. It is noted that the development of social justice of teachers’ personality should be carried out using a number of measures, among which the most important ones are the intensification of the teachers’ processes of reasoning and reflection of their own axiological systems; subject-practical and cognitive activity; pedagogical and interpersonal communication. The program structure and the subject matter of its informational, self-knowledge, training blocks are substantiated. The means of the teacher's personality social justice development are considered, the application of which is aimed at achieving positive changes in its cognitive-informational, emotional-value-based and motivational-connative components with the launch in this process of psychological mechanisms of value-based reflection, social identification, value-based selfregulation. The program implementation involves the teacher’s development of the skills of dialogical communication with students, which contributes to the achievement of value-rational equality between both participants in the pedagogical process and establishment of social justice in their interaction.