№3/2016

DESCRIPTION OF THE STRUCTURE AND CONTENTS OF THE TRAINING PROGRAM PROVIDING OPTIMIZATION OF METACOGNITIVE MONITORING OF EDUCATIONAL ACTIVITIES

M.M. Avgustiuk

The article provides the characteristics and content of the training program aiming to optimize the metacognitive monitoring process of educational activities of university students. Objectives of each stage of the developed training are established. The description of the results of testing is also presented. Developed training program consists of five parts: 1) an auxiliary unit; 2) developing knowledge about the problem; 3) the personality characteristics; 4) the formation of knowledge about knowledge; 5) formation processes of metacognitive monitoring of educational activities. The proposed training program is aimed at mastering the system of ideas about the skills of effective metacognitive monitoring of educational activities. This will allow students to gain flexibility in setting educational goals, to monitor the process of mental activity, use of cognitive strategies, self-planning, evaluation and monitoring of their own cognitive activity, which is essential for understanding their own cognitive processes. In addition, taking into account the basic concepts of this program we can assume that it will help to develop approaches to optimize the educational activities of university students by means of metacognitive monitoring, and will also outline ways of early detection and overcoming the consequences of the negative impact of the illusion of knowing on the effectiveness of metacognitive monitoring university students. According to the received results, we can establish statistically significant differences in performance: the experimental group before and after the molding stage of the experiment. However, no differences in these parameters of judgments of confidence in mastering the material were observed in the control group. This shows the positive developments in the implementation of judgments of the students in metacognitive monitoring thus confirming the validity of the training program developed by leveling the negative impact of the illusion of knowing on metacognitive monitoring of educational activities of university students.

Keywords: illusion of knowing, metacognitive monitoring, educational activities, training.

FEATURES OF STUDY OF PARENTS’ AND CHILDREN ATTACHMENT

Baletska L.M.

The article analyzes current state of attachment theory research; Children's development is seen as an ability to switch the view from the psychological introspection system of relationships; Primary data obtained from the pilot study of specifics and effectiveness of structured diagnostic methods of measuring adults' attachment types (AAI and AAP) were demonstrated; experimentalist's ability to use questionnaires in direct contact with the respondent, as well as using online forms was evaluated; the negative and positive aspects of online surveys were defined.

Keywords: attachment theory, Attachment measures, parent-child relationships, AAI and AAP, child development

THE TRAINING PROGRAM OF FORMATION SANOGENIC THINKING OF STUDENTS

Hilman A.Y.

The article highlights theoretical approaches of the definition of "training"; analyzes the main features of its activization. The author provides the content of the training program of formation sanogenic thinking of students; describes the main problems and structure of the training program; presents and describes the main training blocks. The development of students’ personality is inextricably linked with the formation of thinking. The quality of life, relationships with the surrounding, the ways of response to the circumstances of everyday life, etc. are determined by the type of students’ thinking. The way young people think does not impact only their activities and behaviour, but it also influences the attitude to events and results in their state of mind, attitude. The paper presents the method of Yu.M. Orlov that allows to move in professional development and to enjoy learning, to create one’s own, unique way of life that allows to maintain health. That method is the process of acquiring the sanohenic thinking in students, aimed at achieving high results in studying. The system of sanohenic thinking teaches students to make the unconscious conscious as a result of the ability to control the mental operations that give rise to unwanted emotions. Sanohenic thinking is defined as thinking that is aimed at introspection (interspection) and control of one’s emotions and desires that means transferring them from the negative state to a neutral or positive. It expands the diversity of thought and moves frees view, offering new programmes that reduce excessive display of emotions.

Keywords: sanogenic thinking, nonadaptive cognitions, training, college students.

THEORIES AND MODELS OF SEXUALITY: IS THERE A PLASE FOR SPIRITUALITY?

Hupalovska V.A.

Despite broad interest in the topic of sexuality and a lot of different definitions of sexuality, in modern science there is no unanimity in understanding this phenomenon. The key known models attempting to describe human sexuality are as follows: biological understanding, evolutionary, theological, behavioural position, psyhohidraulic and ecological model (M. Wohlen and J. Schmidt), dual control model (J. Bancroft, C.A. Graham, E. Janssen, S.A. Sanders), sexual script theory (W. Simon and J. Gagnon), the concept of sexual arousal by R. Whalen, "stimulus-response reduction hypothesis", theory of "sexual script", theory of "love maps" by John Money, sexual strategies theory of D. Buss. None of the theories mention the concept of spirituality. However, our psychological studies revealed that about 10 percent of respondents aged 19 to 46 years are talking about the feelings of transcendent nature in the process of sexuality realization. Therefore, we believe it is necessary to single out the spiritual level in the sexuality model. Thus, the aim of the study is to substantiate presence of the spiritual level of sexuality realization and functioning. The basic method of psychological research is questionnaire survey and means of mathematical statistics. The ideas of all the respondents about their sexuality can be subdivided into three groups: mainly bodily sensations, emotional experience (the need to share emotions, desire of intimacy) and transcendent level of feelings (for instance, unity of all living beings, unity with Universe). Based on V. Tatenko’s model of human intimacy, which singled out the spiritual level, we attribute sexuality-related transcendental feelings to the spiritual level of sexuality. Among the respondents who noted the relationship with the transcendent, there were more males than in other groups, which focused on physical sensations and emotional experiences. They were mainly urban residents with higher education, of mature age (average age in the group was 29 years), who spent their childhood in the regional or raion centres, who have a family or have civil marriage relationships for at least 4 years, were not religious and mostly have younger siblings. Thus, modern urbanized educated people of mature age, despite the lack of religious beliefs, in the process of realizing their sexuality meet their spiritual needs. Therefore, along with the bodily and emotional level of sexuality, we describe a spiritual level. The findings of our research are aimed at testing a theoretical model of human sexuality described in our previous publications. These results will contribute to broadening and deepening scientific understanding of the psychology of human sexuality.

Keywords: sexuality, theories of sexuality, models of sexuality, bodily, emotional and spiritual level of sexuality, transcendental experience.

THE STRUCTURE OF SOCIAL INTELLIGENCE OF THE INDIVIDUAL AND THE POSSIBILITY OF USING VERBAL MEASUREMENT PROCEDURES

Ivashkevych Е.Z.

The article “The structure of social intellect of the person and opportunities to use verbal measuring procedures” by Ivashkevych E.Z. deals with psychological theories and conceptions revealing the nature and structure of the person’s social intellect. Social intellect was described as one of the most important abilities that ensures the implementation of effective interpersonal interaction and successful social adaptation of people in the process of dialogical activity. In the article the author’s conception of social intellect of the teacher was proposed. It shows us that social intellect of the teacher includes cognitive, mnemonic and emphatic substructures. It was emphasized that cognitive substructure of social intellect involved a set of fairly stable knowledge, assessment, rules of interpretation of events, human behavior, their relationships, etc. Social intellect is based on the existing system of interpretation on micro-structural and macro-structural levels. The microstructure of cognitive component of social intellect is determined by the features of the latter, namely cognitive evaluation, which determines the competent processing and evaluating the information that the subject perceives, his/her prediction, based on planning and forecasting of interpersonal interactions, communication, providing proper performance of the process of communication (this function is associated with an adequate perception and understanding of the process of communication of the partner). It is based on the mechanism of reflection which is reflected directly in self-knowledge. In turn, the macrostructure of cognitive component of social intellect of a teacher manifests itself in the attitude of the person to himself/herself as a value, in the valuable semantic position in interpersonal relationships, as well as the updating of motivation and value orientation of the person with the purpose to reach axiological attitude in professional and other activities. The author of the article underlines that mnemonic component of social intellect of a teacher described the presence of the ability to interpret events, life events, behavior of others and their own as the subject of these events. Mnemonic substructure is based on the personal experience of the subject, where subjective statistics constitute personal interpretive complex. In this article the structure and peculiarities of emphatic component of social intellect of a teacher were described. Emphatic component of social intellect is largely dependent on what shape of the behavior the person chooses as a priority that he/she expects his/her business associated with the complex of interpretative value in relation to the world of the person. Emphatic component of social intellect is also dependent on what the person expects from other subjects of interpersonal interaction, what valuable interpretative complex of relation to the surround world it was formed inside the person, what possibilities the subject has when we tell about the usage of anticipation mechanisms in solving various problems of professional and social life. In the article the features and results of verbal measurement procedures to diagnose the level of social intellect of a teacher were described.

Keywords: intellect, social intellect, cognitive, mnemonic and emphatic substructures of social intellect, verbal measurement procedures.

THE PECULIARITIES OF A PROFESSIONAL ACTIVITY OF LAWYER AND THE STRUCTURE OF HIS/HER PROFESSIONAL COMPETENCE

Ivashkevych I.V.

In the article the peculiarities of a professional activity of lawyer were analyzed. It was proposed the author’s definition of a professional competence of a lawyer, the structure of his/her professional competence was determined. It was shown that the professional competence of a future lawyer is a personal individual quality that was consisted of structural components, which in turn contained components that, taken together, defined a psychological category that somehow determined the development of the professional competence of a lawyer. It was indicated that the lawyer’s professional competence was consisted of the following components: 1) a motivational target component; 2) a cognitive component; 3) a social component; 4) axiological component; 5) auto-psychological component. The author of the article describes the structure of a motivational target component of the professional competence of a specialist of legal scope, which includes: a motivation to perform legal activities; a motivation to succeed; the ability to set goals and to achieve them; professional self-determination, which is the criterion for successful realization of the professional activity; professional orientation as a psychological orientation of students performing professional activities, including contextual and motivational sides; professional readiness of students as a condition characterized by scientific, theoretical, psychological, legal and also by physical readiness. It was determined that a cognitive component of the professional competence of a specialist of legal sphere of the activity involved the development of knowledge, abilities and skills of the person, significant professional experience, and also highlighted the development of the ability to use these knowledge and skills, frames of the professional experience in practice. It was noted that the structure of social component of the professional competence of the lawyer consisted of communicative competence, emotional and expressive peculiarities of the person and the characteristics of motor-volitional sphere of a specialist. In the article it was determined that basic substructural elements of auto-psychological component of the professional competence of the lawyer were: a professional self-determination and self-actualization of a lawyer, which in general could be described as a long process of person’s attitude to his/her profession and to himself/herself as a (potential or real) subject of the professional activity or professionalism in a whole.

Keywords: the professional competence, a motivational target component, a cognitive component, a social component, axiological component, auto-psychological component.

SPECIFICS OF GENDER IDENTIFICATION OF YOUTHS FROM INCOMPLETE FAMILIES

Serhii Matsyhin

There are a lot of children and teenagers who live in incomplete families in Ukraine – with only mother or only father. That means difficulties to observe some lines of behavior – male’s line in family with only mother and female’s line in family with only father. That difficulties might be a source of future problems in relations with self and with opposite sex. To see how father’s absence affected vision of the sons of their gender identity, attitudes towards members of their own and the opposite sexes we conducted research. This research shows us that 25% of observed have emotional bond with both parents and 75% of youths from incomplete families with only mothers is observed the presence of emotional connection with their own mothers and the lack of any connection with his father that could affect the way of gender identification. Gender identity is one's personal experience of one’s own gender. Gender socialization and development of gender identity is complex and diverse processes that are subject to many laws and there are many contradictions, problems and disharmonies. In some cases, a person’s gender identity is inconsistent with their biological sex characteristics, resulting in individuals dressing and/or behaving in a way, which is perceived by others as outside cultural gender norms. These gender expressions may be described as gender variant, transgender, or genderqueer (there is an emerging vocabulary for those who defy traditional gender identity), and people who have such expressions may experience gender dysphoria, traditionally called “gender identity disorder”. Although the formation of gender identity is not completely understood, many factors have been suggested as influencing its development. In particular, the extent to which it is determined by socialization (environmental factors) versus innate (biological) factors is an ongoing debate in psychology. Biological factors that influence gender identity include pre- and post-natal hormone levels. While genetic makeup also influences gender identity, it doesn’t inflexibly determine it. Social factors which may influence gender identity include ideas regarding gender roles conveyed by family, authority figures, mass media, and other influential people in a child’s life. Young men who are undergoing or have undergone gender identity, are a risk group of various interpersonal problems, including intersexual relationships. The absence of the father largely affects the personality of youth. The young men that grew up without a father, mostly deprived of a loving attitude to him, and as research demonstrates, this attitude has impact on relation of young man to the sexual life, even though they adequately identify masculine role for men. The relationship with the mother that mostly have a close, trusting nature, affecting the perception of these young men of women primarily as mothers.

Keywords: identity, gender, incomplete family, gender stereotypes, identification, heterosexuality, homosexuality.

METACOGNITIVE COMPONENT OF REFLEXIVITY IN LEARNING ACTIVITIES OF STUDENTS

N. V. Oksentiuk

The article provides the characteristics of reflection as a component of metacognition in the educational activities of university students. In particular, there is a description of its relationships with metacognition, and key aspects of reflexive processes in the formation of effective learning activities are also outlined. Reflexivity is one of the main notions in the system of metacognition. As a process of self-regulation it includes process of metacognition as one of its forms. With the help of reflexivity it is possible to have correlation between such constructive parts of metacognition as consciousness, values and views, ideas, attitudes of other people, group, society, and, finally, of social relations. In the learning activities there is a clear link between reflexivity and metacognition. Basic strategy decisions resolve learning objectives. We consider it important to highlight such stages as decision making, strategy of decisions and self questioning. These stages include problem understanding, development plan, testing plan and analysis of received results. Prospects for further research in this direction are seen in more detailed study of the role of reflexivity in the educational activity, particularly in establishing relationships between these components of metacognition such as metacognitive monitoring and control of the students in the process of effective learning activities.

Keywords: reflexivity, educational activities, metacognition, self-analysis, task solving.

I.SICORSKY’S RESEARCH ON CHILDREN PSYCHOPHYSIOLOGY IN THE CONTEXT OF THE WESTERN PSYCHOLOGY PROGRESS IN THE LATE XIX – XX CENTURES

Iryna V. Pasko, Yulia V. Tretiakovа

The article aims to investigate analytically and provide a critical assessment of the progress of psychology and pedagogy on example of one of the influential members of the Kiev psychological, medical research school. Research and teaching activities of I. Sikorsky are considered on the basis of the original texts of his works, archive and published data or sources and publications on the history of psychology and medicine in the context of science and pedagogy among Western Europe in late XIX early XX. The proposed integral interdisciplinary research intends to analyze and reflect priority concepts of psychological, pedagogical activities of professor I. Sikorsky. Content is connected to weighty experimental components in the scientific research and teaching practice and conducting systematic, comprehensive clinical observations that are a real school for both the scientist-psychologist, and for the clinician. The objectives of the study are to carry out scientific research priorities, theoretical analysis, experimental and practical psychological and pedagogical activity of I. Sikorsky devoted child psychology; identify their priority to bring innovations and progress in the context of Western psychological-pedagogical science and practice of that period; clarify the role of the scientist in the theoretical justification humanistic content tasks in research on child psychology and confirm his personal responsibility for the social results of their achievements in this. Analysis of major scientific research and concrete practical results of psychological and pedagogical activity of Professor I. Sikorsky indicates that at the end of XIX the Kiev psychological school founder had worked fundamental principles of child psychology as a separate and important direction of science. As one of the pioneers of comprehensive research on child psychology in Eastern Europe Sikorski sought to link problems with mental development issues correct direction of spiritual and physical development of children, with the objectives of scientific evidence educational process, the development of laws and principles of education. Child psychology was seen as a necessary basis for a scientific solution to these problems. And most importantly, this area of psychology is defined as an independent and highly complex area of scientific research, which requires special knowledge and long-term experimental observations. The scientist had realized that the true basis for the scientific theory of education is completing a comprehensive study of child. He comprehended achievements analytically and accumulated experience from West European science in the field of child psychology and substantially developed in its own research on the problems of children. Also, he clearly defined the role and priority research on child psychology to various fields of scientific knowledge and practical experience in the education and training. Formulated his fundamental innovative concepts, the study of which is devoted to his scientific work, are still the object of attention and the subject for psychology researchers both in Ukraine and abroad.

Keywords: psychology, history of psychology, history of medical science and education, history of pedagogy.

THE PECULERITIES OF METACOGNITIVE CONTROL IN THE PROCESS OF MASTERING VOCABULARY

Popchuk M.A.

We live in an age where knowledge becomes obsolete more quickly, the more quickly information becomes accessible through computer networks, the more the need to increase lifelong learning and teaching models based on knowledge transmission and storage lose their functionality. The article raised questions about the need and importance of metacognitive control in the training of students, and in the process of mastering of lexical material. Attention is paid to the special role of metacognitive learning in modern high school education. The schooling serves many different purposes, such as helping students learn how to learn, cope with ambiguity, think like professionals, and develop a sense of responsibility, two major goals of educational programs are to teach general skills for problem solving and to instruct students in domain knowledge. According to Everson and Tobias, as well as Matanzo and Harris, many students entering university have not been taught strategies for examining or improving their metacognition. In fact, a study of pre-service teaching students conducted by Matanzo and Harris reports that many students do not even know what metacognition is. Metacognitive processes are processes of internal control of mental activity. Stylistic features of metacognitive control are the typical and most significant for human individual characteristics of the organization and management of its own regulatory activity, and include the planning tasks, simulations, programming operations, selection metacognitive strategies, performance evaluation, correction activities carried out to achieve the goal. We stand features, functions and levels of metacognitive control. The scientific approaches that are characterized reflect the problem of the research. Special attention is paid to the metacognitive learning. The author emphasizes the importance of using metacognitive -based approache in the process of mastering vocabulary.

Keywords: metacognitive control metacognitive learning, metacognitive processes, lexical material.

SOCIAL AND PSYCHOLOGICAL ASPECTS OF FUNERAL SERVICES

Pohylenko I.S.

The article shows historical bases of the emergence and development of funeral services. It turns out the content of the term "funeral services" by disclosing its components analyzed scientific approaches and legal consolidation of the provisions of the Tax Code of Ukraine, the Law of Ukraine "On the burial and funeral business ," reveals the social and psychological aspects of funeral services.

Keywords: burial, funeral services, ritual services.

INVESTIGATION OF CORRELATION BETWEEN THE LEVEL OF SITUATIONAL PSYCHOLOGICAL READINESS AND EMOTIONAL INTELLIGENCE IN FUTURE AIR TRAFFIC CONTROLLERS

Tetiana Oleksandrivna Hill

This article shows the role of emotional intelligence in professional simulator training in future air traffic controllers. It shows, that air traffic controllers as serve as a key component in this complex interaction, whose mental workload frequently brings to changes in performance, well-being and health of specialists and correspondingly, the maintenance of reliability of ATC becomes a key question that need to be studied. The main goal of this article is to show the correlation between emotional intelligence and the level of situational psychological readiness in future air traffic controllers. The mental processing and psychoemotional capabilities of air traffic controllers are one of the most important determinants of their ability to deal effectively with the task demands of their environment were discussed. It was pointed out, that s a result, ATC are expected to make decisions and solve problems in a changeable situation within a short period of time following the operational standards and expecting no errors to be occurred. It was mentioned that the job of ATC requires not only the appropriate skills, professional knowledge and experience from its specialists, but also the specific personality variables and individual factors, which could help to form the psychological readiness to perform efficiently in high risk and safety sensitive environment that may prove to be a daunting challenge. One of the most important characteristics in ATC is their self regulation and emotional resistance, which are proved to be one of the main competences of emotional intelligence, which can be considered as a ability to deal with emotional experiences, manage the emotional state, being empathetic towards the people around. The key role of emotional intelligence in the ATC by Goleman was described using the following components: self-awareness – the ability to know one's emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions; self-regulation – involves controlling or redirecting one's disruptive emotions and impulses and adapting to changing circumstances; social skills – managing relationships to move people in the desired direction; empathy - considering other people's feelings especially when making decisions; motivation - being driven to achieve for the sake of achievement. The phenomenon of situational psychological readiness was defined as a dynamic state of personality, characterized by internal disposition on certain activities and behaviors through the mobilization of inner resources for its coherent, purposeful implementation. The structure of situational psychological readiness for ATC was offered. The correlation between the level of situational psychological readiness and the emotional intelligence was found in empirical research conducted with 52 future air traffic controllers. It was concluded that the higher emotional intelligence, the higher level of situational psychological readiness is, as well as motivation and empathy levels. Also those students, who have high emotional intelligence are less impulsive and anxious.

Keywords: emotional intelligence, situational psychological readiness, air traffic control (ATC), simulator training, air traffic control student, activities in special conditions, self-regulation, emotional resistance.

PSYCHOLOGICAL ASPECTS OF THE FUTURE LAWYERS’ TO THEIR PROFESSIONAL ACTIVITY IN CONTEMPORARY CONDITIONS

Tsypiashchuk M.B.

Jurisprudence is both the oldest and one of the most progressive areas of social activity. Lawyers’ practice must be actualized to spontaneous needs of society development. Professional education of a lawyer should be intended to generate stable outlook attitudes that are consistent with the basic principles of law, including the principles of morality, humanity and justice. Legal activities psychology studying should consider the methodological and regulatory components of its organization, since one of the features of this area are its significant regulation. Accordingly, the pedagogical training of future lawyers should be based on the principles underlying the law in the context of the multiplicity of its manifestations to the needs of modern society. The development of science of legal ethics, psycho-pedagogical research in the field of future lawyers’ training, is being far behind the actual requirements faced by modern professionals in the field of law. The above proves the need to develop radically new approach to training future lawyers, which would embrace the psychological characteristics of the legal practice structure and those of an individual student. We suggest that the educational transformation should start with detailed legal market analysis; then the list of legal specialties should be developed, improved and implemented via regulatory instruments consequently; based on this unified standards of legal education are to be designed encompassing actualized psychological content, teaching and methodological tools of the future lawyers training to meet needs of the current legal market.

Keywords: professional education of a lawyer, psychological structure of legal activity, educational tools.

INTERCONNECTION OF SEARCH ACTIVITY WITH PSYCHOSOMATIC DISORDERS

Chystovska Yulia

Article with the system approach was studied and analyzed different types of behavior and brain mechanisms that provide these behavioral acts, and found their vegetative components and clarify the role of these behaviors in the appearance of psychosomatic disorders. We consider the work of scientists, which in general shows that there depending on the course of certain pathological processes on the behavior. When all active protective reactions, manifested in aggression, the severity of these disorders is reduced. In the case of passive defense reactions (negative attitude to the situation without active attempts to overcome or avoid it) disorders is rapidly increasing. The major stimuli to development of individual distinctions psychology were, inquiries of practice. Practical appendices of psychology in spheres of education and training, manufacture, the organization and regulation of human mutual relation are impossible without careful studying and taking into account individual psychological features of separate people. Formation and development of features of the person and accent character are essentially influenced with such factors as heredity, education, labour activity, life conditions etc. Many scientists made attempts to research psychophysiological conditionality of some features of the person. Some factors determining formation of specific features still remain poorly studied, namely deep-psychological factors which are derivated from the subject’s childhood experience and are fixed in certain neurophysiological system of a person’s reacting to typical situations of interaction with significant people. Reactions of people who surround the person regularly support or block some or other actions of the child, that results in formation of individual - unique dynamic stereotypes, which make psychophysiological a basis of character of the adult person (including, such features as: activity and emotionality, sociability or isolation, emotional stability or neurothism).

Keywords: psychosomatic disorders, somatic complaints, individually-typological features, steadiness of nerve processes, the type of behavioral activity, stressful life events.

PSYCHO-PEDAGOGICAL FEATURES OF ADAPTATION TEACHER-BEGINNER TO SCIENTIFIC AND EDUCATIONAL ACTIVITIES IN HIGHER EDUCATION

Shuldyk G., Tkachuk L.

The article analyzes the psychological and pedagogical literature on adaptation and described her views. Also identified difficulties in adapting novice teachers. This difficulty in organizing its research activities; in preparation for the educational work with the students in the formulation of questions the nature of the problem during the lectures, lack of skills for writing work programs, drawing up individual plans, implementation of accounting and assessment of students and others. In the process of adaptation of novice teachers need help to overcome increased fatigability, anxiety, lack of confidence in their abilities, pessimism, fear in communication with the administration of institutions, students parents. They also want to participate in master classes, which are conducted by experienced teachers; in classes on the basics of psychology and conflict resolution; need professional help at meetings of the young teacher of the school, increase the time for self-education and the like. The sources of the shortcomings and difficulties in adaptation is the lack of practice of psycho-pedagogical knowledge of the specifics of work in higher education, the lack of sufficient teaching experience; lack of ability to analyze the shortcomings in their activities; inability to quickly socialize, build relationships in the teaching staff; take decisions in the new environment, work in stress situation. Based on the adaptation difficulties novice teachers, authors of the article outlined the ways to overcome them.

Keywords: adaptation, adaptation types, the complexity of adaptation of beginning teachers