Psychological and valeological culture of a future teacher as a component of his professional competence

Abstract

The article addresses the issue of developing psychological and valeological culture in future educators. The essence of the core concepts—professional competence, culture, psychological culture, and valeological culture–is clarified. Psychological and valeological culture is defined as an integral part of both general and professional pedagogical culture. It is substantiated that in the context of educational modernization, increased social tension, and growing psycho-emotional pressure on participants of the educational process, psychological and valeological culture becomes an essential component of a modern educator's personality.

It is revealed that a teacher's psychological culture includes the ability to establish effective communication, manage emotional states, support students, and create a safe psychological environment within the educational space. Meanwhile, valeological culture encompasses knowledge on maintaining and enhancing health, healthy lifestyle skills, and fostering a responsible attitude toward physical and mental well-being–both personal and that of students.

Special attention is given to regulatory and legal frameworks that govern the integration of the valeological approach into the educational process, particularly the New Ukrainian School concept, the State Standard for Primary Education, and the National Doctrine for the Development of Education.

The article provides practical recommendations for enhancing the level of valeological and psychological culture within the framework of professional teacher training, including organizing specialized training sessions, integrating relevant courses into the curriculum, and creating an educational environment that supports personal growth.

The results of the research can be useful for university-level pedagogical instructors, students of pedagogical institutions, and all professionals involved in teacher education.