Объектом исследования явилась жизнестойкость педагогов, работающих с детьми с ОВЗ и детьми с нормативным развитием. Предметом исследования стали личностные характеристики, проявления жизнестойкости и особенности выбора копинг-стратегий у педагогов, работающих с детьми с ОВЗ и детьми с нормативным развитием. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (119 источников) и приложения, включающего в себя бланки с результатами. Объем магистерской диссертации 143 страницы, на которых размещены 11 рисунков и 43 таблицы. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме жизнестойкости педагогов, работающих с разными категориями детей. Представлены разделы, посвященные исследованию психолого-педагогических особенностей педагогов и влияние их личностных характеристик на проявления жизнестойкости. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: «Тесту жизнестойкости» С. Мадди, опроснику на определение уровня психического выгорания, в адаптации Н. Е. Водопьяновой, опроснику «Индекс жизненной удовлетворенности», в адаптации Н. В. Паниной, «Опроснику совладания со стрессом», в адаптации Е. И. Рассказовой, Т. О. Гордеевой и Е. Н. Осина, опроснику «Стиль саморегуляции поведения» В. И. Моросановой. Также в главе представлен корреляционный и факторный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was the resilience of teachers working with children with disabilities and children with normative development. The subject of the study was personal characteristics, manifestations of resilience and features of the choice of coping strategies among teachers working with children with disabilities and children with normative development. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (119 sources) and an appendix, which includes forms with results. The volume of the master's thesis is 143 pages, which contain 11 figures and 43 tables. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the study, defines the object and subject of the study, formulates hypotheses, indicates the methods and empirical base, as well as the stages of the study, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of resilience of teachers working with different categories of children. Sections devoted to the study of the psychological and pedagogical characteristics of teachers and the influence of their personal characteristics on the manifestations of resilience are presented. The conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It presents a description of the organization and methods of the study and the results obtained by all the methods used: the “Resilience Test” by S. Maddy, the questionnaire for determining the level of mental burnout, adapted by N. E. Vodopyanova, the questionnaire “Index of Life Satisfaction”, adapted N. V. Panina, “Questionnaire for coping with stress”, adapted by E. I. Rasskazova, T. O. Gordeeva and E. N. Aspen, questionnaire “Style of self-regulation of behavior” by V. I. Morosanova. The chapter also presents a correlation and factor analysis of the results of the study. Chapter 2's conclusions include the main findings of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is substantiated, and possible prospects for further development of this issue are described.

Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)