چکیده مقاله
Motivation is one of the most important prerequisites for teaching and learning Nowadays, when the behavior and motivation of students's progress are influenced by various factors, including the behavior and personality traits of teachers, the need to carefully select teachers with the desired personality and conduct research for this purpose becomes more apparent The article examines the issue of humour development as a professionally significant competence of a teacher Conducted theoretical and empirical studies among students of secondary schools, tertiary education students, teachers and university professors have shown that students of secondary schools and university students, in comparison with school and university teachers, used humour more often in complicated situations There were also differences in the choice of types of jokes by the respondents The results of the study of humour reflects the ambiguous attitude towards humour that still exists in the teaching environment The researchers have recorded the insufficient use of the possibilities of humour by teachers as an effective tool of pedagogical activity The reason might be found in the current educational paradigm A teacher is perceived as serious and even authoritarian The development of this professionally significant quality is not given much attention in the process of training of future teachers The use of humour as a pedagogical tool will help create conditions for the development of an individual style of professional activity, contribute to an increase in professional competence, pedagogical skills and will become one of the conditions for the effectiveness of solving various professional problems
کلیدواژهها
نویسندگان
Seyedeh Fatemeh Mirmousavi
Master of Educational Sciences, Curriculum Planning, Faculty of Humanities, Mazandaran University, Babolsar, Iran
شیوه ارجاع
Mirmousavi, Seyedeh Fatemeh,1401,Investigating the effect of teachers' personality types and humor on improving their performance,Twelfth International Conference on Psychology, Counseling and Educational Sciences
ارائهشده در
مجموعه مقالات دوازدهمین کنفرانس بین المللی روانشناسی، مشاوره و علوم تربیتی31 فروردین 1401