Pedagogical activity is often associated with emotional and intellectual stress, as well as various extreme situations, which, in turn, places special demands on the professional tolerance of teachers. The presented paper reflects the approaches of Russian and foreign scientists to the term “professional tolerance” and its formation in a virtual environment. As information technologies become more widespread throughout the world and in all possible areas of their use, there is a growing interest in perceiving accepting and using technologies by people, and what impact they have on them. Will virtual educational technologies be equally accepted by different people with different beliefs, values, and approaches? In the presented study, we consider the problem of the influence of the virtual educational environment on the professional tolerance of futureschool teachers. In foreign studies, the term “professional tolerance”is associated with the concepts of emotional tolerance, emotional intelligence, and teacher self-efficacy, which, in our opinion, can be viewed as components of teachers' professional tolerance. To assess the developing the professional tolerance of teachers, we have identified the following components: motivational-value, emotional, personal, and professional. To identify the level of forming the emotional component, we used the questionary “Emotional Intelligence Trait (TEIQue)” and to assess the personal component - the “Koping test” by R. Lazarus. Analyzing the obtained diagnostic data, we concluded that the emotional and personal components of professional tolerance are not fully developed. It may have an impact on their professional activity in the future. Therefore, our planned work on forming the professional tolerance is relevant and important.
Volume 12 | 03-Special Issue
Pages: 1206-1213
DOI: 10.5373/JARDCS/V12SP3/20201368