DEVELOPING SANOGENIC THINKING IN PROSPECTIVE TEACHERS AS A PEDAGOGICAL AND PSYCHOLOGICAL PROBLEM

Аннотация

The contemporary educational environment places increasing psychological and emotional demands on teachers, requiring not only professional knowledge but also advanced emotional regulation and health-preserving cognitive skills. In this context, the development of sanogenic thinking in prospective teachers becomes a significant pedagogical and psychological problem. Sanogenic thinking is understood as a conscious cognitive-emotional process aimed at maintaining psychological well-being through reflection, emotional self-regulation, and constructive interpretation of stressful experiences. This article analyzes the theoretical foundations of sanogenic thinking, its relevance to teacher education, and the key psychological mechanisms that support its development. The study substantiates the necessity of integrating sanogenic thinking into teacher training programs as an essential component of professional competence. The findings highlight the role of sanogenic thinking in preventing emotional burnout, enhancing reflective capacity, and ensuring sustainable professional development of future teachers.