A Work for Becoming Aware of Educational Self-Concept of a Teacher

The purpose of this paper is to show the structure of cognitive and emotional patterns of a teacher which regulates educational activities, and to suggest a work for becoming aware of his or her own cognitive and emotional patterns. Each teacher has his or her own cognitive and emotional patterns as the result of experiences and theoretical studies in his or her work for a long time. The patterns produce the relational system that directs educational activities of a teacher and regulates them on the whole. A teacher, however, isn't always aware of educational self-concept. It is also difficult for him or her to be aware of the whole picture. It is necessary for a teacher to begin by becoming aware of his or her own educational self-concept that regulates educational practices, and then to transform it independently in order to expand his or her practical competences. Consequently, the teacher is motivated to study theoretically to transform it. Supervision can support the process that a teacher will become aware of his or her own educational selfconcept through a programmed work