THEORETICAL MODEL OF THE METHODOLOGY FOR DEVELOPING SANOGENIC THINKING IN BIOLOGY TEACHERS DURING PROFESSIONAL DEVELOPMENT
Abstract
This article explores the theoretical model and conceptual foundations of developing sanogenic (health-promoting) thinking among Biology teachers within the framework of professional development. Sanogenic thinking is a conscious cognitive process aimed at managing emotional states and neutralizing the destructive consequences of pathogenic thinking (resentment, guilt, shame, and fear). Given the high levels of occupational stress in the teaching profession, this study proposes a structural-functional model that integrates biological knowledge with psychological self-regulation. The methodology includes cognitive, reflexive, and personality-oriented components. Results suggest that Biology teachers, utilizing their professional understanding of homeostasis and neurobiology, are uniquely positioned to master sanogenic reflection, leading to improved psychological well-being and pedagogical efficiency
References
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