IDENTITY AND STYLE OF ACTIVITY OF THE TEACHER AS ELEMENTS OF METAINDIVIDUAL IMPACT ON THE BEING TRAINED

Аннотация

This article summarizes the research of activity style conducted at different ages, professional groups, educational stages, and systematized information about the structure of the style. The importance of developing of the foundations of educational activity of younger schoolchildren through meta-individuality impact on personality and style of the teacher is shown. The results of empirical research conducted on a sample of students and primary school teachers, for which an author's questionnaire of teaching activities style (QTAS) was develo-ped. It was found that primary school teachers demonstrate one of the styles of pedagogical activity - either style with a predominance of self-organization action and democratic features in communication features, or style, in order to stimulate the intellect of students combined with authoritarian tendencies in the interaction with the children. Students of teachers with first style tend to intellectual activity and show high positive communicative activity. And students of teachers with a second style have developed intelligence, cognitive needs, school motivation, high responsibility, accuracy; but at the same time show of frustration and tension. It is proved that personality characteristics and style of the teachers entail certain changes in the educational activities of their students.