2 individual style of pedagogical activity. Formation of the individual style of pedagogical activity of the teacher. Formation of an individual style of communication

15. Pedagogical activity: psychological features,

structure, motives

Activity- this is a form of a person's active relationship to reality, in which a person establishes a connection with the world, transforms reality and satisfies his needs.

Pedagogical activity has the same characteristics as any other kind of human activity.

This is, first of all, motive, goal, conditions, result, control. A specific characteristic of pedagogical activity, according to N.V. Kuzmina, is her productivity.

There are five levels of productivity of pedagogical activity:

I - minimal - the teacher is able to tell others what he knows himself;

II - low - the teacher is able to adapt his message to the characteristics of the audience

III- medium - the teacher owns teaching strategies, knowledge, skills, abilities of this subject .

IV - high - the teacher owns strategies for the formation of the desired system of knowledge, skills, and abilities of students in the subject as a whole.

V - the highest - the teacher has strategies for turning his subject into a means of forming the personality of the student.

The structure of pedagogical activity(L.M. Mitina).

1. Pedagogical goals and objectives.

At every moment of pedagogical activity, the teacher deals with a hierarchy of goals and objectives, the range of which covers both general goals (goals of the school, public education system, society) and operational tasks.

2. Pedagogical means and methods for solving the tasks.

When choosing the means and methods of pedagogical influences, the teacher should be primarily focused on:

a) on the student as the central figure of the pedagogical process.

b) the choice of techniques and methods of self-realization, self-actualization, manifestation of the personal capabilities of the teacher in working with children.

d) the choice and application of methods, organizational forms of interaction with students and students with each other.

3. Analysis and evaluation of teacher's pedagogical actions(comparative analysis of the planned and implemented in the activities of the teacher).

This component of the structure of the teacher's activity is aimed at the teacher's awareness and correction of his work.

Motives of activity:

External

Internal (positive and negative)

Activity style- a stable system of methods, techniques, manifested in different conditions of its existence.

Individual style of pedagogical activity- this is a stable system of methods and methods of pedagogical activity, due to persistent personal qualities, to which the teacher consciously or spontaneously resorts in order to balance his individuality with the conditions of activity.

The most generally accepted formal features of an individual style of activity are the following:

a) a stable system of methods and methods of activity;

b) this system is conditioned by certain personal qualities;

c) this system is a means of effective adaptation to objective requirements.

The style of pedagogical activity, reflecting its specificity, includes both the style of management, and the style of self-regulation and the style of communication.

It shows up:

In temperament;

in the nature of the reaction to certain pedagogical situations;

in the choice of teaching methods;

in the selection of means of education;

in the style of pedagogical communication;

in response to the actions and deeds of children;

in demeanor;

preference for certain types of rewards and punishments;

An important condition for the formation of an individual style of pedagogical activity is the desire for self-knowledge and knowledge of one's temperament, character and other personality characteristics.

Ignorance of one's own typological features can lead to the formation of a pseudo-style, which manifests itself in the development of erroneous, false individual methods and methods of work that do not provide high results in activity.

Thus, the individual style of pedagogical activity is manifested quite clearly in the main forms and methods of work. It is determined by natural features, the formation of an individual style of pedagogical activity is possible only on the basis of certain knowledge, skills and abilities and with an active positive attitude to work.

Pedagogical abilities

L.M. Mitina defines pedagogical abilities as a special combination of professionally significant personal properties and qualities that determine the specific activity of a teacher aimed at the development, upbringing and education of a child. She distinguishes two classes of pedagogical abilities: design-gnostic and reflective-perceptual.

Design-gnostic abilities determine the possibility and necessity of predicting the individual development of each student on the basis of comprehensive knowledge about him, as well as controlling the behavior and consciousness of the child. Moreover, speaking of forecasting, we have in mind not only the short-term prospect of the student's development, but also the distant future - the future affairs of those whom the teacher teaches and educates.

Reflective-perceptual abilities include the ability to analyze, evaluate, understand oneself, regulate one's own behavior and activities; the ability to stand in the position of the student and from his point of view to see, understand and evaluate himself. This group of abilities is the leading one, it is directly related to the self-awareness of the teacher.

The personality of the teacher represents the synthesis of social qualities into a unique structure, which is determined and changed as a result of adaptation and a constantly changing professional environment.

The structure of pedagogical activity , including five groups of professional skills:

Gnostic (creative mastery of teaching methods)

Design (prediction of the final result of training),

Constructive (creating a creative atmosphere, cooperation),

Organizational (selectivity to the ways of organizing the learning process),

Communication (contact with children).

The main and constant requirement for a teacher is love for children, pedagogical activity, the availability of special knowledge in this area, which he teaches children, broad erudition, pedagogical intuition, highly developed intellect, a high level of general culture of morality, professional knowledge of various methods of teaching and raising children.

Stages of professional development of a teacher's personality

In the process of professional development of the individual, the following are distinguished: stages:

The stage of formation of professional intentions, choice of profession,

Stage of professional training;

Stage of professional adaptation;

Stage of professionalization;

mastery stage.

Each of the stages has specific tasks and content. The professional development of a teacher's personality can be either complete (harmonious), when all of the above stages are realized, or limited, when the teacher goes through only some of them.

A.A. Kalyuzhny - teacher's image- an emotionally colored stereotype of perception of the teacher's image in the minds of pupils, colleagues, social environment, in the mass consciousness. When forming the teacher's image, real qualities are closely intertwined with those attributed to him by others.

The main components of the image: appearance; use of verbal and non-verbal means of communication; internal correspondence of the image of the profession - the inner "I".

General concept of the style of pedagogical activity

Features of pedagogical activity can be described with the help of a certain style of performance.

The general understanding of the term "style" includes the presence of a certain permanent system of methods and techniques used in the implementation of activities. This system is characterized by stability, which manifests itself in a variety of conditions under which activities are performed. The style of activity is determined by the individual psychological characteristics of a person (type of temperament, character traits, level of development of professional abilities).

Definition

The style of activity in the pedagogical sense is a stable system of methods determined by typological features that develops in a person striving for the best implementation of this activity ... an individually-peculiar system of psychological means that a person consciously or spontaneously resorts to in order to best balance his typologically determined individuality with objective external conditions of activity.

In the presented strict definition of the style of activity, the role of the individual originality of the combination of techniques and methods in the performance of activities is emphasized.

Structural components of the individual style of activity are:

individual psychological characteristics of the subject of this activity, including individual typological, personal and behavioral;
psychological features of the activity itself;
characteristics of students (age, gender, status, level of knowledge, etc.).

The main areas of manifestation of the individual style of pedagogical activity are determined by:

temperament (time and speed of reaction, individual pace of work, emotional responsiveness);
the nature of the reaction to certain pedagogical situations, as well as to various actions and deeds of students;
choice of teaching methods;
choice of means of education;
style of pedagogical communication;
the use of means of psychological and pedagogical influence on students.

Classification of styles of pedagogical activity depending on its nature

The style of pedagogical activity can be classified on several grounds. Let us present a classification of activity styles according to the nature of the activity.

The following can serve as the basis for this classification:

content characteristics;

the degree of representation of the indicative and control-evaluative stages in labor;

dynamic characteristics;

performance.

In accordance with these grounds, we present in the table the individual styles of the teacher's pedagogical activity.

Table. Individual styles of pedagogical activity of the teacher

For a complete understanding of the differences between the styles presented in the table of styles from each other, each style is given its own characteristic below.

Characteristics of the teacher's individual styles of pedagogical activity

Emotionally improvisational individual style: orientation to the learning process. The teacher logically and interestingly builds acquaintance with new material, sometimes gets carried away, which leads to the loss of feedback from the students, the teacher does not interrupt and does not clarify whether the presentation of the new material is clear. When conducting a survey, he often addresses strong students, the survey is conducted at a fast pace, so weak students are not interviewed, the teacher often does not have the patience to wait for the end of the students' independent reasoning. This style is characterized by not quite adequate planning of the educational process; the teacher selects the most interesting material for study, and the important, but uninteresting material is left for independent development by schoolchildren. With this style of pedagogical activity, the stages of consolidating the educational material, as well as the control of students' knowledge, are not sufficiently represented.

Advantages: high efficiency, use of various teaching methods.

Disadvantages: the predominance of intuitive over reflexivity.

Emotionally methodical individual style: orientation in equal shares on the process and the result of training. The planning of the educational process is adequate, the phased development of all educational material is typical for both strong and weak students. Teachers with this style of pedagogical activity are distinguished by high efficiency, frequent changes in the types of work in the lesson, and the use of collective discussions. During the survey, the maximum coverage of students occurs, individual tasks are given. In the activity there is a constant consolidation of the material and control of learning outcomes.

Advantages: students are interested in the features of the subject, a variety of methods are used when working out the material.

Disadvantages: the predominance of intuitive over reflexivity, although reflexivity is higher than in the previous style.

Reasoning-improvisational individual style: the teacher equally focuses on the process and the result of training, adequately plans the educational process. Uses a small number of teaching methods, they are of the same type, the pace of work is medium or low, collective discussions are not practiced. During the survey, it gives all students the opportunity to formulate the answer in detail, speaks little himself, influences students indirectly (leading questions, requirements to clarify what was said). When explaining new material, the teacher highlights the main issues, logically presents them, emphasizing the basic structure and cause-and-effect relationships. Constantly consolidates, repeats and controls the result of training.

Disadvantages: the preponderance of reflexivity over intuitiveness, which allows you to analyze the result of your work, but limits the possibilities of spontaneous behavior in the lesson.

Reasoning-methodical individual style: focused on learning outcomes, adequately plans the educational process. He is conservative in the selection of means and methods of pedagogical activity, uses a small standard set of teaching methods, puts the reproduction of the studied material in the first place, practically does not use individual creative tasks and collective reasoning. The survey is conducted with the involvement of a large number of students, special attention is paid to weak students. Constantly uses consolidation, repetition and control of learning outcomes.

Dignity: a high degree of reflexivity, the most complete analysis of one's own activities.

Disadvantages: limiting spontaneous behavior in the classroom.

So, four types of individual styles of teacher's pedagogical activity were listed, the characteristics of which reflect the difference in the style of management, communication, behavior and cognitive style of the teacher.

General concept of the style of pedagogical activity

Features of pedagogical activity can be described with the help of a certain style of performance.

Definition

In the presented strict definition of the style of activity, the role of the individual originality of the combination of techniques and methods in the performance of activities is emphasized.

Structural components of the individual style of activity are:

individual psychological characteristics of the subject of this activity, including individual typological, personal and behavioral;
psychological features of the activity itself;
characteristics of students (age, gender, status, level of knowledge, etc.).

The main areas of manifestation of the individual style of pedagogical activity are determined by:

temperament (time and speed of reaction, individual pace of work, emotional responsiveness);
the nature of the reaction to certain pedagogical situations, as well as to various actions and deeds of students;
choice of teaching methods;
choice of means of education;
style of pedagogical communication;
the use of means of psychological and pedagogical influence on students.

Classification of styles of pedagogical activity depending on its nature

The style of pedagogical activity can be classified on several grounds. Let us present a classification of activity styles according to the nature of the activity.

The following can serve as the basis for this classification:

content characteristics;

the degree of representation of the indicative and control-evaluative stages in labor;

dynamic characteristics;

performance.

In accordance with these grounds, we present in the table the individual styles of the teacher's pedagogical activity.

Table. Individual styles of pedagogical activity of the teacher

For a complete understanding of the differences between the styles presented in the table of styles from each other, each style is given its own characteristic below.

Characteristics of the teacher's individual styles of pedagogical activity

Advantages: high efficiency, use of various teaching methods.

Disadvantages: the predominance of intuitive over reflexivity.

Advantages: students are interested in the features of the subject, a variety of methods are used when working out the material.

Disadvantages: the predominance of intuitive over reflexivity, although reflexivity is higher than in the previous style.

Disadvantages: the preponderance of reflexivity over intuitiveness, which allows you to analyze the result of your work, but limits the possibilities of spontaneous behavior in the lesson.

Dignity: a high degree of reflexivity, the most complete analysis of one's own activities.

Disadvantages: limiting spontaneous behavior in the classroom.

· Consider the main features of the individual style of pedagogical activity. It shows up:

o in temperament (time and speed of reaction, individual pace of work, emotional responsiveness);

o the nature of reactions to certain pedagogical situations;

o choice of teaching methods;

about the selection of means of education,

o style of pedagogical communication;

o responding to the actions and deeds of children;

o manner of behavior;

o preference for certain types of rewards and punishments;

o the use of means of psychological and pedagogical influence on children.

A.K. Markov and A.Ya. Nikonov ( Markova A.K., Nikonova A.Ya., 1987. S. 41-42) consider three groups of characteristics of the individual style of pedagogical activity - 1) content, 2) dynamic and 3) performance characteristics (Fig. 14).

1. Among the most important meaningful characteristics scientists indicate such as:

o teacher's primary orientation: on the learning process, the process and learning outcomes, only on learning outcomes;

o adequacy-inadequacy of the planning of the educational process;

o efficiency-conservatism in the use of means and methods of pedagogical activity;

o reflexivity-intuitiveness.

2. Similarly stand out dynamic characteristics (Fig. 15).

3. Speaking about the individual style of pedagogical activity, they usually mean that, choosing certain means of pedagogical influence and forms of behavior, the teacher takes into account his individual inclinations. Teachers with different personalities can choose the same tasks from a variety of educational and educational tasks, but they implement them in different ways.
(http://www.voppsy.ru/journals_all/issues/1997/972/972014.htm; see the article by N.A. Aminova "Natural prerequisites for pedagogical styles among elementary school teachers").

Pedagogical acmeology

Pedagogical acmeology is the science of ways to achieve professionalism and competence in the work of a teacher. One of the central concepts of pedagogical acmeology is the concept professionalism of the teacher(Markova A.K., 1996; see abstract). It is understood as an integral characteristic of the teacher's personality, which implies that he possesses types of professional activities and that the teacher has a combination of professionally important psychological qualities that ensure the effective solution of professional pedagogical problems in teaching and educating (children, adult students).(Acmeology, 2002, p. 444)
(http://elite.far.ru/; see the website of the Department of Acmeology and Psychology of Professional Activities of the RAGS).

· According to A.K. Markova, the professionalism of a teacher must meet a number of criteria, including:

o objective criteria: the effectiveness of pedagogical activity (its main types - teaching, developing, educational, as well as auxiliary in the work of a teacher - diagnostic, correctional, consulting, organizational and managerial, self-educational, etc.);

o subjective criteria: stable pedagogical orientation (desire to remain in the profession), understanding of the value orientations of the teaching profession, a positive attitude towards oneself as a professional, job satisfaction;

o procedural criteria: the use by the teacher of socially acceptable, humanistically directed methods, technologies in his work;

o performance criteria: achievement in pedagogical work of the results demanded by society (the formation of personality traits of students that ensure their preparedness for life in a rapidly changing society) (Akmeologiya, 2002).

The levels of professionalism of a teacher are stages, stages of his movement to high rates of pedagogical work:

o the level of mastery of the profession, adaptation to it, the primary assimilation of norms by the teacher, mentalities necessary techniques, technologies;

o the level of pedagogical excellence as the implementation at a good level of the best examples of advanced pedagogical experience accumulated in the profession; possession of the techniques of an individual approach to students available in the profession, methods of transferring knowledge; implementation of student-centered learning, etc.;

o the level of self-actualization of a teacher in the profession, awareness of the possibilities of the teaching profession for the development of one's personality, self-development by means of the profession, conscious strengthening of one's positive qualities and smoothing out negative ones, strengthening of an individual style;

o the level of pedagogical creativity as enrichment with the pedagogical experience of one's profession through personal creative contribution, making author's proposals, both related to individual tasks, techniques, means, methods, forms of organization of the accounting process, and creating new ones pedagogical systems training and education (Kukharev N.V., 1990; see abstract).

A.K. Markova developed a modular representation of the teacher's professional competence, and L.M. Friedman proposed a scheme for the psychological analysis of pedagogical experience (see animation)
(http://www.pirao.ru/strukt/lab_gr/l-prof.html; see the laboratory for the professional development of the personality of the PI RAE).

Summary

· Abilities - individual psychological characteristics of a person, manifested in the activity and are a condition for the success of its implementation.

o To date, there are various approaches to the definition of abilities. A deep analysis of the problem of abilities was given by B.M. Thermal. According to the concept developed by him and his collaborators, only anatomical, physiological and functional features of a person can be innate, creating certain prerequisites for the development of abilities, called inclinations.

o General abilities - such individual personality traits that provide relative ease and productivity in the acquisition of knowledge and the implementation of various activities.

o Special abilities - a system of personality traits that help to achieve high results in any field of activity. Special abilities are organically connected with general ones.

Pedagogical abilities are called the totality of individual psychological characteristics of the teacher's personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills lies in the fact that pedagogical abilities are personality traits, and pedagogical skills are separate acts of pedagogical activity carried out by a person at a high level.

o The group of pedagogical abilities primarily includes: pedagogical observation; pedagogical imagination; exactingness as a character trait; pedagogical tact; organizational skills; simplicity, clarity and persuasiveness of speech.

o Pedagogical observation is the teacher's ability, manifested in the ability to notice the essential, characteristic, even subtle properties of students.

o Pedagogical tact is the observance by the teacher of the principle of measure in communicating with children in a wide variety of fields of activity, the ability to choose the right approach to students.

· At present, the concept of pedagogical abilities, developed by N.V. Kuzmina, is the most complete systemic interpretation. In this concept, all pedagogical abilities are correlated with the main aspects (sides) of the pedagogical system.

o The pedagogical system is defined as a set of interrelated structural and functional components subordinated to the goals of upbringing, education and training of the younger generation and adults.

o Numerous psychological and pedagogical studies conducted by N.V. Kuzmina, showed that the self-development of teachers is ensured by a sufficiently high level of formation of such general abilities as: gnostic; design; constructive; communicative; organizational.

· The composition of the professionally conditioned properties and characteristics of the teacher, as we have already noted in the previous topic, includes: the general orientation of his personality; some specific qualities; professional performance; physical and mental health.

o In the currently developed model of the teacher's personality in the context of the same "activity - communication - personality" scheme, five professionally significant qualities are distinguished that reveal two groups of pedagogical abilities (according to N.V. Kuzmina: design-gnostic abilities and reflexive-perceptual abilities.

o The reflexive-perceptual skills of the teacher form an organic complex of cognition of one's own individual psychological characteristics, assessment of one's mental state, as well as the implementation of a versatile perception and adequate knowledge of the student's personality.

o The mechanisms of identification, empathy and decentration are the most important in the process of learning a student's personality by a teacher.

· The style of activity is an interconnected set of individual characteristics, methods and nature of the implementation of a certain activity, which, as a rule, involves interaction with people and acts as a dynamic stereotype.

o A.K. Markova notes the four most characteristic styles of a teacher's activity: emotional-improvisational; emotional-methodical; reasoning-improvisational; reasoning-methodical.

o A.K. Markov and A.Ya. Nikonov distinguish three groups of characteristics of the individual style of pedagogical activity: 1) content, 2) dynamic and 3) performance characteristics.

· Pedagogical acmeology is the science of ways to achieve professionalism and competence in the work of a teacher. One of the central concepts of pedagogical acmeology is the concept of a teacher's professionalism. It is understood as an integral characteristic of the teacher's personality, which implies that he possesses types of professional activities and that the teacher has a combination of professionally important psychological qualities that ensure the effective solution of professional pedagogical problems in teaching and educating (children, adult students).

o The psychological structure of the teacher's activity includes the following components: design; constructive; organizational; communicative; gnostic.

o The professionalism of a teacher must meet a number of criteria, including: objective criteria; subjective criteria; procedural criteria; performance criteria.

Glossary of terms

1. Didactogeny

2. Makings

3. Pedagogical acmeology

4. Pedagogical observation

5. Pedagogical system

6. Pedagogical tact

7. Reflective-perceptual skills

8. Reflection

9. Ability

10. Academic ability

11. Gnostic abilities

12. Didactic abilities

13. Communication skills

14. Constructive abilities

15. General abilities

16. Organizational skills

17. Teaching abilities

18. Perceptual abilities

19. Special abilities

20. Empathy

Questions for self-examination

1. How are abilities interpreted in psychology?

2. How do abilities differ from inclinations?

3. How abilities are understood in the scientific school of B.M. Teplov?

4. How do talent and genius compare with abilities?

5. What is "general ability"?

6. What are the main directions in the study of abilities in psychology.

7. Define the concept of "pedagogical abilities".

8. What properties are leading in pedagogical abilities?

9. What is "pedagogical tact"?

10. How is pedagogical observation defined in the psychological and pedagogical literature?

11. Name the basic pedagogical abilities.

12. What pedagogical abilities are distinguished by F.N. Gonobolin?

13. Describe organizational skills.

14. What abilities of the teacher are distinguished by V.A. Krutetskiy?

15. What is "perceptual ability"?

16. What is the difference between a teacher's speech abilities and communicative ones?

17. What functions does pedagogical imagination (or predictive ability) perform?

18. Who developed the most complete systemic interpretation of abilities to date?

19. What is a "pedagogical system"?

20. What structural components make up the essence of the pedagogical system?

21. What is the difference between the functional components of the pedagogical system and the structural ones?

22. What levels of pedagogical abilities does N.V. Kuzmin?

23. What is the difference between the first level of abilities and the second (according to N.V. Kuzmina)?

24. Name the general pedagogical abilities.

25. How do Gnostic abilities differ from design abilities?

26. How are communicative pedagogical abilities "provided"?

27. What professionally conditioned properties and characteristics of a teacher are distinguished by A.K. Markov?

28. What includes, according to A.K. Markova, the structure of subjective factors?

29. What is "autopsychological competence"?

30. What are the three main aspects of a teacher's work that A.K. Markov?

31. What, according to N.V. Kuzmina, do design-gnostic abilities differ from reflexive-perceptual ones?

32. What is the essence of the teacher's reflective-perceptual skills?

33. What mechanisms are the most important in the process of cognition of a student's personality by a teacher?

34. What is "empathy"?

35. How is reflection interpreted in psychological and pedagogical literature?

36. What are the basic skills of a teacher.

37. What is the essence of the teacher's design skills?

38. What does the constructive component of the teacher's activity include?

39. List the basic organizational skills.

40. What is the "style of pedagogical activity"?

41. What are the most characteristic four styles of teacher activity that A.K. Markov?

42. What is different, according to A.K. Markova, emotional-methodical style of pedagogical activity from reasoning-improvisation?

43. What are the main features of the individual style of pedagogical activity.

44. What are the three groups of characteristics of the individual style of pedagogical activity considered by A.K. Markov and A.Ya. Nikonov?

45. What is "pedagogical acmeology"?

46. What are the main criteria for determining professionalism according to A.K. Markova.

47. Describe the main levels of professionalism of the teacher.

Bibliography

1. Acmeology: Textbook / Ed. A.A. Derkach. M., 2002.

2. Belukhin D.A. Teacher: from love to hate ... (Technique of professional behavior). Book. for the teacher. M., 1994.

3. Bodalev A.A. Personality and communication. M., 1995.

4. Gonobolin F.N. On the pedagogical abilities of the teacher. M., 1964.

5. Druzhinin V.N. Psychology of general abilities. SPb., 2002.

6. Zhuravlev V.I. Fundamentals of pedagogical conflictology. M., 1995.

7. Krutetsky V.A. Psychology of training and education of schoolchildren. M., 1976.

8. Ksenzova G.Yu. Evaluative activity of the teacher: Proc. method. allowance. M., 1999.

9. Kuzmina N.V. Essays on the psychology of the teacher's work: The psychological structure of the teacher's activity and the formation of his personality. L., 1967.

10. Kuzmina N.V. Professionalism of the personality of the teacher and master of industrial training. M., 1990.

11. Koomeker L., Shane J.S. Freedom to learn, freedom to teach: A teacher's guide. M., 1994.

12. Kukharev N.V. On the way to professional excellence: Book. for the teacher. M., 1990.

13. Levites D.G. School for professionals, or Seven lessons for those who teach. M.; Voronezh, 2001.

14. Levitov N.D. Child and pedagogical psychology. M., 1960.

15. Markova A.K. Psychology of professionalism. M., 1996.

16. Markova A.K., Nikonova A.Ya. Psychological features of the teacher's individual style of activity // Vopr. psychology. 1987. No. 5.

17. Mitina L.M. The teacher as a person and a professional (psychological problems). M., 1994.

The general concept of the style of pedagogical activity. Pedagogical activity, like any other, is characterized by a certain style of performance. In a general sense, the concept of "style" implies the presence of a certain stable system of methods and techniques for carrying out activities. This system is a stable feature that manifests itself in various conditions under which it is necessary to perform this activity. What kind of style of performance develops in the subject of activity is primarily due to its individual psychological characteristics - the type of temperament, character traits, the level of development of professional abilities, etc. According to the definition of E. A. Klimov, the style of activity in the proper psychological sense is “ a stable system of methods determined by typological features that develops in a person striving for the best implementation of this activity ... an individually-peculiar system of psychological means that a person consciously or spontaneously resorts to in order to best balance his typologically determined individuality with the objective external conditions of activity. This definition emphasizes that the best performance of an activity is achieved through an individual combination of its techniques and methods.

Every adult who consciously chooses a teaching profession, at the time of this choice, is already in many respects a formed personality with his own individual characteristics. In any case, the individual qualities of a teacher must meet the general psychological requirements for this profession. In addition, in pedagogical activity related to the type of professions "man-to-man", it is imperative to take into account the psychological characteristics of the other side - students. For example, the style of work and communication with students of a primary school teacher, both directly in the lesson and outside it, will differ markedly from the style of communication, for example, a chemistry teacher who works exclusively with older teenagers and young men. In turn, a university teacher in terms of style of activity will differ significantly from a school teacher, including those teaching the same discipline. Thus, at least three main factors influence the emerging individual style of pedagogical activity: 1) individual psychological characteristics of the subject of this activity, including individual typological, personal and behavioral ones; 2) psychological features of the activity itself; 3) characteristics of students (age, gender, status, level of knowledge, etc.).

The main areas of manifestation of the individual style of pedagogical activity are:

› temperament (reaction time and speed, individual pace of work, emotional responsiveness);

› the nature of the reaction to certain pedagogical situations, as well as to various actions and deeds of students;

› choice of teaching methods;

› choice of means of education;

› style of pedagogical communication;

› the use of means of psychological and pedagogical influence on students, including the preference for certain types of rewards and punishments.

It should be noted that the formation of an individual style of activity for each teacher imposes natural restrictions on the use of someone else's pedagogical experience, even the most advanced one. It is important for the teacher to remember that best practices are almost always inseparable from the personality of its author and represent a kind of combination of generally significant pedagogical findings and the individuality of the teacher, therefore, attempts to directly copy someone else's pedagogical experience, as a rule, do not bring the same results as those of its authors. For a teacher with a different set of individual traits, the same methods and techniques for carrying out activities will have a different embodiment in many respects, and not always as successful. They may simply not suit him as a person and individuality and, therefore, require much more effort from him to implement, which will greatly reduce their effectiveness. Advanced pedagogical experience should not just be copied, but consciously and creatively processed: perceiving the main thing in it, the teacher should strive to always remain himself, that is, a bright pedagogical individuality, and only under this condition is it possible to increase the effectiveness of training and education on the basis of borrowing advanced pedagogical experience.

Classification of styles of pedagogical activity depending on its nature. The most complete actually activity-based idea of the styles of pedagogical activity was proposed by A. K. Markova.