The individual style of the teacher's activity. Style of pedagogical activity. Abstract What is an individual style of pedagogical activity

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 a teacher to remember that best practice is almost always inseparable from the personality of its author and is 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 actual activity idea of the styles of pedagogical activity was proposed by A. K. Markova.

· 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 methods 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 one's 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 colleagues, 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.

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 predominance of reflexivity over intuitiveness, which allows you to analyze the result of your work, but limits the possibilities of spontaneous behavior in the classroom.

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 predominance of reflexivity over intuitiveness, which allows you to analyze the result of your work, but limits the possibilities of spontaneous behavior in the classroom.

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

Disadvantages: limiting spontaneous behavior in the classroom.

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 performance style 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’s 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 conditioned individuality with 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, the emerging individual style of pedagogical activity is influenced by three main factors: 1) individual psychological characteristics of the subject of this activity, including individual typological, personal and behavioral; 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 (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, 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 a teacher to remember that best practice is almost always inseparable from the personality of its author and is 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, i.e. 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 and A. Ya. Nikonova. In this case, the classification of activity styles was based on: a) its content characteristics (the teacher's predominant orientation on the process or result of his work); b) the degree of representation of the indicative and control and evaluation stages in labor; c) dynamic characteristics (flexibility, stability, switchability, etc.); d) performance (the level of knowledge and skills of students, their interest in the subject). On this basis, four types of individual styles of teacher activity were identified.

Emotionally improvisational. The teacher focuses mainly on the learning process, in connection with which he selects the most interesting material for the lesson, and often leaves less interesting (albeit important) material for independent work of students. Focuses mainly on strong students, practices collective discussions, uses a variety of teaching methods. However, he suffers from the methodological side of teaching, he does not care much about repeating and consolidating the material covered, about controlling students' knowledge. His activities are characterized not only by flexibility, but also by impulsiveness.

Emotionally-methodical. The teacher is focused on both the process and the result of learning. He gradually works out all the educational material, takes care of repeating and consolidating it, and controls the knowledge of students. The activity of the teacher is characterized by high efficiency (quick reaction to the situation). It seeks to intensify the activity of students not by external entertainment, but by the content of the subject.

Reasoning and improvisational. It is similar to the previous style, but is characterized by less ingenuity in varying teaching methods, does not always “use collective discussions, the pace of the lesson is slowed down. He himself tries to speak less, and during the survey he gives the students the opportunity to answer in detail the question asked. This teacher is characterized by less sensitivity to changes in the situation in the classroom, lack of narcissism, caution, it combines intuitiveness and reflexivity.

Reasoning-methodical. The teacher focuses primarily on learning outcomes. He shows conservatism in the use of means and means of pedagogical activity. High methodicalness is combined with a small set of standard teaching methods. This teacher prefers the reproductive activity of students, almost does not use collective discussions. He is not prompt in reacting to a change in the situation in the lesson, he is cautious in his actions, and is reflexive.