ЭМПИРИЧЕСКАЯ ТИПОЛОГИЯ ПРЕПОДАВАТЕЛЕЙ СОВРЕМЕННОГО ВУЗА ПО УРОВНЮ ИНТЕЛЛИГЕНТНОСТИ

Abstract

There is no doubt that the level of intelligentness of a higher school teacher, his image and professionalism form the basis of the effectiveness of the educational process. Meanwhile, the real situation with these basic criteria in the modern university educational space today remains one of the least popular plots of psychological and pedagogical nonfiction despite the creation and very productive activities of departments, research institutes and even the Academies of imageology, intelligentness science and standing, probably, in the same row with them cosmorealism (!). The effectiveness of these institutions activities will be sometime inevitably checked by the merciless time, but already now, when almost 63% of university teachers qualify the evolving tendency of their own community today as stagnation and even regress, the objective socio-cultural and individual-personal characteristics of the modern generation of teachers seem especially relevant. As shown by experience, the most reliable method of this kind of psychodiagnostics is the personal self-assessment of teachers conducted in the conditions of absolute anonymity. The purpose of the present study was an empirical attempt to determine the level of intelligentness of the modern generation of medical higher school teachers using self-assessing sociocultural and individual-personal criteria based on the traditional ideas of individual qualities and intellectual needs of a higher school teacher. It was based on the results of an anonymous self-assessment questionnaire survey of 355 teachers from 13 faculties of the Kursk State Medical University (KSMU). Personal analysis of an anonymous questionnaire made it possible to identify three suppositive (high, medium and low) levels of intelligentness, according to two interrelated aspects - the content and the formalized (point scoring) ones. The results obtained in numerical terms produce a completely depressing impression. A high level of intelligence, corresponding to its traditional classical criteria, was 19.1%, medium - 39.7% and low - 41.2% with a clear, more than double prevalence of individuals with a high level of intelligentness in the group of teachers of clinical disciplines in senior courses. The results of the survey and generalizations made on their basis unequivocally indicate a really existing social problem with the staff in the field of university education, which has a significant negative impact on the quality of professional training of future graduates.