PECULIARITIES OF INTERACTION BETWEEN EDUCATIONAL STEREOTYPES AND MINDSETS: THEORETICAL AND PRACTICAL ASPECTS

Abstract

The article analyzes the results of research of educational stereotypes and professional mindsets of a teacher within the framework of his professional activity. Correlation and form of expression of the corresponding phenomena are noted. The structure of educational stereotypes and mindsets is considered, and their three-component structure is revealed on cognitive, behavioral and emotional levels which are in inseparable cohesion. The peculiarities of the relationship and functioning of educational stereotypes and mindsets in teacher’s professional activity on the cognitive, behavioral and emotional levels are characterised.Peculiarities of functioning and forms of educational stereotypes display in teacher’s cognitive activity are included in the analysis, in particular, through the prism of students’ estimates by a teacher. The peculiarity of educational communication in the "teacher - student" system is depicted concerning personality of students with different success level by the “cognitive complexity” / cognitive level parameter.In order to analyze the behavioral component of educational stereotypes, it is suggested to take into account the mindset content as behavioral stereotypes. The practical and semantic field of key mindsets of perception of students by their teachers in the process of educational interaction on the behavioral and emotional levels in the context of empirical research is highlighted. It is found out that relationship between a teacher and a student is dominated by situational mindset type. The interrelation of the results of the diagnostics of teachers’ educational stereotypes and types of educational mindsets separately in the fields of educational reality is analyzed: regarding profession, children, parents, methods and forms of work in groups of teachers with high and low levels of educational stereotypes. The interrelations between educational stereotypes and mindsets in multidirectional models of teacher’s professional activity are revealed and statistically significant differences are established. Comparative analysis of the differences in the motivational indices of educational mndsets on expected value in multidirectional groups of teachers was conducted.