Psychological aspects of the teacher's activities within the framework of personal-oriented training in a technical university

Abstract

The article is devoted to the issue related to the perception and knowledge of the student's personality by the teacher within the framework of a person-oriented learning model. The authors consider the structure of pedagogical activity including professional psychological and pedagogical knowledge, pedagogical skills, personal characteristics. Particular attention is paid to the psychological aspects of solving the problems of pedagogy associated with interpersonal interaction in the learning process. The authors present an overview of the psychological components of the teacher's personality, perceptual mechanisms: empathy, reflection, casual attribution. They are a condition for achieving high productivity in student education, which implies an adequate reflection by the teacher and student of each other and the establishment of mutual understanding and effective interaction on this basis. One of the fundamental factors in the productive implementation of personal-oriented training was the professional attitude of the teacher, which acquires psychological content and determines the tactical capabilities of his activities. The authors emphasized that the content and psychology of the teacher's activities is determined not only by social factors ― the place, functions, requirements of society, but also by socio-psychological factors ― by the expectations of others in relation to the teacher's personality and activities, his own expectations, attitudes and value constructs in the field of professional activity, which are the source of his activity. The article presents the results of a study of the professional attitudes of the teacher on the perception of students. The work was carried out on the basis of the Karaganda State Technical University named after Abylkas Saginov. The study involved 60 university teachers aged 30-60 years.