Abstract
This article discusses the different styles of professional activity of a teacher of higher education of a pedagogical profile. The purpose of the study: to develop the basic characteristics of the styles of professional activity of teachers in the humanitarian, natural sciences and physical education and sports areas of teacher education and experimentally prove the effectiveness of their implementation in the process of interaction "teacher-student". The obtained statistical data in the study prove the need for differentiation of styles of professional activity for students of various training profiles of the pedagogical institute. Based on the style of the teacher’s professional activity and the direction of the student’s pedagogical training, a reliably positive result was revealed in increasing the academic performance of students of the pedagogical institute.
Highlights
In the constantly updated system of higher education of the Russian Federation, modernization in the implementation of the pedagogical system “teacher-student” is beginning to acquire relevance (Merenkov & Sushchenko, 2016)
Its individual comparison with the type of teachers' nervous system showed that three main styles of professional activity of a teacher of a higher educational institution should be distinguished, which are caused by various combinations of the properties of the nervous system (Tang & Harrison, 2011)
The results of the study, focused on the formation of academic significance in the implementation of educational and extracurricular activities of certain areas in the interaction of "teacherstudent", have proved that the level of motivation of students to research activities reliably depends on the style of professional activity of the teacher
Summary
In the constantly updated system of higher education of the Russian Federation, modernization in the implementation of the pedagogical system “teacher-student” is beginning to acquire relevance (Merenkov & Sushchenko, 2016). It should be noted that the assessment of the activities of teachers in the accreditation procedure of universities is accepted practically throughout the world, but its content and form in different countries are different and depend on national characteristics in education, historical traditions and socio-cultural conditions (Edwards et al, 2019; Yale, 2018) In this aspect, the positive experience of high-rated Russian and foreign educational institutions of higher education is especially noteworthy, which in turn shows that their success largely depends on the orientation toward individualization and interactivity of teacher-student interaction in the implementation of professional training (Easterday et al, 2017; Nagovitsyn et al, 2018). The search for approaches to improving the efficiency of the educational process at the university through an analysis of the psychological and pedagogical characteristics of the teaching staff and their individual directions to the student learning process
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