Davydova O. Psychological peculiarities of pedagogical stereotypes impact on the teacher's professional activity

This thesis deals with the psychological peculiarities of the pedagogical stereotypes impact on the teacher's professional activity. A complex theoretical-empirical study of the forms, mechanisms and peculiarities of pedagogical stereotypes and stereotyping mechanisms impact on the teacher's professional activity was carried out. The author analyzed the major conceptual approaches to a problem of teacher's professional activity. It was identified that the specificity of the teacher's activity is connected with the uniqueness of the subject of work - the child and includes opportunities for full personal and professional development of the pedagogical system subjects. The study revealed that the holistic process of the teacher's professional development is in two main dynamic projections and transitions between them. It was shown that eco-facilitative types of mechanisms of the teacher's professional activity development expands the space of understanding its specifics and complements by the new essence with the evolutive effect through the psychosocial mechanism of the collective subject development. The author analyzed the forms of manifestation of the teacher's pedagogical stereotypes. It was found that from the perspective of the functional characteristics of pedagogical stereotypes, the aspects of their impact on the teacher's professional activity are considered in the context of traditional approaches, as a merely adaptive mechanisms in deficient logic; within the mixed approaches - through their adaptive-transformational potential. Stereotyping processes were classified as "transitional forms" with a controversial and indefinite character, with possible transformational potential on the way to a new teacher's identity. It was specified that pedagogical stereotypes within the modern approaches are interpreted not as positive or negative, but as those which reflect a particular stage of teacher's professional activity development and have a constructive content that reflects their proficit aspect. The ideas about the promotion of a collective subject as a mechanism for the transformation of pedagogical stereotypes have been further developed. The author revealed the empirical connection between pedagogical stereotypes and teacher's professional activity. The meaningful forms of pedagogical stereotypes were revealed through the integration of different paradigmatic views. It was proved that teachers who have a high level of pedagogical stereotypes face some actual problems: exclusion, negative self-perception, dissatisfaction with work, domination of authoritarian strategies. They demonstrate the characteristics of excessive aspiration for conformity and avoid failures. Teachers with a low level of stereotypes reveal better professional characteristics. They are satisfied with work, more stable emotionally and more flexible in the methods of teaching and education, more prepared to meet unforeseen events. It was proved that the influence of stereotyping on the effectiveness of professional activity depends on gender. It was found out that the mechanisms of communication between pedagogical stereotypes and teacher's professional activity styles in real situations of pedagogical interaction depend on the specific conditions of particular pedagogical situations. The author characterized 12 psychological profiles of teachers based on 2 lines: stereotyping tendencies and the balance of the didactic style of communication. Empirical analysis confirmed the influence of pedagogical stereotypes through the processes of self-organization. The study justified the peculiarities of the formation and results of the approbation of eco-facilitation support program for in the situation of pedagogical stereotypes influence. A "live" alternative model of pedagogical stereotypes transformation is represented. The author determined the prospects of future scientific pursuits of interconnections among the investigated phenomena.