PSYCHOLOGICAL ASPECTS OF PEDAGOGICAL COMMUNICATION IMPROVEMENT

The article deals with psychological aspects of improving pedagogical mastery that always attracted and still attracts attention of many pedagogues and scholars. The presented problem of pedagogical communication is a fundamental element of teacher's pedagogical mastery. Pedagogical communication is regarded as an obligatory, however secondary component in the complex of professional pedagogical skills. The most important functions of pedagogical communication are cognitive, perceptive and communicative, practical, self-actualizing, etc. In the article the need for an integrative approach to the problem of pedagogical communication between teacher and pupil has been actualized. This contributes to taking into account both conscious and subconscious (latent) components of teacher's psyche that affect the situation of professional interaction in general and pedagogical communication in particular. The mentioned above emphasizes such notion as a personal problem that has profound psychological (subconscious) origins and is associated with internal, stabilized inconsistency of psyche. Psychocorrection practice proves that subject's realizing the destructive influence of a personal problem on the situation of interaction is possible only due to profound psychocorrection. The latter encourages subject to broad the reflection of profound psychological motivation toward their own actions. In order to demonstrate the influence of profound psychological tendencies of teacher's psyche and quality of their professional interaction, we have used the picture-based methodology, which, in our opinion, has substantial diagnostic-correctional perspectives for studying the outlined scientific problem. Thus, we have applied to such psycho pictures as “I am a real teacher”, “I am an ideal teacher” and “Kinetic picture of a family”. Analyzing psycho pictures, we have emphasized the significance of archetypal symbolism and visual characteristics of those pictures that objectified the content of profound psychological (subconscious) tendencies in the context of professional interaction. In addition, we have found out the influence of traumatic childhood experiences connected with inferiority complex (weakness, needlessness) on the process of pedagogical interaction between teacher and pupil. Also, while analyzing the shorthand report of psychocorrection we have defined the role of defense mechanism within identification in forming destructive tendencies of subject's behaviour. The defined identification is caused by protective orientation of psyche “towards strength” as it is based on the desire to overcome inferiority complex (“to undergo self-psychotherapy”). As a result, subject subconsciously introjects alienable traits of libidinal object. This considerably complicates the process of pedagogical communication between protagonist and pupils as well as decreases its efficiency. Teacher's professionalism and their professional competency in particular directly depend on the level of their personal improvement. The latter is associated with leveling the destructions of individual's psyche that originated in their childhood. Based on the presented empirical data we can prove that any behavioural activity, including professional situations, may demonstrate the destructive tendencies of psyche that are determined by subject's personal problems.