The high social significance of the personality of the teacher does not require detailed comments. Thanks to it, the reproduction of society's values ​​in the minds of subsequent generations is carried out, and it has a significant impact on their development. This explains the unrelenting interest of teachers and psychologists in the teacher's personality, in the issues of improving the efficiency and quality of pedagogical activity, and in studying the process of becoming a professional teacher. The main institutions that solve the problem of assisting teachers in their professional growth are the IPK and PRO, district method rooms and centers, FPC at universities. But they still see their main task in replenishing knowledge, reporting missing information. Actually personal growth, personal and professional development of the teacher remains out of their attention and is his own concern. Knowledge of the facts, patterns of personal and professional development, identified in this study, should help the teacher himself to actively engage in the process of diagnosing and correcting the formation of his personality in the profession.

The relevance of this study is determined, on the one hand, by the formation of the humanistic paradigm in teacher education, and, on the other hand, by the growing understanding of the role and importance of professional activity as the most important factor shaping personality. A long-term moratorium, actually imposed on this issue, associated with the put forward principle of personality development in activity, led to the understanding of professionalization as an unambiguously positive phenomenon, which makes the theoretical and practical study of the problem of personality and activity relations all the more relevant.

Personal behavior is determined by the ways of entering the profession, the complexity of adaptation in it, the length of stay, relationships with colleagues and students. In this regard, it is relevant to overcome the gap between the established traditions of building and studying models of becoming a specialist and the real process of personality development in the profession, the dynamics of personality formation and change and its interaction with the development and deployment of the professional activity itself. This overcoming will make it possible to consider in a broader perspective the attitude of the subject both to the process of activity and to interaction with its object, as well as to theoretically comprehend the previously accumulated data.

The issues of personality development and change in the course of mastering professional activities are implicitly implied within the framework of acmeology and andro-gogy, however, here the dynamics of personal indicators of teachers in professional activities are considered in the same direction: from entering the profession, through becoming in it to mastery (A.A. Bodalev, A. A. Derkach, S. I. Zmeev, N. V. Kuzmina, A. T. Tsvetkova, etc.). The process of personal professionalization is currently practically not considered, although it is extremely important for determining the strategy and tactics of training teachers, assessing their professionalism, identifying deviations, and so on. The study of the process of professionalization is of cardinal importance both for concretizing the theory of personality socialization and for creating a psychological and pedagogical concept of the teacher's personality and special methods for its diagnosis, formation and correction.

The complexity of this task is also seen in the fact that in the philosophical aspect, a person is a rather dynamic and plastic formation. Being in in constant motion By consciously and unconsciously masking, changing, enriching, losing, compensating, interchanging, rebuilding, supplementing his inner qualities, the personality makes the problem of fixing stable, stable socio-psychological manifestations rather illusory and ephemeral. As a result, as L.I. Antsyferova points out, stability, stability are combined in the organization of the personality with amazing flexibility, continuous enrichment of the sphere of its potentialities, with huge compensatory reserves, with the possibilities of restructuring, interchangeability, complementarity of its constituents.

Such dynamics, and, consequently, complexity, is due to the fact that the main way of being a person is development, which expresses the basic need of a person as a universal generic being to constantly go beyond his limits, to achieve the possible fullness of incarnation in his individual form.

The phenomenology of changes that occur to a person in the process of her entry as a subject of activity into a profession is undoubtedly an important aspect in understanding her behavior, at the same time, the essence and patterns of this process have not yet become the object of close attention of research research and require a deeper consideration. , allocation and study of the space in which this change is carried out. This defines the essence of the research problem.

Its concretization leads us to a number of general theoretical positions. Thus, the study of the process of personal development is a non-algorithmic task and is largely due to the initial theoretical position researcher, his methodology. The results of such a change can be imagined as techniques and methods of action fixed in the structure of the personality, as a result of which new formations, personal meanings, determined by the profession, appear, the level of activity, organization and stability of the personal system increases or decreases, and the mode of its functioning changes. Traditionally, the mechanism of personal change is considered to be contradictions that arise either between two states of reality: present and desirable, or between a standard and self-esteem, or between real and potential in a person, etc.

Research, however, shows that only the presence of one or another contradiction is still not enough for the development of the personality, and even more so for its progressive formation. The development of a personality presupposes, first of all, its own activity, its activity of self-transformation, which involves the development of a life position and awareness of one's place in society. Personality changes do not occur in activity in general, but in the professional space, in the process of performing specific tasks and interacting with the object of activity, achieving certain goals, the complexity and success of achieving which determine the degree of professionalism of the employee.

Questions of defining professionalism in the activities of a teacher, assessing his skills have long been a subject of dispute and disagreement between philosophers, teachers, psychologists, physiologists, practitioners, etc. It is quite difficult to draw a real, hard line between professional and non-professional activities. Some often call the profession the activity in which a person has been engaged for a long time, others - the occupation that serves as their main source of income. Possessing a complex internal structure, the profession includes many heterogeneous subject-instrumental and ideal, spiritual components. In people's ideas, they can exist separately - in the form of private samples, and integrated - in the form of an "image of the profession", which finds its sign, symbolic expression in scientific, artistic, journalistic, political texts in the form of expressed ideas and artistic images (literature, cinema , theater, music, painting, etc.), in folklore, when in professional and public opinion there are legends about masters of their craft, about outstanding examples of professional behavior, vivid cases from practice, and, finally, in games, rituals and imitations, in which the idea and image, reflecting one or another reality of being, acquire a "live" embodiment with a teaching or other didactic meaning.

Such polyfunctionality creates certain difficulties in using the concept of "profession" to analyze the activities of a teacher, therefore, in this case, it is more appropriate to use the concept of "professional activity" or "pedagogical activity", as reflecting the essence of the research being conducted and consisting in the practical achievement of the goals of the activity. Moreover, it should be noted that the concept of "professional activity" is not identical with the concept of "role" as a social function of the individual or a mode of behavior that meets accepted standards.

The identified problems concerning, first of all, the entry of the individual into the profession and the changes that occur in it as a result of professionalization, the criteria for the professionalism of the employee, the mechanisms and factors that determine the ways of life of the individual, the dynamics of the image of the profession and others, made it possible to crystallize the main task of this work as the study of the process of formation personality of the teacher in professional activity.

Questions of methodology and theory are considered in it on the basis of experimental studies conducted on the basis of the Institute for Advanced Studies and Retraining of Educational Personnel Rostov region, Rostov State Pedagogical University, as well as educational institutions of the city of Rostov-on-Don and the Rostov region. The paper substantiates the scientific status of the concepts of "profession", "professionalism", "professional pedagogical activity", "professionalization", "professional deformation" as independent phenomena and processes. The concepts of "professionalism", "professionalization" also need to be restored to their true meaning and included, in addition to their positive manifestations, negative phenomena, which can lead to excessive deepening in the profession.

The professional development of a teacher's personality is considered as a process of constant interaction of personal parameters with the functional structure of activity and the object of activity. In this vein, the tasks and methods of preparing and evaluating the professionalism of a teacher are rethought, the main directions of personal growth, the formation of personal individuality in the teaching profession are discussed. The problem of evaluation and certification of professional personnel is considered.

Solving the problems of mastering professional activity by a teacher has a direct way to a more complete realization of the capabilities of the subject, improving the professional training of teachers and overcoming the undesirable effects of labor on a person. These problems underlie the formation of professionalism and the improvement of the teacher's professional skills.

The relevance of the study is also dictated by the uncertainty of the situation in this issue and in another sense. On the one hand, quite rich material has already been accumulated on the problems of the formation of an individual style of activity (B.A. Vyatkin, E.A. Klimov, B.C. Merlin, etc.). In these works, the emphasis is on the subject's adaptation of his individual properties to the requirements of activity, and the actual personal, creative-subjective aspect often remains outside the field of view of researchers. The process of professionalization, the study of which is currently not given due attention, involves, first of all, the analysis of personal changes, without which the phenomenology of the formation of the personality of a teacher in the profession is incomplete, simplified. To a large extent, this is due to the fact that the problem of professional personality changes in pedagogy has not yet been practically developed, which is determined by the presence of certain social attitudes, as well as too many heterogeneous factors influencing the formation of a personality in a profession.

Thus, the relevance of the problem being developed is determined by the need for further theoretical and empirical study of the process of becoming a personality in the teaching profession, the place and importance that a teacher’s professional activity occupies in the structure of a teacher’s personality, as well as the practical tasks of identifying and taking into account the main determinants of the professionalization process that influence, including the negative, on the individual.

Object of study: teacher's professional and pedagogical activity at the main stages of professionalization: from the process of entering and mastering the profession to the formation of professional skills.

Pre;tmsg research: personal and professional development of the teacher and the process of pedagogical activity in the development of professional development space (during different time periods), as well as the conditions that determine this process.

The aim of the work is to identify and study the main phenomena and patterns of personal and professional development of a teacher in the course of pedagogical activity, as well as to develop, based on a system-generalizing analysis, a conceptual model for the formation of a teacher's personality in professional activity and to identify the conditions and means of managing the process of professionalization.

Research hypothesis: Personality changes that occur under the influence of pedagogical activity do not have a one-dimensional direction in their development. The dynamics of these changes is of a semantic nature, consisting of different links, each of which undergoes multi-level changes, manifested: a) in a change in the personality of the subject, both in appearance (motor skills, speech, emotionality, forms of communication), and in the formation of the corresponding elements professional consciousness (professional attention, perception, memory, thinking, emotional-volitional sphere), which in a broader sense can be considered as the formation of a professional worldview, i.e. a generalized system of views related to understanding the essence of the profession and its meaning, personal meanings and one's place in society; b) in changing the entire system of pedagogical activity, its functions and hierarchical structure. In the course of the formation of a holistic pedagogical activity, the subjective experience is transformed in the pedagogical culture, which ensures the movement of the individual along the steps of professional mastery, a specific system of ways to perform activities develops, and a personal style of activity is formed; c) in changing the relevant components of the teacher's attitude towards the student, which manifests itself in a reorientation to the subject-subject paradigm, the emergence of a need to interact with him, which allows us to talk about the formation of the teacher's professional culture.

The main feature of professional development is the personal growth of the teacher as a subject who manages his self-development based on knowledge of the laws of the personal-professional space.

Hypothesis testing was carried out in solving the following research problems:

1. On the basis of a theoretical analysis of existing works and an empirical study of the issue of the dynamics of personal parameters in the process of professional activity, to determine current trends in research on personality development in pedagogical activity.

2. To develop a conceptual approach to building a structural-dynamic model of a professional space for the development of a teacher's personality and to determine its main determinants, as well as factors and conditions that cause personality changes.

3. Reveal the features of the development of a professional space by a person, show the specifics of changes at various stages of professional activity.

4. Justify the scientific status and fill with new content such concepts as a professional teacher, professionalism, professionalization, professional deformation.

5. Develop techniques and methods for assessing the professionalism of a teacher in the context of student-centered education.

6. Reveal the grounds for professional typification and characterize the main professional types of personalities in pedagogical activity, determine the directions and levels of personal deformations in pedagogical activity, as well as possible ways of their pedagogical correction. The theoretical and methodological basis of the study is the provisions on the unity of consciousness and activity, the principles of the doctrine of the social and cultural-historical nature of the personality (JI.S. Vygotsky, SL. Rubinshtein, A.N. Leontiev, etc.), which were specified within the framework of the national pedagogical and psychological sciences in the personal-activity approach to the study and design of educational processes (K.A. Abulkhanova-Slavskaya, A.B. Brushlinsky, Yu.N. Kulyutkin, V.Ya. Lyaudis, A.K. Markova, A. B. Orlov, L.A. Regush, V.I. Slobodchikov, G.S. Sukhobskaya, V.D. Shadrikov, I.S. Yakimanskaya and others), in the interpretation of the professional development of the personality (L.I. Antsiferova, E.F. Zeer, E.A. Klimov, T.V. Kudryavtsev, N.V. Kuzmina, L.M. Mitina, A.N. Chalov, V.D. Shadrikov, etc.), in the concepts of pedagogical culture , personalization and systemic organization of personality (E.V. Bondarevskaya, L.S. Vygotsky, I.F. Isaev, A.N. Leontiev, V.A. Petrovsky, etc.).

The implementation of the tasks set was achieved by using a variety of research methods. Among them: theoretical analysis and generalization of philosophical, pedagogical and psychological literature; included observation method; survey method; expert survey method; modification of Kelly's repertoire lattice method; the study of independent characteristics and products of the subjects' activities; factor analysis.

The validity and reliability of the data obtained was ensured by the use of proven methods of mathematical statistics, repeated experiments using the same methods, comparison of results obtained using different methods, representativeness of research data, and a significant amount of empirical research.

The novelty of the research is: a) in the development of a theoretical model of personality development in pedagogical activity; b) in the development of a theoretical concept (model) of the space in which the professional development of the personality of the teacher takes place, and which will allow predicting the direction and features of the further formation of strong and weaknesses his personality; c) in the study of the dynamics of the three-level structure of personality (V.A. Petrovsky) in the process of pedagogical activity. As a result, the theoretical understanding of the process of personality formation is deepened and the development of relations between the categories of personality and activity receives a new interpretation; d) in substantiating the scientific status of the concept of "professionalization" as an independent process of personality formation; e) in the introduction of the concept of "professional deformation" as a violation of the process of professionalization and the study of data on the transformation of the main professionally important structures of the personality of the subject of pedagogical activity with the functional structure of this activity.

A new result is also the identification and justification of the principles for constructing a typology of teachers in the teaching profession, taking into account the professionally important qualities of a specialist, the functional structure of activities and the specifics of relationships with students. For the first time, the student is considered as a factor, and as one of the components of the teacher's personal development. The dependence of the dynamics of the professional qualities of the teacher's personality on the length of service has been studied. The main directions of personality changes in the cognitive sphere of teachers are determined. Dependences of their attitude to the profession on the length of service have been established.

The use of multidimensional statistical procedures made it possible to identify and mathematically substantiate the existence of types of professionals, based on the characteristics of the combination of their personal qualities with the specifics of professional activity. As a result, it became possible for the first time to experimentally prove the need to take into account individual characteristics in the preparation of teachers, not only in the choice of subjects taught, but also in relation to individual priorities among the main functions of pedagogical activity.

An original psychological toolkit is proposed, aimed at identifying a possible type of professional development of a person in the teaching profession. The system of factors and conditions of personal and professional development is shown, which allows the teacher himself to diagnose and correct this process depending on the length of service, interaction style, type of professionalization, etc.

The theoretical significance of the work lies in a new, more complete interpretation of the principle of personality development in activity on the example of the teaching profession. A model has been developed and the main coordinates of the ontological space of professional development of a teacher's personality have been determined. New concepts are introduced into the categorical structure of pedagogy: professionalization, professional deformation, etc.

Due to the fact that the concept of pedagogical culture by E.V. Bondarevskaya, I.F. Isaeva, the theory of multi-level personality activity proposed by A.V. Petrovsky and V.A. is also associated with the clarification and addition of some provisions of these approaches regarding the role of pedagogical culture and the manifestation of various personality structures in the teacher's professional activities, which allows them to be connected with the problems of professional development of the individual in the pedagogical process.

Identification as the most important determinants of the process of professionalization of the personal characteristics of the teacher, the object of activity and the functional structure of activity creates the basis for building and considering the individual space of professional development. It should be noted that the concept of "object of pedagogical activity" in this case is used to simplify the theoretical analysis, diluting it with the concept of "subject of activity" and with the aim of possibly extending the developed approach into the sphere of any professional activity of the "person-to-person" type. The situation of pedagogical interaction is considered by us from the standpoint of "subject-subject" relations.

The differences between the individual style of work activity, where the main emphasis is on the internal conditions and capabilities of the individual, and the personal style of professional activity, which is more related to interpersonal relationships, are outlined. The bases of professional personality typology are revealed. The levels and directions of teacher's professional deformations are determined. It is shown that the length of service is one of the leading parameters for assessing the professional development of the individual, its changes and features that are manifested in professional activities.

The results obtained in the work concerning the change in various parameters of the teacher's personality in professional activity can contribute to the development of a complete and adequate general pedagogical theory of professionalization.

The practical significance of the study is related to the construction of a system of general theoretical and practical training and retraining of teachers.

The data obtained on the dynamics of personality change make it possible to more effectively manage the process of its development, to predict possible changes in its components. The factors that determine the personal and professional development of a teacher are determined: the activity of the teacher's personality, professional experience, psychological and pedagogical culture, creating an atmosphere of creativity, mastering new pedagogical technologies, improving certification criteria. The revealed results substantiate the need for a transition from the formally traditional training of teachers to their individual specialization in accordance with the leading personal parameters. The paper defines the ways of such a transition, which allows limiting negative trends in the activities of teachers and making it more rational and efficient.

The practical meaning of the work is also associated with the possibility of constructing objective expert systems assessments of the level of professionalism of a teacher, depending on the characteristics of his professional type and the direction of his professional activity.

The methods of diagnosing the types of professionals tested in this study can significantly improve the process of teacher training, and can also be used in the practice of vocational counseling and professional selection for teaching professions. The research materials will be useful both for teachers of pedagogical universities and colleges that train professional personnel, as well as school leaders and all teachers interested in their own development.

On the basis of the dissertation research, the course "professional development of the teacher's personality" was developed, read at the Institute for Advanced Training of Teachers, at the senior courses of all faculties of the Russian State Pedagogical University. The problems of professional development, changes and assessment of personality in pedagogical activity were discussed in the Ministry of Education of the Rostov Region, in the education departments of Volgodonsk, Shakhty, at seminars led by the author at the Shakhtinsky City Psychological Center, in the district departments of education and in the psychological services of Veseloisk, Romanovsky , Azov and Remontnensky districts of the Rostov region and found practical implementation there.

The reliability of the results and the validity of the conclusions is ensured by the stable nature of the identified relationships, the correct use of the procedures of mathematical and statistical processing of empirical data, a large sample size, as well as the consistency of intermediate results and conclusions.

In terms of composition, the contingent of tested teachers included 9.3% of men and 90.7% of women. teachers lower grades make up 33.7% of the respondents, 53.8% of teachers work in the middle classes and 46.3% teach in the senior classes. The interviewed teachers represent the main subjects taught in the secondary school. According to the experience of pedagogical activity, teachers were distributed as follows: teachers with experience up to 5 years make up 28.8%, from 5 to 10 years - 34.6%, more than 10 years - 36.6%. About 50% of the subjects are from rural areas. The number of teachers participating in each experiment was determined by the requirements for the reliability of statistical procedures. The total number of surveyed teachers is 654 people.

The following main provisions are put forward for defense:

1. Models existing in pedagogical science, professional portraits, professiograms and other characteristics of specialists are one-dimensional or planar formations that do not allow an adequate assessment of a professional. The use of universal simplified standards of professionalism does not cover the whole variety of personal manifestations of a teacher and, as a result, leads to their unjustified differentiation in terms of external parameters.

2. The basis of the conceptual model of the space of personal and professional development of a teacher is the features of the structure of his personality, the functional structure of professional activity and the features of the object of activity.

3. Professionalization is a complex multi-level process of self-development of the individual, which consists in a kind of change in its qualities in the course of performing a certain labor activity. Moreover, if professional activity is taken without regard to the sphere of general culture, to the personality, its orientation, the leading type of relationship, etc., then it acts as a strict condition, seeking to adjust the individuality of the individual to the traditions and norms established in the profession.

4. If a person, having sufficient activity, is able to withstand the leveling effect of professional norms, then this contradiction is a factor that determines personal growth and the development of a culture of professional activity, which in this case can be considered as spiritual enrichment and development of subjects of pedagogical interaction.

5. The process of becoming a teacher's personality in the profession has a dual nature: on the one hand, acting as a factor in personal growth, causing the development of professionally important qualities in the basic forms of being of an individual; and, on the other hand, under certain circumstances, leading to deviations and inadequate manifestations of the profession in the structure of the personality, its cognitive and social sphere, which should be attributed to professional deformations.

Approbation of work. The main ideas and results of the work were reported and discussed at more than 50 international, all-Union, republican, regional, interuniversity, industry congresses, congresses, symposiums, seminars, colloquia. Including: international conferences in Ryazan (1989), in Moscow (1991), in Voronezh (1993); all-union conferences in Minsk (1979), Alma-Ata (1983), Kaunas (1981), Moscow (1987,1989), Rostov-on-Don (1987), Bukhara (1988), Odessa (1988), Ordzhonikidze (1989), Perm (1991), Ryazan (1991) .), Smolensk (1993); All-Union Congresses of the Society of Psychologists of the USSR (Moscow, 1983, 1989); republican conferences: Leningrad (1978), Grodno (1980), Daugavpils (1985), Syktyvkar (1989), Kuibyshev (1989), Tomsk (1988), Kursk (1990), Rostov- on-Don (1991, 1992, 1997); in conferences of the Southern Branch Russian Academy Entities: Pyatigorsk (1988, 1992), Karachaevsk (1989), Armavir (1990), Rostov-on-Don (1991), Stavropol (1993), Maykop (1994), Volgograd (1997), Pyatigorsk (1998); in interuniversity conferences: Leningrad (1990), Astrakhan (1990), Ulan-Ude (1990), Voronezh (1990,1992), Tula (1991), Saratov (1992-97), Rostov-on-Don (1993) , Smolensk (1993), Volgograd (1993).

The operational implementation of the results of the research into practice was carried out in the following areas: a) in the development of programs and readings of the new discipline "Professional development of the teacher's personality" in the IPC and PRO and in the 4th year of all faculties of the RSPU; b) in the development of directions and research programs of the Laboratory of "Practical Psychology" of the Research Institute of Social and Pedagogical Problems of the Southern Branch of the Russian Academy of Education (1992-1994); c) in the application of the methods developed by the author in the educational process of students of Rostov State University, students of the Rostov Regional Institute for Advanced Training of Teachers and the Civil Service Academy of the North Caucasus Personnel Center; d) in the implementation of methods of working with teachers and in assessing their professionalism in the practice of educational institutions of the Rostov region.

Structure and scope of work. The dissertation consists of an introduction, five chapters, a conclusion with conclusions, a list of references, including 542 titles, applications. The total volume of the dissertation is 347 pages. The dissertation text is illustrated with 30 tables and 3 figures.

CONCLUSIONS ON CHAPTER THREE

The entry of a person into a profession, regardless of this activity itself, has long been considered a positive phenomenon, which is reflected in the methodological principle, according to which the personality manifests itself and develops in activity. Developing a personality, labor creates not only material values, but also the moral qualities of a person, his ideals, patterns of behavior that underlie character.

However, as the above data have shown, it is generally unjustified to speak of development in labor, since not all labor leads to development. In addition, within the framework of a specific activity, it is possible to proceed, in fact, the process of standardization of the individual, leveling her individuality and subordinating her to professional patterns of behavior.

Pedagogical activity is a powerful factor of personal growth. Developing as a subject of professional activity and forming an attitude towards oneself as a doer, the individual develops as a person. High achievements of a person in activity significantly develop his personality

The involvement of the individual in the educational process leads to a change in its various manifestations in accordance with the logic of activity. These changes can also be found in the development of self-awareness, the professionalization of cognitive processes, and, above all, thinking, in changing the forms of communication with students and colleagues, the authorization of pedagogical experience, the formation of professional attitudes, the development of self-education and self-education. However, many of these parameters are subjective in nature and, with excessive development, turn into professional deformations.

A huge variety of approaches to the personality of a teacher, the presence of deviations in the individual development of a professional, changing criteria for evaluating the effectiveness of pedagogical work require a revision of the established methods for evaluating teachers and the effectiveness of their activities.

Unfortunately, neither the approaches themselves, nor even the existing methods of certification and evaluation of the activities of teachers, can be considered satisfactory. In most cases, they are one-sided, subjective and are one of the sources of conflicts and grievances that interfere with the normal work of educational institutions.

In order for certification to become a determinant of the development of a teacher's professionalism, it is necessary to develop an objective system of assessments. At the same time, the assessment of the teacher's performance should be a complex integral indicator, which includes a reflection of a whole set of factors.

In general, a teacher's rating is made up of subjective assessments and objective indicators. Subjective assessment includes an anonymous assessment of the teacher at all levels of his activity and consists of assessments of students, colleagues at work and school administration. Among the indicators indicated by the "objective" index, a significant impact on the overall rating of a teacher should have, first of all, his professional activity, evaluated by the methodological commission of the school. The systematic use of evaluation leads to the fact that it becomes one of the important factors in personal growth.

The formation of a teacher, his active position is, first of all, the formation of him as a person and only then as a skilled worker with special skills in this field of activity. The development of the teacher's personality in the professional space, his resistance to possible deviations will depend on the strength of the basic qualities of his personality, which are manifested, first of all, in activity. Therefore, it is necessary, first of all, to single out the already established basic qualities and characteristics of the subject, the different expression and combination of which makes up the strength and originality, what is called the uniqueness of the individual.

The activity of the teacher's personality is one of the essential characteristics of his development in the professional space. The most important manifestation of a teacher's professionalism is the highest level of his activity in the social sphere, his ability to personalize, that is, that set of properties (regardless of the incoming components) that ensures the translation of the teacher's personal qualities into the student's personality. It is this level of personal activity that needs to be recorded in order to assess suitability for the teaching profession, teacher training should be aimed at its development, and it must be taken into account when assessing the professionalism of a teacher. It is necessary to move away from the traditional approach, when a teacher, regardless of his personal parameters, acts as an executor of the whole set of pedagogical functions, and at the same time it is completely ignored that it is precisely because of his personal characteristics that he is simply not able to implement some of these functions in an appropriate way. The discrepancy between the personality characteristics of the subject of pedagogical activity and the strict requirements of this activity itself leads to a loss of contact with students, a decrease in the authority of the teacher in their eyes, and, consequently, to a decrease in the ability to exert personal influence on them.

In this regard, the development of personal activity, which provides the teacher with the opportunity to effectively interact with students, should be considered as a factor in the teacher's personal growth, a determinant that determines the process of his professionalization.

There is no doubt that a highly cultured personality is capable of ensuring the personal growth of students and their own self-development, revealing their inner potential through pedagogical means. Due to the fact that our society today is experiencing a shortage of spirituality, the task of improving human culture is very acute. Moreover, this process is interconnected: the cultural values ​​of society can only be created by a cultured person, and a cultured person can be formed only in a cultured society.

Education is a part of culture, which, on the one hand, feeds on it, and on the other hand, influences its preservation and development through a person. In order to ensure the ascent of a person to universal values ​​and ideals of culture, education must be culturally appropriate. This means that the main method of its design and development should be a culturological approach, which prescribes the turn of all components of education towards culture and man as its creator and subject capable of cultural self-development. Values ​​and cultural norms, art, morality, all the achievements of the spiritual sphere of life must create an atmosphere of appeal to the human person. In this regard, the teaching profession is completely subordinated to the interests of shaping and supporting the developing personality of the child.

The teacher of a modern school, like no one else, needs a professional and pedagogical culture, which is a set of assimilated universal ideas, professional and cultural orientations, personality traits, and the ability to engage in humanistic social and pedagogical activity. This allows the teacher to understand the inner world of a person, to study, diagnose the level of his development, to open up prospects for spiritual life. Objective-cultural thinking contributes to the adaptation of a specialist to difficult life situations, the development of his own hierarchy of life guidelines, values, the formation of holistic thinking.

CONCLUSION

The conducted theoretical and empirical research showed that the development of pedagogical activity by a person produces a number of specific changes in it, which determine its fuller inclusion in the profession, interaction with the social environment and is accompanied by a number of phenomena. An analysis of the dynamics of a teacher's personal characteristics has shown that the development of a professional is not a process of simple quantitative growth of the properties and qualities of certain personality structures.

The process of becoming a teacher's personality in the profession is ambivalent: on the one hand, it acts as a factor in personal growth, and, on the other hand, under certain conditions, leads to negative changes and even deformation of the personality as a whole. Due to the high variability of personality, it is impossible to define a strictly and unambiguously fixed set of personality traits for the teaching profession, providing effective interaction with students.

The formation of the teacher's personality is carried out in a complex, multidimensional cultural, professional space, where professional activity, if it is taken regardless of the sphere of general culture, personality, its orientation, the leading type of relationship, etc., acts as a hard condition that seeks to adjust individuality personality under the traditions and norms established in the profession. In the case when a person is able to resist the leveling effect of professional norms, this contradiction acts as a factor that determines personal growth, contributes to the development of a culture of professional activity, which can be considered as its enrichment.

The specificity of personality development in the teaching profession is determined by the level of general culture, personal activity, which ensures the transmission of social experience to pupils. If the personality of a professional is regarded as a kind of receptacle of qualities and properties that are more or less closely related to this activity, then researchers are forced to use extensive collections of professional and personal qualities (professiograms), or indefinite universal concepts that reduce everything to "good-bad" relationships ( teacher "innovator" - "conservative", "master" - "non-master", etc.), or to activity characteristics, assessment of pedagogical abilities, skills and abilities.

The main vectors that determine the model of professional space are, firstly, the personality of the teacher as a subject of activity and, above all, the level of her pedagogical, cultural and social activity, ensuring the effectiveness of pedagogical interaction, and secondly, the pedagogical activity itself, represented by a functional structure, and, in thirdly, the characteristics of the student's personality as an equal subject of professional interaction. The intersection of these vectors forms planes that include all the diversity of the phenomenology of pedagogical activity.

Professional changes transform the personality of the subject both externally and internally; form the appropriate elements of professional self-awareness; change the system of personality activity, and thereby contribute to the movement along the steps of professional skill; optimize the installation of the subject in relation to the object of activity.

Consideration of the qualities of the teacher's personality through the prism of the functions carried out made it possible to identify four professional types of teachers: "communicator" - realizing the functions of his activity due to such qualities as sociability, kindness, external attractiveness; "organizer" - characterized by high demands, strong will and organization; "subject subject", whose personality structure is dominated by professional competence, the desire for creativity, observation; "enlightener", distinguished by high morality, high culture, high intelligence.

Each of these types has its positive and negative sides and, accordingly, its own directions of development and deformation. There are no insurmountable differences between the established types, and therefore it is possible for a teacher to combine the features of several types, with the predominance of one of them.

Assimilation by a person of professional activity leads to a change in its structure. Long-term engagement in the same activity forms greater satisfaction with one's profession, contributing to the adaptation of the individual in the profession, stabilizing the emotional sphere. The experience of a teacher's professional activity is a significant factor in professionalization, contributing to the development and preservation of personal and professional qualities at a high level.

Natural age-related changes that occur with a person in professional activities can be the cause of deformations that unfold according to the type of accentuations. Immersion in professional activities, functions performed, social roles can cause a violation of the optimal combination of personal qualities with professional activities. At the same time, personality deviations can develop, manifested in the lack of flexibility, adequacy of behavior, leading to a regression of a specialist with a transition to lower levels of functioning. Depending on the depth of change in individual structures and the degree of violation of the integrity and adaptability of the personality, deformations manifest themselves at four levels:

General professional deformations that characterize similar personality changes in all persons involved in this activity;

Typological deformations caused by the peculiarity of the fusion of personal characteristics with the corresponding structures of the functional structure of activity and leading to the formation of integral behavioral complexes;

Specific deformations due to the content of professional activity;

Individual deformations that develop, as it were, in spite of the activity performed and are associated with the dominant orientation of the personality.

Professional change pervades all areas of professional development. In the sphere of personality, they acquire the character of accentuations, in the sphere of activity, rigid behavioral stereotypes are formed, and the relationship with a specific personality of the student is replaced by an impact on the average type of student. Moreover, as studies have shown, the stereotypes of teachers' behavior are practically devoid of an emotional component. This is due to the fact that, according to most teachers, there is no place for emotional relationships in the educational process, the purpose of which is to transfer knowledge, skills and abilities. In the reality of the pedagogical process, this leads to the desire to level out the personal differences of students and limit the functions of pedagogical activity only to executive ones.

Changes in the personal parameters of teachers are manifested in the growth of self-esteem. According to the data obtained, the degree of overestimation of self-esteem is directly dependent on the length of service. The content of the taught subject affects the change in individual properties of the ideal self-esteem of the teacher, without affecting general professional trends, which is probably due to a similar methodology of pedagogical work and, indirectly, confirms the conclusion about the priority of the influence on the subjective sphere of the teacher's personality of the functions performed, determined by the social role of the teacher and others. components of professional activity, including its structure and content.

Correlation analysis shows that an increase in the experience of pedagogical activity leads to convergence of all types of self-assessment with the ideal assessment. This also indicates an increase in self-confidence and an increase in the level of self-esteem as a professionally significant and profession-changing personality parameter, which turned out to be most pronounced among teachers with more than 10 years of experience. At the same time, there is an inverse relationship between the experience of professional activity and personality parameters: with an increase in experience, the rating of intra- and inter-qualities decreases and the meta-qualities of a person increase. The available data testify to the ongoing reorientation of the views of young teachers from the theoretical ideals of university education to pedagogical reality, which was also reflected in the dynamics of the relationship between ideal grades and grades expected from colleagues.

In parallel, there is an increase in professional self-awareness. As a result of this process, teachers with long teaching experience, in contrast to their young colleagues, who in fact identify themselves with each other, have more differentiated assessments, distinguishing themselves from the general mass of teachers. The development of professional self-awareness is also manifested in the formation of professional auto-stereotypes in opposition to one's profession to others, evaluating it as the best.

As they enter the profession, paradoxical changes in the mental activity of teachers are observed, which manifests itself in a decrease in the representation of professional reactions and in a certain increase in asocial reactions. This can be explained by the development of rigid stereotypes, monodirectional pedagogical influences, leading to a decrease in criticality in relation to one's professional duties, and simply "washing out" the significance of professional knowledge from the structure of value orientations, replacing them with everyday stereotypes and reactions.

In the process of the teacher's professional development, there are changes in the relationship with the participants in the educational process. In this case, the relationship develops in the direction of their polarization along the "friendly-conflict" axis, which indicates a decrease in adaptability and an increase in stereotyped behavior. In addition, it should be noted an increase in authoritarianism and cruelty in behavioral reactions, which can be attributed to another area of ​​teacher's professional deformations.

These and other changes identified in the process of studying teachers require a revision of existing approaches and concepts that reveal the mechanisms of personality development in the profession, as well as changes in both the methods of training professionals and the subsequent evaluation of the effectiveness of their activities. The study confirms the need to create a set of conditions in an educational institution that ensures the development of a teacher as a subject of pedagogical activity, striving for his professional and personal growth. These conditions include a high level of pedagogical culture, an atmosphere of pedagogical creativity, the operation of the mechanism of social and pedagogical certification, and an increase in psychological and pedagogical competence, which allows teachers to anticipate and prevent possible personality deformations in professional activities.

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498. QUESTIONNAIRE FOR ASSESSING THE PROFESSIONAL ORIENTATION OF THE PERSONALITY OF THE TEACHER

499. I could well live alone, away from people, /a or b/

500. I often win over others with my self-confidence.

501. A solid knowledge of my subject can make a person's life much easier.

502. People must more than now adhere to the laws of morality.

503. I carefully read each book before returning it to the library.

504. My ideal work environment is a quiet room with a desk.

505. People say that I like to do things in my original way.

506. Among my ideals, a prominent place is occupied by the personalities of scientists who have made a great contribution to the subject I teach.

507. People around me think that I am simply incapable of rudeness.

508. I always carefully watch how I am dressed.

509. It happens that all morning I do not want to talk to anyone.

510. It is important for me that there is no disorder in everything that surrounds me.

511. Most of my friends are people whose interests lie in the sphere of my profession.

512. I analyze my behavior for a long time.

513. At home, I behave at the table in the same way as in a restaurant.

514. In the company, I give others the opportunity to joke and tell all sorts of stories.

515. I am annoyed by people who cannot make decisions quickly.

516. If I have some free time, then I prefer to read something on the discipline I teach.

517. I feel uncomfortable fooling around in a company, even if others do it.

518. Sometimes I like to gossip about those who are absent.

519. I really like to invite guests and entertain them.

520. I rarely speak against the opinion of the collective.

521. I prefer people who know their profession well, regardless of their personal characteristics.

522. I cannot be indifferent to the problems of others.

523. I always willingly admit my mistakes.

524. The worst punishment for me is to be locked up alone.

525. The effort expended in drawing up plans is not worth it.

526. In school years I supplemented my knowledge by reading specialized literature.

527. I do not condemn a person for deceiving those who allow themselves to be deceived.

528. I have no internal protest when I am asked to render a service.

529. Probably, some people think that I talk too much.

530. I avoid social work and the responsibility associated with it.

531. Science is what interests me most in life.

532. People around me consider my family to be intelligent.

533. Before a long trip, I always think carefully about what to take with me.

534. I live for today more than other people.

535. If there is a choice, then I prefer to organize an extra-curricular activity than to tell students something on the subject.

536. The main task of the teacher is to convey knowledge of the subject to the student.

538. Sometimes people who turn to me with questions annoy me.

539. Most of the people with whom I am in companies are undoubtedly glad to see me.

540. I think I would like a job related to responsible administrative and economic activities.

541. I am unlikely to be upset if I have to spend my vacation studying at refresher courses.

542. My courtesy is often not liked by other people.

543. There were times when I envied the good fortune of others.

544. If someone is rude to me, then I can quickly forget about it.

545. As a rule, people around listen to my suggestions.

546. If I managed to travel into the future for a short time, then I would first of all collect books on my subject.

547. I take an active part in the fate of others.

548. I never said unpleasant things with a smile. processing

549. Each personality parameter is assessed by summing up the assessments for a group of questions. The total score for the factor does not exceed 10 points. The normal zone is in the range of 3-7 points.

550. Sociability 16, 66, 116, 166, 21a, 26a, 31a, 36a, 41a, 46a;

551. Organization 2a, 7a, 12a, 17a, 226, 276, 326, 37a, 42a, 47a;

552. Direction to an object Za, 8a, 13a, 18a, 23a, 28a, 33a, 38a, 43a, 48a; Intelligence - 4a, 9a, 14a, 19a, 24a, 296, 34a, 39a, 44a, 49a;

553. Motivation for approval 5a, 10a, 15a, 206, 25a, 30a, 35a, 406, 456, 50a.

554. Instructions: Before you is a questionnaire-grid, which included the fifteen most important personal qualities for a teacher. However, the proportion of these qualities in the performance of various pedagogical functions is not the same.

555. Try to work quickly and be careful not to repeat the ranking numbers of qualities in one column.

556. In conclusion, please tell us about yourself: gender; age; work experience; subject taught

557. THANKS FOR THE WORK DONE!