Pedagogical stereotypes as an indicator of professional deformation of the teacher’s personality

Alexandrova Elena Vyacheslavovna, Dutchina Oksana Borisovna, Alexandrova Tamara Ivanovna

The article is devoted to the problem of pedagogical stereotypes, which act as an indicator of professional deformation of the teacher's personality. General theoretical approaches to the professional development of teachers, which has stages and crises, are revealed. It is shown that crises of professional formation are sensitive to the formation of professional deformations, provided they are not constructively resolved. Professional deformations are manifested in violation of the ways of activity, in accentuated professional qualities, in the appearance of behavior stereotypes in the activities and communication of the teacher. Pedagogical stereotypes distort the teacher's reflection of professional situations and become the leading psychological determinant of professional deformations of the teacher's personality.

Keywords:professional development, pedagogical activity, professionally important qualities, professional deformation, pedagogical stereotype.