METHODOLOGICAL BASIS OF STRUCTURAL AND FUNCTIONAL MODEL OF PSYCHOLOGICAL CULTURE OF THE PRIMARY SCHOOL TEACHER

Abstract

The article is devoted to the analysis of the structural and functional model of the development of the psychological culture of the elementary school teacher - the phenomenon that is defined as an important factor in upbringing high moral growth of personality in modern psychological science. Structural and functional model of the psychological culture of the elementary school teacher is three-dimensional and is formed by the unity of personal-content, activity and genetic-age measurements. By the personal-content dimension are the following types of psychological culture that correspond to certain substructures teacher's personality: culture of communication, motivational culture, characterological culture, reflexive culture of self-consciousness, culture of experience, intellectual culture and psycho-physiological culture, or the ability to take into account the type of temperament in a professional activity, age, gender, anthropological qulaities of students, teachers, as well as their own ones.

The activity dimension of the psychological culture of the elementary school teacher includes such components as humanistically motivational, cognitively psychological, personal, creatively productive, emotionally aesthetic. The characteristic of the level of development of all the identified basic qualities and components during the professional formation of elementary school teachers belongs the genetic-age dimension of psychological culture

Taking into account the modern scientific researches, the results of the theoretical and empirical study of the aforementioned problem are outlined in the article. In addition, an analysis of the interconnection of psychological culture and features of training a specialist in a higher educational institution were performed.