THE DEVELOPMENT OF PROFESSIONALLY IMPORTANT QUALITIES OF TEACHERS IN THE PROCESS OF PROFESSIONALIZATION

The society demand in the highly qualified personnel increases in various spheres of public life. The solution of this issue directly depends on the level of professional competency of teachers engaged in professional training and retraining of specialists. Therefore, a lot of attention is paid in psychology to the issue of professionalization in general and professionalization of teachers in particular. The most researches in this sphere cover the study of such professionally important teachers’ quality performed in professional-pedagogical communication as the competency. The goal of the paper is to clarify the essence and the structure of communication competency of a teacher, to define its place within the larger structure – the competency of a teacher in the professional-pedagogical communication. The paper correlates the concepts of “communication competency” and “communicative competence”. Tolerance is considered as the most important social attitude and metacomponent of teacher’s competency in the professional-pedagogical communication. Special attention is paid to teacher’s professionalization, within the context of which the formation and development of communication competency and the associated with it qualities of a teacher take place. The authors describe passive and active professionalization characterized by different levels of teachers’ activity. The study addresses the question of the necessity of their correlation considering their functions and results. The paper presents the results of the empirical study of the development in the process of spontaneous professionalization of such components of communication competency and associated with it qualities as the emotional-volitional regulation, tolerance, empathy, and sociability. The comparative study was carried out in the groups of vocational secondary education teachers having considerable teaching experience. By comparing the results obtained in the experimental groups, the authors determined the nature of changes taking place in the level of development of professionally important qualities with the increasing teaching experience. The study identified both teacher’s qualities undergoing changes with the increasing experience and the weak points of spontaneous professionalization characterized by the destructions and requiring corrective work.