Volume 03 Issue 12-2023
290
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
290-296
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The specifics of interaction between a teacher and children are traditional for educational psychology. This
problem was highlighted in the second half of the 20th century by a number of psychologists: N.F.
Gonobolina , N.V. Kuzmina, V.G. Maralov et al. When analyzing the situation of interaction between a
teacher and students, domestic psychologists and teachers noted as the most important factor in this
interaction the fact that the teacher is not only a source of useful information for the student, but also an
example, a model that, to one degree or another, determines development the personality of each student,
i.e. We are talking about the influence that the teacher’s personality has on the student.
K
EYWORDS
Understanding, teacher, communication, child.
I
NTRODUCTION
At the present stage, resolving the issue of
effective interaction between teachers and
students is of particular importance in connection
with the restructuring of the educational process
in school on a psychological basis.
The relevance of the problem has several aspects:
• pedagogical aspect
- revealing the pedagogical
foundations and conditions for professional
growth of a teacher in the process of interaction
with students; research on ways to practically
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
THE INFLUENCE OF A TEACHER ON THE DEVELOPMENT OF
A CHILD’S PERSONALITY
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-49
Оqbo’tаеv Jаmshid Yo’ldоshеvich
Teacher of the Department of "Pedagogy and Psychology" of the Uzbekistan State University of World
Languages, Uzbekistan
Volume 03 Issue 12-2023
291
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
290-296
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
promote the development of effective teacher-
class interaction; development of methodological
recommendations to solve this problem;
• psychological aspect
- development of the
teacher and student’s need for improvement and
personal growth; creating conditions for
maximum realization of both parties in
interaction; ensuring psychological literacy of
interaction in the “teacher
-
student” system;
• social aspect
- effective development of
interpersonal relationships between teacher and
students.
We believe that teachers are especially in need of
psychological knowledge. Domestic teacher K.D.
Ushinsky noted that if we want to “raise a child
comprehensively, we also need to study him
comprehensively” [9: p. 461]. A teacher can study
his students correctly only if he deeply knows the
general patterns of child development, the
psychological patterns of the development of his
abilities, interests, inclinations and other
individual and personal characteristics. “The role
of the teacher increases immensely; it requires
the highest professionalism from him - the ability
to turn relationships with students into the
creativity of life,” said A.S. Makarenko [3, p.193].
The effectiveness of any activity organized by a
teacher is determined not only by a thoughtful
choice of subject technologies, but also by the
ability to manage emotional contacts with
students, creatively build a system of
pedagogically appropriate relationships, and
constructively resolve emerging contradictions
and conflicts.
The professionalism of a modern teacher is
manifested in the fact that he solves
communicative problems not so much on an
intuitive, but on a conscious level, relying on
knowledge of psychological and pedagogical laws.
At the end of the last century, the pedagogy of
cooperation gained the support of many teachers,
E.I. Ilyina, S.N. Lysenkova , V.F. Shatalov and
others. The core of the innovative concept was the
focus on the intrinsic value of the child’s
personality, equal partnership and the humanity
of pedagogical interaction. Considering this issue,
one cannot help but recall the famous teacher
Sh.A. Amonashvili, whose works represent a
synthesis of social psychology and humanistic
pedagogy. According to him, it is humanistic
pedagogy that is able to voluntarily dispose a
child to be educated, to arouse in him the desire -
unconscious and conscious -
to “be educated, to
be educated” [2: p. 432].
In the work “Humane
-personal approach to
children” Sh.A. Amonashvili [1] considers the
initial pedagogical positions that predetermine
the establishment of humane relations between
the teacher and students. Only in an atmosphere
of love, goodwill, trust, empathy, and respect does
a student willingly and easily accept what the
teacher gives him. The student, seeing how his
dignity, independent thought, and creative search
are valued, begins to strive to solve more complex
problems. According to the author, it is possible
to elevate a schoolchild to a pedagogically active
environment through maximum consideration of
the developing needs and potentials of the child’s
personality, striving to be self-sufficient and
Volume 03 Issue 12-2023
292
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
290-296
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
independent. The student needs to be helped to
understand himself as a person, to direct him to
build his inner world in accordance with the
moral ideal of a person. In the relationship
between the teacher and the class, there should
always be a feeling that the students are being
consulted, their opinions are taken into account,
and they are trusted. The principles of classical
pedagogy in the best traditions of humanistic
education, according to Sh.A. Amo-nashvili , can
be illuminated by the following basic provisions:
•
“Manage the entire school life from the
perspective of the interests of students;
•
constantly demonstrate faith in the
capabilities and prospects of each student;
•
be ethical towards the student, respect and
support his dignity” [1: p.
274].
Thus, the norm of relations between teachers and
students at school should be humane or so-called
pedagogically appropriate relations. Such
relationships
are
subordinated
to
the
achievement of educational results and are based
on the voluntary recognition by students of the
authority, rights, knowledge and experience of
the teacher and his leadership. This is manifested
in the desire of students to learn from the teacher,
communicate with him and imitate him.
One of the founders of educational psychology,
Lev Semenovich Vygotsky, in his work “On the
Pedagogical Analysis of the Pedagogical Process”
noted the following: at school we are dealing with
two different processes - the development
process and the learning process. The whole point
is in the relationship between these two
processes: it is only necessary to establish in what
relation the learning process stands to the
development process and what the teacher
should do to facilitate development [4: p. 202].
“The teacher creates a series of embryos,
that is,
he brings to life developmental processes that
must complete their life cycle in order to bear
fruit. It is impossible to instill in a child in the
literal sense of the word, bypassing the
developmental processes, any new thoughts, you
can only ac
custom him to external activities” [4:
p. 214]. The teacher must never forget about this.
The reasons for the enormous moral influence of
the teacher’s personality on the student’s
personality lie in the very nature of man and
human relationships that develop in the process
of pedagogical activity. In this regard, it is
necessary to turn to the psychological
foundations of how people know each other and
the formation of relationships between them. The
problem of effective communication has recently
gained great importance. It should be noted that
the effectiveness of pedagogical communication
is highlighted as an independent direction. The
works of famous psychologists and teachers are
dedicated to her: I.A. Zimnyaya, Ya.L. Kolominsky
, S.V. Kondratyeva, A.A. Leontyeva, N.V. Kuzmina,
A.A. Rean and others.
In foreign literature, many psychologists have
addressed the issue of effective interaction. The
representative of humanistic psychology, popular
psychologist Carl Rogers, noted that for effective
communication it is very important for the
teacher to know that the child has a need for a
positive attitude towards himself from others and
Volume 03 Issue 12-2023
293
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
290-296
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
a need for a positive self-attitude [5: p. 523]. The
representative of individual psychology, Austrian
psychiatrist and psychologist Alfred Adler,
attached paramount importance to the
interaction between student and teacher in the
process of personality development. According to
A. Adler’s definition, “a teacher is a person who
understands the problems of children [6: p. 326].
Thus, in solving the problem of effective
interaction between teacher and class, both in
domestic and foreign literature, preference is
given to the idea of merging psychological and
pedagogical knowledge and patterns of
personality development.
Undoubtedly, we can say that teachers, starting
from primary school, influence the development
of children’s personality in different ways. One of
the main systems in school is the teacher-student
system and there is no doubt that teachers occupy
a central place, because they have a direct
influence on the specific developing personality
of the student.
The specifics of the teaching profession are
revealed in constant communication with
students who have their own rights, their own
worldview, their own convictions and their own
individual characteristics. But each teacher is
individual, unique, possessing only his own
personality traits and qualities. And the brighter
and more original his personality, the higher his
professional skill and the more significant his
infl
uence on the child’s developing personality.
Students are constantly, to a greater or lesser
extent, influenced by the teacher’s personal
personality - his expectations, values, intellectual
and creative abilities, character, etc.
The psychological and pedagogical literature
provides several classifications of pedagogical
communication styles. The most common
classification of leadership styles, which is fully
relevant to teaching activities, is the classification
that distinguishes authoritarian, democratic and
permissive styles. In most cases, the most
effective in pedagogical communication is the
democratic style. The consequence of its use is
increased interest in work, positive internal
motivation for activity, increased group cohesion,
the emergence of a sense of pride in common
successes, mutual assistance and friendliness in
relationships.
The style of pedagogical communication
expresses the characteristics of the teacher’s
communicative capabilities; the existing nature of
the relationship between the teacher and
students; creative individuality of the teacher;
characteristics of students. The communication
style reflects the general and pedagogical culture
of the teacher and his professionalism. Styles do
not exist in their pure form. And the options listed
in the literature do not exhaust the wealth of
communication styles spontaneously developed
in long-term practice. In its spectrum, a wide
variety of nuances are possible, giving
unexpected effects that establish or destroy the
interaction of partners. As a rule, they are found
empirically. At the same time, the found and
acceptable communication style of one teacher
turns out to be completely unsuitable for another.
Volume 03 Issue 12-2023
294
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
290-296
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
The style of communication clearly reveals the
individual’s individuality.
A collaborative pedagogical style does not mean
something in between authoritarianism and
laissez faire. This style is characterized by
fundamentally qualitative features. It requires
from the teacher, firstly, the ability to structure
learning, developing deep educational and
cognitive interest in students, mobilizing the
child’s emotions as the energy of his psyche, his
educational and cognitive activity, which
becomes possible with one’s own deep
knowledge and interest in the subject.
Such a teacher should be distinguished by a high
general culture and, above all, a culture of
communication with both children and
colleagues, based on respect for the personality of
another person, for the personality of the student
and the ability to be self-criticism and
introspe
ction in relation to oneself and one’s
behavior.
On the issue of schoolchildren’s understanding of
educational texts
The problem of students' understanding of
educational texts is of great importance in the
learning process. Working with text is a
particularly important part of the educational
process,
so
the
scientific
analysis
of
understanding texts is of paramount importance.
The relevance of this problem is justified by those
problems of the educational process that have not
yet been resolved: not always schoolchildren, and
even students, are able to adequately work with a
book, which cannot but affect the quality of
mastery of those subjects for which textbooks are
studied by students. The development of means
to influence the process of understanding text is
one of the most important tasks of practical
educational psychology.
However, the very concept of “understanding”
has an ambiguous interpretation, and, above all,
in terms of its relationship with the concepts of
awareness, understanding, teaching, assimilation,
mastery, and in foreign psychology -
understanding , comprehension . From our point
of view, these concepts can be correlated on the
basis of such a definition of understanding, in
which it is considered as identifying the area of
tasks that are posed in the text and identifying the
means by which they can be solved. Thus, the text
can be understood if the subject of the teaching
has identified the tasks that the author (or
compiler of the text) set and the means by which
these tasks can be solved. From this point of view,
the concept of “understanding” cannot be
identified with the concept of “clarification”, since
the second is not tied to specific tasks, but only to
knowledge. Learning, like assimilation, are
broader concepts than understanding, and cover
not only identification, but also the ability to solve
the required problems, using the means proposed
in the text.
The problem of understanding texts is also
connected with the problem of “translating” the
text into a language understandable to the subject
of cognition. From our point of view, we can
understand the essence of the “translation”
process by considering it through an analysis of
the role of scientific and everyday concepts in the
Volume 03 Issue 12-2023
295
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
290-296
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
process of understanding the text. Equally
important in the process of understanding texts
are the stylistic characteristics of students.
Students with different learning styles (for
example, “deep” or “superficial”) will process text
comprehension differently and with different
productivity. There are a number of techniques,
the use of which is aimed at modifying the process
of understanding text.
Identification of the conditions for student
sovereignty in the educational process
The changes that have occurred in Russia over the
past fifteen years - the formation of a market
economy, the expansion of ties with Western
countries, including the signing of the Bologna
Agreement, could not but affect the change in the
image of the modern Russian. The usual image of
a person focused rather on adaptation and
consumption (including culture) is replaced by
the image of a person focused on creating himself,
his living space, a person open to changing
himself and his world. Education in Russia can no
longer remain a matter of receiving information
and then reproducing it by students. It should
contribute to the development of man himself in
a changing world. Today, a new understanding of
education is emerging as, first of all, the path and
form of formation of an integral person, his
acquisition of a human image in the space of
culture and in the time of history (V.I.
Slobodchikov).
The main sign of sovereignty is value
consciousness. Therefore, the task of the
immediate environment of children (including
parents, teachers, psychologists) is to promote
the formation of value consciousness, which
manifests itself already in adolescence. It is this
that makes it possible for the image of the world
to be determined by the way of life after leaving
school, since “it is assumed that the school has
formed an image of the world, a more or less
complete picture of the world in which a person
will live,” and, upon graduating from school, a
person will be able to form his own image life. The
reason for the change in lifestyle is human
openness as a systemic characteristic. With the
distorted development of man as a system with
“limited” openness, the sovereignty of his
personality becomes very limited or impossible.
Through communication with people in a
combined psychological system, values come to a
person, as social norms and patterns of behavior.
But they are not assimilated, but “transformed
into one
of the dimensions of the
multidimensional world, turning it into the
human life world -
the true space of life,”
expanding it, turning it into reality. This is
possible due to the generative effect of
interaction: “there are qualities of phenomena
that arise in the system, are generated by the
system and provide it with the possibility of self-
determination , becoming parameters of order,
i.e., what is in open systems due to the
correspondence of opposites.
Taking into account the above, one of the
conditions for sovereignty, the formation of a
person’s value conscious
ness, we identify dialogic
communication as a special type of interaction
that facilitates the meeting of corresponding
Volume 03 Issue 12-2023
296
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
290-296
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
opposites, due to the openness of the interacting
parties.
“The teacher is responsible for ensuring that, in
interaction with culture, t
he child’s world
acquires new dimensions, expands and is
streamlined. The teacher organizes the extremely
significant act of the child’s meeting with culture,
making some selected elements of culture
appropriate for the child, i.e. capable of fitting into
value-semantic coordinates of his life world, to
become personally significant for him, to find his
place in it,” which is impossible outside of
dialogue, because the monologist is locked in the
shell of only his own, “monologically perceived
and understoo
d world.”
The result of the sovereignization process can be
a person’s ability to self
-organize as an open
psychological system. The ability for adults to
accompany the student’s process of sovereignty is
closely interconnected with the knowledge of
what c
onstitutes the child’s value consciousness,
his mental space, and to promote their
development in the process of communicative
interaction.
Thus, pedagogical communication is a special
communication, the specifics of which are
determined by the different social-role and
functional positions of the subjects of this
communication. In the process of pedagogical
communication, the teacher carries out (in direct
or indirect form) his social-role and functional
responsibilities for managing the process of
teaching and upbringing. The effectiveness of the
learning
and
education
processes,
the
characteristics of personality development and
the formation of interpersonal relationships in
the study group largely depend on the stylistic
features of this communication and leadership.
R
EFERENCES
1.
Амонашвили Ш.А. Размышления о
гуманной
педагогике.
—
М.:
Издательский Дом Шалвы Амонашвили,
1995.
2.
Амонашвили Ш.А. Гуманно
-
личностный
подход к детям —
М.: «Издательство
практической психологии»; Воронеж,
НПО «МОДЭК», 1998.
3.
Беляев В.И. Педагогика А.С. Макаренко:
традиции и новаторство.
-
М.: МНЭПУ,
2000.
4.
Выготский Л.С. Антология гуманной
педагогики.
-
М.: Издательский Дом
Шалвы Амонашвили, 1996.
5.
Роджерс К., Флейберг Д. Свобода учиться.
-
М.: Смысл, 2002.
6.
Реан А.А., Бордовская Н.В., Розум С.И.
Психология и педагогика.
-
СПб.: Питер,
2005.
7.
Рогов
Е.И.
Учитель
как
объект
психологического
исследования:
Пособие для школьных психологов по
работе с учителем и педагогическим
коллективом.
-
М.: ВЛАДОС, 1998.
8.
РыдановаИ.И.
Основы
педагогики
общения.
-
М., 1998.
9.
Ушинский К.Д. Проблемы педагогики.
-
М.: изд
-
во УРАО, 2002.
