The Problem of a Teacher's Intellectual Potential

The article discusses the problem and place of intellectual abilities in the psychological pedagogical activity of a teacher. Attention is focused on the absence of the category “intellectual abilities” within the framework of traditional classifications of pedagogical abilities developed in Soviet and Russian educational psychology (N.V. Kuzmina, V.A. Krutetsky, A.K. Markova, etc.). The exception is the studies of L.M. Mitina, in which intelligence is obtained in the accumulation of cognitive and personal characteristics of the teacher’s activities. In view of this, this integration includes concepts and theories of psychology, abilities and intelligence for the role of understanding and intellectual abilities in the stage-by-stage psychological activity of the teacher. The possibilities of V.D. Shadrikov theory of abilities are described to understand the essence of a teacher’s intellectual abilities. The key advantage of this theory for solving the problems of teaching abilities and pedagogical intelligence is the understanding of intelligence as a systemic manifestation of human cognitive abilities.

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