The Role Expectations in the System of Interaction between Subjects of the Educational Process

The article presents an analysis of foreign studies devoted to the role expectations of participants in the educational process as an important condition for the effectiveness of training and education of students. It is shown that, along with significant achievements in understanding the causes and mechanisms of role expectations, most researchers focus primarily on teachers’ expectations of the academic achievements of schoolchildren and students. The prerequisites for the formation of teachers' role expectations are studied, such as socio-economic status, gender, national and racial characteristics of students, as well as the specific culture of the educational institution. The problem of consistency of mutual role expectations of teachers and students as the basis for building their interpersonal interaction has been less studied. It was not possible to identify works in which mutual expectations of participants in the educational process are considered as a unified system of pedagogical interaction that influences the effectiveness of teaching and education of schoolchildren. Based on a theoretical analysis of foreign studies of role expectations, a conclusion is made about the need for further study of this phenomenon, taking into account the goals and objectives of the professional activities of school teachers, as well as the interests, personal values and needs of other participants in the educational process, mainly students and their parents.

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