Psychological features of primary school teachers working on various didactic systems (to the 100th anniversary of L.V. Zankov)

Context and relevance. In the mass practice of elementary school, developmental education systems are introduced (L.V. Zankova, D.B. Elkonin - V.V. Davydov) as an alternative to the traditional system. The traditional system is characterized by a reproductive approach, an authoritarian style of teacher leadership and limited mental activity of students, which can lead to professional deformities of the teacher's personality. Purpose. Describe the principles, tasks and requirements for the teacher within the framework of the developmental training system of L.V. Zankov in comparison with the traditional system, as well as identify the problems of training new pedagogical personnel. Methods and materials. Analysis of pedagogical literature and theoretical foundations of the L.V. Zankov system Comparison of the characteristics of traditional and developmental learning systems Results. The Zankov system places the development of students first as the basis for the assimilation of knowledge, Considering the child as a subject of teaching and a holistic personality The relationship between the teacher and the student is built on the basis of cooperation, co-creation and mutual respect, excluding authoritarianism Important communication skills of the teacher are the ability to see problematic issues, be an active listener and use non-verbal means of communication The system recognizes the child's right to error, which is considered as a condition for awareness of the process of assimilation of knowledge The requirements for a teacher under the Zankov system include enthusiasm, humanism, psychological training and mastery of active methods of work (theatrical, games, trainings) The advantages of the Zankov system compared to the traditional one include the development of speech, reading, outlook, culture of communication and motivation to learn Conclusion. For the successful implementation of the L.V. Zankov system, the teacher needs a complete internal acceptance of its philosophical and didactic foundations, and not a simple borrowing of individual techniques. The problem of teacher training and retraining remains relevant, since the transition to a new system requires a deep restructuring of the teacher's professional activity through several stages: from the establishment and awareness of theory to the creative improvement of the system.