Psychological types of teachers and students

Context and relevance. The development of the social essence of a person in the school education system depends on the psychological characteristics of teachers and students, in particular on their psychological types. There is a need to explore the practical relevance of these types and their impact on teaching technologies and teacher-student interactions to bridge the gap between theoretical models and pedagogical practice. Purpose. The study is aimed at studying the interaction of teachers of various psychological types with students, as well as identifying and describing the psychological types of younger students based on the characteristics of their perception of educational material. Hypothesis. There is a connection between the psychological type of teacher and teaching technologies, as well as the effectiveness of interaction with students. Psychological types of students, based on perceptual features, determine the appropriate teaching technologies and the degree of compatibility with certain types of teachers. Methods and materials. Study design: an experimental study conducted over 12 years in schools in Volgograd, Volgograd region, Nizhny Novgorod, Nizhny Novgorod region and Balashov. Sample of teachers: 410 teachers. Student sample: 710 primary school students. Methods for teachers: the methodology "Observation and analysis of the interaction between the teacher and students in the classroom." Methods for students: modification of the methodology of L. A. Wenger "Perception of the subject" and a methodology based on the fairy tale of J. Rodari "Five with a plus." Results. Four psychological types of teachers are distinguished: attainable (orientation to the structural level, high cognitive activity of students), dominant (reliance on the affective level, direct impact on emotions and strict authorization), "balanced" (differentiation of goals, creating conditions for everyone's success), and affiliated (priority emotional atmosphere and communication). Three psychological types of elementary schoolchildren were identified: the first type (a large amount of perception, synthetics, a tendency to heuristic search), the second type (a small amount of perception, a tendency to detail and algorithmization), the third type (reliance on a visual sample, visualization of information, humanitarian orientation). It is established that students of the first type are most compatible with teachers of the affiliated and dominant types and are less compatible with the attainable type. Students of the second type show high compatibility with the attainable and "balanced" types of teachers. Type 3 students show weak compatibility with the dominant type and optimal interaction with the "balanced" and affiliated types of teachers. Conclusion. The psychological types of teachers and students determine the typological aspect of learning. Consideration of these types makes it possible to create homogeneous educational groups and apply optimal teaching technologies, which ensures the nature of education and increases the efficiency and quality of the educational process due to the compatibility of the types of teacher and student.