between the values and claims of the individual, the activity in achieving the set of life
and professional goals and circumstances of life and professional activity.
The professional life longevity of the teacher is achieved through the
harmonization of his/her personality, which is understood as the process of gradually
overcoming and eliminating the neurotic components of their own inner world,
increasing the authenticity, coherence of the integral qualities of the individual [10].
Understanding the ways of harmonizing your inner world contributes to a positive
emotional perception of oneself and others, helping to avoid stress and conflict
situations.
Understanding of oneself, adequate self-esteem of his/her personal and
professional qualities and actions, awareness of oneself in the context of relationships
with oneself, other people, society; conformity, convergence of the I-real and I-ideal,
an attempt to be as I wish to see myself; acceptance of a real, true, faith in his/her
possibilities, significance, uniqueness; the ability to be in a relationship with students,
their parents, colleagues at work, other people; meaningfulness of life and own
professional activity, responsibility to his/her āIā for the choice of values, strategies of
life and behavior; the formation of a flexible self-concept, which automatically leads
to a change in behavior as a result of rearranging the perceptions of oneself; the ability
to find a balance between a professional and an individual; the desire to self-change
and self-development, creative self-realization in the profession contribute to harmony
of the inner world of the personality of the future teacher.
Harmonization of the future of the teacher's personality is achieved through the
assimilation of the individual style of pedagogical activity and communication, the
formation of sanogenic thinking and actualization of spiritual and creative potential,
which promotes professional life longevity.
An individual style of pedagogical activity plays an important role in
harmonization of the teacher's personality, developing his/her professionalism, and
achieving the acme's vertex in the pedagogical activity. The style of activity that
corresponds to the individual characteristics and specifics of professional activity is an
important prerequisite for satisfying the subject of professional activity. For the efforts
to save only the external-effective individual style of activity, teachers are often paid
by internal disharmony, problems psychosomatic and psycho-vegetative violations
[11, p. 34].
The style of pedagogical communication is interpreted by us as a determined by
the goals of pedagogical activity and the individuality of the teacher's peculiarity
inherent in him a stable system of means and methods of communicative interaction
with students, their parent's, colleagues at work. This phenomenon differs from other
varieties of style by adaptive and compensatory functions, which reveal the fact that
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