the individual style allows the teacher to compensate for certain negative
manifestations of his/her typological properties and maximize their benefits.
Without a special training, students develop a stereotyped style of activity and
communication, which copies the style of the representatives of the nearest
professional environment. Possibility to develop a pedagogically appropriate (positive,
effective), and pedagogically impractical (negative, ineffective) individual style, the
formation of pseudostyle. The pseudostyle provides a temporary, situational, adaptive
effect, characterized by a system of unproductive methods and ways of activity, which
does not correspond to the personality of the student, thereby creating internal
discomfort, disharmonizing his/her personality.
The purposeful formation of the individual style of pedagogical activity of future
teachers can be based on the deployment of all facets of their individuality and the
development of the need for self-expression through the disclosure of the subjective
meanings of the profession. Therefore, at the stage of professional training, it is
necessary to create conditions that ensure the self-disclosure of the individuality of
students. The main task of learning is to help future teachers understand themselves,
find their strengths, identify problems, mobilize internal forces and opportunities for
solving them and also to foster self-development of the future teachers. The true
meaning of professional training, says O. Lapin, is to help the future teacher to orient
themselves in the typology of professional activity and create conditions for the self-
development of individuality in the educational field of professional training [12,
p. 74]. Because of the assimilation of typical in professional activity, the development
of individual potentials and the need for expression and achievement of optimal results
can lead future teachers to the acquisition of personally significant and professionally
valuable style of teaching activity. The formed individual style allows the teacher to
work efficiently without the strain of functional reserves, indicating adaptation to
professional requirements.
The best way to harmonize the personality of the future teacher is to master the
sanogenic type of thinking, which consists of deliberately directing the thoughts of a
person to overcome negative emotional disorders and mental healing. Sanogenic
thinking in the scientific literature is interpreted as a technology of psychological
culture of self-regulation and psychological support of the professional health of
specialists of systems “person-person” [13, p. 294].
The sanogenic thinking covers two professionally significant components: the
psycho-hygienic component (psycho-hygienic thinking) and a purely psychological
component (positive thinking, which is closely linked to the acceptance of oneself and
others, the positivity of the I-concept [13, p. 296]. The main role of this type of thinking
is the creation of conditions for the achievement of the goals of self-improvement, the
harmony of traits, the consent of oneself and the environment, the deprivation of bad
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