Personality Characteristics and Their Contribution to the Development of Professional Skills of Future Fine Arts Teachers

Abstract

The article describes the personality features of future fine arts teachers. The author analyzes the contribution of personality traits in the development of professional skills. It describes the relationship of components of artistic and pedagogical abilities of the future fine arts teachers with personal qualities that contribute to the success of professional work. The author distinguishes the professional types that appear during the training in high school: the expressive-active and judicious-passive types, artistic and creative, creative and teaching types, teacher-artist and teacher-intellectual, artistic and pedagogical types, and the type, updating to various degrees artistic and pedagogical abilities, depending on the task activity. It justifies the need to take them into account during the training of future fine arts teachers in the current conditions. The study was conducted in all groups of personal characteristics, socio-psychological qualities, artistic and pedagogical abilities with the help of psycho-diagnostic methods. The empirical findings of the study showed the relationship of artistic and pedagogical skills with personal characteristics.

Keywords: Professional abilities of future fine arts teachers, personality traits, personality development, professional type

1. Introduction

The changes taking place in today's society (computerization, globalization, etc.) led to changes in

the education system, to the requirements applicable to personality and professional activity of the

teacher of a new type. At this stage, it is important to study the psychological factors and psycho-

pedagogical conditions of formation of the teacher's personality. Preparation of the teacher of fine arts

in the modern information space has its own characteristics and requires scientific understanding.

Objective of the research: to identify the features of personality traits and their contribution to

the development of professional skills of the future teachers of fine arts.

2.Research methods

The following methods were used during the research: theoretical analysis, system analysis method,

expert analysis method, psychological diagnostic methods. The experts were 20 teachers of Art faculty.

Among pedagogical abilities they distinguished the following: expressive, didactic, perceptual abilities,

empathy, communication and organizational skills. Among artistic abilities: creative thinking and

imagination, visual memory, sensory-motor qualities, emotional attitude, the ability to see (nature).

Using the method of expert analysis, we have allocated five groups of subjects: respondents with a high

level of artistic and pedagogical skills; with a high level of artistic ability and an average level of

development of pedagogical abilities; with a high level of teaching and the average level of

development of artistic abilities; with an average level of development of these abilities; with low

levels of artistic and pedagogical abilities (Fig. 1).

We conducted a study in all groups of personal characteristics, socio-psychological qualities,

artistic and pedagogical abilities with the help of psycho-diagnostic methods. Then with the help of

correlation analysis we showed statistically significant correlations between the components of artistic

and pedagogical abilities in all samples, the structure of abilities which allow the implementation of

this professional activity successfully.

3.Findings

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Groups and types: 1. The group with a low level of artistic and pedagogical abilities: 1) the

expressive and active type; 2) judicious-passive type.

2. The group with a medium level of development of artistic and pedagogical abilities:

1) artistic and creative; 2) creative and pedagogical style. 3. Group with a high level of

teaching and the average level of development of artistic abilities:

1) teacher-artist; 2) teacher-intellectual. 4. Group with a high level of artistic ability and an

average development level of pedagogical skills:

1) artistic type; 2) Normal type. 5. Group with a high level of artistic and pedagogical abilities:

type, updating to various degrees artistic and pedagogical abilities, depending on the task activity.

4.Results

The results of factor analysis showed that there are certain relationship of personality characteristics

and components of art and pedagogical abilities. In the group with a high level of artistic and

pedagogical abilities 8 factors were identified: working capacity with the desire to achieve goals; the

ability to accurately perceive and organize information; freedom in the interaction; self-sufficiency;

empathy; belonging to the "people-person" type or "man - an artistic image"; diplomacy; ability to

reduce the execution time of action, combining 12.2%, 7.8%, 8.6%, 9.3%, 8.6%, 6%, 7.2% and 6% of

the dispersion.

Thus it is necessary to note such personal qualities as emotional resilience, developed imagination,

dominance, courage, nonconformity and diplomacy that contribute to the personal development of the

future teachers of fine arts and form a relationship with the artistic and pedagogical abilities. They

contribute to the success of the activity. You can select a definite type that can be described as self-

sufficient, hard-working, active, bold, trying to achieve, status, relying on the interaction and the ability

to "accurately perceive and structure the information." It should be noted that the characteristics of the

bipolar personality by a factor of belonging to a "people-person" type or "man - an artistic image," thus

is a clear gradation - it belongs to the "teacher" type or "artist". In accordance with this, future teacher

actualizes in varying degrees of artistic and pedagogical abilities, depending on the professional tasks.

Thus, the empirical data received make it possible to allocate the types of professional training

already during the training in high school: the expressive-active and judicious-passive types, artistic

and creative, creative and teaching types, teacher-artist and teacher-intellectual, artistic and

pedagogical types, and the type, updating to various degrees artistic and pedagogical abilities,

depending on the task activity (Fig. 1). In the group with a high level of pedagogical and artistic

abilities - this type is actualized to various degrees of educational and artistic abilities, depending on

the task activity.

In the group, characterized by a high level of teaching and the average development level of

artistic abilities, we revealed a certain relationship of personality characteristics and components of art

and pedagogical abilities. Three factors were identified: internal control of behavior - standards of

conduct; tendency to the type "man - an artistic image" - "man-man"; sensitivity, imagination - the

dominance, rationality, combining 39%, 30.8% and 30% of the variance.

In the group, you can mark the belonging to the type "teacher-artist" or "teacher-intellectual".

Subjects relating to the type "teacher-artist", possess artistic ability (the ability to "see") and tend to

professions such as "man - an artistic image", which are combined with such personality traits as

courage, sensitivity, diplomacy, high normative behavior.

The type "teacher-intellectual" is characterized by pedagogical skills (didactic, expressive) and

seeks to professions such as "man-man". Their intelligence is combined with the individual properties

such as dominance, anxiety, high self-control behavior.

Thus, in the group with a high level of teaching and the average level of artistic ability, it is

necessary to note such personal characteristics as high self-control, emotional stability, non-

conformism, sociability, tension, suspicion, expressiveness, high normative behavior, radicalism,

courage, sensitivity, diplomacy, dominance, anxiety.

The research results showed (Morozikova, 2007), that various groups of subjects have certain

relationship of personal characteristics and abilities components. Herein, the higher the development

level of abilities is, the less individual properties are involved in the relationship. At the same time an

increase of the total number of factors with the increase of the skills level in all the groups can be

observed. In addition, the development of any - or special (arts and pedagogical) skills above the

average level leads to a clear gradation - a tendency to the type "man - an artistic image" or "man -

man", respectively. This determines the interest in a particular area of activity to a greater extent.

These empirical findings reveal the relationship of artistic and pedagogical skills with personal

characteristics, to determine the contribution of personality traits in the development of professional

skills. Dedicated abilities and personality traits can be considered as common. They form the core of

the individual and contribute to the success in the artistic and educational activities.

In preparing future teachers of fine arts, it is necessary to consider the nature of the relationship of

artistic components of pedagogical skills with personal characteristics as "internal time" multi-level

process professionalization. Development of programs and organization of psychological and

pedagogical support for the abilities development of future fine arts teachers in the context of the

identified features will contribute to the effectiveness of the training of the modern teacher.

References

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• Morozikova I.V. (2007). Comparative characteristics of pedagogical and artistic abilities in the

• professional activity of future fine arts teachers. Vestnik of Tambov Univ., 4 (48), 249-253.

• Shadrikov V.D. (2012). Life skills: a reader. Moscow, Voronezh Moscow Psychological and Social

• Institute, 487 p.

• Сattell R.B. (1971). Abilities: their structure, growth and action. Boston: Houghton Mifflin company.