Personified experience as a prediction factor for professional and communicative qualities of students and future teachers

The article presents an empirical study of the personified experience influence as a factor in predicting the professional and communicative qualities of the students - future teachers. It was assumed that their personalized experience obtained in childhood and school years will subsequently affect the communicative sphere and the communicative behavior of future teachers, being important for predicting the quality of teacher training and monitoring the safety factors of the educational environment. Using a retrospective questionnaire ICAST-R to study the experience of violence suffered in children and adolescents 18 to 24 years old made it possible to form four samples of respondents depending on personal experience, namely, the category of violence experienced by students in their childhood and school years. Some features of reflection, empathy, communicative orientation and communicative personality traits of students - future teachers were studied using the methods of: "The scale of emotional response" by A. Megrabian; diagnostics of the level of development of reflexivity by A.V. Karpov; questionnaire "The focus of the person in communication" by S.L. Bratchenko; questionnaire "Diagnosis of interpersonal relationships" by T. Leary, G. Leforge, R. Sazek. The study involved 98 students - future teachers of 1-2 full-time courses: students - future teachers of Russian and foreign languages, social teachers, elementary school teachers, teachers of pre-school educational institutions. The results of the research allowed to reveal the peculiarities of the influence of the type of violence experienced on the particuliarities of students' professional and communicative qualities. Only a third of the students of the pedagogical university did not encounter any experience of violence in their childhood and school years (28.6%). More than two thirds of students have markers of physical violence and / or psychological abuse. Such a personified experience has an adverse specific effect on the significant aspects of the communication of future teachers and allows to state: a statistically significant decrease in the functioning of the mechanisms and factors of positive communication in future teachers. An unfavorable personalized experience reduces the reflexive capabilities of the individual, reducing the "presence" in the actual situation of activity or contact (p < 0.032). Empathy as the leading mechanism of pedagogical communication and a means of orienting the future teacher to humanistic values reveals a statistically significant dependence on the experience of the violence suffered, the unfavorable experience reduces the level of empathy (p < 0.05). At the same time, even the unfavorable experience of violence does not give any low levels of empathy among future teachers, as the research results show. In contrast, a study of the basic interpersonal characteristics of future teachers, friendliness or aggressiveness, shows a statistically significant increase in aggressiveness (p < 0.05) and a decrease in friendliness (p < 0.021), depending on the experience of violence suffered by students in their childhood and school years. The experience of violence also shows a statistically significant increase in the manipulative orientation, creates a predominance of the manipulative over the alterocentric orientation among students in the process of communication (p < 0.05). The students with positive personified experience have the highest average value for an alterocentric focus, or humanistic centering on another person in the process of interaction. The optimization of the communicative behavior of future teachers should take into account the influence of personalized experience on the future teacher's communication. The process of teacher training should be based on overcoming the person's adverse experience, as well as prognosing the degree of its influence on the key communication mechanisms of a future teacher.

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