An Ideal Teacher: Students' and Teachers' Views

The article analyzes the results of a study carried out by the authors in the spring of 2018 among teachers of Biysk, Russia, and students of pedagogical directions of the Shukshin Altai State Humanities Pedagogical University (Biysk, Russia) concerning their perception of the ideal of a teacher and the real teachers of our time. It provides a brief overview of the sources that consider the concept of the "ideal of a teacher", its changes in the history of pedagogical thought, the search for ways to form future educators by the example of the ideal image of a teacher, as well as empirical studies of the concept of the ideal image of a teacher. The main objective of the study was the identification of the subjective evaluation of the image of an ideal teacher in comparison with the image of a real modern teacher among students of a pedagogical university and teachers working at schools in Biysk. The article also substantiates the representativeness of the conducted research and its main methodological foundations. The authors note that as a whole the results obtained are reliable and valid. They show that the respondents, first of all, see an ideal teacher as a leader inclined to domination, closely cooperating with the reference group, always helpful, showing friendliness, seeking recognition among significant people, wishing to collaborate with the outside world, to comply with the accepted norms of behavior and to be deeply involved in current events, having harmony in interpersonal relationships. The responding students and teachers do not see real teachers as sufficiently successful leaders, mentors and organizers inclined to cooperate and collaborate with students, do not consider them to be sincere, sensitive, sympathetic and benevolent people. In conclusion, the authors note that analyzing the pedagogical systems that existed in the history of humankind, G.S. Batishchev singled out three types of pedagogy: the pedagogy of formation, the pedagogy of abilities and the pedagogy of education or creativity. Within the framework of each type, he singled out types of teachers corresponding to these pedagogy types. Proceeding from this concept, the authors come to the conclusion that the majority of the respondents, including those who are just preparing to become a teacher, are supporters and conductors of the pedagogy of formation, which was the dominant type in the education system in the 19th - first half of the 20th centuries.

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