THE RESEARCH OF THE IDEAL AND REAL IMAGES OF A TEACHER OF A TECHNICAL UNIVERSITY BY THE METHOD OF SEMANTIC DIFFERENTIAL

Abstract

The relevance of the study of the image of the ideal teacher lies in the fact that in modern conditions it is important to study not only the professional competencies of higher school teachers, but also the perception of teachers by students, since the latter are the main subject of the higher education system in Russia. The study was conducted on the basis of the Moscow Aviation Institute (NIU). It was attended by 200 students of the 2nd-3rd year studying at technical faculties. The method of research was the modification of the semantic differential of Ch. Osgood, during which students themselves constructed bipolar scales and determined their significance. The study showed that the most significant characteristics of an ideal teacher for students are clear / incomprehensible presentation, responsiveness/non-responsiveness, bias/objectivity. Such scales as literate/illiterate speech, technical backwardness/advancement, modernity/non-modernity, ability/inability to interest also received high marks of significance. The greatest discrepancy between the image of an ideal teacher and real teachers for future engineers is observed on the scales of technically backward/ advanced, responsive/unresponsive, modern / non-modern young/old. According to the other scales, the discrepancy is less significant. The calculation of the semantic differential showed that there is a discrepancy between the images of the ideal and real teacher (1,7 out of 7), but it is not critical. Despite the fact that the gap between the images of the ideal and real teacher is generally small, some problems were identified. Many students expect more understanding and loyalty from the teacher, but this does not mean that they would not like to see an absolutely "soft", undemanding teacher. They expect responsiveness, respect and an individual approach. Students are not fully satisfied with the level of technical advancement of university teachers, which is largely due to their age characteristics. Based on the data obtained, it is necessary to improve the degree of proficiency of teachers in technical means of teaching and communication, as well as the process of not only professional, but also personal communication with students.