Kryakhtunov Mikhail

Role disposition as one of psychological principles of teacher’s work

Kryakhtunov Mikhail (2017) "Role disposition as one of psychological principles of teacher’s work ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2017, vol. 47, pp. 130-134 (in Russian).

DOI of the paper: 10.15382/sturIV201747.130-134


This article analyses the teacher’s work from the perspective of the role theory. The concept of “role disposition” is regarded as a correlation of various types of role in a specifi c pedagogical situation. The article shows sources and features (somatic, emotional, cognitive, behavioural) of forming a role disposition. It describes the content of various roles: somatic, psychic, social, transcendental. It also scrutinises the process of change in the teacher’s role disposition as well as its parameters: the diagnostics of the current role disposition; the defi nition of the degree of comfort of the actual role; indicators of maintaining the role disposition; indicators of change of the role disposition; the cognition of the current state (“who does what?”, “what is going on with me?”); the defi nition of the developing role (“what comes to be in the forefront of my consciousness?”; “what is my strongest urge?”); the implementation of the transition; repeated diagnostics of the role disposition. Finally, the article demonstrates the signifi cance of the teacher’s role disposition to students.


role, role disposition, teacher, teacher’s psychology, teacher’s professionalism, teacher’s professional development, pedagogical role, diagnostic role, developmental role, role theory


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Information about the author

Kryakhtunov Mikhail

Academic Degree: Doctor of Sciences* in Education;
Place of work: Moscow State Pedagogical University; 4, 2-i Sel'skokhoziaistvennyi proezd, 117535, Мoscow, Russian Federation;
Post: Professor;
Email: mkpole@yandex.ru.

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.