Understanding Character Dynamics in Teacher-Student Interaction During Digital Transformation of Education

Study of the character of students during the period of digital transformation of education when interacting in the dyad "teacher - student" Irina I. Osadcheva Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia ORCID: https://orcid.org/0000-0001-9310-6573, e-mail: irinaosadcheva@yandex.ru

Relevance Teacher-student interaction built on: - acceptance of educational situations - understanding each other - mutual desire for the result of educational and educational activities - assimilation of knowledge and development of mental abilities, is traditionally considered as a high level of teacher professionalism and highly valued in society. On the contrary, if the teacher does not develop a relationship with the class, then training and upbringing suffer and the quality of education decreases, and the teacher himself is rated low... In our opinion, during the period of global changes, character research, typologization of the characters of modern schoolchildren and students remains a promising direction in psychology and pedagogy.

Interaction in the dyad TEACHER-STUDENT The essence of the polysubject community "teacher - student" is the synergy of the character of the teacher and the characters of the students. Synergy (greek. "cooperation, assistance, assistance, complicity, complicity" from other greek. "together" + "work, (who) action") reinforcing the effect of the interaction of two or more factors, the combined effect of these factors significantly exceeds the simple sum of the actions of each of these factors

Dictionary definition of character The term "character" was introduced into the everyday life of science by the ancient Greek scientist and philosopher, Aristotle's friend Theophrastus (IV-III). The word "character" means "trait," "omen," "sign," "feature.

Dictionary definition of character Arthur Reber gave a definition of character: 1) the original meaning in translation from Latin was "signature" or "marking that distinguishes one thing from others" in order to identify it. Although this meaning still exists, the synonyms "trait" or "characteristic" are now more preferred. When this term is used in psychology, it means: 2) the total number or integration of all such characteristics (traits), resulting in a combined whole that shows the essence (nature) of the situation of the event, person

CHARACTER AND TEMPERAMENT In the history of psychology, the study of character and temperament almost always intersected (Burneau, 2014; Vygodsky, 1991; Johnson, 2016; Libin, 2006; Nebylitsyn, 1976; Pavlov, 1951; Rubinstein, 2020; Teplov, 1961, 1985) and others. The study of the relationship between temperament and character in Russian psychology developed under the influence of the ideas of I.P. Pavlov, who defined character as a fusion of the nervous system and life influences - education and education of character - entrenched in the structure of individuality in the form of certain ways of response (habits) (Golubeva, 2005; Pavlov, 2001; Rusalov, 2012) and others. I.P. Pavlov shared the concepts of "type of nervous system," "temperament," "character." "Type is a natural constitutional type of nervous activity - genotype... The character is a mixture of natural inclinations, attractions with those vaccinated during life under the influence of life impressions L.S. Vygotsky, considering the features of character, wrote that the exact difference between endogenous and exogenous features is crucial for the teacher

Semi-subject community "teacher-student" values, motives, forms of behavior - this is nothing more than a character that plays an important role in learning and upbringing character formation - understanding the origins of the origin and development, mechanisms affecting the change in the character of the child requires special attention from the pedagogical community

Michael Apter's Reversed Theory of Motivation Condition Style Value Target Paratarget Conformist Negativist State of domination Empathy state Autocentric Allocentric Serious Playful Conformist Rebellious Controlling Gentle Self-focus Targeting another Achievement Pleasure Adaptation Freedom Power Love Individualism Superiority

Description of the study One of the objectives of the study is to describe the characters of students based on temperament, the manifestation of special abilities, within the framework of M.Apter's metamotivation styles. The sample is 148 people. Students of psychological and philological faculties (Moscow, Korolev, Vladivostok) and 11th grade students entering pedagogical educational institutions. Tools: - F.B. Berezin method (short version of MMPI); - K. Leonhard's questionnaire; - Franchisen-Keller test (tepping test) processed by N.A. Aminova; - projective methodology "My professional career"; - Spielberger-Hanin scale; - a children's version of the Cattell questionnaire to assess the need for communication and satisfaction with the experience of interpersonal relationships; - Wechsler's subtests - "sequential pictures" and "missing details" for assessing socially promising skills; - EEG, using rhythmic photostimulation to assess the "strength" of the n.s.

DESCRIPTION OF THE RESEARCH RESULTS Stage I. A group of students with pronounced special pedagogical abilities has been identified selective sensitivity to the subject of pedagogical influence the behavior of another person. Characterized by: a high level of social intelligence + a high level of anxiety (people feel better, form friendly relationships, resolve problematic situations better). Stage II. General classification of students' characters during metamotivation (i.e. when motivating personal and professional growth)

TYPOLOGIZATION OF STUDENT CHARACTERS Description of the manifestations of character in educational activities The student experiences the target state and has the value of "achievement", tries to learn, faithfully performs all tasks, is result-oriented. Therefore, the student will snap and actively express dissatisfaction if he is disturbed at school or at home. He is engaged in a serious business and can achieve high results, because he knows how to discard unnecessary things that interfere. He can become a master of his craft, a professional. He is respected by teachers, respected in the classroom, in the student group. Value Character Target Achievement The student does not take his studies seriously, "plays at work in the classroom", imitates seriousness, portraying zeal, shows that he is very busy. In fact, he enjoys the situation and enjoys being the center of attention of classmates and teachers. As a rule, teachers like this behavior and classmates sympathize with him, because he always gives a positive, not aggressive. Pleasure Paratarget Conformist The student strives to meet the expectations of others and in the future will be the best adapter in the world. He is demonstratively zealous in doing what the boss (i.e. the teacher) orders. The purpose of his training is to obtain the approval of the teacher and to maximize his own benefits from completing tasks. He strives to be in a comfortable state, therefore, as a rule, adapts to the teacher 100%, knows how to get along with the class, because he does what he is ordered, is proactive in completing the task, adapts quickly. Pleasure

TYPOLOGIZATION OF STUDENT CHARACTERS Negativist Students with the value of "freedom" are always ready to fight against something or someone, are ready to go to rallies, defend their views, rebel, are troublemakers in the classroom, can encourage them to leave the lesson. As a rule, it is impossible to convince such students and come to an agreement with them. They persist in defending their beliefs. They often oppose themselves to teachers for example, they criticize their work and argue not on the merits. Due to the weakness of the braking processes, they can go too far and cause dissatisfaction. They do not predict the consequences of their actions. The student is characterized by the desire to control everything: the fulfillment of tasks in the learning process, the teacher's requirements, to ensure that everything is done in a timely and accurate manner. He likens himself to a teacher, a class leader, often defiantly demands that others follow the rules, knows the consequences of his own and others' actions and predicts the development of events. As a rule, he does not take risks, chooses the right and approved actions, and tends to force others to obey. Sometimes it puts teachers in an awkward position when they make undeserved concessions and deviate from accepted rules. It is fundamentally important to achieve the fulfillment of tasks from all participants in the educational process children, parents, teachers. The student has developed empathy, empathizes, supports and calms those who need help and care. He has a desire to establish close relationships, to take care of other people, which gives the "gentle" a sense of intimacy and recognition. They like to be friends with such a student, he often plays the role of a "vest", into which they cry, because he sincerely worries about others and sincerely sympathizes. Freedom State of domination Power Empathy state Love

TYPOLOGIZATION OF STUDENT CHARACTERS Empathy state A student with pronounced individualism works and studies exclusively for himself. As a rule, he does not allow cheating and does not help other students. Performs tasks diligently and quickly in order to be the first himself and not let others be the first. It is important to take first place in the Olympiads, to be the first to get an excellent grade in exams, etc. Teachers like such guys, they are often mistakenly regarded as purposeful, responsible, but the general motivation is missed - not to let others be the first. Career and reputation play an important role. Individualism Empathy state A student who is focused on others considers them more important than himself. He tends to enjoy the successes of other people more, gets pleasure and satisfaction from the victories of his team, worries about the success of the team, tries to accompany the class in winning the Olympics, on a clean-up, etc. he is ready to sacrifice his personal achievements, for example, for the benefit of the school. He is extremely devoted to his friends, beloved team, parents, etc., cares for and protects them. It is characterized by transcendence (going beyond oneself for the benefit of others). Superiority

Conclusions The typologization of characters in the teacher-student community is based on the teacher's understanding of students, since "the better I understand them, the better I teach them" (from an interview with a teacher). That is why it is important for a teacher to have character criteria, i.e. an understanding of whom and how he can help. When there is synergy in the "teacher-student can" community, they can communicate on equal terms, will understand each other well and have the right expectations, which will lead to the disclosure of potential and self-actualization. With this classification, for the first time, the teacher receives an objective typologization of the characters of the students. But this requires additional research..

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