Psychological peculiarities of categorical structure of teachers’ professional consciousness

The problem of categorical structure of teachers’ professional consciousness is examined in the article. The concept of categorical structure of teachers’ professional consciousness is described and its model has been worked out. The problem of teachers’ professional consciousness and its structure has been revealed. The following components of the development of professional consciousness have been introduced: cognitive (it is the process of the reflection of professionally pedagogical realities and cognition of profession by a teacher, awareness of himself in the profession and development of professional qualities necessary for realization of his professionally pedagogical activity), emotionally volitional (represents the relation of the subject to teacher’s professional activity, to himself as a specialist or to certain professionally meaningful qualities of his personality and the activity concerning his needs and motives); motivational valued (it is adjusting of the conduct and activity of a teacher in accordance with pedagogical norms, determining the possibility of self-regulation of his conduct, ability to accept independent decisions, to manage and control his conduct), communicative (represents the typical method of his attitude toward other people in social life and in the end to himself, serves as the major indicator of internal prosperity of teacher’s personality and safety of the educational environment for all subjects of social interaction; psychological (it is the manner of communication and co-operation of subjects of the educational process and features of their communicative moral and ethical conduct), self-relation (positive attitude toward other people, to himself, self-esteem, self-interest, confidence in himself, self-understanding), innovative reflection (awareness of the contradiction in professional activity, control of the process of construction and verification of innovations, introspection, self-control). These are basic components which influence the development of categorical structure of teachers’ professional consciousness which are acute for modern higher school.