problem of large-scale undesirable effects on the psyche of the subject of pedagogical activity is due to complications in social life, informatization and development of high technologies. The modern educational environment requires the teacher to demonstrate the mobility, efficiency, flexibility and creativity. However, limited human mental resources narrows its adaptation into a new social and educational environment, and above all, it manifests itself in functional illiteracy. It has been discovered that functional illiteracy of a teacher has nothing to do with ordinary illiteracy, when a person can not read, write or count. The functional illiteracy of a teacher is a process and, at the same time, the result of both, internal and external, controversial in character of influence. It manifests itself in changing the parameters, characteristics of the subject of pedagogical activity, which ultimately causes a change in its functioning. The functional illiteracy of the teacher acts as an integrative, deferred by the time the result of the action of many multilevel, varied systems, their contradictions and inconsistencies. The main features of the functional illiteracy of the subject of pedagogical activity are: canonization and universalization of their own experience; formalism of innovation activity; avoidance of complex tasks and new technologies; teaching style of communication; categorical judgments; self-centeredness is clearly revealed; aggressive attitude towards those who initiate change, etc. On the basis of theoretical analysis and generalization of experience, psychological determinants that define the manifestation of functional illiteracy are discovered. The most significant aspects of such personality manifestations are: conservatism, rigidity, dogmatism, conformism, stereotype way of thinking, fixed self-esteem, lack of motivation and last but not least frustration. These barriers can block the readiness of the subject of pedagogical activity to look at the views, to become the reason for the conservation of experience, which leads to personality deformation and functional illiteracy. The success of overcoming functional illiteracy depends on the psychological readiness (presence of determinant) to achieve the result and the ability to implement pedagogical actions in the new conditions. The study does not cover all aspects of this problem. Further study needs a question on theoretical understanding and experimental substantiation of conscious and unconscious mechanisms for preventing functional illiteracy of the subject of pedagogical activity

Author Name: Andriy Kolosov; Nataliia Volianiuk; Georgiy Lozhkin

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Keywords: functional illiteracy; subject of pedagogical activity; psychological barrier; conservatism; rigidity; dogmatism; conformism; frustration

ISSN: 2522-9931

EISSN: 2522-9931

EOI/DOI: DOI https://doi.org/10.32405/2

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