ROLE EXPECTATIONS OF STUDENTS OF PEDAGOGICAL TRAINING AREAS
The state puts the system tasks before the formation. Role expectations may contribute to or limit the ability of the subjects of the educational process. Consistency role expectations in the education system in many respects it provides stability and the ability to take on the challenges of social development. Since this same stability largely could inhibit the implementation of the necessary changes for us it has become a topical issue of role expectations of students, acting as customers at the time of training and are subsequently, executing these orders in the system of education after graduation. To investigate the role expectations of subjects of educational process, respondents were asked to give a description of the four positions: a "good teacher", "Bad Teacher", "good student", "bad student". Thus, the students pointed out the psychological personality traits and behaviors teachers and students. Pedagogical areas of training students formulate demands on the teacher's role and less to yourself. Priority is given to general professional competence, the ability to be tolerant and stable in vivo, uncertain pedagogical process, as well as being kind, supportive. It is a safe, friendly atmosphere and building out personal boundaries, the implementation of its educational activities in the psycho-physiological acceptable and moral boundaries will provide, in terms of future teachers, the opportunity for students to master the skills.