THINKING STYLES IN THE PROCESS OF MEANING TRANSFER OF A TEACHER
The article considers a problem of mislabeled and stylistic peculiarities of thinking of teachers. The study of the problem of meaning transfer in the educational process today is relevant and in demand in psychology and pedagogy. The research reveals that cognitive-dominating strategy of sense transfer is most often found in the sample of teachers. This suggests that teachers and educators in the educational process are guided by the technique of reasoning, logical evidence, dialogue with students, colleagues, parents. Their speech is characterized by correctness, informativeness, efficiency, accessibility, etc. In addition, the researchers identified and described the style of thinking of teachers with different strategies of meaning. The results of the study allow identifying specific pedagogical competences, which consist in a special following activity in the translation of meaning.