Factors, Determining the Relationships of Intergenerational Participants of Pedagogical Interaction
The article presents the results of empirical research directionality in communication of teachers' relations, who represents generations of Baby-boomers and X. We consider the existing research on the pedagogical interaction between the generations. It is noted a contradiction between the statement of the gap between generations of teachers and students and uncertain ways of interaction of teachers and students in a new way. The study involves two groups of teachers' generations: Baby-boomers (1946-1964 born) and X (1965-1983 born). There are 60 people in each group. We used the methodological procedure of diagnosis generational identity of N. L. Ivanova, a questionnaire of interpersonal relationships of A. Rukavishnikov, technique "Diagnosis of interpersonal relations" of T. Leary, diagnostic of communicative installation of V V Boyko, multifactorial personality questionnaire the FPI, personal of communication diagnostic of S. L. Bratchenko. For statistical data processing we used factor analysis of principal component. Empirically it was found that among generation of Baby-boomers prevails integrative prepotency factor, combines with emotional instability, authoritarianism, reactive aggressiveness, in collaboration with the students, they seek to control and manage, using a wide arsenal styles - from manipulative communication to dialogical. The prepotency factor also prerails among generation X, but emerged a group with the predominance of the amity factor. The conclusion is that, in general, teachers of generation Baby-boomers and X inherent prepotency in relationships, only a small percentage of teachers inherent amity. This group of components of generational pedagogical interactions has a different structure: the indifferent and alterocentric style of communication with students, in dealing with people the tendency to subordination.