| Summary: | Teaching is one form of social activities, namely the activities of preschool educators, teachers in secondary schools, teachers of higher educational institutions. Secondary school teachers are thought to be a central person of all activities of the education system. Studying and understanding the patterns of educational activities is a prerequisite for organizing future teachers’ professional development and improving the educational process. Restrictively pedagogical activity involves a complex multilevel process to solve a number of educational problems. It realizes the goal, objectives, content training, education and development of students. Educational activity has creative nature. Creativity is a prerequisite and guarantee of achieving the best results of the teacher’s work, the complete realization of its capabilities, carried out not only through preparing for the lesson, but also in predicting the possible options for progress of the educational process, finding a solution to situations of possible direct communication with students.
The purpose of the article is to determine the mechanism of stereotypical interaction and improvisation in pedagogical activity. An active element is associated with the study of specific educational and upbringing process that allows to define it as a creative pedagogical cooperation between a teacher and a student that develops as a system.
In general, the development of this system is being held through dialectics of stability and changeability, old and new, that are shown as stereotypical cooperation and improvisation in pedagogical activity. A stereotype consists of inflexibility of element connections in the systems of educational and upbringing process, that generates a tendency to its stability; improvisation involves variations of all elements of educational process, and also variations of connections between them, due to that its change and development are realized. A stereotype and improvisation cooperate diversely on three levels of pedagogical activity as systems: operational (technological), special-purpose and motivational. The basic types of the improvisation disclosure of stereotype possibilities at every level include accordingly spontaneous improvisation as technology self-regulation, searching one as updating of activity method, and semantic one as a display of new value in the activity. At all levels a stereotype cooperates with improvisation as an invariant activity structure of educational and upbringing process and method of its dynamic realization.
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