Dialogical interdetermination in psychological phenomenology of education: an example of teachers'' Professional deformation

Introduction: a distinctive feature of modern psychological knowledge is an extreme degree of disintegration manifested in an infinite array of publications describing local fragments of the studied reality outside the context of integrity. Simultaneously, development of knowledge without its metatheoretical interpretation gives it a sporadic character and, consequently, restricts the optimal solutions. The author's attempt to solve this urgent problem is presented in the framework of sociocultural-interdeterminist dialogical metatheory of integration of psychological knowledge. Methodological foundations with substantial characterisation of metatheory are described. A research objective is to present innovative and heuristic potential of the meta-approach demonstration illustrated through the teacher's psychological anti-deforming model. Materials and Methods: the methodological basis of research is presented by the sociocultural interdeter-minist dialogical approach to education phenomenology analysis which innovative potential is illustrated by the example of teacher's personality deformation. System analysis, comparative method, systematisa-tion and conceptualisation of scientific ideas, classification and typifications, research object and subject modeling were used during the study. Results: the foundations and innovative potential of the sociocultural-interdeterminist dialogical meta-approach to social phenomenology analysis are given a thorough account. The teacher's personality professional deformation main criteria are given (authoritativeness, rigidity, self-perception non-criticality, role expansionism and pedagogical indifference), the personality deformation operational definition is formulated. The concept of psychological interdeterminants of professional deformation is introduced, the process of interdetermination of personality's deformation phenomenon is revealed, that is: interdependence of personal, environmental and activity constituents. As an environmental component the eco-cultural dialogical educational environment with its structural components is described: favorable social-psychological climate, teachers work satisfaction, social support, responsibility, awareness, open type of organisational culture in academic institution and democratic management style. One of the research result is the teacher's personality anti-deforming psychological interdeterminants model. Discussion and Conclusions: sociocultural-interdeterminist dialogical meta-approach implies the consideration of social phenomenology in the context of the interdependence of cultural, personal, and environmental interdeterminants. This approach suggests the phenomenon under study has a new quality. Therefore, achievement of required results, including educational practice, presupposes the formation of personal prerequisites that fosters new quality. Respectively, teacher's professional deformation prevention presupposes enhancement of their psychological culture level, diversity of their vital activity spheres, modelling of components of the eco-cultural dialogical environment in educational establishment.