Driving forces of formation of an individual pedagogical style of activity of the teacher in conditions of additional professional education

The research problem and the rationale for its relevance. Individual pedagogical style of activity is one of the guarantors of the quality of the educational process. In addition to the personal success of the teacher, this new formation has a positive impact on the subject achievement of students. The presence of a kaleidoscope of individual pedagogical styles in the educational environment of an individual educational organization ensures multifaceted development of schoolchildren' personality. The specified facts are a serious basis for scientific research on the driving forces of the formation of this professional and personal formation. It is obvious that the sphere of additional professional education is the most effective for the formation of individual pedagogical style of activity. The goal of research. It is necessary to study the pedagogical conditions of formation of an individual pedagogical style of activity of the teacher in the framework of additional professional education. Methodology. The leading idea forming the methodology of the study is the provision of the cultural-historical concept of L. S. Vygotsky. According to this concept the personality determines its social environment, as well as cultural and historical features of its overall development. With regard to the current study it means that the individual pedagogical style of activity of a teacher is a local focus of his external environment. If we judge on a large scale, we are talking about an example of self-reproduction - recursion of the education system in the personality of the teacher. However, the diversity of styles of activity is provided by the imposition of biological and psychological characteristics on the conjuncture of the external environment. This means that only some components of individual style can be corrected. We are talking primarily about psychomotor bases of behavior patterns, which are more dependent on unchangeable physiological features. The second component of the driving can be under complete control of external and internal conditions. This implies that the psychological attitudes of the individual, its attitudinal features can be completely changed in those or other pedagogical conditions. Knowledge of the sensitivity of driving forces to certain pedagogical conditions forms a set of research methods. The following methods were chosen as the leading ones: expert evaluations, inclusive observation, and the study of teachers' activity products. Leading research approaches: situational, personal, and activity-based. Results. It was found that the implementation of the six pedagogical conditions, formulated on the basis of the leading idea, is the driving force for the formation of an individual pedagogical style of activity. The sensitivity of the structural elements of the considered new formation to the stated pedagogical conditions was also revealed. Restrictions on the possibility of applying different pedagogical conditions to the levels of such a new formation as individual pedagogical style of activity were formulated. The structure of individual pedagogical style of activity was specified. An analogy to the process of cultural and historical development of a personality in the form of such phenomenon as recursion was proposed. This analogy was developed within the scientific apparatus of pedagogy.