Psychological features of organization of teacher learning

The organization of teacher learning is determined by the whole variety of their psychological features, particularly by dominance of personality traits over age characteristics, predominance of personal attitude in information perception and independent constructing of zone of proximal development. Efficiency of teacher learning in the system of additional professional education is determined by teachers’ professional needs and their styles of learning activities, which are based on dominance of leading representative system. The article deals with teacher’s character accentuations and their consideration during the professional development process. Personal typology based on cognitive needs is described; teachers are classified into four types: intellectual, volitive, emotional and organizational. Special attention is paid to defense mechanisms in pedagogical activities. It is described how defined psychological features should be considered in organization of teacher learning.