On the possibilities of situational and semantic analysis in the study of professional thinking of higher school teachers to ensure constructive pedagogical communication

The article presents some results of a complex research of the social and psychological characteristics of teachers’ professional thinking which provides interaction between the teacher and the learner in higher school classes. The understanding of the pedagogical situation as a problematic issue in the comparative analysis of militarized and civil university teachers is studied. It is proved that it is necessary to analyze pedagogical situations and find out the subjective meanings that determine the understanding of their problematic character in the psychological and pedagogical support of higher school teachers’ professional training.