The portrait of a competent (ideal) lecturer: students and lecturers’ point of view (based on the material of the language department of a non-linguistic university)

The author is interested in studying the portrait of a competent (ideal) teacher. Does the intensification of the pace of education and the growing demands on the quality of education affect the shift of emphasis in the personality of a specialist to greater pragmatism and rigidity? Or is it still, as in the days of Pestalozzi, humanity and morality determine the personality of the teacher? What personality traits of a teacher of Humanities are valuable to students? In this paper the author explores whether the points of view on personal competence of students and teachers coincide. The teacher must have knowledge of the subject, have communication skills, and be a charismatic personality in order to instill students with interest in learning the language, to encourage them to perform a large amount of work. First-year students, when adapting to studying at a university, evaluate university teachers’ effectiveness in teaching and communicating through the prism of school experience. Students’ opinions about the objectivity of teachers’ assessments depend on how interpersonal communication develops in the student-teacher paradigm. The adaptation of students to new forms of training largely depends on whether the teacher’s personality corresponds to the image of the competent (ideal teacher) that was formed at the previous stage of training (school years).