Modern conditions pose new requirements for pedagogical and leading personnel, the view of pedagogical activity, the real educational process is changing. Under these conditions, the personal and professional development of teaching staff is of particular importance. preschool institutions as one of the main resources for quality assurance and development preschool education.

Download:

Preview:

Zavolskaya Elena Viktorovna

MADOU Kindergarten

General developmental type "Cornflower"

Personal and professional development of a preschool teacher as a condition for innovation in education

Modern conditions pose new requirements for pedagogical and leading personnel, the view of pedagogical activity, the real educational process is changing. Under these conditions, the personal and professional development of the teaching staff of preschool institutions is of particular importance as one of the main resources for ensuring and developing the quality of preschool education.

A modern preschool teacher should be able to think and act in accordance with the new standards of professional pedagogical activity: have the ability for conceptual thinking; humanistic value ideological attitudes; reflective-analytical, creative, design-technological, organizational, communicative, research abilities. This actualizes the need for a priority solution of the problems of forming a new professional competence of educators in a situation of ever-increasing requirements of the family, society and the state for the quality of preschool education.

New socio-economic relations in modern society led to changes taking place in the system of preschool education. Content Updates and Terms Changes educational activities, the complication of the functions of preschool educational institutions assigned by the Law of the Russian Federation "On Education" in the new economic conditions, entailed significant transformation organization of management, complicated the duties of the educator, demanded the improvement of the management system. Today, teachers of preschool institutions are called upon to solve the complex problems of restructuring the system of preschool education. The main function of modern kindergarten- purposeful socialization of the child's personality: introducing him into the world of natural and human connections and relationships, ways and norms of behavior in all spheres of life. For the qualitative implementation of this function at the present stage, the teaching staff needs to work in the mode of introducing innovations and innovations.

For efficiency pedagogical process there is a need for a constant search for new, more effective methods of education and training, with the help of which the content of education is transmitted to children.

Personal and professional development of a preschool education specialist is one of the priority areas for modernization educational system which provides for the development of new forms of interaction with children, new programs and concepts.

Based on all of the above, in our DOW we decidedgoals methodical work:

Security scientific approaches to the organization of the pedagogical process.
Perfection professional level teaching team.
Analysis of the effectiveness of the pedagogical process.

Tasks of methodical work:

Implementation of innovative pedagogical technologies into practice.
Improving planning.
Improvement of types and forms of diagnostics and control.
Generalization and dissemination of advanced pedagogical experience of teachers.
Improvement of information support.

The solution of these problems is impossible without highly professional teaching staff, therefore, our kindergarten has developed program plan professional and personal development of teachers.

Target: development of personal orientations, motives and professional needs, professionally significant knowledge, skills and personality traits of kindergarten teachers.

Activities:

Analysis of the professionalism of teachers based on the study of their professional needs, performance results, personal and professional qualities personality.
Development of target and design skills of teachers.
Organization of activities to improve professional knowledge, skills of teachers, create conditions for self-improvement.
Individual design of the teacher's professional growth.
Maintaining a favorable psychological microclimate in the team.

The system for improving the professionalism of teachers is developed on the basis of studying and analyzing the professional level of teachers, their needs, motives for activity, the request of parents, and the strategy for the development of preschool education at various levels.

The main line of activity for the professional development of teachers is the development of value-semantic, morally-oriented unity in the team through the organization of targeted, design activities and the presentation of results.

Head T.M. Timonina directs and organizes the theoretical, practical and scientific work of teachers, guiding their professional development. The used forms and methods of work with teaching staff are focused on their in-depth assimilation of individual content areas, the expansion of the psychological and pedagogical horizons, maximum self-realization, development of abilities and creativity and increasing employee self-esteem.

MDOU created:

Database of MDOU teachers.
A system for tracking the professional and information needs of teachers based on the developed bank of diagnostic methods.

The system of methodological work in MDOU is built in the following areas:

In relation to a specific teacher, where the main task is the formation of an individual, author's, highly effective system of pedagogical activity of the educator. In this regard, individual plans-schedules for advanced training of teachers of MDOU have been developed;

In relation to the teaching staff of MDOU. In this direction, methodological work is aimed at organizing diagnostics and self-diagnosis, monitoring and analyzing the educational process, identifying, summarizing and disseminating advanced pedagogical experience;

Towards common system continuing education, which involves the understanding of legal documents, the introduction of scientific achievements and best practices.

Thus, under the personal and professional development of teachers, we understand a holistic, based on the achievements of science, best practices and a specific analysis of the difficulties of teachers, a system of interrelated actions, activities aimed at improving the professional skills of each teacher, at generalizing and developing the creative potential of the teaching staff in in general, and, ultimately, to achieve optimal results in education and upbringing of children.

To achieve the goals of professional growth of teachers, a system of continuous professional development has been created in the context of methodological work of preschool educational institution, refresher courses, copyright courses. Activating forms and teaching methods are used, selected taking into account the individual characteristics of each teacher, their needs and creative potential.

We offer a model for organizing methodological work to train modern-minded teachers in the educational institution itself, who are able to most effectively ensure the solution of the problems facing the educational institution.

The activities of the head of professional and personal development of teachers MADOU d / s "Vasilek"

Target:

Creating conditions in the preschool educational institution that provide theoretical and practical training teaching staff.
Improving the personnel policy in the preschool educational institution, aimed at increasing self-esteem and design-target skills of teachers.
Individualization professional development preschool teachers.

Tasks:

To improve the theoretical literacy of teachers, to expand the psychological and pedagogical horizons.
Identify the professional needs of teachers, leading motives professional activity, to develop a system for studying the effectiveness, motivation of the activities of kindergarten teachers.
To create conditions for the professional development of teachers in the preschool educational institution, district, city.
Create conditions for professional self-realization of preschool teachers.
To organize the design activities of teachers in kindergarten, district, city.
Create a continuous system of advanced training in kindergarten, taking into account the level of motivation and professional needs of teachers.
Develop individual programs for the professional and personal growth of teachers of the institution.
Improving management activities from the standpoint of motivation and stimulation

Directions of professional and personal development of teachers of MADOU kindergarten "Vasilek"

Development of a system for studying the needs, motives and results of the activities of teachers of the institution:

Self-analysis of performance for the academic year;

Analysis of professional creative activity of teachers.

Development and organization of the work of psychological and pedagogical workshops (1 time in 2 months) in order to improve the theoretical and practical training of teachers.
Assessment of the level of motivation of kindergarten teachers, development of measures to create conditions for self-realization of teachers.
Creation of a creative favorable environment in the team, skills of effective interaction of employees.
Development and implementation of a system for identifying, summarizing and disseminating advanced pedagogical experience of kindergarten teachers
Organization of work on analytical and design activities
Improving the system of advanced training for teachers in order to develop analytical and design activities in the following areas:

"Developing and problem-based learning";

"Introspection of activity".

Improving the legal framework governing the interaction of the administration with teachers, interactions in the team ( educational program kindergarten, local acts)
Organization of methodological events for teachers aimed at professional self-realization of teachers.
Development of a package of documents on the individualization of the professional development of kindergarten teachers ("Teacher's Portfolio"): an individual program for professional and personal growth, regulations kindergarten, etc.
Improving the system of advanced training of teachers in order to form an effective system of self-education, taking into account the motives and professional needs of employees.

This work takes into account the fact that the qualitative composition of teachers is not homogeneous. Therefore, the work uses differentiated approach by the level of pedagogical skills

Differentiation of groups according to the level of creative potential of teachers

groups	Group differentiation	Forms of methodical work
1 group	Creatively working teachers	Pedagogical workshop, master class, professional skills competition, mentorship, creative report, presentation of author's technology
2 group	Educators researchers	Competition of professional skills, creative groups, role-playing game, creative report
3 group	Trainee teachers	Interviews, pedagogical workshop, consultation, feedback sheet
4 group	Young teachers	Interviews, personal control, mentoring, consultations

Thus, the system of work created in the preschool educational institution contributes to the improvement of the professionalism of teachers, their skills and creative abilities.

REPORT

On the passage of production (pedagogical) practice

Master of the 1st course in the direction

"44.04.01 - Teacher Education»

Master Program

"Education in the field of life safety"

Full name of the undergraduate

Ibaeva Tatyana Gubatullinovna

scientific adviser: Associate Professor of the Department of Life Safety, Candidate of Pedagogical Sciences Gafner Vasily Viktorovich

Yekaterinburg, 2018

A DIARY

Production (pedagogical) practice

undergraduate __1__ course in the direction of OPOP 44.04.01 - Pedagogical education. Education in the field of life safety.

(Full Name)

Place of internship: Ural State Pedagogical University. Faculty of life safety.

Practice dates: 15.01.2018 – 25.03.2018;

21.05.2018 – 03.06.2018

Practice leader: Head of the Department of Life Safety, Candidate of Pedagogical Sciences, Associate Professor of the Department of Life Safety

Gafner Vasily Viktorovich

(position, academic degree, academic title, Full Name)

Master's individual work plan

________Ibaeva Tatyana Gubatullinovna ____

(Full Name)

the date	Activity content	Reporting Form	Completion mark	Manager's signature
15.01	Kick-off conference: familiarization with the tasks and content of the practice, organizational issues	Participation in the conference
17.01-17.02	The presence of teachers in the classroom	essay
18.02-25.03	Conducting classes	Lesson notes
18.02-25.03	Carrying out control and diagnostic measures	Analytical report
18.02-25.03	Analysis of the environment of an educational institution	Analytical report
21.05-03.06	Preparing of report	Compiling a practice report

Master's student ______________________ Full name Ibaeva T.G.

Report on the passage of industrial (pedagogical) practice

________________Ibaeva Tatyana Gubatullinovna ______________

(Full Name)

Dates and place of internship:from 15.01-25.03. 2018 _and from 21.05-03.06.2018 Ural State Pedagogical University Faculty of Life Safety.

Types of work performed during the internship: during the period of industrial (pedagogical) practice, she got acquainted with the organizational structure and main activities of the university, attended classes of teachers, developed notes of classes and carried out in practice, where modern methods and technologies of organization and implementation were applied educational process(case technologies, training technologies); in addition, developed - educational and technological map, individual educational route etc.

Personal and professional changes that have occurred during the practice (personal and professional growth, expansion of life experience, increased motivation learning activities, forming an idea of future profession etc.): there was a development of professional competence as a teacher, personal-humanistic orientation, a systematic vision of pedagogical reality, mastery of pedagogical technologies and the ability to integrate with pedagogical experience, and the expansion of life experience.

Professional knowledge and skills gained during the practice: repeated and consolidated theoretical knowledge, expanded and improved basic professional and pedagogical skills and abilities; remembered the basics of ownership pedagogical technologies and pedagogical technique; found out modern methods monitoring in the process of pedagogical activity; showed creative thinking, individual style of professional activity, research approach to it; there was a need for pedagogical self-education, self-improvement.

Difficulties encountered during the practice:

organizational:practice at the university takes a lot of time away from a permanent place of work, the employer is reluctant to meet

meaningful: there were difficulties in teaching in a student environment, since before that it was focused on schoolchildren. Schoolchildren have a lesson of 40 minutes, students have 1.5 hours, this is significant in terms of the load on the teacher, in addition, the manner of presentation for a schoolchild and for a student is different, students “grasp” the material faster, quickly write down and it takes them less time than student, it was difficult to correctly allocate the time of the lesson.

other_____________________________________________________________

___________________________________________________________________

Assessment of own prospects for professional development: due to its purposefulness, unwillingness to stop there, active life position, sociability, I strive to put into practice my ideas and plans, constantly improve my own educational level, my pedagogical skills, and implement a student-centered approach to each student. Mastering new educational technologies, forms and methods of teaching, gives me a good prospect of applying them in my professional activities and further professional growth.

The article discusses the problems of teacher training elementary school under the applied bachelor's degree. Innovative forms of the educational process are described, which ensure the self-determination of students, their personal experience, the formation of their professional self-awareness. It is shown that the most important condition for solving the problem of professional self-determination is the immersion of students in real pedagogical practice, starting from the first days of training. The features of the organization of the pedagogical practice of students for the development of their professional self-awareness are revealed: 1) initial game immersion in pedagogical problems, 2) its network and inter-age nature, 3) continuity, 4) the inclusion of practice assignments in the academic disciplines of the semester. The complication of the traditional tasks of pedagogical practice as the student grows up (from the primary collision with pedagogical reality through trials with accompaniment to independent pedagogical action) in parallel leads to the complication and detailing of the image of oneself as a future teacher. It is proved that the combination of classical university education and constant teaching practice leads to the possibility of integrating theory and practice by the student and increases the level of professional self-awareness of the future teacher.

professional self-determination

teacher training primary school

practice

1. Eflova Z. B. Positioning of the teacher as a requirement and the problem of introducing a new generation of Federal State Educational Standards // Herzen Readings. Elementary education. T. 3. Issue. 1. Primary education: meeting the standard. - St. Petersburg: VVM Publishing House, 2012. - 386 p. - S. 307-313.

2. Lavrentieva E. A. Applied bachelor's degree: prospects and problems // Higher education in Russia. - 2014. - No. 5. - P. 54–60.

3. Lukina A. K. Features of the motivation of students - future teachers // Materials of the international scientific and practical. conf. Achievements high school November 15–22, 2014 Sofia, 2014.

4. Popovanova N. A., Shadrina M. A. Structural and functional model of professional competence of the future teacher // Vestnik KSPU im. V. P. Astafieva. - 2015. - No. 2. - P.82-88.

5. Professional standard of the teacher. Order of the Ministry of Labor and Social Protection of the Russian Federation No. 544n “On Approval professional standard"Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)” dated October 18, 2013.

6. Slobodchikov, V. I., Isaev, E. I. Psychology of human development / V. I. Slobodchikov, E. I. Isaev. - M .: School press, 2000. - S. 320-336.

7. Erickson E. Childhood and society / E. Erickson. - St. Petersburg: Peter, 2000. - 416 p.

The reform of education in Russia requires a new teacher, a bearer of humanistic values, who owns modern educational technologies. Modern stage community development in Russia is characterized high level heterogeneity of the children's community, which requires the teacher's tolerance, the ability to recognize the problems of the child and the choice (search, creation) of adequate means of solving them. The role of an elementary school teacher, in our opinion, is not only to create conditions for the development and formation of the child's personality as a subject of educational activity, but, above all, in emotional development, the formation of a positive self-attitude and self-esteem, self-confidence, the ability to establish relationships with peers . E. Erickson called this period "industriousness against feelings of inferiority."

success vocational training future teachers are determined by the awareness of choosing a future profession, the adequacy of students' ideas about the content of pedagogical activity, about those personality traits and professional competence that they must master. N. A. Popovanova and M. A. Shadrina showed that a significant component of the professional competence of the future teacher is the personal experience of the student, which can be formed only when he is included in real professional activity.

aim Our work was to identify the features of organizing the practice of future primary school teachers to create conditions for professional self-determination of students - future teachers.

material for writing the article, the data of surveys of students of applied baccalaureate of the Siberian federal university(SibFU) on the profile "Primary school teacher", conducted in 2014-2016, student diaries of practices, their reflective reports on educational events, materials of student creative reports on the completed stage of practice. The work was carried out as part of an experiment.

Research methods: survey, semi-structured interviews, analysis of products of students' educational and professional activities (diaries of practices, reflective reports, creative presentations).

A survey on the motives for admission of first-year students of SibFU in the profile "Primary school teacher" in 2014 showed that only 8% of those who entered did not experience hesitation, and 2/3 of the respondents had serious doubts about choosing their future profession. A third of the respondents chose this direction due to the impossibility of obtaining the profession that they really would like to get. The leading motive for choosing the direction of study for 82% of respondents is "work with people", which allows us to speak about the general humanitarian orientation of the majority of students.

In the first days of training sessions in 2014 and 2015, we conducted a survey of students - future primary school teachers regarding their ideas about personality traits that are important for pedagogical activity. The following qualities were named as the most important: professionalism, competence, tolerance, tact, kindness, organizational skills, credibility, justice, humanity, responsibility, decency. Behind the general humanistic images of the teacher, the student does not yet have an idea about the essence of pedagogical work, about the requirements that the pedagogical profession imposes on its bearer. This hinders the development of adequate learning motivation student and his design of his own professional development.

The means of enriching the student's individual experience can be the implementation of applied bachelor's programs, the meaning of which is learning through the early inclusion of students in real pedagogical activity and the creation of conditions for reflection of this activity. This approach makes it possible to work in the "zone of proximal development" of the student himself. The acquisition by students of the experience of interaction with children and with future colleagues, the experience of pedagogical activity provides a connection between theoretical training and direct practice. The staging and eventfulness of the educational process, when an event is understood as the design of a completed stage of educational or practical activity, makes it possible to ensure the meaningfulness of the student's activity in practice.

In order to build a more adequate image of a professional and provide a deeper understanding of the meaning teaching profession an intensive seminar was held (organizational-activity game), consisting of several stages:

Start game action.
Finding ways to solve the game problem.
Highlighting the professional and pedagogical content of the game.
The exit from the game action to self-knowledge and the discovery of one's own attitudes towards vocational education.
Acquaintance with disciplines and places of practice in the 1st and 2nd semesters, clarification and assignment of educational tasks.

In order for the practice of student teachers to ensure the construction of an adequate image of the profession, self-knowledge and professional self-determination of first-year students, it must be built taking into account their age features, as well as the characteristics of their social situation. We see three characteristics of student teaching practice that significantly affect the formation and development of professional self-awareness of future teachers: 1) continuity throughout the entire academic semester; 2) the opportunity for cooperation with students of other courses and other levels of education; 3) the inclusion of assignments for practice in the academic disciplines of the semester.

First of all, the practice must be continuous, i.e., continue throughout school year. The continuity of practice ensures the development of the student's ability to build a co-existential community with students and teachers of the school, forms a sense of responsibility, allows you to see the fruits and results of your own activities.

An important feature of this practice is its inter-age and network character. Students of various undergraduate and graduate courses, as well as students of College of Education. This approach makes it possible to ensure: 1) mutual representation of different student ages and levels of education; 2) self- and mutual learning through the joint solution of practical problems, participation in joint activities; 3) formation of the ability for joint pedagogical activity.

Third important feature of this practice is its organic inclusion in the integral system of the student's educational activity, which includes the following elements: "academic subject" - "practice" - "event" - "research" - "reflection" - "raising the question". A subject gives some theoretical knowledge, which becomes appropriated only as a result of testing it in practice, discovering and rediscovering it in one's own research activities. Therefore, within the framework of each academic subject, students are given a task that the student performs in practice, thereby consolidating the knowledge gained, mastering the application of knowledge in real life. pedagogical situation. The quality of the completed task, as well as the educational growth of the student, is monitored by the teacher of the academic discipline. At the same time, the fulfillment of tasks in practice, participation in the organization of the life of children at school pose new questions and problems for the student, the answers to which he is looking for in the course of theoretical training.

Practice objectives change as the student matures. In the first semester, the main task is to “feel” the child and yourself in interaction with him. This is done by organizing schoolchildren's free time, conducting active changes, helping to prepare and conduct extracurricular activities, and helping with children's homework. Group performance of most practice assignments makes it possible to “actively” get to know classmates and students of other levels of education, which subsequently ensures high-quality educational, professional and personal communication. Primary active collision with pedagogical reality enables the student to get rid of a lot of illusions; to see the school no longer as a student, but as a possible future teacher. This leads to a refinement of one's own ideas about the teacher's work, about the student, about one's place in this school reality.

The task of the practice of the second semester is to understand the lesson and its external organization; perform a real action with a group of children in an extracurricular space, which ensures the strengthening of the student in his pedagogical self-determination, gives an idea of pedagogical cooperation and launches a new round of the student's intrapersonal work.

In the third semester, there is a deepening of the tasks of previous semesters, as well as the development of a draft of your own lesson and a test of its implementation. The general task of the practice of this stage of student life is the professional and pedagogical self-determination of students, an attempt to establish trusting relationships with the child during extracurricular activities, monitoring the activities of the teacher, a test of organizational action with a group of children.

During 4-8 semesters, in practice, traditionally future teachers learn and work out the methods and technologies for building the educational process in elementary school gradually increasing its research potential. The tasks of pedagogical self-determination should become accompanying and cementing their professional instrumental equipment.

At all stages of practice, much attention is paid to the development of students' reflective abilities: they are required not only to describe the activities carried out, fill out a practice diary, but also answer questions about their own difficulties, ways to resolve them, interaction in a group of students, relationships with practice mentors, with parents students, with the administration. Following the results of the semester practice, joint student conferences are held, where future teachers in mini-groups in the form of creative presentations reflect on what has been achieved and what has failed. It is important that the conference, as well as practice, is inter-age and network: there is something to learn from each other, creating a prototype of our own professional community.

According to the results of the practice of the first year of study, more than 80% of students noted that they carried out extracurricular activities, active changes, psychological research; 63% - observed the activities of the teacher, children and their interaction; almost half helped with homework during the after-school group, worked with documents, etc. Thus, it is obvious that the students' activities were quite diverse and covered various components of the teacher's professional activities.

Answering the question about the development of competencies in the course of practice, a significant part of the students noted the development of communicative, organizational skills, initiative, independence, and stress resistance. A fourth of the students noted that they can already put into practice knowledge from the psychology of personality, social psychology and the theory of learning activity, i.e. from what we learned on academic disciplines, and 12% have increased interest in further work with students, in the profession of a teacher. Students also noted that they became more confident, restrained, “the excitement when communicating with the class is gone”, they began to be attentive to children, to each child, became more experienced, learned more about the life of the class - 35%, 8% noted that they had acquired the necessary knowledge on the organization of developmental lessons.

Also, new difficulties appeared that students did not notice during the internship, but started talking about them at the end of the year, namely: aggressive behavior children, mostly boys, and the inability to cope with it - this difficulty was noted by more than a third of the students. One-fifth of the students experienced difficulties in working with foreign children, they fixed the lack of their competencies in this area. This delayed fixation of difficulties is valuable and may indicate an internal complication of the image of the student and the child and the image of oneself as responsible for changes in this student, child.

It is gratifying that a significant part of the students began to realize the role of responsibility in the activities of a teacher. They note that the teacher lays the foundation, the basis for the formation of the child's personality, that "the future of the child depends on the teacher", "the primary school teacher is the second mother." Moreover, in the second year there is a significant increase in the number of students who believe that “the profession of a teacher is very responsible”, and note the development of this quality in themselves. In a survey at the end of the 3rd semester, students noted that practice helps them better understand children, see their knowledge gaps, and develop professionally important qualities.

It should be noted that the practice also influenced changes in the relationship of students with university teachers - practice leaders: the number of those who do not understand how to complete practice tasks has almost halved (from 80 to 45%), about 40% noted that it has become “easier for them because they had experience and knew the specific purpose of the practice”; many began to note the emergence of joint work with school teachers, there is a positive trend here. If in the second semester only 12% of students noted the presence of trusting relationships with teachers, then by the end of the 3rd semester 25% of students noted that "the teacher began to trust us more" and "there was an understanding that the mentor is always ready to help us." This is an important point that tells us about embedding students in the educational and professional pedagogical community, about creating an event community and cooperation between a teacher and a student-trainee. From the teacher, first of all, the student receives basic help and acquires the necessary skills needed in the pedagogical field. The trainee observes the teacher, learns from him, analyzes his actions and tries to compare and apply these actions to himself.

According to the latest surveys, the number of students who definitely made the decision to become teachers has increased from 23% to 40%. All of these 40% in their self-reports to questions about the reasons for their decision note the positive role of practice: they describe from their educational practice situations-challenges, situations of success, situations-surprise.

However, the number of “doubters” also increased significantly - from 23% to 35% of total number students. We also consider this a positive dynamic in the development of the professional self-awareness of future teachers. This indicates their serious attitude to the choice of a future profession, to the content of pedagogical work, the development of reflective abilities, the role of which is extremely important in the activities of a teacher.

The impact of practice-oriented forms of educational work and actual pedagogical practice on professional development students - future teachers multifaceted. We can highlight the general, typical results:

Clarification by students of specific knowledge about the profession of a teacher, the formation of a problem field for the development and development of pedagogical activity.

Statement by students of value-semantic issues of pedagogical activity, professional and pedagogical self-determination, awareness of their capabilities in the implementation of pedagogical activity.
Entry into the pedagogical environment and culture, the development of reflective abilities, social and professional - pedagogical competencies
Formation of students' attitude to study, to comprehend their resources and deficits as a professional.
Group formation, acquaintance, the formation of a student event community, which is an important condition for the personal development of students.

Bibliographic link

Lukina A.K., Volkova M.A., Voronina N.B. THE ROLE OF PRACTICE IN THE PROFESSIONAL SELF-DETERMINATION OF STUDENTS-FUTURE TEACHERS // Contemporary Issues science and education. - 2016. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=24252 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

TEACHING PRACTICE

Direction: "Pedagogical education"

Profile "Primary education"

3 courses Full-time learning

Duration - 06.04 - 23.04. 2015

Purpose of practice: The purpose of pedagogical practice is to consolidate and deepen the theoretical training of the student, the acquisition of practical skills and competencies, as well as the experience of independent professional activity: acquaintance of future elementary school teachers with the main forms and methods of activity of teaching teams, mastering the basic skills and abilities of educational, methodological and scientific activity needed for further work.
Teacher activity vocational training is complex and multifaceted, hence one of the tasks of pedagogical practice is adaptation to the conditions of professional activity, the development of interest in the profession, the formation of pedagogical thinking and, ultimately, the development of an individual style of activity.

Practice objectives:

deepening and consolidation of theoretical knowledge in the disciplines of the professional cycle;
formation of a student's holistic picture of future professional activity;
mastering the norms of the profession in motivational sphere: awareness of motives and spiritual values in the chosen profession;
study of ways and means of professional and pedagogical communication;

to promote the acquisition of practical skills in planning and organizing the activities of a teacher of an educational institution.

Practice Report Requirements.

The report must contain:

Practice Diary with an individual plan and its implementation.
Synopsis analysis (research) on observation and practical activities (topic, content, results, conclusions, test questions, tasks for independent work etc.), approved by the teacher of the practice base and the methodologist of the faculty.
General progress report. It reflects the personal and professional changes that have taken place in the student during the practice (personal and professional growth of the student, the expansion of life experience, the increase in the motivation of educational activities, the formation of an idea of the future profession, etc.), an assessment of one's own capabilities as a professional.
Questionnaire-report a reference from the place of internship, which indicates the preliminary mark for the internship. The document is signed by the head or senior educator and certified by the seal of the preschool institution.

Internship students after the internship must submit:

report according to the given sample - summary of the study
practice diary;
questionnaire-report;
characteristics from the place of internship.

a) Main literature:

Zimnyaya I.A. Pedagogical psychology. Textbook for universities. Vulture MO RF Publisher: Moscow Psychological and Social University. - M.: MPSU, 2010. - 448 p.
Nemov R.S. Psychology: textbook for bachelors / R.S. Nemov. - M.: Yurayt, 2013. - 639 p.

b) additional literature:

Anastasi A. Psychological testing: In 2 volumes / A. Anastasi. - M.: Pedagogy, 1982.
Bozhovich L.I. The problem of personality formation / L.I. Bozovic. - M., 1997. - 351 p.
Craig P. Developmental Psychology / P. Craig. - St. Petersburg: Peter, 2006. - 944 p.
Lutoshkin A.N. How to lead: Senior students on the basics of organizational work / A.N. Lutoshkin; ed. B.V. Vulfova. - 3rd ed. revised and additional - M: Enlightenment, 1986. - 206 p.
Mudrik A.V. Psychology and education / A.V. Mudrik. - M.: MPSI, 2006. - 472 p.
Nemov R.S. Psychology: textbook. for stud. higher ped. textbook institutions: In 3 books. - 5th ed. M.: Humanit. Ed. center VLADOS, 2007. - Book. 2: Educational psychology. - 606 p.
Rean A.A. Psychology and Pedagogy / A.A. Rean, N.V. Bordovskaya, S.I. Rozun - St. Petersburg: Peter, 2008. - 432 p.

in) software and Internet resources:

http://www.ychitel.com/ "Teacher". Pedagogical magazine. Designed for teachers, teachers, educators educational institutions and out-of-school institutions of all forms, types and levels. On site - news Russian education; announcements of publications and texts of some of them; legislative documents on education; educational methods and pedagogical experience; legal education materials.
http://www.vestnik.edu.ru - Website of the journal "Bulletin of Education".
http://www.mon.gou.ru - Site of the Ministry of Education and Science of the Russian Federation.
http://www.ug.ru/ "Teacher's newspaper". The site presents publications of the newspaper and materials of its appendices.
http://www.uroki.net Uroki.net. On the pages of this site you can find the following information: scripts school holidays, cool watch, as well as materials for head teachers, class teachers and directors of schools, lyceums, gymnasiums.
http://window.edu.ru/window Single window of access to educational resources. The system provides free access to the integral catalog of educational Internet resources, to the electronic library of educational materials for general and vocational education and to the resources of the system of federal educational portals. There is also a Glossary of Education Terms and an education news system.
http://www.den-za-dnem.ru School: day by day. Pedagogical almanac. The site provides education news and a calendar anniversaries; information about educational institutions; materials for educational activities and a library of electronic texts.
http://ru.wikipedia.org . Wikipedia is the free encyclopedia.
http://www.voppsyl.ru/about/subscribe Issues of psychology (electronic).

10.http://cyberleninka.ru/ Cyberleninka.

http://elibrary.ru Scientific e-library LIBRARY.RU.
http://www.twirpx.com/files/ Digital Library.

Rights and obligations of student interns

The trainee student has the following rights:

choosing the type of institution in accordance with individual interests and thematic focus of its scientific work(coursework, WRC, etc.);
seek advice on all issues that arise during the practice, to the heads of the practice, the administration of the institution and social educator, enjoy scientific and scientific and methodological literature, to have access to open normative-legislative acts and other documents necessary for the implementation of practice assignments;
apply for methodological assistance to the faculty, group leader and teacher-methodologist;
attend open classes teachers, pedagogical councils, psychological and pedagogical consultations, planning meetings, conferences, seminars, parent meetings held in the institution where they practice;
study the experience of teachers of educational institutions, specialists working in social institutions;
speak with the results obtained during the practice at student conferences;
to collect during the practice materials for term papers, final qualifying works, to organize the necessary experimental work,
make proposals on improving the organization of practice in institutions and at the faculty,
creatively perform any task,
to extend the period of internship good reason(illness, academic leave, family circumstances).

AT responsibilities student includes:

organize their practical activities in accordance with the internal regulations of the practice base;
follow the instructions of the administration and heads of practices;
to be in an educational or social-pedagogical institution daily for at least 6 hours according to the schedule of their work, established in accordance with the working hours of the institution and in agreement with the group leader;
keep a daily practice diary;
timely fill in and submit the documentation on the day set by the head of the practice of the faculty;
submit documentation corresponding to the goals and content of the practice (the list of documentation is determined and approved at a meeting of the department);
attend the opening and closing conference;
undergo a medical examination.

In case of non-compliance with the requirements, the student may be suspended from the internship.

A student who has been suspended from practice or who has received an unsatisfactory grade, as well as who has not passed the practice on time, is considered not to have completed academic plan this semester. He may be given the opportunity to undergo a second internship in another institution in an additional allotted time.

Abstract-research

Characteristics of an educational institution

Type of educational institution.
Address.
Surname, name, patronymic of the director of the educational institution.
In which building is located, the available territory and its equipment.
Implemented programs (complex, partial, technologies, methods).
Information about teaching staff in the classroom (number, education, qualifications, teaching experience).
Number of elementary grades.
Subject-developing environment in the classroom (observance of the principles of its creation, provision of materials and equipment in accordance with the age of the children, the program being implemented).
The developing environment of an educational institution (availability of additional premises, their function, equipment, use in the educational process with children).
Communication with society (with which institutions the school cooperates, for what purpose).
Participation of the school in the events of the city (district, region).

Analysis - a study of physical education in the classroom

What is the place of physical education in the daily routine of a student.

2. Basic requirements for conducting physical education sessions.

How long did the exercise session take?
Is the selection of exercises appropriate for this age group? How many exercises are taken.
What is the quality of the children's exercise. Did the teacher notice the incorrect performance and how did he react to it?
What methods did the teacher achieve the correctness of the exercises.
Describe the behavior of students during the physical education session.
What kind of accompaniment did the teacher use during the physical education session. How did gymnastics end?
Take exercises for physical education sessions, with the help of methodological literature. Conduct under the supervision of the teacher Describe in detail.

3) Analysis of the behavior of children at recess

1. The main tasks of the change in the educational activity of the student.

2. Basic rules of behavior for students at recess.

3. The reaction of the teacher and students to the call before the break.

4. Describe the behavior of children during recess.

5. Were outdoor games used during recess, describe which ones, did everyone participate.

6. Select and conduct, using literature, games for children to relax during a break. Describe in detail (goal, objectives, involvement of students)

4) Lesson study

1. Organization of children in the lesson.

2. Title, tasks, purpose of the lesson.

3. Equipment and material used in working with children.

4. The tone of the teacher, his speech.

5. What forms of work were used: collective or individual.

6. Was the material given to the students difficult or, on the contrary, not difficult enough?

7. How many children turned to the teacher for help.

8. How and in what form did the teacher help students in the lesson?

9. How did the children listen to the teacher's explanations at the beginning, in the middle and at the end?

10. What methods and techniques did the teacher use in working with children?

11. After class, talk to students about what lessons they like and why?

12. Select one lesson with the help of methodological literature. Title, purpose, tasks. Carry out under the supervision of a teacher. Describe in detail.

5) Have a class hour

Schematic of class hours.

Define the theme, goal and objectives class hour.
Conduct preparatory work with students individual sessions, selection of literature, etc.)
Think over the equipment and use of visibility.
Plan the course:

introductory conversation;
Formulation of the problem;
Topic discussion. Students' statements.
Carrying out exercises (individual, group, pair tasks);
We draw conclusions.

To summarize.

Classroom Analysis Scheme

The theme of the class hour and its place in the general system of educational
work class teacher(class teacher).
Educational and upbringing tasks of the class hour, their
personal meaning for each student.
Preparing teachers and students for the classroom:

a) the timeliness of the preparation of the teacher and students for the event;

b) the level of independence and activity of schoolchildren in its preparation;

c) pedagogical provision with educational and visual equipment.

4. The course of the class hour:

a) persuasiveness, clarity, emotionality of the class teacher in setting and disclosing goals to students and
classroom tasks;

b) compliance with the content, thematic focus and
technology of holding the event; level of development of the class team;

c) the pedagogical skill of the class teacher in conducting the class hour: pedagogical culture, tact, general, appearance of the educator; creation of psychological compatibility at the initial stage of the class hour;
rational use of study time; corrective actions of the class teacher.

5. The results of the class hour:

a) achieving the goals and objectives of the class hour;

b) positive and negative aspects of the event, their reasons;

DIARY OF A STUDENT IN PRACTICE

Student(s)___________________________________________________________________________

(first name, patronymic, last name)

Form of study _________ course ________ group ____________________

profile ________________________________________________________________________

qualifications (degrees) bachelor __________________________________________________

(please underline or fill in)

is sent to ________________________________________________________________ practice

(type of practice)

in (on) ________________________________________________________________________________

_______________________________________________________________________________

(organization, enterprise, address)

Practice period

from "___" ________________20___

by "___" ______________20___

Lecturer-head of practice ______________________________________________

________________________________________________________________________________

(position, academic degree, title, first name, patronymic, last name)

Department ________________________________________________________________________

Phone ___________________ e-mail _____________________

Sample Practice Diary

Report

on the passage of __________________________________ internship

type of practice (educational, industrial, pedagogical, undergraduate)

Place of internship ____________________________________

PRACTICE TERMS:__________________________________________________

Practice leaders:

from (sending party) ___________________________________/__________________________ (signature) (name, position)

from (receiving party)_____________________/________________________________

(signature) (name, position)

____________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

Grade for practice ____________________________________________________________

Intern-trainee ___________________________ ______________________

(full name) (signature)

Head of the organization ______________________ ____________________

(full name) (signature)

The report on the completion of the educational practice was submitted on "______" ________________20__.

Grade________________________________________________________________

Practice leader from (referring party) ___________________________________

___________________

(signature)

REPORT-QUESTIONNAIRE

ON TRAINING PRACTICE

In a free form, describe 1-2 situations that happened to you personally in practice or with your participation, which seemed difficult to you (with children, teachers, parents, administration)
Describe the difficulties and mistakes (if any) in your teaching practice.
What are the reasons for the difficulty?

a) Lack of knowledge.

b) Lack of practical skills.

c) Properties and qualities of a person.

d) Insufficient help of the teacher.

e) Other (write).

four . Are you ready to work as a teacher (educator)

a) Yes. b) Not quite. c) No.

If “NO or NOT quite”, give reasons.
Where do you see the positive impact of the practice?

a) The ability to apply the knowledge gained at the university.

b) In obtaining practical skills.

c) In the ability to check the correctness of the choice of profession.

d) Other (write).

Where do you see the shortcomings of the practice?

a) In terms of practice.

b) In a short period of time allotted for practice.

c) Other (write).

Are you satisfied with the practice?

a) Quite. b) Rather satisfied than not.

c) Rather no than yes. d) dissatisfied.

What, in your opinion, you are more successful in professional communication and interaction (with children, teachers, parents)

Your suggestions, wishes for improving the practice.

Characteristic-review of a student who has completed an internship

Characteristic

On the___________________________________________________

(full name of the student)

on the passage of educational practice in institution No. _______________

Possession of modern pedagogical technologies for the upbringing and education of preschoolers, the ability for pedagogical creativity, the ability to apply them in working with children.
The ability to manage a children's team, an individual and personality-oriented approach to children.
The quality and volume of socially useful work (designing a methodological office, replenishing it with materials, making stands and exhibitions).
Attitude to practice, to one's profession and to the employees of the institution (organization, discipline, goodwill, self-criticism, responsibility, initiative, etc.).
Proposals for improving the pedagogical activity of a student-trainee.

Head of Institution No.

INTERNSHIP REPORT

I, Poznyak Elena Nikolaevna, had a pedagogical practice in secondary school No. 8 in Mozyr from 09/05/2010 to 10/24/2010.

Pedagogical practice began with an orientation conference at the university. We were explained the goals and objectives of the practice. On the same day, a conversation took place with the group leader, at which we were told the main direction of the pedagogical activity of student interns: mastering the methods of conducting lessons, the ability to intensify the activity of students at school hours.

9 "A" class was attached to me, in which there were 27 students. In this class, I had an internship as a subject teacher.

The class teacher of this class is Daineko Elena Vladimirovna. She introduced me to the plan educational work in 9 "A" class.

The main goal that was set at the beginning of the practice is to develop professional and pedagogical skills and abilities.

In the first week, I attended physical education lessons with a subject teacher Senko I.G. in order to study the methods of conducting lessons, get acquainted with the types, goals and objectives of lessons, the structure of the lesson, monitor the organization of discipline and maintain the attention of students, study methods and techniques for explaining new material, organizing students' independent work. Attending classes helped me in preparing and conducting my lessons, writing notes.

I also visited the lessons of history, mathematics, history, the Belarusian language, etc. in the 9th "A" class in order to get acquainted with the students of this class and the student on whom the psychological characteristic was written.

In accordance with the individual plan, I conducted 13 lessons, 11 of which were credits.

In the process of conducting training sessions, I acquired professional and pedagogical skills and abilities, including skills based on curriculum and the textbook to specify the content of the upcoming training sessions and determine the training, developmental and educational goals of the lesson, the ability to determine the type and structure of the lesson, the ability to prepare the necessary teaching and visual aids and technical teaching aids for classes, the ability to draw up an outline of the lesson and other types of training sessions, the skills and abilities to use various methods of establishing order and discipline of students at the beginning of the lesson, the ability to give work on the material covered a repetitive-educational character, the ability to use oral, written and practical exercises to apply the acquired knowledge in practice, and many others.

I also visited the lessons conducted by student interns in order to monitor the organization of discipline and maintain the attention of students in the process of presenting new material, the organization of students' comprehension and memorization of new knowledge in the lesson, the organization of students' work with a textbook when consolidating new material, the ability of interns to raise problematic questions in the learning process, for the ability to use additional material as a method of activating the cognitive activity of students, etc. This allowed me to compare the methodology of conducting my lessons with the lessons of my comrades.

I have a very good relationship with my students.

Throughout my internship, I taught the class how to write a psychological profile.

Thus, during the teaching practice at school, I did all the necessary educational work. Pedagogical practice had a positive impact on the development of my professional personal properties and qualities. I learned how to meaningfully apply psychological and pedagogical theory in the real conditions of school education and upbringing. Experience was gained in the preparation and phased development of training sessions, skills in determining the topic, goals and objectives of the lesson, as well as in the correct selection of the necessary teaching and visual aids.

I consider my main achievement and success in the course of practice to be the acquisition of pedagogical confidence and meaningfulness of my actions during the lesson, which I definitely lacked at the initial and trial-training stages of practice. I believe that pedagogical practice of this kind is quite effective, it helps to master pedagogical skill in general; such pedagogical practice should continue to be used to train future subject teachers in the future.

After passing the pedagogical practice, I noticed a lot of interesting things for myself. The first is that my attitude towards the teaching profession has changed in a positive direction. Secondly, despite the fact that I did not imagine myself as a teacher, now I understand that I have a lot of inclinations for this.

Download:

Preview:

Bibliographic link

10.http://cyberleninka.ru/ Cyberleninka.

Read also