Student's personal potential. Personal potential of students as a condition for effective professional training in a pedagogical university. Introduction of a dissertation on pedagogy, on the topic "Realization of the student's personal potential in the process of forming a profession

Did you mean the Order of the Ministry of Labor of Russia dated 10/18/2013 N 544n (as amended on 12/25/2014) "On approval of the professional standard "Teacher"

Federal Law No. 122, adopted in May 2015, this standard is mandatory for application from January 1, 2017.
The professional standard of a teacher is a document that takes into account all the requirements for the personality and professional competence of teachers. The standard puts forward requirements for the personal qualities of a teacher, inseparable from his professional competencies, such as the willingness to teach all children without exception...

4.3. Part Three: Development (Personal Qualities and professional competencies necessary for the teacher to carry out developmental activities) 1. Willingness to accept different children, regardless of their real learning opportunities, behavioral characteristics, mental and physical health. A professional setting to help any child. 2. The ability during observation to identify a variety of problems in children associated with the characteristics of their development. 3. The ability to provide targeted assistance to the child with their own pedagogical methods. 4. Willingness to interact with other specialists within the framework of the psychological, medical and pedagogical council. 5. Ability to read the documentation of specialists (psychologists, defectologists, speech therapists, etc.). 6. The ability to draw up, together with other specialists, a program for the individual development of the child. 7. Possession of special techniques that allow for correctional and developmental work. 8. The ability to track the dynamics of the child's development. 9. The ability to protect those who are not accepted in the children's team. 10. Knowledge of the general patterns of personality development and manifestation personality traits, psychological laws of periodization and developmental crises, age features students. 11. The ability to use psychological approaches in the practice of their work: cultural-historical, activity and developmental. 12. The ability to design a psychologically safe and comfortable educational environment know and be able to prevent various forms school violence. 13. Ability (together with a psychologist and other specialists) to provide psychological and pedagogical support educational programs primary and secondary general education, including programs additional education. 14. Possession of elementary methods of psychodiagnostics of personal characteristics and age characteristics of students, monitoring the personal characteristics of a child together with a psychologist. 15. The ability (together with a psychologist and other specialists) to draw up a psychological and pedagogical description (portrait) of the student's personality. 16. The ability to develop and implement individual development programs, taking into account the personal and age characteristics of students. 17. The ability to form and develop universal learning activities, samples and values social behavior, skills of behavior in the world of virtual reality and in social networks, multicultural communication skills and tolerance, key competencies (according to international standards), etc.18. Possession of psychological and pedagogical technologies (including inclusive ones) necessary for working with various students: gifted children, socially vulnerable children who find themselves in difficult life situations, migrant children, orphans, children with special educational needs(autistic, ADHD, etc.), children with disabilities, children with behavioral deviations, children with addiction. 19. The ability to form children-adult communities, knowledge of their socio-psychological characteristics and patterns of development. 20. Knowledge of the basic patterns family relations that allow you to work effectively with the parent community.

MUNICIPAL BUDGET EDUCATIONAL INSTITUTION

ADDITIONAL EDUCATION FOR CHILDREN

"SUDAK CENTER OF CHILDREN AND YOUTH CREATIVITY"

OF THE CITY DISTRICT OF SUDAK

REPUBLIC OF CRIMEA

ESSAY

on the topic: Professional and personal qualities teacher

I've done the work:

teacher of additional education MBOU DOD of the city district of Sudak

Belyaeva Ludmila Nikolaevna

Sudak - 2018

Content

Introduction

The emergence of the teaching profession has objective reasons: society could not exist and develop if the younger generation, replacing the older one, had to start all over again, without creative development and use of the experience that it inherited. Slastenin V.A.

The term "pedagogy" has several meanings. The first is the field of scientific knowledge, science, the second is the field of practical activity, craft, art. If translated literally from Greek - "schoolmaster" "lead the child through life", i.e. to train, educate him, direct his spiritual and bodily development. O pedagogical activity said the sameGrebenkina L.K,“Pedagogical activity is complex and diverse, difficulties are inevitable in it, and sometimes disappointments”

As we have already noted, the activity of a teacher is complex and diverse and performs many functions in the process of pedagogical activity. The success of the performance of functions is determined by the personality of the teacher, his professional qualities. The very same specificity of pedagogical work imposes a number of requirements on his personality, they are called professionally significant personal qualities.

An attempt to develop a list of personal and professional qualities of a teacher has long history. According to the Russian educator, writer, journalist and book publisher N.I. Novikova, the educator must meet the following requirements; have the ability to reason correctly and clearly; be able to approach children; be kind; know Russian and foreign languages; have good pronunciation; good behavior and decent appearance.

K.D. Ushinsky at one time emphasized that “in every tutor, and especially in those mentors who are appointed for lower schools and public schools, it is important not only the ability to teach, but also character,

morality and beliefs ... ".

1. Personal qualities of a teacher

Great demands are placed on the personality of the teacher. According to Ya. A. Comenius, teachers should take care to be for students in food and clothing a model of simplicity, in activity - an example of cheerfulness and diligence, in behavior - modesty and good manners, in speeches - the art of conversation and silence, in a word, to be a model of prudence in private and public life. Such a teacher is the pride of the school and its students, is valued by parents and will be able to adequately fulfill his position, higher than which there is no other under the sun.

The totality of various professionally necessary qualities and other features of a teacher is defined as professional readiness for pedagogical activity. It includes, on the one hand, psychological, psychophysiological and physical readiness, and on the other hand, scientific, theoretical and practical competence as the basis of professionalism.

V. A. Slastenin singled out some professional requirements for a teacher, which are combined in a professiogram into three main complexes: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty).

Socio-moral, professional-pedagogical and cognitive orientation occupies a leading place in the structure of the teacher's personality.

Social and moral orientation expressed in moral needs, moral values, a sense of public duty and civic responsibility. It underlies the social activity of the teacher. A teacher-citizen is loyal to his people, close to them.

He does not close in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.(V. A. Slastenin).

In relation to the pedagogical activity of N.V. Kuzmina (Professor, Doctor of Psychology) includes the following components in the professional and pedagogical orientation of the teacher's personality:

1. Interest and love for children, for the profession, creativity associated with the education of human qualities in them;

2. Awareness of the difficulties and problems in the teacher's work;

3. The need for pedagogical activity;

4. Awareness of one's own capabilities and abilities as corresponding to the requirements of the chosen profession;

5. The need for constant self-improvement and the desire to master the basics of pedagogical skills already at the university.

N.V. Kuzmina also defines three types of orientation of the teacher's personality:

Truly pedagogical (it consists in a stable motivation for the formation of the student's personality by means of the subject being taught, for the restructuring of the subject, counting on the formation of the student's initial need for knowledge, the bearer of which is the teacher. The pedagogical orientation includes a vocation for pedagogical activity. On this higher level the teacher cannot imagine himself without school, without the life and work of his students);

Formally pedagogical (the motivation for pedagogical activity is shifted towards passion for teaching a particular subject, however, the teacher to some extent achieves the effectiveness of his pedagogical activity, as he charges students with his personal passion for the process of learning and teaching, creative attitude to his work);

False pedagogical (the main motive of the pedagogical activity of a teacher is self-expression, career growth. Due to the presence of a number of developed pedagogical abilities and positive personal qualities, for example, intelligence, willpower, etc., such a teacher can work successfully in certain periods. However, distortion motives of his professional activity, as a rule, leads to a low result in pedagogical activity).

V.A. Slastenin (Professor, Doctor of Pedagogical Sciences) also considers PPT to be one of the most important qualities of a teacher's personality. He believes that it is a selective attitude to reality, the orientation of the personality, awakens and mobilizes the hidden forces of a person, contributes to the formation of his corresponding abilities, professionally important features thinking, will, emotions, character. Otherwise, V.A. Slastenin believes that PPT is a frame around which the main properties of a teacher's personality are assembled.

2. Professional qualities of a teacher

In the structure of the teacher's personality, a special role belongs toprofessional and pedagogical orientation. It is the basis around which the main professionally significant properties of the teacher's personality are formed.Professional and pedagogical orientation - a system of emotional and value relations that sets the hierarchical structure of the dominant motives of the teacher's personality, prompting him to assert himself in pedagogical activity and professional communication.

The structure of the professional and pedagogical orientation contains: orientation to the child (and other people), associated with care, interest, love, promotion of personality development and maximum self-actualization of his individuality; focus on oneself, associated with the need for self-improvement and self-realization in the field of pedagogical work; focus on the subject side of the teaching profession (the content of the subject).

The professional and pedagogical orientation of the teacher's personality includes interest in the profession, pedagogical vocation, professional and pedagogical intentions and inclinations. The basis of this orientation is the interest in the profession, which finds its expression in a positive emotional attitude towards children, parents, and pedagogical activity in general.

The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities that characterize the teacher's professional and pedagogical orientation.

Among the personal qualities of a teacher, a special place is occupied by pedagogical duty, dedication and responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to provide assistance to children and adults, to everyone who needs it, within their rights and competence; he is demanding of himself, strictly following a peculiar code of pedagogical morality.

Teacher relationship with colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, constitute the essence of pedagogical tact, which is both a sense of proportion and a conscious dosage of action, and the ability to control it and, if necessary, balance one means with another. The tactic of the teacher's behavior in any case is to, anticipating its consequences, choose the appropriate style and tone, time and place. pedagogical action and make timely adjustments.

Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, citizenship and professional skills. It is the basis on which trusting relationships between teachers and students grow. The pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special care, justice, and tact are extremely important.

The basis of the cognitive orientation of the individual constitute spiritual needs and interests. One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge, love for one's subject. Continuity of pedagogical self-education is a necessary condition professional development and improvement.

Modern teacher must be well versed in various branches of science, the foundations of which he will teach, to know all the possibilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, to see the near and far perspectives of the science he teaches.

V. A. Slastenin, summarizing the content of the teacher’s orientation, highlights the main qualities of his personality: high civic engagement and social responsibility; love for children, the need and ability to give them your heart; genuine intelligence, spiritual culture, desire and ability to work together with others; high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions, individual style of pedagogical activity; the need for constant self-education and readiness for it; physical and mental health, professional competence.

competence. - cognitive (knowledge and understanding)activity value (

Conclusion

The pedagogical orientation of a teacher's personality can manifest itself in different ways. It can be focused on professional self-affirmation; per student or student group; on the means of pedagogical influence; for the purpose of teaching. What is the leading direction? Of course, the focus on the goal of pedagogical activity, which is to create conditions for the harmonious development of the student's personality. This orientation can be considered humanistic. Why? (Recognition of the value of a person as a person, his right to free development and manifestation of his abilities).

The readiness of a teacher to perform professional tasks of activity in accordance with the education received is the most important component of it.competence . The concept of "competence" is defined as the ability to apply knowledge, skills and personal qualities for successful activity in a certain area. The structure of the teacher's competencies includes three components– cognitive (knowledge and understanding)activity (practical and operational application of knowledge) andvalue ( values as an organic part of the way of perceiving and living with others in a social context). A teacher must possess certain pedagogical skills in order to be competent. Pedagogical skills are divided into several groups depending on the functions of pedagogical activity. For example, when designing content, he must be able to adapt educational material, taking into account the ability of students in mastering it, to have the ability to foresee the typical difficulties of schoolchildren in the lesson, to be able to vary the forms and methods of explaining new material.

The teacher needs to move from assessing individual pedagogical skills to assessing his professionalism and competence.

Literature

Slastenin V.A. Formation of the personality of the teacher in the process vocational training.– M., 1976.

Baikova L.A., Grebenkina L.K. teaching skills and pedagogical technologies– M.,

Slastenin V.A. Formation of the teacher's professional culture. - M., 1993.

. Slastenin V.A., Isaev I.F., Mishchenko A.I., Shiyanov E.N.General pedagogy: textbook. allowance / Ed. V.A. Slastenina: In 2 hours - M., 2002.

Kuzmina NV Ability, giftedness and talent of a teacher. - St. Petersburg, 1995.

“Do not be afraid of enemies, in the worst case, they can kill you. Do not be afraid of friends, in the worst case, they can betray you. Fear the indifferent, they do not kill or betray, but only with their tacit consent does betrayal and murder exist on earth.

(A. Likhanov "Dramatic Pedagogy")

An important factor influencing the effectiveness of the teacher's activity is his personal qualities. Each profession imposes specific requirements on the personal qualities of a potential employee who must carry out professional activities successfully.

When considering the qualities of a teacher as a subject of activity, researchers sort of distinguish between professional and pedagogical qualities, which can be close to abilities, and actually personal ones.

Abilities are such psychological characteristics of a person on which the success of acquiring knowledge, skills, and abilities necessary for a certain type of activity depends. They can be: intellectual, artistic, instrumental, communicative.

All numerous professions can be very conditionally combined into five areas: "Man - nature", "Man - technology", "Man - science", "Man - art", "Man - man". The profession of a teacher belongs to the sphere "Man - man", the main content of which can be considered the interaction between people.

For a teacher, the ability to communicate - communicative ability - is the main one among others.

The most important qualities of a teacher's personality can and should include readiness for empathy, i.e. to understanding the mental state of students, empathy, the need for social interaction. In the works of scientists great importance is given to pedagogical tact, in the manifestation of which the general culture of the teacher and the high professionalism of his pedagogical activity are expressed.

Dominant are qualities, the absence of any of which entails the impossibility of effective implementation of pedagogical activity.

For example: Purposefulness is the ability to direct and use all the qualities of one's personality to achieve the pedagogical tasks set.

Balance - the ability to control one's actions in any pedagogical situations

Honesty - sincerity in communication, conscientiousness in activities.

Under peripheral qualities that do not have a decisive influence on the effectiveness of the activity, but contribute to its success.

For example: Sense of humor, wisdom (the presence of life experience), external attractiveness.

negative are qualities that lead to a decrease in the effectiveness of pedagogical work.

For example: Partiality - the selection of “favorites” and “hateful” from among students, a public expression of likes and dislikes towards children.

Vindictiveness is a personality trait that manifests itself in the desire to settle scores with a student.

Professionally unacceptable lead to professional unsuitability of the teacher.

Criteria for the effectiveness of the teacher

1. Objective criteria: how a person meets the requirements of the profession, makes a tangible contribution to social practice. It is generally recognized that the objective criteria of professionalism are high labor productivity, quantity and quality, reliability of the product of labor, the achievement of a certain social status in the profession, the ability to solve various professional problems.

In the work of a teacher, an objective criterion may be his ability to successfully solve the problems of training and education in accordance with the requirements of education, the needs of the family and the students themselves.

2. Subjective criteria: To what extent the profession meets the requirements of a person, his motives, inclinations, how satisfied a person is with work in the profession. In the work of a teacher, the subjective criterion of professionalism can be a stable professional and pedagogical orientation, an understanding of the significance of the profession, its value orientations, a set of necessary professional and psychological qualities of a person, a positive attitude towards oneself as a professional, and the absence of personal deformations.

Thus, a professional teacher is characterized by a combination of a fairly high success rate and an inner desire to remain in the profession.

The emergence and development of the teaching profession.

Profession is the main series of occupations, labor activity of a person. The teaching profession is one of the most ancient on Earth, it can be fully called one of the most eternal and enduring spheres of human activity. The ability to learn, appropriate and use someone else's experience is a specifically human ability. The emergence of the teaching profession is associated with the emergence of the need for a developing human community to transmit social experience from the older generation to the younger. Moreover, initially among the ancient peoples there was no proper pedagogical activity and profession. The function of socialization - introducing children to social experience - was performed at the earliest stage of the cultural development of mankind by the only institution of social education - the family. She made sure that the child mastered various skills that ensured his life: he learned to hunt, fish, make and use weapons and tools, provide himself with housing, food and clothing. The fundamental division of labor between men and women led men to learn warfare and hunting, and women to learn how to cook and dress, and how to build shelter. However, this activity cannot be called proper pedagogical, since upbringing and learning were carried out in the course of other activities, mostly spontaneously, through the imitation of younger elders. Here is how this process, preserved in the primitive tribe that still exists in Australia, V. Kabo describes this process: “at an early age, boys and girls from the Bandibu tribe begin to help their parents and learn everything that adults can do. It is not uncommon to see a boy of nine or ten, armed with a small throwing club, patiently waiting for a flock of birds to descend next to him in order to throw his club at her and hit one of the birds. After all, he is already a man, a future hunter, he must learn endurance, patience, observation, dexterity - all the qualities that a real hunter should have. Apart from practical training to life already in the early stages of the development of human society, another sphere of life arises - the spiritual one, associated with the explanation and interpretation of the world surrounding a person, concern for adapting him to the world of spirits that control, according to primitive people, nature and their lives. The custodian of knowledge about how to act and act in order not to incur the wrath of the spirits was a special class of people: shamans, healers, priests and magicians. In their hands is gradually concentrated not only the direction of the way of action and behavior of the tribe, but also the education of children, aimed at familiarizing them with the life of the tribe. Thus, with the formation of this special class of ministers, for the first time there appears a group of people with an educational mission. At the same time, the activity of this specific caste of teachers was aimed, on the one hand, at teaching the bulk of religious ceremonies and rituals (how to do it, what to do), and on the other hand, at training future ministers, whose training program also included answers to the question “ Why should it be done this way and not otherwise? The first schools are actually caste institutions, the purpose of which is the education of a select few, their mental development and education.

The further civilizational development of mankind: the transition of the patriarchal family to a settled existence, the emergence of economic relations and the political organization of society, the development of agriculture, crafts, writing, science and religion - lead to the emergence of an institution of education, an upbringing system that supports certain social structures. In the most developed ancient civilizations - China, Greece, Rome - elementary education for free citizens and higher education for the elite appear. AT Ancient China schools do not yet exist, but parents, usually of several families, are already hiring a teacher who teaches their children in the family library, temple, or home. Thus, there is actually pedagogical activity, as well as the class of people who are professionally engaged in it.

The education system reached its peak in Ancient Greece, as evidenced by the fact that other nations borrowed much from this system, including most of the modern names of educational subjects (music, gymnastics, literature, grammar, mathematics, etc.) and educational institutions (gymnasium, lyceum, academy). The very word "teacher" meant the leader of the boy, who did not teach him, but performed the function of moral supervision of him at home and outside his walls, accompanied the child everywhere and took him to the teachers. In ancient Greece, for the first time, education from a private matter becomes public, a system of various schools is created: elementary, gymnastic (palestra), musical, in which various teachers taught: grammarian ( elementary teacher) pedotride(gymnastics teacher) kefarist(music teacher) and others. Having reached adolescence, young people from wealthy and noble families continued their education in gymnasiums, in schools of rhetors and philosophers. As P. Monro notes, of all the ancient peoples among the Greeks, educators did not come from the class of clergy, but rather from writers and poets. Later, sophists and philosophers, sages and lovers of wisdom became teachers of youth. The outstanding teachers of ancient Greece were the philosophers who founded their schools: Pythagoras, Socrates, Plato, the founder of the Academy, Aristotle, the teacher of Alexander the Great and the founder of the Lyceum.

AT Ancient Rome the most educated government officials were appointed as teachers. In the Middle Ages, teachers were mostly priests. The emergence of universities, and then a wide network of teachers' seminaries, leads to the fact that teaching profession is gradually becoming mainstream. With the development and differentiation of sciences and production, the introduction of universal training and education, the range of pedagogical professions is expanding, new ones appear. pedagogical specialties - occupations in this profession.

There are several reasons for the differentiation of pedagogical specialties, united in the professional group "Education":

Depending on the age period of development of the personality with which the teacher works, the specifics of his interaction with her (preschool teacher; teacher: elementary school, basic school, high school, university teacher, andragogue teacher working with adults in the group and in the system improving their qualifications and retraining, etc.);

Based on subject areas of knowledge that act as a means of interaction (for example, a teacher of history, music, physics, mathematics, etc.);

Based on the characteristics of the psychophysiological and social development of the person with whom the teacher interacts (for example, speech pathologists: a speech therapist who helps children with speech impairments; a teacher of the deaf and a teacher who educates children with hearing impairments; a typhlopedagogue teacher who teaches visually impaired children, etc.);

Groups of specialists working in different types educational institutions (teacher of the general education system, or vocational education, or additional education, etc.).

Among the specialist teachers professionally engaged in pedagogical activity, today it is also possible to include: a teacher, a tutor, an orphanage teacher, an organizer of children's leisure, an educator of an extended day group, a counselor, etc. The constant expansion of the range of pedagogical specialties is associated, on the one hand, with the differentiation of science and production, and on the other hand, with an increase in the role of upbringing and education in all areas of the life of a modern person (for example, the emergence of the specialties “teacher of life safety”, “teacher of world and artistic culture ”, “teacher of computer science”, “teacher of technology and entrepreneurship”, etc.)

A characteristic feature of the current stage in the development of teacher education is not only the differentiation of specialties, but also their integration: the desire to overcome the narrow specialization of the teacher and provide him with the opportunity to acquire several specialties at the same time, for example: a teacher of physics and a foreign language, a teacher of chemistry, biology and a teacher-psychologist; teachers of the Russian language, literature and world art culture; teachers of history and civics; teachers of economics and law, etc. This is not only caused by the needs of society (changes in the content of education and the emergence of new subjects), but also ensures the full employment (load) of the teacher, provides him with the opportunity to realize his creative potential or self-determine in one of the specialties.

Civil mission of the teacher.

Throughout the entire path of human civilization, in the structure of the social division of labor, a special social function has been formed and has received powerful development, which has received a powerful development of a special social function, which has given rise to the profession of a teacher, intended through the implementation of specific activities to prepare the younger generations for life on the basis of their familiarity. to the values of human culture.

Considering teachers as a worker of truth and goodness, as a living link between the past and the future, a mediator between what was created by past generations and new ones, the great Russian teacher K.D. Ushinsky considered the teaching profession one of the greatest deeds in history. A real teacher, as V.A. Sukhomlinsky believed, cannot be the absolute embodiment of all conceivable virtues, but he has his own “unique vitality”, is able to express himself brighter, more fully than others in some particular area of spiritual life, which just characterizes the individuality of the teacher, carrying out a complex process of purposeful interaction with students.

One of the leading, core formations of the teacher's personality, which determine its integrity and readiness for activity, is professional value orientation, understood as selective attitudes of the teacher to the pedagogical profession, to the personality of the pupil, to himself, as formed on the basis of a wide range of spiritual relations of the individual, in all types of activities that are professionally significant for her. The teacher's self-determination is determined by his orientation to the values of pedagogical activity, to a wide range of humanistic social and professional attitudes: to the chosen profession as a way of life and a way of its full and creative living; on a person as an end, not a means; on the development of reflection, empathy and social abilities that ensure the productivity of communication and the success of interaction with people, especially with children.

The professionally conditioned properties and characteristics of a teacher include:

-social and humanistic orientation of his personality(social maturity and civic responsibility, professional ideals, humanism, highly developed cognitive interests, selfless attitude to the chosen profession);

- organizational qualities (organization, efficiency, initiative, exactingness, self-criticism).

- communicative qualities (fairness, attentiveness, friendliness, openness, goodwill, modesty, sensitivity, tact);

- perceptual-gnostic qualities (observation, creativity, intellectual, activity, research style, flexibility, originality and critical thinking, the ability to make original, non-standard decisions, the desire for innovation, intuition, objectivity and impartiality, careful and attentive attitude to the experience of senior colleagues, the need for constant updating and enrichment of knowledge);

-expressive qualities (high emotional-volitional tone, optimism, emotional susceptibility and responsiveness, self-control, tolerance, endurance, sense of humor);

-high professional performance;

- good physical and mental health.

A kind of "core" of the teacher's personality is professional identity, understood as the process of understanding and experiencing the subjective significance of the development and personal growth of the student as a decisive condition for his own self-realization in the teaching profession, ensuring the interconnection and consistency of its leading motives, meanings, attitudes, values, beliefs, ideals,

It is impossible to demand that each step of pedagogical activity be creative, unique, always new. But just as it is impossible to step into the same river twice, so in the work of a teacher one cannot literally repeat the success once achieved. There is nothing more alive, infinitely changing, mobile than the work of a teacher, which objectively requires professional mobility and dynamism from him. Only a thought freed from the template has the right to individuality, to initiative, to its own pedagogical style, and this becomes possible if the teacher has formed a readiness to transform professional activity through the entire process of his education and practice itself.

The main thing in the formation and development of the teacher's activity is to identify and use his personal capabilities to create his own, unique and effective pedagogical system, ascent from mastering individual pedagogical functions, techniques and methods to their system, which make up a personality-oriented pedagogical technology. In this aspect, the teacher's activity is professional, acts as a unique combination of objective creativity, algorithmization and improvisation.

The sphere of professional work of a teacher is an arena for overcoming many contradictions. This is a contradiction between:

- the dynamics of professional tasks and the teacher's internal readiness for their implementation;

- the dynamics of educational policy and the desire of the teacher to take a clear and consistent position;

- the teacher's personal need for creative self-realization and the possibility of its satisfaction;

- the growing volume of up-to-date information and routine methods of its processing, storage and transmission;

- the need of society for educational services and the reduction in the reserves of teachers' working time, as well as a decrease in their number and the low material level of teaching staff;

- an increase in the amount of free time among the vast majority of socio-professional groups and the opposite trend in the change in the time budget among representatives of pedagogical professions, etc.

This objective social situation is reflected in the contradictions of the teacher's subjective attitude to his work. So, the majority highly appreciates their professional level. And at that time, a significant part of the teachers are not satisfied with their work in the school. With the phenomena of disorder in the field of teaching work is directly related to the continued turnover of teaching staff in many countries.

The effectiveness of the pedagogical process is determined by the activity of a personal stable, internally integral and professionally realized teacher, who is aware of himself as his full-fledged subject. The formation of such a teacher is the task of pedagogical education. Many teachers' problems are caused by conservative professional training systems that replicate instrumental and normative prescriptions that are rooted in school practice. and stereotypes that deprive the teacher of spiritual and moral grounds.

Instead of a technocratic approach, today it is approved humanisticparadigm of pedagogical education and professional development, the implementation of which puts forward a number of interrelated tasks.

The first task is to offer the future teacher systematic knowledge about the natural relationships of nature, culture, society, the state, about the processes of personality formation, about the values developing in the world.

Secondly, taking into account the personality-oriented paradigm of modern teacher training, its fundamental nature is a complex of knowledge about a person that forms the personality of a biologist - psychological and socio-cultural processes.

The third task is to ensure the formation of the teacher's personal and professional culture as a "tool" for the realization of individual creative forces in professional activities.

The fourth task is to give the future teacher a system of fundamental knowledge in the chosen subject area. In terms of its content, teacher training becomes a continuous education, in the center of which is a complex human knowledge that finds practical application.

The prestige of a teacher is usually high in public consciousness. But for various, mainly socio-economic, reasons, this high public recognition often does not find expression in real life. social status teacher. Caring for a teacher is one of the most important areas social policy of each state, capable of initiating corresponding counter public initiatives.

Theories and views of teachers of the past.

An outstanding teacher of the twentieth century M. Moitessori wrote: “To the center

the person himself must be trained. ... If we act according to this imperative, the child will turn from an object of hard work into an amazing consolation, into a miracle of nature. He will cease to be a powerless being for us, a kind of empty vessel that we must impose with our wisdom. His dignity will grow in our eyes as we recognize in him the designer of our mind and understand that this being, led along a certain path by an inner mentor, tirelessly, but with joy and happiness, works to build the greatest miracle of nature, which is HUMAN. We, teachers, can only help the child in this work ... "

“The work of teaching is high, but it is also difficult,” writes N.K. Roerich - In the constant flowing wave of the school element, one must maintain a great balance and constantly inexhaustibly give joy to the young spirit, which must enter into life, full of reasonable hopes and bright aspirations, approved by the knowledge of the leader.

N.K. Krupskaya wrote: “When I had to teach, I was always most captivated by when you see how the strength of the guys is growing before your eyes, how their personality blossoms. The all-round flourishing of a child's personality is what captivates the teacher.

“Like any creator, a teacher needs to imagine his creation,” writes the famous teacher MP Shchetinin.

The more clearly it is seen in the main, in the details, the more purposefully the creation proceeds. The picture is refined over time, adjustments are made to it, but it must be constantly present in the author's imagination. A good teacher sees his student as if in three projections: past, present and future. L.N. Tolstoy wrote: If you want to educate a student with science, love your science and know it, and students will love both you and science, and you are their educator, but if you yourself do not love it, then no matter how much you force to learn, science will not produce an educational impact.

An outstanding teacher of the 19th century, K.D. Ushinsky, believed: “In education, everything should be based on the personality of the educator, because education flows only from the living source of the human personality.”

D. Likhachev: “Teaching is an art, work no less creative than the work of a writer or composer, but more difficult and responsible. The teacher addresses the human soul not through music, like an artist, but directly. He educates with his personality, his knowledge and love, his attitude to the world. Sh. A. Amonoshvili: “Education is based on the law of uniqueness: each person can be educated only once. Childhood is not given again so that you can start everything from scratch, choose a different idea of education as opposed to the one that did not justify hopes, Going through trial and error in order to find the best pedagogical achievements is dangerous because if mistakes are made, then they will already do not erase with other samples. An omission in the development of a child, any “little thing” can end sadly and even tragically. Distortion of the path of revealing the image alienates the child from his destination in life.

Jan Amos Kamensky, the great Slavic teacher of the 17th century, stated: “Teachers are the parents of the spiritual development of students; bring disciples closer by a good example.

V.A. Karakovsky: “... Without a teacher, there is no hero, no poet, no politician, no scientist. The teaching profession is the mother of all professions on earth. He is beautiful, because he is immersed in the magical world of childhood, which constantly and powerfully nourishes his spiritual and physical strength. The perpetual motion machine of the school protects him from despair, from the degradation of his personality. It is no coincidence that today those who want to preserve and develop a person go to school.

Humanistic, collective and creative nature of the teaching profession.

Man is a social being. His happiness or unhappiness depends not only on his personal well-being, but also on how happy or unhappy the people around him are. A teacher is a professional, whose occupation itself is constantly associated with the highest value - a person. In the very nature of a child, as in a sprout prepared to become a beautiful and powerful plant, there are enormous opportunities and needs. The outstanding contemporary teacher Sh. A. Amonashvili called these needs passions: a passion for development, a passion for growing up, a passion for freedom. The deployment of these needs and opportunities to the full depends largely on the teacher. At the same time, each child is unique, has its own unique inner world, touching which should be as careful and caring as handling fragile growth. The very content and goals of pedagogical activity, aimed at nurturing the best in a person, revealing his potential, give it a special, humanistic (“human-forming”) character. Remembering the years of work at school, N.K. Krupskaya wrote: “When I had to teach, I was always most captivated by when you see how the forces of the guys are growing before your eyes, how their personality is flourishing. The all-round flourishing of a child's personality is what captivates the teacher.

The humanistic nature of pedagogical work requires the teacher to “with his tasks, concerns and life move towards the life of the child so that they, these lives, coincide with each other”, so that the child not only prepares for life, but also lives fully, deciding their problems and satisfy their actual needs. And this, first of all, depends on the teacher himself, on how he builds the process of education and training. In this way, humanistic nature of pedagogical workfound only in humane activitiesthe teacher himself, in his pedagogical position, in those means and methods that he chooses to carry out his activities.

The humanistic potential of pedagogical activity also lies in creating opportunities for the development and personal growth of the teacher himself, meet his own basic needs. The main characteristics of any professional activity that affect the choice of profession include:

The social significance of labor, determined by its results and consequences (usefulness to people and society);

Public assessment of a person's labor activity, the social status of the profession (respect for others, public recognition);

Mode and working conditions: socio-economic (nature of work, payment and other types of remuneration for work); moral and psychological (opportunities for interpersonal communication, success, professional growth), etc.

The creative nature of pedagogical activity is associated with its humanistic nature, which encourages the teacher to constantly search for and solve complex pedagogical problems. Therefore, the creative potential of a teacher largely depends on the degree of his creativity - the ability to create something new, original, to make non-standard decisions. The ability for creative activity in varying degrees of its productivity is inherent in every person. Usually there are several levels of pedagogical creativity:

Optimization level, characterized by a skillful choice and an appropriate combination of known methods and forms of education;

Heuristic level– search for something new, enrichment of the known with their own finds;

Research, personally independent level, when the teacher himself produces ideas and constructs the pedagogical process, creates new ways of pedagogical activity that correspond to his creative personality.

Pedagogical creativity- this is not only the search and finding of a new one, it lies in the diverse forms and methods of creative self-realization of the individual and can be disclosed as processdeployment and manifestation of the universal abilities and essential forces of the teacher.

Labor becomes truly creative only when interest, enthusiasm for labor and a sense of duty and responsibility to society are combined in relation to it. The creative nature of pedagogical activity creates the prerequisites for satisfying the moral and psychological needs of the teacher to achieve success, professional and personal growth, which is measured not so much by career growth as by advancement to the highest level of skill and life wisdom, i.e. the realization of one's human destiny.

Prospects for the development of the teaching profession.

The affirmation of humanistic thinking will contribute to the formation of a new style of teacher-student relationships. The most characteristic features of this style are:

Implementation of the idea of a personality-oriented approach in training and education;

Gradual transition from group forms of interactions to individual ones;

Preference for an indirect form of pedagogical requirements for students (advice, requests, suggestions) to direct ones (instruction, order, order);

Emotional coloring of business relations with the student;

The presence of constant control in the process of carrying out business communication activities;

Assisting the student in his self-development through the education of culture, attitudes towards himself, people, nature.

Among the growing variety of pedagogical specialties, the school teacher continues to be the most numerous and mass profession. The last decade is characterized by an active search for ways to reorganize teacher education in the light of the requirements of the 21st century. As noted by a number of prominent researchers in the field of foreign pedagogy (Z.A. Malkova, V. Ya. Pilipovsky), the most common trends in the modernization of teacher training systems are:

Elimination of dualism in the training of teachers for different types of schools. Universities are becoming the main type of higher education educational institution for the training of teachers, which brings the teaching profession closer to the level of other specialties and contributes to an increase in its role in society;

Multilevel and variability of pedagogical education. Teachers and other specialists dealing with the education of children and adults are trained according to programs of various durations (bachelor's, specialist's, master's) and different directions, which affects their professional career, including remuneration;

Strengthening the general education component in the content of teacher education. The teacher, in order to fulfill his increasingly complex functions, must be a versatile and highly educated person, spiritually rich and sensitive to the nature of another person;

Creation of alternative opportunities for the training of teachers from specialists of other profiles;

Attracting talented youth to the teaching profession by providing them with various benefits and privileges;

Integration of university and postgraduate (postgraduate) pedagogical education, flexibility and variability of forms and types of postgraduate education, development of personal incentives for continuous professional development.

An analysis of global trends in the field of education, in particular vocational education, indicates the need for higher requirements, both for pedagogical professionalism and the personal qualities of a teacher. According to V. I. Andreev, the main problems that teachers of the new millennium will face will be:

More and more complex, ever more complex problems of improving the quality of education, guaranteeing a high level of educational standards, which only a teacher with high professional competence can handle;

The teacher often has to solve creative and research problems himself, that is, the role and importance of the creative, research abilities of the teacher increases. Thus, the teacher of the future must necessarily be a creative person;

All the more complicated problems of education will require a higher level of intelligence from the teacher, the role and importance of the spiritual and moral potential of the teacher is increasing;

The teacher of the 21st century will have to continuously master progressive technologies of education and upbringing, new achievements of domestic and foreign experience, adapt them in relation to their subject activity, adapt them to their individual characteristics of abilities;

The teacher of the third millennium will have to solve a number of new complex professional and pedagogical problems that require the integration of knowledge, practical skills and abilities from such sciences related to pedagogy as philosophy, psychology, medicine, religious studies, economics, law, cybernetics, which will require significant efforts from the teacher and capacity for continuing education.

In a generalized form, the main requirements for the personality of a teacher of the near future are: professional competence, intelligence, competitiveness, spirituality. At present, the use of modern information technologies is becoming more and more widespread in the activities of teachers. Over the past 10-15 years, the computerization of education has become a reality from a dream. Both the teacher and the students have been hit by a huge information flow, requiring a skillful and competent choice of what is necessary for both the student and the teacher. The main problems in the field of organization of education and teaching work (in particular, with the use of information technology) are the following:

1. Formation of the readiness of the future teacher to work in a single information environment. This problem can be considered as the ability to master and understand the possibilities of using information technologies in the educational process, on the one hand, and as a reasonable ratio of traditional and new technologies in the educational process, on the other.

2. Creation of a single information space and the formation of a single thesaurus, allowing the teacher to focus attention and time not only on the organization and teaching methods, but also on the conceptual aspects of the educational process.

3. Preparation and transition to teaching using information technology. Such a transition involves the development of information and computer support training courses, including the humanitarian block in the curricula of educational institutions.

4. Preparation of software and methodological support of the educational process in a single information space. This requires the joint efforts of teachers, methodologists, psychologists, and specialists in computer support for the educational process.

Thus, already at the stage of university education, future teachers need to prepare for the use of a computer in the educational process in general, to master the skills and abilities of working with computers when teaching specific disciplines.

Lecture 8 The teacher as a subject of pedagogical activity

Target: Formation of a system of knowledge about the structure of pedagogical activity

Tasks:

Reveal the essence of pedagogical activity

Characterize the teacher as a subject of pedagogical activity

To characterize professional readiness for pedagogical activity

Get to know the profession of a teacher

Plan:

The concept of pedagogical activity, its components

The teacher as a subject of pedagogical activity

The humanistic orientation of the teacher's personality

General and professional culture of the teacher. Pedagogical ethics and tact of the future teacher

Basic concepts: Subject, object of pedagogical activity; properties of the subjectivity of the teacher, the social position of the teacher, the principles of training specialists in high school, professiogram

Literature:

Mizherikov V.B., Ermolenko V.A. Introduction to pedagogical activity, M., 2002.

Robotova V.A. Introduction to pedagogical activity, M., 2006.

What qualities should a teacher have? AT general view they can be represented as the following diagram.

Teacher Properties

Special Personality

Objective (scientific) Subjective (personal (moral-volitional)

teacher training) teaching talent) qualities)

Rice. 1. Professional and personal qualities of a teacher

The problem of the teacher's subjective properties has become the subject of theoretical and experimental study by scientists N.V. Kuzmina, A.K. Markova, S.V. Kondratiev, L.M. Mitina and others.

The following properties of the subjectivity of the teacher are distinguished:

1. Psycho-physiological properties of the subject (inclinations), which are prerequisites for the implementation of their professional role (type of temperament, emotional excitability, type of perception, flexibility of thinking, etc.).

The most significant for professional and pedagogical activity are the features of the type of higher nervous activity (HNA), which can be considered as a psychophysical basis. individual qualities the teacher he needs to carry out his work. It is known that GNI is based on two main nervous processes: excitation and inhibition. They are characterized by strength, mobility and balance, various combinations of which determine the individual psychological characteristics of a person - his type of temperament, features of perception and thinking, attention, ability to work, endurance, psychological stability, etc. Pedagogical activity and individual psychological qualities of a teacher should be in a certain correspondence. Such a correspondence does not always arise by itself (although there are happy cases of coincidence, then they speak of a natural vocation, a born teacher). It must be achieved. The following individual psychological properties and qualities are preferable for the teaching profession:

1) a strong type of GNI, which determines the combination of those qualities of temperament that underlie a developed tendency to leadership, efficiency, endurance, determination, activity, purposefulness, perseverance, endurance, self-confidence, etc.

2) the formation of voluntary attention, a high level of mental activity, memory.

3) emotional balance (ability to control oneself even in emotional situations).

4) social sensitivity, reflexivity (a person's ability to self-report, introspection of their own mental states; the ability to see oneself as if from the outside, sometimes through the eyes of others).

2. Pedagogical abilities - individual psychological properties of a person, thanks to which any activity is successfully carried out, great results are achieved with less labor costs.

In the psychological and pedagogical literature, various groups of abilities are distinguished. So, F.M. Gonobolin refers to the important individual properties of a teacher the ability to “understand children, see good and bad in them, feel how they perceive educational material, objectively assess their knowledge and abilities, work creatively, successfully transmit knowledge to students, speak the language, skillfully organize schoolchildren in the nursery team, show pedagogical tact, infect children with their enthusiasm, love for work, control oneself well, manage one’s feelings and behavior”

Six leading abilities of a teacher for pedagogical activity are distinguished by I.A. Zyazyun, M.S. Burgin and others, these include the following abilities:

Sociability - disposition to people, goodwill, sociability;

Perceptual abilities - professional vigilance, empathy, pedagogical intuition;

Dynamism of personality - the ability to volitional influence and logical persuasion;

Emotional stability - the ability to control oneself;

optimistic forecasting;

Creativity is the ability to be creative.

As can be seen from the above list of pedagogical abilities, they include many personal qualities and are revealed through certain actions and skills. At the same time, there are skills that are included in the content of several abilities.

3. The orientation of the personality, it is made up of the value orientations of a person. In our case, we will talk about the professional and pedagogical orientation of the teacher. The professional-pedagogical orientation of a teacher's personality (PPT) is understood as a stable, dominant (predominant) system of needs, motives (interests, beliefs, inclinations, etc.) that determines the teacher's behavior, his attitude to the profession and to his work.

1. Interest and love for children, for the profession, creativity associated with the education of human qualities in them;

2. Awareness of the difficulties and problems in the teacher's work;

3. The need for pedagogical activity;

4. Awareness of one's own capabilities and abilities as corresponding to the requirements of the chosen profession;

5. The need for constant self-improvement and the desire to master the basics of pedagogical skills already at the university.

N.V. Kuzmina also defines three types of orientation of the teacher's personality:

Truly pedagogical (it consists in a stable motivation for the formation of the student's personality by means of the subject being taught, for the restructuring of the subject, counting on the formation of the student's initial need for knowledge, the bearer of which is the teacher. The pedagogical orientation includes a vocation for pedagogical activity. At this highest level, the teacher does not think themselves without a school, without the life and activities of their students);

False-pedagogical (the main motive of the teacher's pedagogical activity is self-expression, career growth. Due to the presence of a number of developed pedagogical abilities and positive personal qualities, for example, intelligence, willpower, etc., such a teacher can work successfully in certain periods. However, the distortion of his motives professional activity, as a rule, leads to a low result in pedagogical activity)

V.A. Slastenin (Professor, Doctor of Pedagogical Sciences) also considers PPT to be one of the most important qualities of a teacher's personality. He believes that it is a selective attitude to reality, the orientation of the personality, awakens and mobilizes the hidden forces of a person, contributes to the formation of his corresponding abilities, professionally important features of thinking, will, emotions, character. Otherwise, V.A. Slastenin believes that PPT is a frame around which the main properties of a teacher's personality are assembled.

4. Professional-pedagogical and subject knowledge and skills. The core of professional and pedagogical knowledge is fundamental knowledge in the field of pedagogy and psychology, worldview and methodological knowledge, and technological knowledge. The quality of knowledge is determined by how widely it is included in various activities. Knowledge does not exist by itself: it is acquired by an individual and enriched, realized in activity.

The specificity of pedagogical knowledge is that it is enriched by the personal attitude of the teacher to it, passed through his worldview, his experience, the specifics of his thinking.

Knowledge lays a solid foundation for the development and formation of pedagogical skills, without which the dynamics and effectiveness of pedagogical activity is impossible.

Skills and skills are ways of applying knowledge in practice, their representation in the module of objectively necessary qualities of a teacher is obvious. A teacher is as professional as he can effectively apply general scientific, subject, psychological, pedagogical and general cultural knowledge in his practical activities. The range of professional and pedagogical skills and abilities is diverse. So, in professional and pedagogical activity, more than two thousand skills are updated. At the heart of all the diverse skills are general labor skills: the ability to realize the goals of the activity, plan the upcoming activity, and exercise self-control of its course. The cognitive skills necessary in any kind of activity include the ability to memorize, compare, analyze, predict, foresee.

The block of basic pedagogical skills of a teacher includes the following types of skills: diagnostic, constructive, communicative, analytical.

Another factor influencing pedagogical activity is the personal qualities of the teacher. All personal qualities of a teacher have professional significance. The work of F.N. Gonobolina, N.V. Kuzmina, N.V. Kukharev, V.A. Slastenina and others. Despite different approaches regarding the set of MFLCs and their classification, these scientists have a similar point of view on the significance of MFLCs. They consider professionally significant personal qualities, along with professional and pedagogical orientation, to be a fundamental component of the teacher's personality, and the most important factor in mastering the profession and pedagogical skills. Let us give a definition of the concept of professionally significant qualities of a teacher's personality.

Professionally significant qualities of the teacher's personality are the characteristics of the mental, emotional-volitional and moral aspects of the personality that affect the productivity (success) of the teacher's professional and pedagogical activity and determine her individual style.

There are various classifications of teacher personality traits, for example, a variant of the classification of professionally significant personal qualities (PZLK), developed by V.P. Simonov. This classification contains specific optimal characteristics of the teacher's personality qualities:

1. Psychological personality traits as an individual: strong, balanced type nervous system; leadership tendency; self confidence; kindness and responsiveness; hyperthymia (activity, mobility).

2. The teacher in the structure of interpersonal relations: the predominance of a democratic style of communication with students and colleagues; minor conflicts only on matters of principle; adequate, normal self-esteem; willingness to cooperate with students and colleagues; the isolation level in the team is zero.

3. Professional personality traits of a teacher:

a) broad erudition and free presentation of the material;

b) the ability to take into account the individual psychophysical abilities of students;

d) elegant appearance, expressive facial expressions, general artistry;

e) focus on students (addressing them by name, knowledge of not only personal characteristics, but also the life circumstances of pupils, the desire to help with deed and advice);

e) instant reaction to the situation, resourcefulness;

g) the ability to clearly formulate specific goals;

h) the ability to organize all students as a whole and each individually;

i) the presence of feedback from students and value judgments accompanying the marking, systematic monitoring of student performance.

As we can see, this variant of professionally significant personality reflects the most important professiographical aspects of the modern teacher's model.

An interesting classification of PZLK, proposed by T.A. Yuzefavicius. For this classification, she takes 1) dominant without which it is impossible to effectively carry out pedagogical activities; 2) peripheral, they do not have a decisive influence, but contribute to success; 3) negative - lead to a decrease in labor efficiency; 4) professionally unacceptable.

The dominant professionally significant qualities of a teacher's personality include the following qualities:

Citizenship (social responsibility; readiness of the individual to actively, energetically contribute to the solution of social problems);

Love for children (humanism, goodwill, sensitivity, responsiveness, attentiveness, sincerity, politeness, etc.);

Optimism (belief in the strength and possibilities for the positive development of the student);

Justice (honesty, conscientiousness, ability to act impartially);

Sociability (pedagogical tact, sociability);

Demanding to oneself and to children (responsibility, organization, self-criticism, conscientiousness, truthfulness, discipline, pride, self-esteem, reasonableness, modesty, initiative, activity);

Altruism - selflessness (disinterested concern for the welfare of others);

Volitional qualities (purposefulness - “a reflex of the goal”, in the words of I.P. Pavlov; endurance, self-control, poise, perseverance, energy, determination, patience, courage);

Tolerance - tolerance, indulgence towards people;

Pedagogical observation (insight, pedagogical vigilance);

Empathy (the ability to understand the internal, mental (emotional) state of the student and empathize with him this state not only in words, but also in deeds; emotional responsiveness;

Intelligence (charm, spirituality);

Modernity (the teacher's feeling of belonging to the same era with the students);

Dominance (efficiency, tendency to lead, taking responsibility for others, ability to lead);

Creativity (creativity).

The peripheral professionally significant qualities of a teacher's personality include, for example, friendliness, enthusiasm, seriousness, a sense of humor, artistry, initiative, enthusiasm for something (hobby), a real approach to life, and curiosity.

The negative professional qualities of a teacher's personality include: imbalance, partiality, vindictiveness, arrogance, absent-mindedness.

And another group is professionally unacceptable qualities: the presence of bad habits, moral uncleanliness, assault, irresponsibility, rudeness, incompetence.

In life, in pedagogical reality, we will not see a teacher who embodies only dominant and peripheral qualities and vice versa. They are combined in the personality of the teacher in an endless variety of ways. This combination determines the individual style of his activity, the uniqueness of professionally significant personal qualities of each individual teacher. In this regard, typifications of personalities and activities are also possible, but look at this yourself.

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