Regardless of the choice of their future profession, people should strive to develop in themselves such personal qualities that would allow them not only to communicate with other people on the basis of generally recognized norms of human morality, but also to qualitatively solve the problems of professional activity. It is difficult to imagine any positive human quality that would be superfluous in the list of qualities inherent in a teacher. However, each profession has specific requirements for the personal qualities of the employee. Naturally, the teaching profession is no exception.
The professionally significant qualities of a teacher's personality are understood as the characteristics of the mental and emotional-volitional aspects of the personality that affect the productivity of the professional pedagogical activity teacher and defining her individual style.
In pedagogical science, there are a number of opinions regarding the set of personal qualities of a teacher, which are interpreted as professionally significant. Let's take a look at the most typical ones.
F.N. Gonobolin singled out the following series of qualities of a teacher's personality as professionally significant: pedagogical tact, the ability to "reconstruct" educational material, it is accessible to state it, the ability to convince people and organize them, the ability to work creatively, the ability to quickly respond to pedagogical situations and behave flexibly in them, the ability to teach the subject, the ability to foresee the results of one's work. He also highlights such personal qualities designed to ensure the effectiveness of pedagogical activity, such as: conviction, focus, perseverance, endurance, resourcefulness.
Yu.K. Babansky proposed his own classification of professionally significant personal qualities, in which he combined the qualities he singled out into three groups: personal, related to learning activities associated with educational work.
Based on the position on pedagogical activity as a reflexive management of students' educational activities, Yu.N. Kulyutkin distinguishes three groups of teacher personality traits, namely: the ability to understand the inner world of the child, the ability to actively influence the student, and emotional stability.
K.M. Levitan offers the following scale of the main professionally significant personal qualities: a high level of subject proficiency, the ability to transfer knowledge and skills, exactingness, the ability to interest schoolchildren in studying their subject, general erudition, goodwill, pedagogical tact, the ability to organize an interesting lesson, love for the profession, patience and perseverance , understanding of children, love for children, justice, striving for improvement, sense of humor, integrity, sociability, good diction, musical abilities, emotionality, the ability to organize extracurricular activities, conscientiousness, the ability to use TCO.
T.N. Malkovskaya identifies qualities that make it difficult for a teacher to interact with students: temper, straightforwardness, haste, harshness, heightened pride, self-confidence, stubbornness, lack of a sense of humor, excessive gentleness, indecision, innocence, touchiness, dryness, slowness, disorganization. Ya.L. Kolominsky adds to this list misunderstanding of students, injustice, irritability, low or excessive exactingness, pedantry, imposing one's opinion, contradiction between words and deeds, dishonesty, shortcomings in teaching.
In the scientific and pedagogical literature, there are, although rather rare, attempts to create a typology of the teacher's personality. Usually, there are "logotropes" - teachers focused on the subject being taught, and "pedotropes", teachers focused on interaction with children. A number of foreign researchers distinguish three types of teachers.
The first type is teachers who seek, first of all, to develop the personality of the child, relying on the emotional and social factors. Such a teacher adheres to a flexible program, does not focus on the content of the subject being studied, he is characterized by a relaxed manner of teaching, individual approach to students, friendly tone. His antipode is the aloof, egocentric, distant teacher.
The teacher of the second type is interested only in the mental development of the student, strictly adheres to the material being studied, works according to a consistently and detailed program. It makes high demands on the assimilation of educational material by students. His antipode is a disorganized, careless teacher.
The third type of teacher is characterized by a creative, inventive streak. He tries to captivate at least individual students, to awaken in them the strength and ability to fully reveal their creative potentials (opportunities). Such a teacher does not care about the development of the mental abilities of students in a limited, traditional sense, and often treats students subjectively. His antipode is a dry, boring, too traditional teacher.
Any of these personality types of teachers are rarely found in a "pure" form, it is legitimate to talk only about the dominant qualities that are necessarily present in good teachers.
J.B. Carroll believes that at one "pole" there are teachers - conservative traditionalists who are confident that they are doing everything in a perfect way, and are not willing to change the old, proven methods of activity for innovations. At the other "pole" are "impressionable adventurers" who succumb to any fashion and try everything in the world. As a subtype of such teachers, Carroll singles out the "lover of technical improvements." The main mass of teachers is located between these two "poles".
V.N. Soroka-Rosinsky singled out four main "breeds" of teachers: theoretical teachers, realist teachers, utilitarian teachers, and artist teachers.
Thus, various authors give different classifications of professionally significant qualities in a teacher's personality. However, at present there is no generally accepted opinion either as to what qualities characterize teachers of the highest professional level, or what are the prerequisites for their successful formation, nor about what methods to detect them.
The abundance of information about the professional qualities of a teacher's personality creates the need to identify stable combinations of these qualities that characterize different levels of work success. In addition, there is a need to verify the significance of the personal qualities of teachers previously described in the pedagogical literature from the standpoint of the present.
The content analysis of the above positions of scientists allowed the author of these lines to create a classification of professionally significant personality traits in terms of their degree of significance, according to which four groups of qualities were identified: dominant, peripheral, negative and professionally unacceptable (contraindications).
Dominant are qualities, the absence of any of which entails the impossibility of effective implementation of pedagogical activity.
Peripheral qualities are understood as qualities that do not have a decisive influence on the effectiveness of the activity, but contribute to its success.
Negative qualities are those that lead to a decrease in the effectiveness of pedagogical work, and professionally unacceptable ones lead to the teacher's professional unsuitability. Let us consider the composition of these groups of personal qualities in more detail.
Dominant qualities
1. Social activity, willingness and ability to contribute to the solution of social problems in the field of professional and pedagogical activity.
2. Purposefulness - the ability to direct and use all the qualities of one's personality to achieve the pedagogical tasks set.
3. Balance - the ability to control one's actions in any pedagogical situations.
4. The desire to work with schoolchildren - obtaining spiritual satisfaction from communicating with children in the course of the educational process.
5. The ability not to get lost in extreme situations- the ability to quickly make optimal pedagogical decisions and act in accordance with them.
6. Charm - a fusion of spirituality, attractiveness and taste:
7. Honesty - sincerity in communication, conscientiousness in activities.
8. Fairness - the ability to act impartially.
9. Modernity - the teacher's awareness of his belonging to the same era with the students (manifested in the desire to find a common interest).
10. Humanity - the desire and ability to provide qualified pedagogical assistance students in their personal development.
11. Erudition - a broad outlook combined with deep knowledge in the field of the subject being taught.
12. Pedagogical tact - observance of universal norms of communication and interaction with children, taking into account their age and individual psychological characteristics.
13. Tolerance - patience in working with children.
14. Pedagogical optimism - faith in the student and his abilities.
Peripheral qualities
1. Goodwill.
2. Friendly.
3. Sense of humor.
4. Artistry.
5. Wisdom (the presence of life experience).
6. External attractiveness.
Negative qualities
1. Partiality - the selection of "favorites" and "hateful" from among the students, the public expression of sympathies and antipathies towards the pupils.
2. Unbalance - the inability to control one's temporary mental states, moods.
3. Vindictiveness is a personality trait that manifests itself in the desire to settle personal scores with the student.
4. Arrogance - pedagogically inappropriate emphasizing one's superiority over the student.
5. Absent-mindedness - forgetfulness, lack of concentration.
Introduction
Professional qualities of a modern teacher
A complex of professional and pedagogical qualities of a teacher of literature
Creative skills and emotional and communicative qualities of a teacher-philologist
Conclusion
List of used literature
Introduction
On the present stage development of the Russian society is characterized by the recognition of the importance of creativity and the value of humanitarian education. The tasks facing the domestic education system are complex, which forms a set of special requirements for their implementation.
Literary education at school is directly related to the problems of improving the content of education and requires a reorientation towards further humanization. educational process and the process of formation of the student's personality.
The relevance of the topic of the essay is due to the fact that the necessary change in the nature of education and current orientations require an active aesthetic position and activity from the philologist, the comprehensive development of communicative competence, since in order to achieve pedagogical goals in a rapidly changing society, it is not enough for a teacher to possess only the skills of scientific knowledge.
The object of the research is the professional activity of a teacher of literature.
The subject of the study is a set of professional qualities of a teacher of literature.
The purpose of the work is to study the qualities of the teaching activity of a teacher of literature, which dictates the implementation of particular tasks:
characterize the professional qualities of a modern teacher;
consider the specifics of professional pedagogical culture literature teachers;
to reveal the importance of creative abilities and emotional and communicative qualities in the work of a philologist teacher;
formulate the main conclusions and conclusions.
Theoretical basis steel abstract Scientific research and educational and methodical work such authors as Bodalev A. A., Gonobolin N. F., Krutetsky V. A., Kuzmina N. V., Levitov N. D., Markova A. K. and others.
Professional qualities of a modern teacher
In the pedagogical literature, the terms "teacher model", "requirements for the teacher" and "teacher model" coexist. In essence, they cover an equal set of issues, but the approach of the authors in each case has a special epistemological character.
The term “teacher model”, as a mentally created image of the original ideal professional, is used in the study of various aspects teaching profession. "Model" by definition does not mean all the qualities of the object, but only the essential ones. Therefore, in practice, the use of this term is very limited.
The terms "requirements for a teacher" and "qualities of a teacher" are used by many educators and psychologists. It must be borne in mind that many processes in pedagogy manifest themselves exclusively as trends, and this makes it difficult to formulate some concepts and terms. The existence of a relationship between the totality of the teacher's qualities and the laws of pedagogy is expressed in the social functions of the teacher and in the specifics of his activity. If these functions and features are determined correctly according to scientific principles, then the “qualities of a teacher” will be revealed not in a subjective way, but on an objective basis.
Numerous researchers on the subject pedagogical process study and analyze the structure of the teacher's activity, its features and properties in sufficient detail. A number of general principles and points can be traced in these works.
First of all, the authors single out pedagogical abilities, skills and abilities derived from various types of professional activities of a teacher: organizational, constructive, communicative, gnostic, didactic, perceptual, predictive, suggestive, expressive, analytical and evaluative and some other skills and abilities.
The common thing is the recognition of the interconnectedness of different types of pedagogical activity, in which abilities and skills represent an integral structured system. The personal characteristic of the teacher dominates in relation to his professional characteristic.
F. N. Gonobolin identifies the following abilities that are significant in the professional activities of a teacher:
the ability to understand the student;
the ability to present educational material in an accessible way;
the ability to increase the interest of students;
organizer skills;
pedagogical tact;
the ability to anticipate the results of one's work.
The group of pedagogical abilities also includes:
pedagogical observation and imagination;
demanding nature;
clarity, simplicity and persuasiveness of speech.
These abilities enable the teacher to successfully carry out pedagogical activities.
Pedagogical imagination is of particular importance for constructive activity, being realized in the “designing” of the student’s future level of knowledge, his character, habits and ability to predetermine suitable methods. Pedagogical imagination provides developmental education and training.
Pedagogical tact is expressed in the communicative sphere of pedagogical activity and represents the ability to build true relationships with students, parents, colleagues, determines a sense of proportion that helps prevent the formation conflict situations.
N. D. Levitov names as the main pedagogical abilities:
the ability to convey knowledge to children in an interesting and concise manner;
understanding of the student based on observation;
creative and independent way of thinking;
resourcefulness, accurate and quick orientation;
the ability of the organizer to regulate their work and the formation of the student team.
V. A. Krutetsky formulated general definitions of the main pedagogical abilities.
Didactic abilities allow the teacher to convey educational material in an accessible, understandable form for children, to form interest in the subject, to activate the student's independent thought.
Perceptive abilities are the ability to perceive the inner world of the pupil and the student, this is a psychological observation based on a subtle understanding of the personality and mental states of the student.
Speech abilities make up the teacher's ability to clearly express thoughts and feelings.
Organizational skills involve the ability to rally and inspire the student team and rationally conduct their own work.
Communication skills form the forms and content of communication with children, help to develop the right approach to the student, based on expedient relationships and pedagogical tact.
Pedagogical imagination is a predictive ability, expressed in the ability to foresee the consequences of one's actions on the process of educational design of the student's personality, understanding the prospects for the development of certain qualities of the student.
Of particular importance for the teacher is the ability to distribute attention between several areas of activity.
Thus, in modern scientific pedagogical literature, the following personal and professional abilities of a teacher are distinguished: organizational, constructive, communicative, gnostic, didactic, perceptual, predictive, suggestive, expressive, analytical and evaluative, etc., which are an integral structured system. In the complex, two groups of abilities can be distinguished - personal and those with professional specifics, and the former, according to scientists, play a leading role in relation to the latter.
teacher literature professional philologist
A complex of professional and pedagogical qualities of a teacher of literature
The phenomenon of professional and pedagogical culture provides an opportunity to explore the educational process in the context of technologies, values and directions of creative activity. personal realization literature teacher. For a philologist, culture acts as a mechanism for the transfer of social experience, and expresses, on the one hand, the content of his professional activity, on the other hand, it is a tool that allows the teacher to take part in the creation, updating and transmission of culture.
Based on the study of theoretical material, we identified professionally significant qualities of a teacher of literature.
First of all, it is the presence general concept about culture, its social significance, constituent parts and features of functioning in different periods of history. In connection with the general concept, it is important to comprehend the relationship between education and culture, culture and literature, as an integral part of human culture, and the practical ability to apply this knowledge in teaching and communication, aimed at broadcasting artistic and spiritual values in a literature lesson.
It is important for a philologist teacher to have an idea of the artistic image as the most universal and comprehensive form of spiritual comprehension of being, as the unity of the individual and the general, which expresses the fusion of the truth of the artistic image with the truth of the era reflected in the work of art. The cultural context is a necessary and indispensable condition for understanding the essence of an artistic image.
When comprehending school curriculum and the development of their own pedagogical concept, which determines the nature of the study creative heritage writers and the analysis of a particular literary work, it is important for the teacher to be able to navigate and apply knowledge about the relationship between culture and the artistic image.
The complex of the main qualities of a philologist teacher includes his ability to conduct a multidimensional analysis of a literary text in the unity of the ideological, moral, aesthetic and linguistic levels, on the basis of which his own pedagogical concept of interpretation is formed. artwork on the Literature lesson.
This combines the ability to analyze a particular work in the historical and functional aspect, focusing on students as subjects of communication and activity, with their free expression of their own assessments and opinions, which is important for personal self-determination and mastering the leading position in the dialogue.
An important component of the professional and pedagogical culture of a teacher of literature is the ability to understand the ways of embodying the national in literary work, realize the existence of a person in organic unity with history, spiritual space and traditions of the people, know the origins and archetypes of the national mentality and national character, perceive the language of a literary text as a carrier of national culture.
A significant skill for a teacher of literature is the ability to combine the actual literary development of students with the development of their aesthetic abilities, based on the use of techniques for analyzing a work of art in the classroom.
These professional qualities and abilities of a teacher are determined by the specifics of the subject of literature and correlate with the development of aesthetic methods of communication, with the formation of value orientations of students.
As pedagogical practice shows, the special and greatest difficulty in the conditions of reforming modern school for a philologist teacher, it represents the development and implementation of innovative principles, ideas and attitudes that contain the educational complexes in literature that are being created today.
The selection and nature of the presentation of the material in modern textbooks on literature is carried out with primary attention to the artistic, aesthetic and cultural significance of the work. This reduces the problem-thematic limitation and predetermination, allowing the teacher to conduct a truly interesting study of the classics and modern literature for students. Literature teachers are not constrained by strict ideological restrictions, and they can use complex literary concepts in pedagogical practice - “positive hero”, “ideal” - filled with new content: a positive hero today is not just a brave and determined person who defends class interests, but a person seeking and doubting, with a heightened sense of self-worth and recognizing the right to such a feeling for another person. The concept of "ideal" consists of the highest universal values - Goodness, Beauty, Truth, recognition of the rights of the individual, the right to life, happiness and freedom.
In a different way, textbooks also present information about the theory of literature. Previously, the connection between theoretical knowledge and the analysis of a literary text was only declared, and all attention was paid only to the development of terms and definitions by students. Today the system theoretical concepts selection literary material study guide.
These principles embody the idea of a comprehensive humanization of education, communication educational opportunities with personal choice, the formation of scope for self-realization and disclosure of the creative potential of the individual.
The innovative and culturological specificity of modern educational complexes requires a significant increase professional qualifications teachers of literature, which is expressed in the emergence of positive motivation in the process of mastering topics and problems, in the formation of an integrated methodological approach to literature lessons, in developing their own pedagogical concept of teaching, in truly enriching knowledge and improving their professional skills and abilities, in expanding the range of value orientations, in reflection and bringing creativity into the solution of each pedagogical task.
Thus, the professionally significant qualities of a literature teacher presuppose the existence of a general concept of culture, its social significance, its constituent parts and features of functioning, the idea of an artistic image as the most universal and comprehensive form of spiritual comprehension of being, understanding the school curriculum and developing one's own pedagogical concept, the ability to conduct a multidimensional analysis of a literary text in the unity of the ideological, moral, aesthetic and linguistic levels, the ability to analyze a particular work in the historical and functional aspect, focusing on students as subjects of communication and activity, with their free expression of their own assessments and opinions, the ability to understand the ways of embodying the national in a literary work, to realize the existence of a person in organic unity with history, spiritual space and traditions of the people, to know the origins and archetypes of the national mentality and national character. These professional qualities and abilities of a teacher are determined by the specifics of the subject of literature and correlate with the development of aesthetic methods of communication, with the formation of value orientations of students.
Creative abilities and emotional and communicative qualities of a teacher-philologist
Modern pedagogical science focuses on the legitimacy and effectiveness of the role of the teacher - an accomplice of "educational events", in which the concentration of the personal aesthetic and cultural experience of students is carried out. In this context, a pedagogically difficult task is being formed that faces the teacher and involves the organization of joint work of the teacher and students in the classroom, in the process of which new ways of non-standard solution of educational and cultural problems will be mastered.
During the lesson, the teacher of literature must create conditions that allow to recreate a holistic picture of the world and being, for students to "immerse" in various situations requiring the manifestation of certain skills and qualities, due to the development of the student's cultural and aesthetic experience. Literary education in the national school today is associated with the tasks and problems of improving the content of the learning process, its humanization and the development of the student's personality.
main goal literary education at school, it becomes the formation of the foundations of artistic perception, and not the transfer of scientific information about literary content. Two aspects are important here: the teacher must have the ability to present to the students artistic text as a work of art, but not as an illustrative document of any historical events or a didactic substantiation of worldly moralizing and be able to develop in schoolchildren the need for artistic impressions.
To solve pedagogical problems within the framework of the proposed strategy, significant changes are required in the activities of the teacher in organizing a lesson in literature and school literary education. The core of such a lesson is a set of one's own readings and interpretations that make up an aesthetic and communicative event - a deep understanding of a literary text in the process of creatively creating one's own idea of it.
The pedagogical goal of the activity of a literature teacher in these conditions is not to lead the student to a pre-planned answer to a separate question, but to form a culture of perception of a work of art, the most important result of which is the spiritual self-determination of the student during and as a result of the conscious choice of his own position.
The influence of the teacher of literature on the growth of the cultural experience of students is effective with the constant improvement of professional skills. The effectiveness of the entire organization of the educational content of the lesson is ensured by the ability of the teacher to multidimensional vision and deep penetration into personality traits participants in the dialogue organized in the lesson, his ability to think outside the box, express his thoughts expressively and clearly, answer students' questions accurately and definitely, listen understandingly and kindly, creating a stable psychological contact. It is important for the teacher to acquire a special creative state and develop his abilities in organizing an open and free dialogue in a literature lesson, based on improving his sense of naturalness, ease public speaking.
The personality of the teacher and his whole creative potential are the basis for the effective organization of a literature lesson. In pedagogical activity, more than in any other profession, a significant role is played by personal qualities. Pedagogical creativity, which is a phenomenon of a special kind, for all its specifics, has a lot in common with the professional activities of a scientist, artist, writer, contributing to mutual enrichment based on the creative cooperation of the student and the teacher. The teacher's awareness of the level of his skill in comparison with ideal models sets the benchmarks for setting the parameters of professional improvement. The sources of development of personal professional self-awareness are three interrelated components: knowledge about oneself as a specialist, emotional attitude towards oneself as a professional teacher and assessment of oneself as a specialist. The necessary conditions for improving pedagogical self-awareness are the teacher's readiness to improve activities, the ability to restructure activities in accordance with the new requirements of modern society, and the positive motivation of pedagogical work.
The aesthetic activity of a literature teacher is a synthesized set of practical skills and theoretical knowledge aimed at solving educational problems in non-standard circumstances with non-standardized pedagogical approaches that create conditions for the full realization of the creative potential of each student. The communicative culture of the teacher is the most important component of this aesthetic activity.
The professional specificity of the aesthetic activity of a teacher of literature is due to many subjective and objective factors, both internal and external. The conditions in which a teacher is formed and realized do not depend on personal preferences and motives, he cannot, at his own request, change the socio-psychological climate and the nature of professional relations with other teachers, change his social status or features of your family life. Subjective factors include the aspirations of the individual, aimed at understanding, evaluating and adjusting their interaction with the outside world. The internal sphere of the formation of professional activity is made up of personal experiences, emotions and feelings, intuition and cognitive resources. External includes professional interaction with other people within a certain type of activity. A kind of “migration” of the factor from the external sphere to the internal is also possible: the ability to hear the interlocutor is laid within the framework of family education or formed in the process of professional training, but it may also appear as a result of self-improvement.
Studies show that the emotional sphere of a teacher of literature is the main source of factors influencing interaction with students; the latter attach particular importance to the personal qualities of the teacher - sensitivity, tact, justice, objectivity, etc. Students in the process of personal formation project these qualities onto themselves.
The emotional sphere of the teacher determines the specific state of his psychological readiness for the lesson. Of particular importance to students are characteristics indicating the mood of the teacher. Emotions are an effective means of educating and influencing students, without them, outside the emotional background, it is impossible to master and consolidate knowledge and skills. . An important place in the totality of the emotional manifestations of the teacher is occupied by his satisfaction with the process and results of pedagogical activity, opposition to the authoritarianism of his own professional and personal behavior leading to ignoring the uniqueness of the student's personality and contributing to the manifestation of the phenomenon of "emotional burnout". The determining factor in the process of formation and improvement of the aesthetic component of pedagogical activity is the conscious use by the teacher of his life and professional experience, i.e. pronounced ability to self-regulation.
Thus, the main goal of literary education at school is the formation of the foundations of artistic perception, and not the transfer of scientific information about literary content. At the same time, two aspects are important: the teacher must be able to present a literary text to students as a work of art, but not as an illustrative document of any historical events or a didactic justification for everyday morality, and be able to develop the need for artistic impressions in schoolchildren. The pedagogical goal of the activity of a literature teacher is not to lead the student to a pre-planned answer to a separate question, but to form a culture of perception of a work of art, the most important result of which is the spiritual self-determination of the student during and as a result of the conscious choice of his own position. The necessary conditions for improving pedagogical self-awareness are the teacher's readiness to improve activities, the ability to restructure activities in accordance with the new requirements of modern society, and the positive motivation of pedagogical work. The emotional sphere of a literature teacher is the main source of factors influencing interaction with students; the latter attach particular importance to the personal qualities of the teacher - sensitivity, tact, justice, objectivity, etc. Students in the process of personal formation project these qualities onto themselves.
Conclusion
In this paper, on the basis of a theoretical study of research publications on the professional qualities of a teacher of literature, the main aspects of this issue are studied.
The main scientific results of the study can be formulated as follows.
In modern scientific pedagogical literature, the following personal and professional abilities of a teacher are distinguished: organizational, constructive, communicative, gnostic, didactic, perceptual, prognostic, suggestive, expressive, analytical and evaluative, etc., representing an integral structured system. In the complex, two groups of abilities can be distinguished - personal and those with professional specifics, and the former, according to scientists, play a leading role in relation to the latter.
The professionally significant qualities of a teacher of literature presuppose the existence of a general concept of culture, its social significance, components and features of functioning, the idea of an artistic image as the most universal and comprehensive form of spiritual comprehension of being, understanding the school curriculum and developing one's own pedagogical concept, the ability to conduct a multi-aspect analysis of a literary text in the unity of the ideological, moral, aesthetic and linguistic levels, the ability to analyze a specific work in the historical and functional aspect, focusing on students as subjects of communication and activity, with their free expression of their own assessments and opinions, the ability to understand the ways of embodying the national in a literary work , to realize the existence of a person in organic unity with history, spiritual space and traditions of the people, to know the origins and archetypes of the national mentality and national character. These professional qualities and abilities of a teacher are determined by the specifics of the subject of literature and correlate with the development of aesthetic methods of communication, with the formation of value orientations of students.
The main goal of literary education at school is the formation of the foundations of artistic perception, and not the transfer of scientific information about literary content. At the same time, two aspects are important: the teacher must be able to present a literary text to students as a work of art, but not as an illustrative document of any historical events or a didactic justification for everyday morality, and be able to develop the need for artistic impressions in schoolchildren. The pedagogical goal of the activity of a literature teacher is not to lead the student to a pre-planned answer to a separate question, but to form a culture of perception of a work of art, the most important result of which is the spiritual self-determination of the student during and as a result of the conscious choice of his own position. The necessary conditions for improving pedagogical self-awareness are the teacher's readiness to improve activities, the ability to restructure activities in accordance with the new requirements of modern society, and the positive motivation of pedagogical work.
The emotional sphere of a literature teacher is the main source of factors influencing interaction with students; the latter attach particular importance to the personal qualities of the teacher - sensitivity, tact, justice, objectivity, etc. Students in the process of personal formation project these qualities onto themselves.
List of used literature
Bakirov A.S. Controlling activity and self-control of the teacher in the conditions of the innovative school// Avtoref. diss. candidate of psychology Sciences. Kazan, 2001. - 23 p.
Bodalev A. A. Personality and communication. - M.: International Pedagogical Academy, 1995. - 328 p.
Vvedensky V. N. Modeling the professional competence of a teacher//Pedagogy, No. 10,2003. - pp. 72-94
Gogoberidze G.M. Dialogue of cultures in the system of literary education / Ed. G.M. Gogoberidze. M.: Nauka, 2003. - 183 p.
Gonobolin N. F. Psychological analysis of pedagogical abilities. - In the book: Abilities and interests. M., 1962. - S. 230-242
Kirillina II The influence of the personality of a language teacher on the formation and development of students' interest in literature as an academic subject//Avtoref. cand. ped. Sciences. - L., 1984. - 16 p.
Modernization concept Russian education for the period up to 2010 //Bulletin of Education: Collection of Orders and Instructions of the Ministry of Education. 2002. - No. 6. - P.11-40.
Krutetsky V.A. Psychology of training and education of schoolchildren. M., 1976
Kuzmina N.V. Essays on the psychology of work of a teacher: Psychological structure activities of the teacher and the formation of his personality. L., 1967
Levitov N. D. Children's and pedagogical psychology. M 1960
Markova A.K., Nikonova A.Ya. Psychological features teacher's individual style of activity // Vopr. psychology. 1987. No. 5
Popova E.V. Psychological and pedagogical competence of the teacher as a condition for improving the pedagogical culture: Abstract of the thesis. cand. ped. Sciences. Rostov-on-D, 1996. - 17 p.
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EASTERN INSTITUTE OF ECONOMICS,
HUMANITIES, GOVERNANCE AND LAW
Faculty of Law
REQUIREMENTS FOR THE PERSONALITY OF THE TEACHER
abstract
Completed:
Group
UFA - 2005
Introduction…………………………………………………………………………….3 1. Requirements for the individual qualities of a teacher. ……………….. ..5
2. Professional competence. ……………………………………..eight
3. Pedagogical centering ………………………………………………….9
4. Professional and psychological profile of the teacher ………………10
Conclusion. ……………………………………………………………………fifteen
Bibliography. ………………………………………………………......17
Introduction.
The position on the important, defining role of the teacher in the learning process is generally recognized in all pedagogical sciences. The term "pedagogy" has two meanings. The first is the field of scientific knowledge, science, the second is the field of practical activity, art.
The first property of an objective nature lies in the degree of knowledge of the taught subject by the teacher, in the degree scientific training in a given specialty, in related subjects, in general education; then in acquaintance with the methodology of the subject, general didactic principles, and, finally, in the knowledge of the properties of children's nature, with which the teacher has to deal; the second property is of a subjective nature and lies in the teaching art, in the personal pedagogical talent of creativity.
The second includes pedagogical tact, pedagogical independence, and pedagogical art. The teacher must be an independent, free creator, who himself is always on the move, in search, in development.
In pedagogical psychology, the most important social role of the teacher, his place, functions in society is emphasized, and the requirements placed on him and the social expectations formed in relation to him are analyzed. Accordingly, professional and pedagogical training and teacher self-training are considered as one of the leading problems of pedagogical psychology.
1. Requirements for the individual qualities of a teacher.
Consider the individual qualities of the teacher. They must simultaneously meet two levels of requirements for this profession. The requirements of the first level are imposed on the teacher in general as a carrier of the profession. They are irrelevant to social conditions, social formations, educational institution, educational subject. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in the conditions of a village, city, whether he teaches mathematics, labor, language, etc.
Researchers note the necessity of such personal qualities as the adequacy of self-esteem and the level of claims, a certain optimum of anxiety, which ensures the intellectual activity of the teacher, purposefulness, perseverance, diligence, modesty, observation, contact. The need for such a quality as wit, as well as oratorical abilities, artistry of nature is specially emphasized. Particularly important are such qualities of a teacher as readiness to understand the mental states of students and empathy, i.e. empathy, and the need for social interaction. Great importance given by researchers to the "pedagogical tact", in the manifestation of which the general culture of the teacher and the high professionalism of his pedagogical activity and orientation are expressed.
Each teacher should ideally have certain pedagogical abilities in order to achieve successful activity. Pedagogical abilities are usually included in the structure of the organizational and gnostic abilities discussed below, although these abilities can exist separately from each other: there are scientists who are deprived of the ability to transfer their knowledge to others, even to explain what they themselves understand well. The pedagogical abilities required for a professor who teaches a course to students and for the same scientist - the head of the laboratory are different.
Personality properties, the structure of which constitutes the actual pedagogical abilities:
Ability to make learning material accessible;
Creativity at work;
Pedagogical-volitional influence on students;
Ability to organize a team of students;
Interest and love for children;
Pedagogical tact;
The ability to connect the subject with life;
Observation;
Pedagogical requirement.
The requirements of the second level are presented to the advanced teacher in general, regardless of the academic subject that he teaches - this is his personal readiness for pedagogical activity. Readiness implies a wide and professional systemic competence, a person's strong conviction, a socially significant orientation of the individual, as well as the presence of a communicative and didactic need, the need for communication, and the transfer of experience.
A steady motivation to work in the chosen profession, the desire to realize oneself in it, to apply one's knowledge and abilities reflects the formation of the professional orientation of the individual. This is a complex, integrative quality.
The components of the professional and pedagogical orientation of the personality of teachers and masters of industrial training are social and professional orientations, professional and pedagogical interests, motives for professional activity and self-improvement, and professional positions of the individual. They reflect the attitude to professional and pedagogical activity, interests and inclinations, the desire to improve their training.
2. Professional competence.
The growing role of professionalism in modern conditions with particular acuteness poses the problem of professional competence of a specialist.
What does the concept of "professional competence" include? How does it differ from the usual knowledge, skills and abilities found in pedagogical literature?
Professional competence is an integrative quality of a specialist's personality, including a system of knowledge, skills, and generalized methods for solving typical problems.
The formation of professional competence depends on various personality traits; its main source is training and subjective experience. Professional competence is characterized by a constant desire for improvement, the acquisition of new knowledge and skills, and the enrichment of activities. Psychological basis Competence is the willingness to constantly improve their skills, professional development.
An important characteristic of the socio-psychological orientation of the teacher is the type of pedagogical centralization.
Centering is the selective focus of the teacher on different aspects of the pedagogical process.
There are 6 types of centralization:
Conformal - centering on interests, opinions of colleagues;
Egocentric - centering on the interests, needs of one's self
Humanistic - centering on the interests of children. Teachers with such a centralization are distinguished by attention and sensitivity to all students;
Centering on the interests, requirements of the administration. Characteristic for teachers with unrealized individual characteristics due to their diligence and the reproductive nature of the activity;
Parental focus. It occurs among teachers who have become dependent on the parents of their students.
Methodical, or cognitive - centering on the content, means and methods of teaching.
4. Professional and psychological profile of the teacher .
Below is a generalized form of the professional-psychological profile of a teacher.
1. Socio-psychological orientation.
Type of pedagogical centering:
conformal,
egocentric
For the benefit of parents
Methodical.
2.Professional competence.
2.1. Pedagogical competence.
2.2.Psychological competence.
2.3. Socio-communicative competence:
Social and communicative adaptability,
Striving for concord
Intolerance for uncertainty
avoiding failure,
frustration tolerance.
3. Pedagogically significant qualities.
3.1. Logical thinking.
3.2. Creative potential.
3.3. Empathy.
Empathy,
Real empathy.
H.4. Subjective control:
internality,
Externality.
3.5. Social intelligence.
4. Pedagogically undesirable qualities.
4.1 Rigidity.
4.3 Demonstrativeness.
5. Pedantry.
Professional typical tasks and situations, as well as professional and pedagogical skills, became the basis for the diagnosis of professional competence.
The most formed according to the results of the assessment are gnostic skills - cognitive skills in the field of acquiring professional and pedagogical knowledge, obtaining new information, highlighting the main thing in it, generalizing and systematizing advanced pedagogical and personal experience,
Thus, speaking about the professional competence of a group of professional and pedagogical workers, we can note:
1) a high level of competence and the desire for self-improvement, the acquisition of new knowledge;
2) the formation of knowledge and skills necessary to solve didactic and methodological problems;
3) insufficient level of professional and technological readiness (including production and operational skills in working professions);
4) a low level of psychological and pedagogical knowledge and skills necessary for the implementation of the developmental function of a professional school teacher.
The study established the following characteristics for four personality substructures of professionally successful teachers:
· humanistic and methodical centering, the need for self-fulfillment and self-actualization, the predominance of internality over externality;
professional competence: psychological competence and social and communicative adaptability;
professionally important qualities: social intelligence, logical thinking, communication skills, pedagogical reflection, empathy;
psychophysiological properties: emotional stability and extraversion.
An important condition for achieving the socio-economic goals of society renewal is professional education. Ensuring the anticipatory nature of education is possible under the condition of a transition to student-centered learning.
The psychological structure of activity includes activity directed by motives and strategic goals; pedagogical interaction determined by tactical and operational goals; ways of implementing pedagogical interaction, the application of which depends on the conditions for performing actions and operations. The thematic core (central link) of the teacher's activity is personality-oriented pedagogical communication.
Professional functions, the content of the teacher's activity determine his professionally important characteristics, key qualifications and key competencies.
Conclusion.
All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective pedagogical activity is not possible. We also emphasize the importance of self-improvement, self-development, because the teacher lives as long as he is studying, as soon as he stops learning, the teacher dies in him.
The profession of a teacher requires comprehensive knowledge, spiritual boundless generosity, wise love for children. Considering the increased level of knowledge of modern students, their diverse interests, the teacher himself must develop comprehensively: not only in the field of his specialty, but also in the field of politics, art, general culture, he must be for his pupils a high example of morality, a bearer of human dignity and values .
What should be the object of the teacher's awareness in terms of his psychological professional and pedagogical training? Firstly: his professional knowledge and qualities (“properties”) and their correspondence to those functions that the teacher must implement in pedagogical cooperation with students, secondly: his personal qualities, as the subject of this activity, and, thirdly: his own perception of himself as an adult - a person who understands and loves a child well.
Bibliography.
1. Zeer E.F., Shakhmatova O.N. Person-Centered Technologies professional development specialist. Yekaterinburg, 1999.
2. Klimov E.A. Psychology of a professional. M.; Voronezh, 1996.
3. Podlasy I.P. Pedagogy: New training course: Proc. for stud. higher educational institutions: In 2 kn.–M.: Humanit ed. center VLADOS, 2003.–Kn.1.
The profession of a teacher requires from the individual not only a deep knowledge of the content and methods of teaching a subject, but also the presence of a number of professionally significant qualities. Today, there are quite a lot of special professiograms that define personality traits that play a dominant role in the professional activities of a teacher.
Modern professiograms should include not only pedagogical, psychological, but also moral and ethical qualities of the teacher's personality, which is due to the mass practice of pedagogical didactogeny among the children's audience.
An analysis of the moral aspects of pedagogical activity has allowed a number of researchers to identify the main groups of moral and pedagogical qualities of a teacher:
Moral Choice and attitude of the teacher to his profession,
The moral attitude of the teacher to students and to other participants in the pedagogical process,
The moral attitude of the teacher to the social environment and public life.
However, from our point of view, a clearer and more complete classification of the professionally significant qualities of a teacher's personality is given by those researchers who take into account the moral behavior of a person as the main link in the teacher's activity.
Professionally significant qualities of a teacher's personality(classification by V.I. Zhuravlev)
1.Intelligent Options:
Proficiency in oral and writing,
Readiness for self-improvement,
Self-criticism, calmness, wit, sense of humor,
Good memory, erudition.
2. worldview orientation:
Desire to work with children
Love for the profession
honesty, firmness,
Having a professional position
The desire to give yourself to children. 3. Psychotypological qualities:
Will, firmness,
Observation,
self-control, self-regulation,
restraint, balance,
courage, resilience,
Tolerance.
4. Extraverted qualities:
Altruism, benevolence, communication,
Kindness, mercy, tenderness,
Fairness and respect for the student,
Empathy.
Highlighting such qualities as mercy, understanding, tenderness, respect for the student and others, focuses on the sphere of moral feelings of the teacher. Emotional activity and culture of moral feelings of the teacher reflects his moral level and is the most important means of education. In its own way psychological nature feelings are stable conditioned reflex formations in the mind of a person, which form the basis of his affective-volitional reactions in various situations.
What qualities should a good teacher have? Practitioners also tried to answer this question, in whose activities the humanistic principle dominated. However, these “qualities” were no longer considered by pedagogical and humanists (J. Korchak and others) as postulates, but as necessary skills, indicators of the true skill of the teacher:
The ability to be interested in the feelings of the child, his opinions and statements,
The ability to "bend over to the child and listen",
The ability to provide the child with relative freedom, to save him from constant guardianship,
Ability to be kind and fair
The ability not to blame children,
The ability to find a "zest" in each child and reveal it,
The ability to trust the pupil in the independent organization of his life,
The ability to patiently wait for the time when the child's abilities will be revealed,
The ability to give children tenderness, kindness, love,
The ability to support the weak, withdrawn, unfortunate, rejected by everyone,
The ability to let someone else's offense through your heart,
The ability to create such conditions for the child, which will give him the opportunity to become better and thereby bring joy to the teacher.
From the point of view of pedagogical ethics, it is also possible to single out Cree-
theories of pedagogical professionalism, the mastery of which can be included in the mandatory set of professionally significant qualities:
tolerance(multiple answers to the questions of pupils, the absence of a "repressive" reaction to children's pranks),
benevolence(tone, style of speech, behavior),
sensitivity(the ability to conduct a survey in the classroom without suppressing the student's personality, without "catching" him in ignorance),
equilibrium(single style of communication, both “with easy” and “difficult” pupils),
refinement(protection of children's feelings),
compassion(empathy)
universal humanity(love for every student).
Any classification model or professiogram is ideal and static. In pedagogical practice, the diversity of the teacher's personal qualities is manifested in dynamics, where it is quite difficult to draw a line between what is positively assessed by students in the personality of the teacher and what the teacher himself highly appreciates as a professional.
Research in the field of professionally significant qualities of a teacher's personality as a whole gives extremely polar results. positions of students (pupils, students), the qualitative characteristics were distributed as follows:
1) benevolence, justice, responsiveness of the teacher,
2) deep knowledge of the subject, professionalism,
3) scientific activity ( scientific publications, academic degrees, etc.)
Positions themselves teachers The main indicator of the teacher's professional activity is his desire to scientific activity(participation
in scientific and practical conferences, the development of new curricula, etc.), and moral and ethical qualities on the ranking scale occupy the lower positions along with some other indicators.
Thus, it is not surprising that the teacher is not always able to find mutual understanding with the children's audience and communicate with pupils on an equal footing.
It should be remembered that the children's audience evaluates the teacher primarily by moral character :
Kindness - 64.1%, - sincerity - 51.8%,
Fairness in grading - 41.2%, - deep knowledge of the subject - 40%,
Understanding students, the ability to win them over, penetrate into their soul - 22.5%),
An even attitude towards everyone - 22.5%, - caring, the ability to rejoice in success - 20%,
Honesty, frankness, truthfulness - 18.1%,
Yandex.Direct
Forgiveness - 11.1%,
Responsiveness, sincerity - 11.1%,
The ability to explain the material well - 10.5%,
Erudition - 9.9%,
Demanding, adherence to principles, strictness, sense of humor - 7%,
Patience, calmness, politeness - 5.9%.
The core of all pedagogical qualities, as noted by V.A. Karakovsky, is to get satisfaction from caring for others: “Kindness is a bright altruistic orientation, setting for constant, daily good work, absolute disinterestedness, cultivating the habit of caring for people and enjoying this care.”
QUESTIONS FOR THINKING
What professionally significant qualities from the point of view of ethics of communication should be shown by the teacher in the following situations:
1. The student smeared another student's chair with Moment glue. The students laughed. The injured student was crying.
2. The student brought a dove to class and released it during the lesson. The lesson was disrupted, the children were jumping with excitement and catching a dove.
3. The student poured water into the balloon. Threw in the classroom at the lesson. The ball jumped. The students laughed.
4. The student complained class teacher that he was undeservedly given a deuce. I forgot my homework notebook at home, but claims that homework fully fulfilled.
Irina Pokholok
Professionally significant qualities of a teacher of a preschool educational organization
AT late XIX century in the studies of P.F. Kapterev, an outstanding Russian teacher and psychologist, it has been proved that one of the most important factors in the success of pedagogical activity is professionally significant qualities of an educator. He pointed out the need for educator of such qualities as modesty, observation, diligence, purposefulness, perseverance, but a special place was occupied by such quality like artistry, oratory, wit. to especially important personality traits of the educator refers to the readiness for empathy, i.e. understanding mental state pupils empathy and the need for social interaction.
In the works of scientists, much attention is paid to pedagogical tact, in the manifestation of which the general culture is expressed. educator and high professionalism his teaching activities.
Pedagogical tact is the ability to find the most correct pedagogical technique in each situation that arises. This skill educator behave with children, the ability in each case to understand the state pupil, his interests, motives and find the most effective measure education. Pedagogical tact is a measure of the pedagogical expediency and usefulness of actions educator, his means, words and handling pupils in general. Pedagogical tact allows educator be creative in solving educational problems educational tasks taking into account the specific situation, age and individual characteristics pupils.
The teacher is not only profession, the essence of which is to transfer knowledge, but it is also an honorable mission personality education, assertions of man in himself. In this regard, the purpose teacher education will perform continuously professional and general development a new kind of educator, which is characterized by the following qualities:
High civic responsibility and social activity;
High professionalism;
The need for constant self-education;
Love for children;
Intelligence, spiritual culture, desire and ability to work together with others;
physical and mental health, professional performance.
The nature of social orientation and activity, the type of civic behavior are manifested in professional position of a teacher. The difference between pedagogical vocation and pedagogical interest, which can be contemplative, lies in the awareness of the ability to do pedagogical work. The basis of a pedagogical vocation is love for children, which is an integral part of self-improvement, self-development of a teacher of such personality traits that characterize it professionally- pedagogical orientation.
Such qualities are pedagogical responsibility and duty. Experiencing a sense of pedagogical duty, educator considers it necessary to provide assistance to children and adults within its competence and available rights; in his work, he is strictly guided by the code of pedagogical morality, makes high demands on himself. Teacher dedication is highest degree manifestations of pedagogical duty. It is in it that his motivational and value attitude to work is reflected.
Today, a huge number of articles, essays, books are devoted to the topic "What should be modern teacher?". On this issue, most opinions differ and very interesting answers are given.
Sh. A. Amonashvili in his "Reflections on Humane Pedagogy" interprets one of the main installations educator humane pedagogical process as follows way: “To love a child for me is not just an idea, but a law educator. But it's not that. This law is really very old, classical, and even authoritarian pedagogy, despite its childlessness, proclaims it in as the most important professional trait of an educator. The point is not so much in loving a child, but in how to love a child, how this law can actually be implemented.”
In the study of L. M. Mitina, more than fifty personal qualities of a teacher. Among them are impressionability, self-control, flexibility of behavior, humanity, citizenship, kindness, ideological conviction, initiative, sincerity, perseverance, love for children, responsibility, decency, pedagogical erudition, self-criticism, justice, the desire for self-improvement, tact, etc. All of the above personal characteristics educator constitute psychological picture the ideal teacher. Its basis is actually personal quality - focus, level of claims, self-esteem, image "I".
High values such as patriotism, citizenship, love for children reveal the very essence of pedagogical professions- service for the good of the Fatherland. Love for the motherland, knowledge of its history and traditions educational force Therefore, the teacher should use every opportunity to strengthen the sense of patriotism in children, the desire and readiness to serve the Fatherland with labor and deeds. Citizenship is a priority publicly significant tasks over personal, civic engagement, legal culture, collectivism, adherence to principles.
Another the quality of the personality of the teacher expressing it " educational force", can be considered" charisma ". Translated from Greek word harisma means "mercy, a gift", it stands for unusually great abilities or exceptional talent, causing others (especially in children) a feeling of complete trust, sincere admiration, ennobling spiritualization, readiness to follow what the teacher teaches, true faith, hope, love. But, above all, such a teacher knows how to treat himself creatively as personalities: the use of one's own capabilities reaches its highest form in such a teacher.
A special combination of personal and business qualities distinguishes a creative personality, which is characterized by such a property as creativity (originality, clarity, heuristic, activity, fantasy, concentration, sensitivity). The teacher-creator also has such quality as initiative, the ability to overcome the inertia of thinking, independence, purposefulness, a sense of the truly new and the desire for its knowledge, observation, breadth of associations, developed professional memory.
Creativity and creativity educator can manifest themselves in various forms and ways of creative self-realization. Self-realization is a form of application of the individual creative abilities of the individual. The question of pedagogical creativity has a direct connection with the problem of self-realization of the teacher. In this regard, pedagogical creativity is the process of self-realization of the psychological, individual, intellectual forces and abilities of the teacher's personality.
Pedagogical optimism is an essential property of good educator. Such a teacher is characterized by a combination in his activity of a sensitive, responsive attitude towards children with exactingness, which is pedagogically justified, that is, it is carried out in the interests of the child himself.
Also one of qualities of an educator is a focus on a certain type communication.
The authoritarian style of pedagogical interaction is characterized by greater demands and less respect for pupils. An authoritarian teacher builds his work on the basis of dictate, pressure, psychological pressure. It is important to pay special attention to the fact that pupils are afraid of such a teacher, try to fulfill all his requirements just so as not to have trouble. Children outwardly curry favor with him. An authoritarian teacher does not enjoy credulity in the children's team and has an imaginary authority.
The conniving style of pedagogical interaction is more characterized by respectfulness and, to a lesser extent, by a demanding attitude towards pupils. Such an authority among children teacher does not use, because preschoolers feel his psychological weakness; he is not consistent in his actions, scattered, often does not bring his demands to their logical conclusion. A respectful attitude towards children gives them the impression of a frivolous, good-natured person, generally good, but whom it is not necessary to obey. Discipline in the classroom teacher is bad, the group is noisy, the children do not listen to explanations. The conniving style also has Negative consequences. Often preschoolers express dissatisfaction and protest against this style of leadership, because in the end, imaginary freedom, exhausting, affects the children themselves. The facial expressions of a liberal teacher often express good nature, but at the same time some nervousness. His posture indicates indecision, self-doubt.
Anti-pedagogical style of interaction with pupils in the practice of the work of the educator are unacceptable. This style is characterized by low demands and disrespectful attitude towards children. caregiver who acts unpedagogically, introduces confusion and uncertainty into the assessment pupils of their behavior, destroys moral values and cognitive interests, gives rise to personal alienation. Such educator is socially dangerous.
Thus, the main professionally significant qualities are:
pedagogical tact,
pedagogical optimism,
Creativity,
self-realization,
Pedagogical duty and responsibility,
