Essence pedagogical activity
Main types of pedagogical activity
The structure of pedagogical activity
The teacher as a subject of pedagogical activity
Professionally conditioned requirements for the personality of the teacher

§ 1. The essence of pedagogical activity

Meaning teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. She presents a special kind social activities aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing for the implementation of certain social roles in society.
Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the mass media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, being engaged in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal(A.N.Leontiev).
The goal of pedagogical activity is connected with the realization of the goal of education, which even today is considered by many as the universal ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for modern man taking into account its spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other hand, the needs and aspirations of an individual.
A.S. Makarenko paid great attention to the development of the problem of the goals of education, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "communist person", etc. A.S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective tendencies community development and bringing the content, forms and methods of pedagogical activity in line with the needs of society, they add up to a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society.
The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses the general that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual.

Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, some discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of tasks. various types, classes and levels.
A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

§ 2. Main types of pedagogical activity

Traditionally, the main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work - this is a pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of the harmonious development of the individual. BUT teaching - This is a type of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. Such an understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, the disclosure of the essence and content of which is devoted to many studies, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin and others), along with the knowledge and skills that a person acquires in the learning process, consider the experience of creative activity to be its integral components. and experience of emotional and valuable attitude to the world around. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, a holistic pedagogical process in its content aspect is a process in which "educational education" and "educational education" are merged into one(ADisterweg).
Let us compare, in general terms, the activity of teaching, which takes place both in the learning process and outside school hours, and the educational work that is carried out in a holistic pedagogical process.
Teaching carried out within any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for how to achieve it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because it is unattainable within the time limits of the organizational form. AT educational work it is possible to envisage only a consistent solution of specific tasks oriented towards the goal. The most important criterion for the effective solution of educational problems is positive changes in the minds of pupils, manifested in emotional reactions, behavior and activities.
The content of training, and hence the logic of teaching, can be hard-coded, which is not allowed by the content of educational work. The formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for by the curricula, is essentially nothing more than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to things, objects and phenomena of the surrounding world, to oneself. The logic of the teacher's educational work in each individual class cannot be predetermined by normative documents.

The teacher deals with approximately homogeneous "source material". The results of the exercise are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the cognitive activity of the student. The educator is forced to take into account the fact that his pedagogical influences may intersect with unorganized and organized negative influences on the student. Teaching as an activity has a discrete character. It usually does not involve interaction with students during the preparatory period, which can be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the pupil is under his indirect influence. Usually the preparatory part in educational work is longer and often more significant than the main part.
The criterion for the effectiveness of students' activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, and the intensity of advancement in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the educator's activities with the developed criteria for upbringing. It is very difficult to single out the result of the activity of the educator in a developing personality. By virtue of stochasticity educational process, it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in terms of the methods of its organization and implementation, and in the structure of a holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proved or deduced logically, then it is much more difficult to cause and consolidate certain relationships of a person, since decisive role freedom of choice is at play here. That is why the success of learning largely depends on the formed cognitive interest and attitude to learning activities in general, i.e. from the results of not only teaching, but also educational work.
The identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work while meeting all the requirements modern technology production and organization of labor; to prepare such a skilled worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, value the honor of his workshop, enterprise. A good master not only transfers his knowledge to students, but also guides their civil and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his work, people, can instill in students a sense of professional honor and arouse the need for perfect mastery of the specialty.
In the same way, if we consider the scope of duties of the educator of the extended day group, then we can see in his activities both teaching and educational work. The regulation on after-school groups defines the tasks of the educator: to instill in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills; regulate the daily routine of pupils, observing the timely preparation homework to assist them in learning, in the reasonable organization of leisure; carry out, together with the school doctor, activities that promote health and physical development children; maintain contact with the teacher, class teacher, parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling the habits of cultural behavior and personal hygiene skills, for example, is already a sphere not only of education, but also of training, which requires systematic exercises.
So, of the many types of schoolchildren's activities, cognitive activity is not limited to the framework of learning, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create in the classroom an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that not teaching skills, but the skills of educational work are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers aims to form their readiness to manage a holistic pedagogical process.

§ 3. The structure of pedagogical activity

In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are the goal, motives, actions and results, in relation to pedagogical activity, the approach of identifying its components as relatively independent functional activities of the teacher prevails.
N.V. Kuzmina singled out three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are needed, manifested in skills.
constructive activity, in turn, it is divided into constructive-content (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning one's own actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activity involves the implementation of a system of actions aimed at including students in various activities, creating a team and organizing joint activities.
Communicative activity is aimed at establishing pedagogically expedient relations between the teacher and pupils, other teachers of the school, members of the public, and parents.
However, these components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not reveal all aspects and areas of pedagogical activity with sufficient completeness.
A. I. Shcherbakov classifies the constructive, organizational and research components (functions) as general labor components, i.e. manifested in any activity. But he specifies the teacher's function at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions. Particular attention should be paid to the research function, although it relates to general labor. The implementation of the research function requires the teacher to have a scientific approach to pedagogical phenomena, to master the skills of heuristic search and methods of scientific and pedagogical research, including the analysis of his own experience and the experience of other teachers.
The constructive component of pedagogical activity can be represented as internally interconnected analytical, prognostic and projective functions.
Deep Learning The content of the communicative function makes it possible to define it also through interrelated perceptual, proper communicative and communicative-operational functions. The perceptual function is associated with penetration into the inner world of a person, the communicative function itself is aimed at establishing pedagogically expedient relationships, and the communicative-operational function involves the active use of pedagogical equipment.
The effectiveness of the pedagogical process is due to the presence of a constant feedback. It allows the teacher to receive timely information about the compliance of the results obtained with the planned tasks. Because of this, in the structure of pedagogical activity, it is necessary to single out the control-evaluative (reflexive) component.
All components, or functional types, of activity are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills.

§ 4. Teacher as a subject of pedagogical activity

One of the most important requirements that the teaching profession makes is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as the subject of pedagogical activity.
The position of a teacher is a system of those intellectual, volitional and emotional-evaluative attitudes towards the world, pedagogical reality and pedagogical activity. in particular, which are the source of its activity. It is determined, on the one hand, by the requirements, expectations and opportunities that society presents and provides to him. And on the other hand, there are internal, personal sources of activity - inclinations, experiences, motives and goals of the teacher, his value orientations, worldview, ideals.
The position of the teacher reveals his personality, the nature of social orientation, the type of civic behavior and activity.
social position teacher grows out of the system of views, beliefs and value orientations that were formed back in the general education school. In the process of professional training, on their basis, a motivational-value attitude to the teaching profession, goals and means of pedagogical activity is formed. The motivational-value attitude to pedagogical activity in its broadest sense is ultimately expressed in the direction that constitutes the core of the teacher's personality.
The social position of the teacher largely determines his professional position. However, there is no direct dependence here, since education is always built on the basis of personal interaction. That is why the teacher, clearly aware of what he is doing, is not always able to give a detailed answer, why he acts this way and not otherwise, often contrary to common sense and logic. No analysis will help to reveal which sources of activity prevailed when the teacher chose one position or another in the current situation, if he himself explains his decision by intuition. The choice of a professional position of a teacher is influenced by many factors. However, decisive among them are his professional attitudes, individual typological personality traits, temperament and character.
L.B. Itelson gave a description of the typical roles of pedagogical positions. The teacher can act as:
an informer, if he is limited to communicating requirements, norms, views, etc. (for example, you have to be honest);
friend, if he sought to penetrate the soul of a child"
a dictator, if he forcibly introduces norms and value orientations into the minds of pupils;
adviser if he uses careful persuasion"
the petitioner, if the teacher begs the pupil to be such "as it should be", sometimes descending to self-humiliation, flattery;
inspirer, if he seeks to captivate (ignite) with interesting goals, prospects.
Each of these positions can have a positive and negative effect depending on the personality of the educator. However, injustice and arbitrariness always give negative results; playing along with the child, turning him into a little idol and dictator; bribery, disrespect for the personality of the child, suppression of his initiative, etc.
§ 5. Professionally conditioned requirements for the personality of the teacher
The set of professionally conditioned requirements for a teacher is defined as professional readiness to teaching activities. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness, and on the other hand, scientific, theoretical and practical training as the basis of professionalism.
The content of professional readiness as a reflection of the goal of teacher education is accumulated in profesio-gram, reflecting invariant, idealized personality parameters and professional activity teachers.
To date, a wealth of experience has been accumulated in building a teacher's professiogram, which allows us to combine professional requirements for a teacher into three main complexes that are interconnected and complement each other: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty). When substantiating a professiogram, psychologists turn to establishing a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky highlights didactic, academic, communication skills, as well as pedagogical imagination and the ability to distribute attention.
A. I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational abilities to be among the most important pedagogical abilities. He also believes that in psychological structure of the personality of the teacher, general civil qualities, moral-psychological, social-perceptive, individual-psychological characteristics, practical skills and abilities should be highlighted: general pedagogical (information, mobilization, developmental, orientation), general labor (constructive, organizational, research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and their application in solving pedagogical problems and obtaining new information).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating a personality, affirming a person in a person. In this regard, the goal of teacher education can be presented as a continuous general and Professional Development teacher of a new type, which is characterized by:
high civic responsibility and social activity;
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;
the need for constant self-education and readiness for it;
physical and mental health, professional performance.
This capacious and concise characteristic of a teacher can be concretized to the level of personal characteristics.
In the teacher's professiogram, the leading place is occupied by the orientation of his personality. In this regard, let us consider the personality traits of a teacher-educator that characterize his social, moral, professional, pedagogical, and cognitive orientation.
KD. Ushinsky wrote: “The main road of human education is persuasion, and persuasion can only be acted upon by persuasion. Any teaching program, any method of education, no matter how good it may be, that has not passed into the convictions of the educator, will remain a dead letter that has no power in reality. "The most vigilant control in this matter will not help. An educator can never be a blind executor of an instruction: without being warmed by the warmth of his personal conviction, it will have no power."
In the activity of the teacher, ideological conviction determines all other properties and characteristics of the individual, expressing his social and moral orientation. In particular, social needs, moral and value orientations, a sense of public duty and civic responsibility. Ideological conviction underlies the social activity of the teacher. That is why it is rightfully considered the most profound fundamental characteristic of a teacher's personality. A teacher-citizen is loyal to his people, close to them. He does not close himself 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.
In the structure of the teacher's personality, a special role belongs to the professional and pedagogical orientation. It is the framework around which the main professionally significant properties of the teacher's personality are assembled.
The professional orientation of the teacher's personality includes interest in the teaching profession, pedagogical vocation, professional and pedagogical intentions and inclinations. The basis of the pedagogical orientation is interest in the teaching profession which finds its expression in a positive emotional attitude to children, to parents, pedagogical activity in general and to its specific types, in the desire to master pedagogical knowledge and skills. teaching vocation in contrast to pedagogical interest, which can also be contemplative, means a propensity that grows out of the awareness of the ability for pedagogical work.
The presence or absence of a vocation can be revealed only when the future teacher is included in an educational or real professionally oriented activity, because a person’s professional destiny is not directly and unambiguously determined by the originality of his personality. natural features. Meanwhile, the subjective experience of a vocation for a performed or even chosen activity can turn out to be a very significant factor in the development of a person: to cause enthusiasm for the activity, the conviction of one's suitability for it.
Thus, the pedagogical vocation is formed in the process of accumulation by the future teacher of theoretical and practical pedagogical experience and self-assessment of their pedagogical abilities. From this we can conclude that the shortcomings of special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of the future teacher.
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 these qualities are pedagogical duty and a responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to help children and adults, everyone who needs it, within their rights and competence; he is demanding of himself, strictly following a peculiar code pedagogical morality.
The highest manifestation of pedagogical duty is dedication teachers. It is in it that his motivational-value attitude to work finds expression. A teacher who has this quality works regardless of time, sometimes even with the state of health. A striking example of professional dedication is the life and work of A.S. Makarenko and V.A. Sukhomlinsky. An exceptional example of selflessness and self-sacrifice is the life and deed of Janusz Korczak, a prominent Polish doctor and teacher, who despised the offer of the Nazis to stay alive and stepped into the crematorium oven together with his pupils.

The relationship of a teacher with colleagues, parents and children, based on the awareness of professional duty and a sense of responsibility, is the essence of pedagogical tact, which is at the same time a sense of proportion, and a conscious dosage of an action, and the ability to control it and, if necessary, to balance one remedy with another. In any case, the tactics of the teacher's behavior is to, anticipating its consequences, choose the appropriate style and tone, time and place of the pedagogical action, as well as carry out their timely adjustment.
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 and fairness are extremely important.
Pedagogical justice is a kind of measure of the objectivity of the teacher, the level of his moral upbringing. V.A. Sukhomlinsky wrote: "Justice is the basis of a child's trust in a teacher. But there is no abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, one must know the spiritual world of each child to the subtlety "" .
Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority. If in the framework of other professions the expressions "scientific authority", "recognized authority in their field", etc., are habitually heard, then the teacher can have a single and indivisible authority of the individual.
The basis of the cognitive orientation of the individual is spiritual needs and interests.
One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.
One of the main factors of cognitive interest is love for the subject being taught. L.N. Tolstoy noted that if you want to educate a student with science, love your science and know it, and the students will love you, and you will educate them; but if you yourself do not love it, then no matter how much you force to learn, science will not produce educational influence "". This idea was developed by V.A. Sukhomlinsky. He believed that "the master of pedagogy knows the ABC of his science so well that in the lesson, in the course of studying the material, the content of what is being studied is not in the center of his attention but the students, their mental work, their thinking, the difficulties of their mental work.
A modern teacher should be well versed in various branches of science, the basics of which he teaches, know its 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.

The most common characteristic of the cognitive orientation of the teacher's personality is the culture of scientific and pedagogical thinking, the main feature of which is dialectic. It manifests itself in the ability to detect its constituent contradictions in each pedagogical phenomenon. The dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process where continuous development takes place through the struggle of the new with the old, to influence this process, promptly solving all the questions and tasks that arise in his activity.

We will present the professional knowledge necessary for the implementation of pedagogical activities.

Pedagogical activity is a professional activity

the activity of the teacher, in which, with the help of various means of influencing students, the tasks of their education and upbringing are solved.

There are different types of pedagogical activity: teaching, educational, organizational, propaganda, managerial, consulting and diagnostic, self-education activities. All these activities have some common structure and at the same time originality.

The psychologically complete structure of activity always includes: firstly, a motivational-orienting link, when a person orients himself in a new environment, sets goals and objectives, he has motives; this is the stage of readiness for activity; secondly, the central, executive link, where a person performs actions - that for the sake of which the activity was started; thirdly, the control and evaluation link, where a person mentally turns back and establishes for himself whether he solved the tasks that he himself set using the available means and methods. Accordingly, psychologically holistic pedagogical activity has three components:

1) teacher setting pedagogical goals and objectives;

2) the choice and use of means of influencing students;

3) control and evaluation by the teacher of their own pedagogical influences (pedagogical introspection).

The full implementation of pedagogical activity by a teacher involves the implementation (expanded and at a sufficiently high level) of all its components: independent setting of pedagogical goals and objectives; possession of a wide range of impact on students; constant self-monitoring of the progress and condition of their pedagogical activity. If one of the components of pedagogical activity is not sufficiently developed, then we can talk about the deformation of pedagogical activity: for example, if a teacher does not set pedagogical goals on his own, but basically takes them ready-made from methodological developments, then he acts as a performer, and not the subject of his pedagogical activity, which, of course, reduces the efficiency of its work.

All types of pedagogical activity (teaching, educational, etc.) have the named structure, although the content of each of the components will be different.

Consider the individual components of pedagogical activity.

Pedagogical goals and objectives. Tasks are goals set under certain conditions, that is, this concept is more specific than the concept of goals. The essence of pedagogical activity is that the teacher sets himself

pedagogical goals and objectives, drawing them from pedagogical situations, and then transforming them into students' tasks, which should stimulate their activity and, ultimately, cause positive changes in their mental development.

What general features of pedagogical tasks are important for the teacher not to miss?

1. It is known that the task in its most general form is a system that necessarily includes: the subject of the task, which is in the initial state, and the model of the required state of the subject of the task. Accordingly, in the teacher's work, the pedagogical task should include a description of mental development before the influence of the teacher (the subject of the pedagogical task) and desired changes in the mental development of students (the model of the required state). This means that it is important for the teacher to have a clear idea of ​​the state of mental development of students by the beginning of training and the changes that it is desirable to cause in the psyche of students by the end of a certain stage of training. Meanwhile, it is known that pedagogical tasks are sometimes set by the teacher, proceeding from the logic of the deployment of educational material (what topic should be covered), and not from an analysis of the possibilities and prospects for the development of students.

2. The setting of a pedagogical task by a teacher should always take into account the student as an active equal participant in the educational process, having his own logic of behavior. Almost always, the pedagogical task of the teacher undergoes “additional definition” on the part of the student, depending on his motivation, level of claims, or “redefinition”, i.e., the replacement of the teacher’s task with another, but his own (V. V. Davydov, V. V. Repkin, G. A. Ball, E. I. Mashbits). It is important to take these processes of active acceptance and processing by students of the tasks of the teacher as real fact changes in the pedagogical task in the mind of the student, depending on his capabilities, and not to consider this as a disobedience of the student to the requirements of the teacher. By the way, this process is aggravated by the fact that the student is in the process of constant change and development of the level of his claims and capabilities, so he can react differently to the same task of the teacher at the beginning and at the end of the school year.

3. The solution of pedagogical problems requires the teacher to take immediate action in the pedagogical situation, and the result of the solution is delayed in time, which makes it difficult to control the success of solving the tasks, but does not make it impossible in principle.

4. The teacher always deals with a hierarchy of pedagogical tasks. Some of them (they are called global, initial, strategic) put the society in front of the teacher in its social order, these tasks are solved by all teachers (for example, to educate young man as a citizen, worker, subject of continuous self-education, etc.). Another group of pedagogical tasks is also given to the teacher from the outside by the content of the subject, the type of educational institution (these are phased, tactical tasks). And finally, ultimately, the task depends on the specific contingent of students in a given class and is determined by the teacher himself (operational pedagogical tasks).

The competence of the teacher is not to miss the general pedagogical tasks and skillfully specify them depending on the conditions. In addition, the teacher deals with pedagogical tasks aimed at different aspects of the mental development of students (educational, developing, educational). The teacher's professionalism here also consists in not losing all these tasks, although in practice it is easier for a teacher to set teaching tasks than developing and educational ones. This is due to the fact that when setting learning tasks, it is enough to know your subject, and when setting a developmental task, you must be able to operate with indicators of the mental development of students and be able to identify their state in students. In the following sections, we will give examples of developing and learning tasks to enrich the reader's stock of them.

The setting of pedagogical goals and objectives by the teacher requires an analysis of the pedagogical situation. The pedagogical situation is a set of conditions in which the teacher sets pedagogical goals and objectives, makes and implements pedagogical decisions (any situation becomes pedagogical if it sets the tasks of teaching and educating). In psychology, there are two approaches to the analysis of the situation. According to the first approach, the situation is a set of external conditions that does not include the person himself and does not depend on him. With regard to the teacher, this means that the pedagogical situation exists, as it were, independently of him, and he only encounters it in his work. According to the second approach, the situation includes both external circumstances and the person himself, who influences the situation with his presence. Then it turns out that any pedagogical situation is somehow determined by the teacher himself (his previous influences on the students) and the students (their reactions).

The pedagogical situation as a whole is a product of the active interaction of a number of external conditions (for example, class occupancy, the presence of weak students in the class) and behavior.

of all its participants. Therefore, it is important for the teacher to perceive the pedagogical situation not only as an inevitable reality, to which it remains only to adapt, but also to have a more active position in it, to approach it from the point of view of the possibility of changing it through the interaction of participants, which is an indicator of the pedagogical maturity of the teacher.

There are also planned pedagogical situations (for example, a problematic lesson, educational activities) and unpredictable, calm and conflict, constant and episodic. The number of unexpected situations in the teacher's work is generally quite large.

The solution of pedagogical problems goes through several stages (Yu.N. Kulyutkin, G.S. Sukhobskaya): the analytical stage (analysis and assessment of the current situation and the formulation of the problem itself to be solved); a constructive stage, at which methods for solving the task are planned, taking into account both the content of the educational material and the activities and development of students, it is planned what types of activities students are involved in; the executive stage, where the teacher implements his actions in interaction with the students.

Thus, pedagogical activity does not begin with a goal, but with an initial analysis of the pedagogical situation. It is important for the teacher to carry out all stages of solving the pedagogical problem: determining the goal of his actions for the mental development of students, anticipating the expected result of the deployment of appropriate learning situations, choosing and implementing actions, and evaluating the outcome of the work. It is in the course of the analysis and comprehension of the pedagogical situation that the teacher determines the pedagogical tasks from the point of view of the mental development of students.

The fulfillment by the teacher of all links in the solution of the pedagogical task without missing any of them means the implementation of a full cycle of pedagogical activity. The cycle of pedagogical activity is defined as a relatively closed stage in pedagogical activity, starting with the setting of tasks and ending with their solution. A distinction is made between a macrocycle (a long-term cycle, for example, guiding an adult student's self-education) and a microcycle (a short-term one, for example, studying a particular topic). Cycles by the number of tasks and by time may not coincide. The implementation of pedagogical activity in the full composition of its cycles is one of the indicators of the teacher's professionalism.

Implementation by the teacher of pedagogical activity in

In the above understanding, it means his possession of pedagogical technology as a preliminary design of the educational process, taking into account the prospects for the development and activities of the students themselves, and subsequent control, primarily from the point of view of achieving these tasks. This means that the planning and solution of pedagogical problems comes from the student, i.e., it is determined by the goals of the mental development of students in this class, who have specific characteristics and capabilities (3).

These are the features of pedagogical goals and objectives that make up the first component of pedagogical activity.

Pedagogical influence of the teacher on the student. Three groups of such influences can be distinguished:

1) selection, processing and transfer by the teacher of the content of educational material (let's call it the influence group "what to teach");

2) the study of the available opportunities of students and new levels of their mental development (the group of influence "whom to teach");

3) selection and application of methods, forms, means of influence and their combinations (group of influence "how to teach").

Common to all influences is that they are all means of controlling the mental development of schoolchildren by the teacher.

We organize everything below. pedagogical activities, teacher's skills in pedagogical activity. But first, let us dwell on the psychological difficulties that a teacher may encounter here.

1. When selecting the content of educational material (the group of influences “what to teach”), it is important for the teacher to present it not only as a list and set of knowledge to be mastered (what needs to be mastered), but also as those types of activities that must be performed by the student to master these knowledge (how to learn), including learning tasks for the students themselves, increasingly complex systems of actions, etc.

Unfortunately, in textbooks this logic of the psychological approach has not yet been sufficiently implemented (a welcome exception is the inclusion in school programs sections of learning skills that at least partially orient the teacher not only to what should be mastered by students, but also how to master it, with the help of what actions). This is connected with the teacher's understanding of the difference between the logic of science and the logic of the subject: the subject is not a direct projection of science, precisely because it includes the characteristics of students' activities in mastering the system.

scientific concepts (how to motivate them to master them, how to ensure active actions with educational material, how to teach schoolchildren to test themselves, etc.); depending on this, the composition and order of assimilation of scientific concepts may change.

2. When a teacher masters the means of studying students (the group of influences “whom to teach”), it is important to take into account that it is undesirable to reduce the psychological study of students to the diagnosis of their individual mental functions (thinking, memory, speech, etc.). Modern psychology has long moved away from the so-called "functional approach" and understanding of a person as a sum of functions (memory, thinking, etc.) and turns to the study of a person as a whole, as a subject of activity, personality, individuality.

The subject of special attention of the teacher should also be the prognosis, perspective, zone of proximal development of students (L. S. Vygotsky), and not just the current level of development. According to B. G. Ananiev, adapting to the individual characteristics of students existing at the moment, the teacher loses the prospect of the child's development. Therefore, when studying schoolchildren, it is important to pay attention not only to the results of the student's work, but also to the ways in which they are obtained; not only to a successful solution, but also to the nature of the student's difficulties; not only revealing the level of development of the child, but also the peculiarities of the transition of the student from one level to another. When studying students, it is also important not to proceed from worldly stereotypes and not to attribute to other people their own traits.

3. When applying the means of influence associated with the choice of its methods, forms (group of influences "how to teach"), with psychological point From the point of view, the most important thing is the teacher's readiness to see and use several methodological ways of solving the same pedagogical problem, i.e., the possession of the so-called "variable methodology". A teacher's broad view of possible approaches to learning allows him to more freely and reasonably choose options that are optimal for specific learning conditions. If the choice of strategy is made correctly, then the so-called "pedagogical resonance" sets in: the efforts of the teacher are combined with the efforts of the students, and the effect of learning increases dramatically.

Pedagogical introspection of the teacher. The desire for constant and constructive self-evaluation characterizes the mature pedagogical activity of the teacher. It is determined by the very essence of the teacher's work: a person will not be able to understand the motives and feelings of another person if he

cannot understand himself. In the practice of the school, on the contrary, there is a reluctance of the teacher to analyze his work, the inability of the teacher to determine its strengths and weaknesses, which hinders the design of his future pedagogical activity, its improvement. At school, it is necessary to find such forms of stimulation of the teacher's pedagogical introspection, in which the focus on conscious professional self-improvement would be encouraged and positively assessed.

Let us now describe the teacher's pedagogical skills, which are objectively necessary for mastering pedagogical activity. They make up three large groups of skills related to setting goals and organizing the situation, the use of pedagogical methods of influence, the use of pedagogical introspection, respectively.

The first group of pedagogical skills: the ability to see a problem in a pedagogical situation and formulate it in the form of pedagogical tasks; the ability, when setting a pedagogical task, to focus on the student as an active developing partner in the educational process, having his own motives and goals; the ability to study and transform the pedagogical situation; the ability to concretize pedagogical tasks into phased and operational ones, to make the optimal pedagogical decision in conditions of uncertainty, to flexibly rebuild pedagogical goals and objectives as the pedagogical situation changes; the ability to get out of difficult pedagogical situations with dignity; the ability to foresee close and long-term results of solving pedagogical problems, etc.

The second group of pedagogical skills consists of three subgroups. Subgroup "what to teach": the ability to work with the content of educational material (awareness in new concepts and teaching technologies, the ability to highlight the key ideas of the subject, update the subject through the use of concepts, terms, discussions in the relevant field of science); the ability to pedagogically interpret information from newspapers and magazines; the formation of general educational and special skills and abilities in schoolchildren, the implementation of interdisciplinary communications, etc.

Subgroup "whom to teach": the ability to study in students the state of individual mental functions (memory, thinking, attention, speech, etc.) and the integral characteristics of the types of activities (educational, labor), learning and upbringing of schoolchildren, to study the real learning opportunities of schoolchildren, to distinguish between academic performance and personal qualities

students; the ability to identify not only the current level, but also the zone of proximal development of students, the conditions for their transition from one level of development to another, to anticipate possible and take into account typical difficulties of students; the ability to proceed from the motivation of the students themselves when planning and organizing the educational process; the ability to design and form in schoolchildren the levels of activity that they lack; the ability of the teacher to expand the field for self-organization of students; the ability to work with both weak and gifted children, building individual programs for them.

Subgroup "how to teach": the ability to select and apply combinations of methods and forms of training and education, take into account the expenditure of effort and time of students and teachers; the ability to compare and generalize pedagogical situations, transfer pedagogical techniques to other situations and combine them, apply a differentiated and individual approach to students, organize their independent learning activities; the ability to find several ways to solve one pedagogical problem, to have a variable pedagogical solution.

The third group of pedagogical skills: the ability to use psychological and pedagogical knowledge and awareness in the current state of psychology and pedagogy, advanced pedagogical experience; the ability to time, fix, register the process and results of their work; the ability to correlate the difficulties of students with shortcomings in their work; the ability to see the strengths and weaknesses of their work, evaluate their individual style, analyze and generalize their experience, correlate it with the experience of other teachers; the ability to make plans for the development of their pedagogical activities, etc.

Priority in the listed groups of skills are psychological and pedagogical. Subject and methodological skills are derivatives, although, of course, the teacher must also master them.

The fulfillment of a number of pedagogical skills and the realization in the course of this of different relations between the teacher and the student lead to the formation of a number of professional positions in the teacher.

Mastering the methods of transferring the content of his educational material, the teacher acts in the position of a subject teacher. Selecting teaching methods - in the position of a methodologist. Studying students and oneself - in the position of a diagnostician and self-diagnostician. Setting yourself goals and objectives, predicting your further professional development - in the position of the subject of pedagogical

activities. Which of these positions is a priority for teaching work?

From a psychological point of view, these are the positions of a diagnostician, a self-diagnostician, a subject of pedagogical activity; it is they who determine the human-study orientation of pedagogical activity. The positions of a subject teacher and a methodologist are also derivative, arising from the former.

An important characteristic of pedagogical activity is the psychological qualities of the teacher himself. Let's list them.

Pedagogical erudition is a stock of modern knowledge that the teacher flexibly applies in solving pedagogical problems.

Pedagogical goal-setting is the teacher's need to plan his work, readiness to change tasks depending on the pedagogical situation. Pedagogical goal-setting is the teacher's ability to create a mixture of the goals of society and his own, and then offer them for acceptance and discussion by students.

In the course of the analysis of pedagogical situations, the pedagogical thinking of the teacher also unfolds as a process of revealing by him externally unspecified, hidden properties of pedagogical reality in the course of comparing and classifying situations, discovering causal relationships in them.

Of particular interest here is practical pedagogical thinking. This is an analysis of specific situations using theoretical patterns and making a pedagogical decision based on this. Practical thinking is always a preparation for the transformation of reality, aimed at making changes to it. Practical thinking is usually carried out in conditions of time pressure, has limited opportunities to test assumptions.

A variant of practical pedagogical thinking is the teacher's diagnostic thinking - an analysis of the individual features of the child and linking them together, taking into account the prediction of personality development.

To analyze the teacher's thinking, it is important to compare its two types: analytical, discursive, deployed in time, having pronounced stages, as well as intuitive thinking, which is characterized by the speed of flow, the absence of clearly defined stages, and minimal awareness.

Pedagogical intuition is a quick, instantaneous adoption by the teacher of a pedagogical decision, taking into account foresight. further development situations without extensive conscious analysis. If the teacher at later stages

can expand the rationale for this decision, then we can talk about intuition of a higher level; if he cannot explain his decision, then there is an empirical, worldly intuition. Practical thinking and worldly intuition can give good results, an example of which is folk pedagogy.

An intuitive way of pedagogical thinking is necessary for the teacher, because, as noted in the literature, the diversity and uniqueness of pedagogical situations, the limited time for searching and making decisions make accurate calculation impossible and intuitive anticipation of actions, pedagogical instinct is more accurate than logical calculations, replaces the teacher with logical reasoning, allows you to quickly see the correct solution.

An important feature of pedagogical thinking is pedagogical improvisation - finding an unexpected pedagogical solution and its instantaneous implementation, the coincidence of the processes of creation and application with their minimal gap.

The process of pedagogical improvisation consists of four stages. The first stage is pedagogical insight. during the lesson or educational event in response to a remark, question, action, or when explaining new material, the teacher receives a push, an impulse from within, a flash occurs, illuminating a new, unusual thought, idea. Such a moment of arrival pedagogical idea subject to its momentary implementation and is the beginning of improvisation. The second stage is an instant comprehension of the pedagogical idea and an instant choice of the way of its realization. At this stage, a decision is made: to be or not to be improvisation? The birth of an idea arises intuitively, and the path of its implementation is chosen intuitively and logically. The third stage is the public embodiment, or realization, of the pedagogical idea. Here the visible process of improvisation takes place, its visible, so to speak, surface part; right before the eyes of the audience (schoolchildren, teachers, parents) a subjectively or objectively new is born. This stage becomes central, the effectiveness of improvisation depends on it. No matter how brilliant ideas a teacher comes up with, no matter how many options he instantly calculates, they will not make much sense if he fails to publicly embody it in a pedagogically significant way. The fourth stage: comprehension, i.e., an instant analysis of the process of translating a pedagogical idea, an instant decision to continue improvisation, if new idea, or completing it with a smooth transition to what was planned earlier. (23)

Psychological map of the state of the teacher's pedagogical activity (PD)

	Specific pedagogical skills in OD			The degree of formation of the features named in bars 2, 3, 4
	Main	Derivatives	Main	Derivatives	Main	Derivatives	Owns in perfection	owns in general	Doesn't own
	1st skill group
1. Pedagogical goals and objectives	The ability to plan training based on the results of the psychological study of students	The ability to set educational, developmental, educational tasks in unity, to flexibly rebuild depending on the changing situation	Goal-setting subject	Organizer of his teaching activities	Pedagogical goal-setting, pedagogical thinking, intuition	Pedagogical erudition
	2nd skill group
2. Means and methods of pedagogical influence on students: "What to teach"		Working with content		subject

Continuation

I. "Block" of teacher's professional competence - pedagogical activity	Specific pedagogical skills in PD	Professional positions in PD	Psychological qualities that ensure the implementation of PD	The degree of formation of the features named in columns 2, 3, 4
	Main	Derivatives	Main	Derivatives	Main	Derivatives	Owns in perfection	Owns a general	Doesn't own
"Whom to teach"	Studying students		Diagnostician		Ped. optimism	Ped. observation, vigilance, ped. improvisation, ped. resourcefulness
"How to teach"		The optimal combination of methods, forms, means		Methodist
	3rd skill group
3. Pedagogical introspection of the teacher	Self-analysis of PD based on the study of students		Self-diagnostic, subject of PD		Pedagogical reflection

In the course of the teacher's study of students and himself, a number of other professionally important psychological qualities are also improved.

Pedagogical observation, vigilance, pedagogical hearing - the teacher's understanding of the essence of the pedagogical situation by externally insignificant signs and details, penetration into the student's inner world by the subtle nuances of his behavior, the ability to read a person like a book by expressive movements.

Pedagogical optimism is the teacher's approach to the student with an optimistic hypothesis, with faith in his abilities, the reserves of his personality, the ability to see in each child something positive that you can rely on.

Pedagogical resourcefulness is the ability to flexibly rebuild a difficult pedagogical situation, to give it a positive emotional tone, a positive and constructive orientation.

Pedagogical foresight, forecasting - the ability to anticipate the behavior and reaction of students before the beginning or before the end of the pedagogical situation, to foresee them and their own difficulties.

Pedagogical reflection - the focus of the teacher's consciousness on himself, taking into account the students' ideas about his activities and the student's ideas about how the teacher understands the student's activities. In other words, pedagogical reflection is the teacher's ability to mentally imagine the student's picture of the situation and, on this basis, clarify his idea of ​​himself. Reflection means the teacher's awareness of himself from the point of view of students in changing situations. It is important for the teacher to develop a healthy constructive reflection, leading to the improvement of activity, and not to its destruction by constant doubts and hesitations. Pedagogical reflection is the independent appeal of the teacher to introspection without being required by the school administration.

Literature

1. Babansky Yu. K. Intensification of the learning process. - M., 1987.

2. Ball G. A. Theory of educational problems. - M., 1990.

3. Bespalko V. P. Components of pedagogical technology. - M., 1989.

4. Zagvyazinsky V. I. Pedagogical foresight. - M., 1987.

5. Kulyutkin Yu. N. Psychology of adult education. - M., 1985.

6. Modeling of pedagogical situations / Ed. Yu. N. Kulyutkina, G. S. Sukhobskaya. - M., 1981.

7. Thinking of the teacher / Ed. Yu. N. Kulyutkina, G. S. Sukhobskaya. - M., 1990.

8. New pedagogical thinking / Ed. A. V. Petrovsky. - M., 1990.

9. Orlov A. A. Formation of pedagogical thinking / / Soviet pedagogy. - 1990. - No. 1.

10. Osipova E. K. The structure of the pedagogical thinking of the teacher / / Questions of psychology. - 1987. - No. 5.

11. Potashnik M. M., Vulfov B. 3. Pedagogical situations. - M., 1983.

12. Psychological aspects of new political thinking: Materials " round table» / / Psychological magazine. - 1989. - No. 6; 1990. - No. 1.

13. Psychological problems development of the initiative and creativity of the teacher // Questions of psychology. - 1987. - No. 4, 5.

14. Psychological problems of teacher self-education / Ed. G. S. Sukhobskaya. - L., 1986.

15. Psychology of prognostic skills and abilities / Comp. L. V. Regush. - L., 1984.

16. Rachenko I. V. NOT a teacher. - M., 1982.

17. Rean A. A. Reflexive-perceptual analysis of the teacher's activity / / Questions of psychology. - 1990. - No. 2.

18. Warm B. M. The mind of a commander. - M., 1990.

19. Tikhomirov OK Psychology of thinking. - M., 1984.

20. The teacher who is expected / Ed. I. A. Zyazyuna. - M., 1988.

21. Teacher about pedagogical technique / Ed. L. I. Ruvinsky. - M., 1987.

22. Filippov A. V., Kovalev S. V. The situation as an element of the psychological thesaurus / / Psychological journal. - 1986. - No. 1.

23. Kharkin VN Pedagogical improvisation//Soviet pedagogy. - 1989. - No. 9.

Markova A.K. Psychology of teacher's work: Book. for the teacher. - M.: Enlightenment, 1993. - 192 p. - (Psychological science - school).

Topic:

Topic 2: Pedagogical activity: essence, structure, functions.

Plan:

The essence of pedagogical activity.

The main types of pedagogical activity.

Professional competence of the teacher.

Levels of pedagogical activity.

Mastery and creativity of pedagogical activity.

Self-development of the teacher.

Literature

Bordovskaya, N.V. Pedagogy: textbook. allowance / N.V. Bordovskaya, A.A. Rean. - St. Petersburg: Piter, 2006. - pp. 141 - 150.

Introduction to pedagogical activity: textbook. allowance for students. higher ped. textbook institutions / A.S. Robotov, T.V. Leontiev, I. G. Shaposhnikova [and others]. – M.: Ed. Center "Academy", 2000. - Ch. one.

General information of the pedagogical profession: textbook. allowance / author-comp.: I.I. Tsyrkun [i dr.]. - Minsk: Publishing house of BSPU, 2005. - 195 p.

Podlasy, I.P. Pedagogy. New course: textbook for students. ped. universities: in 2 books. / I.P. Sneaky. – M.: Humanit. ed. center "VLADOS", 1999. - Book. 1: General basics. Learning process. - p.262 - 290.

Prokopiev, I.I. Pedagogy. Fundamentals of general pedagogy. Didactics: textbook. allowance / I.I. Prokopiev, N.V. Mikhalkovich. - Minsk: TetraSystems, 2002. - p. 171-187.

Slastenin, V.A. Pedagogy / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; ed. V.A.Slpstenina. - M .: Publishing Center "Academy", 2002. - p.18 - 26; With. 47-56.

Question #1

The essence of pedagogical activity

Activity - on the one hand, it is a specific form of socio-historical existence of people, and on the other hand, it is a way of their existence and development.

Activity:

1) Ensures the creation of material conditions for human life, the satisfaction of natural human needs;

2) It becomes a factor in the development of the spiritual world of a person and a condition for the realization of his cultural needs;

3) Is the sphere of achievement of life goals, success;

4) Creates conditions for self-realization of a person;

5) Is a source of scientific knowledge, self-knowledge;

6) Provides environmental transformation.

human activity - a necessary condition for his development in the course of which he acquires life experience, learns the life around him, acquires knowledge, develops skills and abilities - thanks to which he himself and his activity develop.

Activity - active form of the relationship of the subject to the object.

Teacher's professional activity - this is a special kind of socially necessary work of adults, aimed at preparing the younger generations for life.

Pedagogical activity - one of the practical arts.

Pedagogical activity is purposeful, because the teacher sets himself a specific goal (to educate responsiveness, teach how to work on a sewing machine) In a broad sense, ped. activities are aimed at transferring experience to the younger generations. This means that pedagogy as a science studies a special type of activity to introduce a person to the life of society.

Ped. activity is an educative and educational impact on the student, aimed at his personal, intellectual and activity development.

Ped. activity arose at the dawn of civilization in the course of solving such problems as the creation, storage and transfer of skills and norms of social behavior to the younger generation.

School, college, colleges are the leading social institutions, the main purpose of which is the organization of effective pedagogical activity.

Pedagogical activity is professionally carried out only by teachers, while parents, production teams, public organizations carry out general pedagogical activities.

Professional ped. activities are carried out in educational institutions specially organized by the company: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

The essence of ped. A.N.Leontiev represented the activity as a unity of purpose, motives, action, result. The goal is a system-forming characteristic.

Ped. activity is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

The structure of the ped. activities:

1. purpose of the activity;

2. subject of activity (teacher);

3. object-subject of activity (students);

5. methods of activity;

6. result of activity.

Purpose of ped. activities.

Target - this is what they strive for. The general strategic goal of pedagogical activity and the goal of education is the education of a harmoniously developed personality.

The goal of pedagogical activity is developed and formed as a set of social requirements for each person, taking into account his spiritual and natural capabilities, as well as social development trends.

A.S. Makarenko saw the goal of pedagogical activity in the development and individual adjustments of the personality development program.

The goal of a teacher's professional activity is the goal of education: "A person capable of building a life worthy of a person" (Pedagogy, edited by P.I. Pidkasistoy, p. 69).

Achieving this goal requires the highest professionalism and subtle pedagogical skills from the teacher, and is carried out only in activities aimed at solving the tasks set as parts of the goal.

The main objects of the purpose of ped. activities:

educational environment;

activities of pupils;

educational team;

individual characteristics of pupils.

Therefore, the implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as:

1) formation of the educational environment;

2) organization of the activities of pupils;

3) creation of an educational team;

4) development of individuality of the person.

The solution of these tasks should dynamically lead to the highest goal - the development of the individual in harmony with himself and society.

Means of activity of the teacher:

scientific knowledge;

the texts of textbooks, observations of students act as "carriers" of knowledge;

educational means: technical

computer graphics, etc.

Methods for transferring experience by a teacher: explanation, demonstration (illustrations), joint work, practice (laboratory), trainings.

Product of teaching activity - the individual experience formed by the student in the aggregate: axiological, moral and aesthetic, emotional and semantic, subject, evaluative components.

The product of teaching activity is evaluated at the exam, tests, according to the criteria for solving problems, performing educational and control actions.

The result of teaching activity is the development of the student (his personality, intellectual improvement, his formation as a person, as a subject of educational activity).

The result is diagnosed by comparing the qualities of the student at the beginning of training and at its completion in all plans for human development.

The activity of a teacher is a continuous process of solving many problems of various types, classes and levels.

To ped. activity was successful

The teacher needs to know:

the psychological structure of activity, the patterns of its development;

the nature of human needs and motives for activity;

leading types of human activity in different age periods.

The teacher needs to be able to:

plan activities, determine the object and subject, taking into account the individual characteristics, interests and capabilities of children;

to form motivation and stimulate activity;

ensure that children master the main components of activity (skills for planning, self-control, performing actions and operations (Smirnov V.I. General pedagogy in theses, illustrations. M., 1999, p. 170))

Question #2

Main types of pedagogical activity

In the process of professional activity, the teacher manages the cognitive activity of schoolchildren and organizes educational work (organizes the educational environment, manages the activities of children with the aim of their harmonious development).

Teaching and educational work are two sides of the same process (it is impossible to teach without exerting an educational influence, and vice versa).

teaching	Educational work
1. It is carried out within the framework of various organizational forms. It has strict time limits, a strictly defined goal and options for how to achieve it.	1 .Is carried out within the framework of various organizational forms. Has goals that are not achievable in limited periods of time. Only a consistent solution of specific tasks of upbringing, oriented towards common goals, is envisaged.
2 . The most important criterion for the effectiveness of teaching is the achievement of educational goals and objectives.	2 .The most important criterion for the effectiveness of education are positive changes in the minds of pupils, manifested in emotions, feelings, behavior and activities.
3. The content and logic of the training can be clearly presented in the training programs.	3. In educational work, planning is acceptable only in the most general terms. The logic of the teacher's educational work in each particular class cannot be fixed in the normative documents at all.
4. Learning outcomes are almost uniquely determined by teaching.	4. The results of educational activities are probabilistic in nature, because the teacher's pedagogical influences intersect with the formative influences of the environment, which are not always positive.
5. Teaching as an activity of a teacher has a discrete character. Teaching does not usually involve interaction with students in the preparatory period.	5. Educational work in the absence of direct interaction with pupils can have a certain influence on them. The preparatory part in educational work is often more significant and lengthy than the main part.
6. The criterion for the effectiveness of students' activities in the teaching process is the level of assimilation of knowledge and skills, mastery of methods for solving educational, cognitive and practical problems, the intensity of advancement in development. The results of the exercise are easily identified and can be recorded in qualitative and quantitative indicators.	6. In educational work, it is difficult to single out and correlate the results of the educator's activities with the selected criteria of upbringing. In addition, these results are difficult to predict and are much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.

Psychological studies (N.V. Kuzmina, V.A. Slastenin, A.I. Shcherbakov and others) show that the following interrelated types of pedagogical activity of a teacher take place in the educational process:

a) diagnostic;

b) orientation-prognostic;

in) constructive and design;

G) organizational;

e) information and explanatory;

e) communicative and stimulating; g) analytical and evaluation;

h) research and creative.

Diagnostic - study of students and the establishment of their development, education. It is impossible to carry out educational work without knowing the characteristics of the physical and mental development of each student, the level of his mental and moral education, the conditions of family life and education, etc. In order to educate a person in all respects, one must first of all know him in all respects (K.D. Ushinsky "Man as a subject of education").

Orientation and prognostic activity - the ability to determine the direction of educational activities, its specific goals and objectives at each

stage of educational work, to predict its results, i.e. what the teacher specifically wants to achieve, what changes in the formation and development of the student's personality he wants to get. For example, there is a lack of student cohesion in the classroom, there are no necessary collectivist relationships, or interest in learning is reduced. On the basis of this diagnosis, he orients educational work towards the development of collectivism among students or an increase in interest in learning, concretizes its goals and objectives and seeks to strengthen camaraderie in the class, mutual assistance, and higher activity in joint activities as the most important features of collectivist relations. When it comes to stimulating cognitive interests, he can focus his efforts on making learning attractive and emotional. Such activities in the work of the teacher are carried out constantly. Without it, the dynamics and improvement of the goals, methods and forms of education and training cannot be ensured.

Structural and design activity is organically connected with orientation and prognostic. If, for example, a teacher predicts the strengthening of collectivist relations between students, he is faced with the task of constructing, designing the content of educational work, giving it exciting forms. The teacher needs to be well versed in the psychology and pedagogy of organizing an educational team, in the forms and methods of education, to develop creative imagination, constructive and design abilities, and be able to plan educational and educational work.

Organizational activity associated with the involvement of students in the planned educational work and stimulation of their activity. To do this, the teacher needs to develop a number of skills. In particular, he must be able to determine specific tasks for teaching and educating students, develop their initiative in planning joint work, be able to distribute tasks and assignments, and manage the course of a particular activity. A very important element of this activity is also the ability to inspire students to work, introduce elements of romance into it and exercise tactful control over its implementation.

Information and explanatory activity. Its great importance is due to the fact that all education and upbringing is essentially to some extent based on information processes. Mastering knowledge, worldview and moral and aesthetic ideas is the most important means of development and personal formation of students. The teacher in this case acts not only as the organizer of the educational process, but also as a source of scientific, philosophical, moral and aesthetic information. That is why a deep knowledge of the subject that he teaches is of such great importance in the process of professional training of a teacher. The quality of the explanation, its content, logical harmony, saturation with vivid details and facts depend on how the teacher himself owns the educational material. An erudite teacher knows the latest scientific ideas and knows how to communicate them clearly to students. He is well versed in the practical side of knowledge, which has a positive effect on the development of schoolchildren's skills and abilities. Unfortunately, there are many teachers who do not have such training, which has a negative impact on education and upbringing.

Communication-stimulating activity is connected with the great influence of the teacher, which has on students his personal charm, moral culture, the ability to establish and maintain friendly relations with them and encourage them by his example to active educational, cognitive, labor and artistic and aesthetic activities. This activity includes the manifestation of love for children, sincere attitude, warmth and care for them, which together characterize the style of humane relationships between the teacher and children in the broadest sense of the word.

Nothing has such a negative effect on education as the dryness, callousness and official tone of a teacher in relations with students. From such a teacher, children usually keep, as they say, at a distance, he inspires them with inner fear, alienation from him. In a completely different way, children relate to the teacher who delves into their needs and interests, who knows how to win their trust and respect through meaningful educational and extracurricular work.

Analytical and evaluation activity. Its essence lies in the fact that the teacher, carrying out the pedagogical process, analyzes the course of education and upbringing, identifies positive and negative aspects in them, compares the results achieved with the goals and objectives that were planned, and also compares his work with the experience of colleagues. Analytical and evaluative activity helps the teacher to maintain the so-called feedback in his work, which means to constantly check what was planned to be achieved in the education and upbringing of students and what has been achieved, and on this basis to make the necessary adjustments to the educational process, to search for ways its improvement and improvement of pedagogical efficiency, wider use of advanced pedagogical experience. Unfortunately, many teachers carry out this type of activity poorly, do not seek to see the shortcomings in their work that take place and overcome them in a timely manner. For example, a student received a “deuce” for ignorance of the material covered. This is a clear signal that he needs urgent help, but with such help the teacher hesitates or does not think about it at all, and in the next lessons the student again receives a bad mark. And if he had analyzed the causes of the detected backlog and helped the student accordingly, the latter could have received a good mark in subsequent classes, which would have stimulated him to further improve his performance.

Finally, research and creative activity. There are elements of it in the work of every teacher. Two aspects of it are of particular importance. One of them is that the application of pedagogical theory inherently requires creativity from the teacher. The fact is that pedagogical and methodological ideas reflect typical educational situations. The specific conditions of training and education are too diverse, and sometimes unique. For example, the general theoretical position on respect and exactingness towards students as a pattern of education in the real educational process has many modifications: in one case it is important to help the student in his work, in another it is necessary to discuss shortcomings in his behavior together with him, in the third - to emphasize positive actions , in the fourth - to make a personal remark or suggestion, etc. As they say, create, invent, try how it is more expedient to use this pattern, what educational methods are best used here. And so it is in all the work of a teacher.

The second side is connected with the comprehension and creative development of something new that goes beyond famous theory and in one way or another enriches it.

Such is the essence and system of skills and abilities for each of the considered types of teacher activity.

Professional functions of a teacher:

educational;

gnostic;

communicative;

performing;

research;

constructive;

organizational;

orientation;

developing;

methodical;

self-improvement.

Question #3

Professional competence of the teacher

The basis of the professional competence of the teacher is his pedagogical skills.

Pedagogical skill is a set of consistent actions based on theoretical knowledge, pedagogical abilities and aimed at solving pedagogical problems.

Let us give a brief description of the main pedagogical skills.

Analytical Skills - the ability to analyze pedagogical phenomena, theoretically substantiate them, diagnose them, formulate priority pedagogical tasks and find optimal methods and solutions.

Predictive skills - the ability to present and formulate the diagnosed goals and objectives of one's own; activities, select methods for achieving them, anticipate possible deviations in achieving the result, choose ways to overcome them, the ability to mentally work out the structure and individual components of the educational process, pre-evaluate the costs of funds, labor and time of the participants in the educational process, the ability to predict the educational and developmental opportunities for the content of the interaction of participants the educational process, the ability to predict the development of the individual, the team.

Design or construction skills - the ability to plan the content and activities of the participants in the educational process, taking into account their needs, capabilities, characteristics, the ability to determine the form and structure of the educational process depending on the formulated tasks and characteristics of the participants, the ability to determine individual stages of the pedagogical process and the tasks characteristic of them, the ability to plan individual work with students, select the best forms, methods and means of training and education, plan the development of the educational environment, etc.

reflexive skills associated with the control and evaluation activities of the teacher, aimed at himself.(Reflection of the teacher - This is an activity to comprehend and analyze one's own pedagogical activity.)

Organizational skills presented by mobilization, information and didacticskimi, developing and orientation skills.

Communication skills include three interrelated groups: perceptual skills, the actual skills of pedagogical (verbal) communication and the skills (skills) of pedagogical technology.

Pedagogical technique (according to L. I. Ruvinsky) is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, self-control, benevolent, optimisticmental attitude, elements of the actor's and director's skills).

Organizational skills
Information and didactic skills: to present educational material in an accessible way, taking into account the specifics of the subject, the level of exposure of students, their age and individual characteristics; to formulate questions in an accessible, concise, expressive way; effectively use various methods of teaching TCO (technical teaching aids), EVT (electronic computing), visual aids; work with printed sources of information, extract it from various sources and process it in relation to the goals and objectives of the educational process.	Mobilization Skills: attract the attention of students; develop their interest in learning; to form the need for knowledge, learning skills and methods of scientific organization of educational activities; use rewards and punishments wisely.	Developing Skills: determine the "zone of proximal development" of individual students, the class as a whole; create special conditions for the development of cognitive processes, will and feelings of students; stimulate the cognitive independence and creative thinking of students.	Orientation Skills: to form moral and value relations and their worldview; to form interest in educational or professional activities, science, etc. organize joint creative activities in order to educate socially significant personality traits

In the ordinary meaning of the word "activity" there are synonyms: work, business, occupation. In science, activity is considered in connection with the existence of a person and is studied by many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. In activity, one of the essential properties of a person is manifested - to be active. This is what is emphasized in various definitions this category.

Activity is a specific form of social and historical existence of people, their purposeful transformation of natural and social reality. The activity includes the goal, the means, the result and the process itself. (Russian pedagogical encyclopedia. - M., 1993).

Pedagogical activity is a type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

The purpose of pedagogical activity is of a generalized nature. In domestic pedagogy, it is traditionally expressed in the formula "all-round harmonious development of the personality." Having reached an individual teacher, it is transformed into a specific individual setting, which the teacher is trying to implement in his practice.

As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The subject of pedagogical activity is the management of educational, cognitive and educational activities of students. Management activity consists of planning one's own activities and the activities of students, organizing these activities, stimulating activity and consciousness, monitoring, regulating the quality of education and upbringing, analyzing the results of training and education, and predicting further changes in the personal development of students.

One of the most important characteristics of pedagogical activity is its joint nature. It necessarily involves a teacher and the one whom he teaches, educates, develops. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).

Characterizing pedagogical activity as an independent social phenomenon, we can indicate the following features of it.

First, it has a specific historical character. This means that the goals, content and nature of such activities change in accordance with the change in historical reality. For example, L.N. Tolstoy, criticizing the school of his time with the dogmatic nature of education, bureaucracy, lack of attention and interest in the personality of the student, called for humane relations at school, to take into account the needs and interests of the student, spoke out for such a development of his personality that would make a growing person harmonious, highly moral , creative. “Educating, educating, developing, ... we must have and unconsciously have one goal: to achieve the greatest harmony in the sense of truth, beauty and goodness,” wrote L.N. Tolstoy (L.N. Tolstoy Whom and from whom to learn to write, peasant children from us or us from peasant children? // Ped. soch., M., 1989. - p. 278). Considering all the shortcomings of the school of his time as a product of the undeveloped problem of the essence of man, the meaning of his life in contemporary psychology and philosophy, L.N. Tolstoy made a successful attempt to realize his own understanding of this problem when organizing the Yasnaya Polyana school for peasant children.

Secondly, pedagogical activity is a special kind of socially valuable activity of adults. The social value of this work lies in the fact that the spiritual, economic power of any society, state is directly related to the self-improvement of its members as civilized individuals. The spiritual world of man is enriched. are improving various areas his life activity, a moral attitude towards himself, other people, and nature is formed. Spiritual and material values, and due to this, the progress of society, its progressive development is carried out. Each human society interested in the positive results of pedagogical activity. If its members degrade, no society will be able to fully develop.

Thirdly, pedagogical activity is carried out by specially trained and trained specialists on the basis of professional knowledge. Such knowledge is a system of humanitarian, natural, socio-economic and other sciences that contribute to the knowledge of man as a historically established and constantly developing phenomenon. They allow us to understand the various forms of its social life, relationships with nature. In addition to professional knowledge, professional skills also play an important role. The teacher is constantly improving practical application knowledge. Conversely, he draws them from activity. “I became a real master only when I learned to say “come here” with fifteen or twenty shades,” admitted A.S. Makarenko.

Fourthly, pedagogical activity is creative. It is impossible to program and predict all possible variants of its course, just as it is impossible to find two identical people, two identical families, two identical classes, etc.

Main types of pedagogical activity

The main types of pedagogical activity traditionally include educational work, teaching, scientific and methodological cultural, educational and managerial activities.

Educational work- pedagogical activity aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society.

Educational work is carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries, on which the levels and qualities of personality development are fixed, one can also talk about the relatively final results of upbringing, manifested in positive changes in the minds of pupils - emotional reactions, behavior and activities.

teaching- management of cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal.

Modern domestic pedagogical theory considers training and education in unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the organization's functions, means, forms and methods of training and education. In the didactic aspect, the unity of education and upbringing is manifested in the common goal of personality development, in the real relationship between teaching, developing and educational functions.

Scientific and methodological activity. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child, the pedagogical process, and practice in the sense that he applies this knowledge. The teacher is often faced with what he does not find in scientific literature explanations and ways to solve specific cases from their practice, with the need to generalize the results of their work. Scientific approach at work, thus. is the basis of the teacher's own methodological activity.

The scientific work of the teacher is expressed in the study of children and children's groups, the formation of their own "bank" of various methods, the generalization of the results of their work, and the methodological work - in the selection and development of a methodological topic leading to the improvement of skills in a particular area, in fixing the results of pedagogical activity, actually in the development and improvement of skills.

Cultural and educational activities- an integral part of the teacher's activity. It introduces parents to various branches of pedagogy and psychology, students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, forms the need for psychological and pedagogical knowledge and the desire to use it both in parents and in children.

Any specialist dealing with a group of people (students) is, to a greater or lesser extent, involved in organizing its activities, setting and achieving the goals of joint work, i.e. performs functions in relation to this group management. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of control in the activities of a teacher-educator.

By managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher's motivation to work to achieve the goal, control.

Introduction

Each person in his life will visit many times in the role of a student, pupil, and in the role of a teacher, educator (teacher, mentor, instructor, etc.). Therefore, the teaching profession is one of the oldest in the world. The origin of the word "teacher" was discussed above, and now educators are people who have the appropriate training and are professionally engaged in pedagogical activities, i.e. issues of upbringing, education and training. Here you should pay attention to the word "professional". Teachers are engaged in pedagogical activity professionally, and almost all people are engaged in this activity unprofessionally. Meanwhile, it is difficult to imagine another activity that is just as varied and just as demanding on the qualities and capabilities of the performer. Requirements for a teacher are determined not only by the great importance, but also by the rare originality of pedagogical activity.

Since ancient times, scientists and practitioners have been concerned about the problem: what factor primarily and most of all influences the success of a specialist’s professional training, as well as the success of his future independent activity? At the same time, the nature (features, character, orientation) and the structure of the professional training of students for their future pedagogical activity were studied. The authors scientific papers came to the same conclusion: such a factor is the professional and pedagogical orientation of the personality of the teacher-educator.

The problem of professional vocation, professional suitability was studied by scientists T.A. Vorobiev, F.N. Gonobolin, L.P. Doblaev, N.V. Kuzmina, R.I. Khmelyuk, A.I. Shcherbakov.

Pedagogical activity can be defined as a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

In relation to pedagogical activity, the approach of singling out its components as relatively independent functional roles prevails, for the successful implementation of which appropriate abilities are needed. They have received sufficient attention in the scientific literature. With regard to pedagogical activity, the most in-depth study of abilities was carried out by N. V. Kuzmina. She singled out the main components of the teacher's activity, which correspond to certain abilities: constructive (the ability to design a personality, content, means of achieving pedagogical goals), organizational and communicative (the ability to establish relationships with students), gnostic (the ability to acquire and use knowledge).

Who can engage in teaching activities

Today, educators are called people who have the appropriate training and are professionally engaged in pedagogical activities, i.e. issues of upbringing, education and training. Here it is necessary to pay attention to the word "professional". Teachers are engaged in pedagogical activity professionally, and almost all people are engaged in this activity unprofessionally.

It should be borne in mind that pedagogy is only half a science and half an art. Therefore, the first requirement for professional teacher - the presence of pedagogical abilities. However, for a long time the opinion dominated in our country, which is very accurately expressed by the words of a famous song: "When the country orders to be a hero, anyone becomes a hero in our country." But even C. Darwin, recalling his student years, said: “Dr. Doncan’s lectures are something that is terrible to remember, Jameson’s lectures are incredibly sluggish. The only effect they had on me was that I never decided to not to read a single book in your life and not to study these sciences for anything. This statement by Charles Darwin shows what enormous harm a mediocre teacher can do. The second specific feature of pedagogical activity is the multifactorial nature of the educational process. The educational process takes place in the family, school, with all the formal and informal contacts of the pupil with other people, his appeal to literature, art, and the media. Success in the upbringing of each individual person depends on the influence of many factors and conditions. However, this does not diminish the role of a professional teacher. He acts as the main coordinator, commentator, opponent, a kind of filter of all educational influences. And the teacher can perform these functions only as a versatile educated person. The third specific feature of the educational process is its duration. Of course, the process of upbringing can and goes at different speeds, but it cannot be significantly forced. The fourth feature of the upbringing process is concentricity in the content of upbringing work. This means that in the process of education, one has to return to the same qualities of a person many times. However, this is not just repetition. The well-known expression of the ancients "you cannot step into the same river twice" can be paraphrased as follows: "You cannot talk to the same person twice." The fifth specific feature of parenting is that it is an active two-way process. The pupil is not only an object, but also a subject of education. Therefore, the most important task of the teacher is to educate students in a constant need for introspection, self-esteem, self-education. Successful solution of these problems requires developed empathy from the teacher, i.e. the ability to see the situation through the eyes of another person, the ability to put yourself in the place of your pupil and look at the problem through his eyes. The sixth feature of education is that the results of this process are hardly noticeable to external perception. It is quite difficult to check and evaluate the work of an educator. Like everything big, it is seen from a distance. And, finally, the seventh feature of the upbringing process: it is an activity directed towards the future. To be a good forecaster, to be able to see the problems of tomorrow behind the current problems and the requirements that they will impose on the people of the future is another essential quality of a good teacher.

The teacher is the organizer of the life and activities of students. The content of students' activities follows from the goals and objectives of training and education and is determined by the curriculum, subject programs and the exemplary content of education in a secondary general education school. The main directions of educational and educational work, the forms and methods of its organization are discussed in the course of pedagogy. Pedagogical psychology considers the psychological aspect of the selection by the teacher of the content and forms of organization of students' activities, the psychological meaning of the teacher's role in the process of its organization.

When selecting the content, forms of organization of educational and extracurricular activities in a particular class, the teacher must take into account, firstly, how much they help to achieve the goal of education. Secondly, to what extent the content of the life of the team allows students to satisfy their needs expediently from a pedagogical point of view. And here it is very important not only to form various socially valuable needs in schoolchildren, but also to keep in mind those socially valuable needs that students already have, for example, the need for knowledge, achievement, communication, and use them, create them in educational and extracurricular activities. activities of the team maximum opportunities for the implementation of these needs, relying on them, to form a number of other needs. Indeed, otherwise, the present needs are still realized by the students, but not always in socially valuable, and sometimes in socially unacceptable forms. Thirdly, it is necessary that the activities of the collective create opportunities for schoolchildren to solve problems that are relevant to them - the formation of self-consciousness, self-determination, self-affirmation, etc. And fourthly, to what extent the forms of organizing the activities of the collective are socially attractive for students. This is important because it allows, with minimal expenditure of pedagogical energy, to make attractive for schoolchildren, in particular for older teenagers and high school students, the ways they offer to meet their needs and solve problems when they are dressed, for example, in forms that correspond to fashion trends.

Educational and extracurricular activities of students will be effective in educational terms when the psychological meaning of the forms of its organization has a unifying character, i.e., for the implementation of activities, it is required to unite the efforts of the members of the team.

Professional and non-professional pedagogical activity

A profession is a kind of labor activity that requires special training and is a source of livelihood. Based on this, it is possible to single out pedagogical activity, both professional and non-professional.

Pedagogical activity is an extremely wide phenomenon, covering many spheres of human life. Its content is the training, education and development of a person, each person falls into the orbit of such activities many times during his life. On the life path of each person there are people who both teach and educate him.

Do professionals always teach and educate? Who does it at the beginning of our life path?

Philosopher M.S. Kagan believed that mankind has two of the greatest inventions. These are inventions of cultural significance. It's about family and school. It is thanks to them that a person becomes a cultural being. This section is about families. Let's think about the words of the scientist: “The family becomes a long-term, stable system, because the transfer to children of those behavioral programs that are not transmitted genetically requires much more time and labor; the family must create the most favorable conditions for the child to begin to assimilate the experience of human behavior accumulated by the entire previous history of mankind, and this can only happen in direct and long-term, long-term communication between children and parents. It is in the family that the process of humanizing the child, cultivating a person in him begins.

Can parents be called the first teachers of a child? Can. This is evidenced by folk wisdom, this opinion was held by many prominent people: "Education and instruction begin from the very first years of existence and continue until the end of life" (Plato); “The upbringing of a person begins with his birth; before he speaks, before he hears, he is already learning. Experience precedes lessons” (J.J. Rousseau); “At first, maternal education is most important” (Hegel); “To educate does not mean only to feed and nurse, but to give direction to the heart and mind - and for this, does not the mother need character, science, development, access to all human interests?” (V.G. Belinsky). Pay attention to the last sentence. Give direction to the heart and mind. Behind these words lies the huge and stressful life of a mother and father raising children.

“... It is the family that uses the opportunities provided by culture in order to form, on the one hand, what is special in the child and, relying on his innate individual data, to grow him as an individual, and not a social function ...”.

Is family education a pedagogical activity? Yes, it is, if parents play the role of teachers, mentors, smart "guides" in relation to children, if they strive to cultivate humanity in them, give direction to the heart and mind, give them an initial education. But the activity of parents in the upbringing and education of children is not professional. Reading even the most famous "novels of education", "family novels", we do not see that parental education is carried out according to a clearly drawn up and written down program in the form of a document, so that parents specially prepare for conducting any classes or lessons with their children. Most parents do not rely on scientific pedagogical theories, do not strictly adhere to certain pedagogical systems in raising their children. We agree that this is probably a good thing. It would be sad if early childhood the family for the child has become like an official educational institution, with which pedagogical activity is connected - the school. The power of family education, the effectiveness of the pedagogical activity of parents, is in the naturalness, unintentionality of upbringing and education, in its fusion with the daily life of the family, in the implicit pedagogy of actions, deeds, relations between parents and children, in their special relationships, which are based on blood closeness, special affection to each other.

Even if parents are professionally engaged in pedagogical activities, in most cases we cannot say that they strictly follow certain canons in the home education of their children.

Turning to the life stories of specific people, to their biographies, memoirs, we see how great the pedagogical influence of parents, father or mother, on many aspects of the personality of a growing child.

Writer V.V. Nabokova was raised as a child by "a long line of English bonnies and governesses", specially invited home teachers. However, the influence of the mother was incomparable. “Remember,” she said with a mysterious look, offering my attention a treasured detail: a lark rising into the cloudy mother-of-pearl sky of a sunless spring day, flashes of night lightning shooting a distant grove in different positions, the colors of maple leaves on the palette of a wet terrace, cuneiform bird walks in fresh snow.

In family education there are no special lessons, pre-planned conversations about morality, nature, beauty. All family life with its everyday events, worries, relationships, joys and dramas is a constant series of lessons that adults give to children. And these lessons, as a rule, remain with a person for life, forming his own pedagogical views for the education of the next generation of children.

No family is alike. There are rich families and there are poor families, parents occupy different social positions, have different levels education, they have different professions and different interests.

P.A. Sorokin, a world-famous sociologist, was left without a mother for five years. His childhood memories are connected primarily with his father. The father, according to his son, became a "bitter drunkard" after the death of his wife. What did such a father teach his children? It turns out that too much. The memory of the future scientist imprinted such traits of his father as responsiveness, caring, friendliness, that he was "hard-working and honest in work, teaching us the craft, moral standards and literacy." Parents are forgiven what is unlikely to be forgiven to a professional teacher. And their lessons are important for children even if the parents do not meet generally accepted standards.

Disclosure of pedagogical talent in parents is inseparable from the integral formation of their personality, from their culture, from their attitude to future fatherhood and motherhood, to future offspring. This is one of the most intimate aspects of the human personality, which cannot be penetrated by an outsider's eye. But it is in this sphere that a person discovers his morality, readiness to fulfill the pedagogical function of the family as a whole and his own. Psychologist B.G. Ananiev wrote about the difficulty of people gaining a new status for them - to be a father or mother: “Mother is the educator and spiritual mentor of children, she is love personified for the child. The functions of a mother-educator are mastered with unequal success, since there is a huge range of maternal gifts and talents. Moreover, all this applies to the social functions of society and the development by a young male spouse of a new role for him as a father.

With a favorable set of circumstances, with a conscious desire of parents to educate a child in a person corresponding to their pedagogical ideal, the acquisition of educational functions can become fruitful. Can be. However, the realization of this opportunity is influenced by a number of factors: social, family, personal. Among them there is one with whom all parents meet. A growing child poses more and more problems for parents. Every father and every mother faces a choice: to find a ready-made pedagogical solution or to endure their own.

A lot of things influence the formation of the pedagogical abilities of parents, their readiness for pedagogical activity in the family: a weak or healthy child, beautiful or ugly, “comfortable” or capricious, active or passive, and much more. “A child is a hundred masks, a hundred roles of a capable actor. One with his mother, another with his father, with a grandmother, with a grandfather, another with a strict and affectionate teacher, another in the kitchen and among peers, another with the rich and the poor, another in everyday and festive clothes. And the point here is not the conscious hypocrisy of the child; he is active, he tests adults; he plays; he masters a new situation for him; he tries on various life roles.

Become parent teacher very hard. And some scientists believed that parents should receive pedagogical knowledge that would help them to raise a child in the family without mistakes. In a number of books, they set out their views on the pedagogical activity of parents, revealed the theory and practice of raising and educating children in the family. The history of education and pedagogy is unthinkable without these books: “Thoughts on Education” by D. Locke, “Family Education of the Child and Its Significance” by P.F. Lesgaft, "Parental Pedagogy" V.A. Sukhomlinsky, "Book for parents" A.S. Makarenko.

Knowledge, understanding of the child, trusting relationships, mutual affection, spiritual closeness are necessary conditions for the pedagogical activity of parents.

Professional-pedagogical activity can be defined as a socionomic performing meta-activity. Professions are classified according to the nature of the subject of professional activity into socionomic, bionomic, technonomic, signonomic and artnomic. Now let us dwell on the question of the sense in which pedagogical activity can be attributed to performing activities. At the same time, we take into account that the qualification of pedagogical activity as a meta-activity implies the rather obvious fact that the content of the student's consciousness (operations, operands) cannot be introduced there from the outside, it can be developed in the process of carrying out educational and cognitive activity by the student himself. Therefore, the direct subject of pedagogical activity is the regulation, management, formation of educational and cognitive activity, design and organization of the student's activity.

When characterizing pedagogical activity, quite often they resort to comparing it with the activity of an actor. But, as a rule, this is limited to a metaphorical plan. The rational and deep meaning of such a comparison is revealed only when both these types of activity are considered as performing ones. Performing activity occupies a prominent and independent place in the history of world culture as a necessary form of existence of a work of art in many cases. The same is true with scientific activity, if it is interpreted as a specialized type of knowledge production. Along with the fact that scientific knowledge is constantly being utilized various types industrial and agricultural production, it presupposes its distribution, assimilation, reproduction in consciousness as a prerequisite for practical activity. Pedagogical activity in this context is that specific type of performing activity that is associated with the reproduction in the individual consciousness of the results of scientific and artistic creativity.

In relation to the performing arts, i.e., to such works that exist in the process of performance and for which it is essential to separate the subjects of creation and performance (composer-singer, playwright-actor), the term "interpretation" is often used. It is used to refer to the procedure for interpreting a work of art during performance. This emphasizes that performance is not just a reproduction, copying, replication of the original, but a kind of creativity. Interpretation, explanation, interpretation, interpretation, hermeneutics - these terms are often used when it comes to revealing, clarifying, explicating the meaning of scientific, philosophical works, texts. The use of these concepts is quite justified in relation to pedagogical activity, because the teacher often acts as an interpreter not only of works created by other authors, knowledge obtained by other people, but also in relation to the products of his own activity. Lesson, lecture, repeatedly reproduced by the teacher in different classrooms, in interaction with different contingents of students, each time are actually new works of pedagogical creativity, because the audience is a necessary partner in performance. Despite the thematically defined lesson plan, its methodological development, each time it should be considered as a performance-interpretation.

All types of performance creativity are characterized by the immediacy of the act of creativity, the coincidence of the process and the product, irreversibility, irreproducibility, unpredictability, variation, improvisation. Pedagogical creativity also possesses all these features. With regard to the performance of a work of art, two phases of interpretation are distinguished: interpretation in the process of artistic design, familiarization (learning) of the work, and interpretation in the process of execution. In relation to pedagogical activity, two stages should also be distinguished: at the first, a constructive design of the goal-design is carried out, and at the second - the implementation of the project-idea. The specificity of pedagogical performance lies in the fact that knowledge must be reproduced in the material of the students' activities.

With a general description of human activity, two of its forms are usually distinguished: practical and spiritual. The criterion for distinguishing, as a rule, is that the result of the first is changes in the material social being, in the objective conditions of the existence and development of people, the result of the second is changes in the sphere of social and individual consciousness. Pedagogical activity is a typical example of practical activity, but at the same time, its results are changes in the mind of the pupil. Pedagogical activity is practical not only because the transformation of consciousness as a result of pedagogical influence has as its consequence and criterion a change in real behavior, but also because it is primarily focused on changing the consciousness of another person, that is, it corresponds to differences according to the criterion " theoretical - practical».

Leadership Pedagogical Communication Styles

pedagogical communication fitness professional

To date, a productively organized process of pedagogical communication is designed to provide real psychological contact in pedagogical activity, which should arise between the teacher and the children. Turn them into subjects of communication, help overcome various psychological barriers that arise in the process of interaction, transfer children from their usual position of being led to the position of cooperation and turn them into subjects of pedagogical creativity. In this case, pedagogical communication forms an integral socio-psychological structure of pedagogical activity.

Pedagogical communication in training and education serves as a tool to influence the personality of the student. Pedagogical communication is an integral system (techniques and skills) of socio-psychological interaction between a teacher and students, which contains the exchange of information, educational influences and the organization of relationships using communicative means. In addition to the usual functions, the specificity of pedagogical communication gives rise to another function of the socio-psychological support of the educational process, the organizational function of the relationship between the teacher and the students and acts as a means of solving educational problems.

Among the most difficult tasks facing the teacher is the organization of productive communication, which implies the presence of a high level of development of communication skills. And it is very important to organize communication with children in such a way that this unique process takes place. Communication style plays an important role here.

For productive communicative activity, the teacher must know that communication permeates the entire system of pedagogical influence, each of its microelements.

The specificity of pedagogical communication is due to the various social role and functional positions of its subjects. In the process of pedagogical communication, the teacher directly or indirectly carries out his social role and functional duties to manage the process of education and upbringing. The style of communication and leadership largely determines the effectiveness of training and education, as well as the features of personality development and the formation of interpersonal relationships in the study group.

In the classroom, the teacher needs to master communicative structure of the entire pedagogical process, to be as sensitive as possible to the slightest changes, to constantly correlate the selected methods of pedagogical influence with the characteristics of communication at this stage. All this requires the teacher to be able to simultaneously solve two problems:

To construct the features of their behavior (their pedagogical individuality), their relations with students, i.e., the style of communication;

Design expressive means of communicative influence. The second component is constantly changing under the influence of emerging pedagogical and, accordingly, communicative tasks. In choosing a system of expressive means of communication, an important role is played by the established type of relationship between the teacher and students.

The following characteristics of communication in the process of pedagogical activity can be distinguished:

with the general established system of communication between the teacher and students (a certain style of communication);

with a communication system characteristic of a particular stage of pedagogical activity;

c is a situational system of communication that arises when solving a specific pedagogical and communicative task.

Under the style of communication, we understand the individual typological features of the socio-psychological interaction between the teacher and students. In the style of communication find expression:

with the features of the teacher's communication capabilities;

with the established nature of the relationship between the teacher and pupils;

with the creative individuality of the teacher;

with the peculiarities of the student group. Moreover, it must be emphasized that the style of communication between a teacher and children is a socially and morally saturated category. It embodies the socio-ethical attitudes of society and the educator as its representative.

The first experimental study of communication styles was carried out in 1938 by the German psychologist Kurt Lewin.

Nowadays, there are several classifications of pedagogical styles based on different grounds. For example, regulated and improvisational styles of pedagogical interaction are distinguished as opposed to each other, which can also be considered as styles of pedagogical communication (Shelikhova N.I., 1998; see annotation).

The regulated style provides for a strict division and restriction of the roles of participants in the pedagogical process, as well as following certain patterns and rules. Its advantage, as a rule, is in the clear organization of educational work. However, this process is characterized by the emergence of new, unexpected conditions and circumstances that are not provided for by the original regulation and cannot be "adapted" to it without conflict. The possibilities of correcting pedagogical interaction in non-standard conditions within the framework of a regulated style are very low.

The improvisational style in this regard has a significant advantage, because. allows you to spontaneously find a solution to each newly emerging situation. However, the ability to productive improvisation is very individual, so the implementation of interaction in this style is not always possible. The merits of one style or another are debatable; the harmonious combination of the elements of regulation and improvisation in the pedagogical process seems to be optimal, which allows you to simultaneously meet the necessary requirements for the process and learning outcomes, as well as, if necessary, adjust the mechanisms of interaction. There is also a traditional division of styles according to the criterion of the role of participants in the pedagogical process.

Traditional subdivision of styles

With an authoritarian style, a characteristic tendency towards strict management and comprehensive control is expressed in the fact that the teacher much more often than his colleagues resorts to an orderly tone and makes harsh remarks. The abundance of tactless attacks against some members of the group and unreasoned praise of others are striking.

An authoritarian teacher not only defines the general goals of the work, but also indicates how to complete the task, rigidly determines who will work with whom, etc. Tasks and methods for its implementation are given by the teacher in stages. Characteristically, such an approach reduces activity motivation, since a person does not know what is the purpose of the work performed by him as a whole, what is the function of this stage and what lies ahead.

It should also be noted that in a socio-perceptual sense, as well as in terms of interpersonal attitudes, the phased regulation of activities and its strict control indicate the distrust of the teacher in the positive possibilities of students. In any case, in his eyes, students are characterized by a low level of responsibility and deserve the most severe treatment. At the same time, any initiative is considered by an authoritarian teacher as a manifestation of undesirable self-will.

Studies have shown that this behavior of the manager is explained by his fears of losing authority, having discovered his lack of competence: “If someone proposes to improve something by building the work differently, then he indirectly indicates that I did not foresee this.”

In addition, an authoritarian leader, as a rule, subjectively assesses the success of his wards, making comments not so much about the work itself, but about the personality of the performer. With an autocratic leadership style, the teacher exercises sole control over the management of the team, without relying on the asset. Students are not allowed to express their views, critical remarks, to take the initiative, and even more so to claim the solution of issues that concern them. The teacher consistently makes demands on students and exercises strict control over their implementation. The authoritarian style of leadership is characterized by the main features of the autocratic. But students are allowed to participate in the discussion of issues that affect them. However, the final decision is always made by the teacher in accordance with his own attitudes.

conniving

The main feature of the conniving style of leadership is, in fact, the self-elimination of the leader from the educational and production process, the removal of responsibility for what is happening. The conniving style turns out to be the least preferred among those listed. The results of its approbation are the smallest amount of work performed and its worst quality. It is important to note that the students are not satisfied with the work in such a group, although they do not have any responsibility, and the work is more like an irresponsible game. With a conniving style of leadership, the teacher seeks to interfere as little as possible in the life of students, is practically eliminated from leading them, limiting himself to the formal fulfillment of duties and instructions from the administration. An inconsistent style is characterized by the fact that the teacher, depending on external circumstances or his own emotional state implements any of the leadership styles described above.

Democratic

As for the democratic style, the facts are evaluated first of all, and not the personality. At the same time, the main feature of the democratic style is that the group takes an active part in discussing the entire course of the upcoming work and its organization. As a result, students develop self-confidence, self-government is stimulated. In parallel with the increase in initiative, sociability and trust in personal relationships increase. If under the authoritarian style enmity reigned between the members of the group, which was especially noticeable against the background of obedience to the leader and even currying favor with him, then under democratic management, students not only show interest in work, revealing positive internal motivation, but approach each other in personal terms. With a democratic style of leadership, the teacher relies on the team, stimulates the independence of students. In organizing the activities of the team, the teacher tries to take the position of "first among equals". The teacher shows a certain tolerance for critical remarks of students, delves into their personal affairs and problems. Pupils discuss the problems of collective life and make a choice, but the final decision is formulated by the teacher.

Communication based on passion for joint creative activity.

At the heart of this style is the unity of the high professionalism of the teacher and his ethical attitudes. After all, the enthusiasm for joint creative search with students is the result not only of the teacher's communicative activity, but to a greater extent of his attitude to pedagogical activity in general. Theater teacher M.O. Knebel noticed that the pedagogical feeling "drives you to the youth, makes you find ways to it ..." Such a style of communication distinguished the activities of V.A. Sukhomlinsky. On this basis, VF Shatalov forms his own system of relationships with children. This style of communication can be considered as a prerequisite for successful joint educational activities. Enthusiasm for a common cause is a source of friendliness and at the same time friendliness, multiplied by interest in work, gives rise to a joint enthusiastic search. Speaking about the system of relations between a teacher and students, A.S. Makarenko argued that a teacher, on the one hand, should be a senior friend and mentor, and on the other hand, an accomplice in joint activities. It is necessary to form friendliness as a certain tone in the relationship of the teacher with the team.

Reflecting on the options for the relationship of the educator with the children, A.S. Makarenko noted: “In any case, teachers and management should never allow a frivolous tone on their part: scoffing, telling jokes, no liberties in the language, mimicry, antics, etc. On the other hand, it is completely unacceptable for teachers and management to be gloomy, irritable, noisy in the presence of pupils.

Emphasizing the fruitfulness of this style of relationship between the teacher and pupils and its stimulating nature, which brings to life the highest form of pedagogical communication - based on the enthusiasm for joint creative activity, it should be noted that friendliness, like any emotional mood and pedagogical attitude in the process of communication, should have a measure. Often, young teachers turn friendliness into familiarity with students, and this negatively affects the entire course of the educational process (often a novice teacher is driven to this path by fear of conflict with children, complicating relationships). Friendliness should be pedagogically expedient, not contradict the general system of relationships between the teacher and children.

Communication-distance

This style of communication is used experienced teachers as well as beginners. Its essence lies in the fact that in the system of relations between the teacher and students, distance acts as a limiter. But here too, moderation must be observed. Hypertrophy of the distance leads to the formalization of the entire system of socio-psychological interaction between the teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relations between the teacher and children, it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship. The distance acts as an indicator of the leading role of the teacher, based on his authority.

The transformation of the "distance indicator" into the dominant of pedagogical communication sharply reduces the overall creative level of the joint work of the teacher and students. This leads to the establishment of an authoritarian principle in the system of relations between the teacher and children, which, ultimately, has a negative effect on the results of activity. A.V. Petrovsky and V.V. Shpalinsky note that “in classes where teachers teach with a predominance of authoritarian leadership methods, there is usually good discipline and academic performance, but external well-being may hide significant flaws in the teacher’s work on the moral formation of the student’s personality” .

What is the popularity of this style of communication? The fact is that novice teachers often believe that communication-distance helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means of self-affirmation in the student, and in the pedagogical environment. But in most cases, the use of this style of communication in its purest form leads to pedagogical failures.

Authority must be won not through the mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find how general style communication, and a situational approach to a person.

Communication-distance to a certain extent is a transitional stage to such a negative form of communication as communication-intimidation.

Communication - intimidation

This style of communication, which is also sometimes used by novice teachers, is mainly associated with the inability to organize productive communication on the basis of enthusiasm for joint activities. After all, it is difficult to form such communication, and a young teacher often follows the line of least resistance, choosing communication-intimidation or distance in its extreme manifestation.

In a creative sense, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it orients children not on what should be done, but on what should not be done, deprives pedagogical communication of the friendliness on which it is based. mutual understanding, so necessary for joint creative activity.

Communication - flirting

Again, characteristic, mainly for young teachers and associated with the inability to organize productive pedagogical communication. In essence, this type of communication corresponds to the desire to win a false, cheap authority among children, which is contrary to the requirements of pedagogical ethics. The emergence of this style of communication is caused, on the one hand, by the desire of a young teacher to quickly establish contact with children, the desire to please the class, and on the other hand, the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication, experience in professional communicative activity.

A.S. Makarenko sharply condemned such a "pursuit of love." He said: “I respected my assistants, and I had just geniuses in educational work, but I convinced them that the last thing you need to be a favorite teacher. I personally have never achieved childish love and I think that this love, organized by a teacher for his own pleasure, is a crime ...

This coquetry, this pursuit of love, this boastfulness of love brings great harm to the educator and education. I convinced myself and my comrades that this pendant ... should not be in our life ... Let love come unnoticed, without your efforts. But if a person sees the goal in love, then this is only harm ... "

Communication-flirting, as observations show, arises as a result of: a) the teacher's misunderstanding of the responsible pedagogical tasks facing him; b) lack of communication skills; c) fear of communication with the class and at the same time the desire to establish contact with students.

You can also select more styles such as:

autocratic (autocratic leadership style), when the teacher exercises sole control over the student team, not allowing them to express their views and criticisms, the teacher consistently makes demands on students and exercises strict control over their implementation;

ignoring style is characterized by the fact that the teacher seeks to interfere as little as possible in the life of students, is practically eliminated from leading them, limiting himself to the formal fulfillment of the duties of transferring educational and administrative information;

inconsistent, illogical style - the teacher, depending on external circumstances and his own emotional state, carries out any of the named leadership styles, which leads to disorganization and situational character of the system of relations between the teacher and the student team, to the emergence of conflict situations.

Conclusion

Pedagogical activity 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 a composer, not with the help of colors, like an artist, but directly. He educates with his personality, his knowledge and love, his attitude to the world.

However, the teacher is much more high degree than an artist, must influence his audience, contribute to the formation of the worldview of his wards, give them scientific picture peace, awaken a sense of beauty, a sense of decency and justice, make them literate and make them believe in themselves, in their words. At the same time, unlike an actor, he is forced to work in feedback mode: he is constantly asked a variety of questions, including insidious ones, and all of them require exhaustive and convincing answers. Real teacher, Teacher with capital letter- this is a person who gives birth, forms other personalities (ideally - together with the family). To do this, he needs not only attention and respect from his students, from the whole society.

A teacher is not only a profession, the essence of which is to transfer knowledge, but also a high mission of creating a personality, affirming a person in a person. In this regard, we can single out a set of socially and professionally conditioned qualities of a teacher: high civic responsibility and social activity; love for children, the need and ability for them to give them their heart; spiritual culture, desire and ability to work together with others; willingness to create new values ​​and make creative decisions; the need for constant self-education; physical and mental health, professional performance.

professional and pedagogical orientation: ideological conviction, social activity, tendency to dominate, social optimism, collectivism, professional position and vocation for engineering and pedagogical activity;

vocational-pedagogical competence: social and political awareness, psychological and pedagogical erudition, engineering outlook, pedagogical technique, computer readiness, skills in a working profession, general culture;

professionally important personality traits: organization, social responsibility, communication skills, predictive abilities, ability to volitional influence, emotional responsiveness, kindness, tact, reflection on one’s behavior, professional and pedagogical thinking, technical thinking, voluntary attention, pedagogical observation, self-criticism, exactingness, independence, creativity in the field of pedagogical and production and technological activities;

psychodynamic properties: excitability, balance, emotional stability, a high rate of mental reaction, the success of the formation of skills, extraversion, plasticity.

List of used literature

1.Galkina E. V., Kharlamova Yu. A. Gnostic activity of the teacher within the university educational complex..// rspu.edu/conferences/conference4/konf_galkina.html

Krutskaya E. A. The role of the teacher's image in his professional // physfac.bspu.secna/conf/phedu/24

Kuzmina N.V. Professionalism of the personality of a teacher and a master of industrial training, M .: Higher school, 1990.-119p.

Nagieva E.V., Vizitova S.Yu., Belova N.A. - Yuzhno-Sakhalinsk: SOIPiPKK Publishing House, 2008.- 124p. (Series " Guidelines»)

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