The teacher is an integral part of the process of his professional development. For those who work in the traditional system, it is enough to master the technique, which is a set of teaching skills. This alone will make it possible to carry it out in full and achieve certain successes. However, for the implementation of innovative activities of a teacher, his professional training alone is not enough. At the same time, the readiness of the teacher himself to become on the path of improvement is also important.

Concept definition

What do we mean by innovative activity of a teacher? This is something new, if compared with the previous one, aimed at improving the quality of education. In general, the term "innovation" in its modern sense means the manifestation of new elements or forms. Synonymous given word is "innovation".

The modern teacher is considered somewhat deeper, while having a broader semantic designation. It is understood as the purposeful work of a teacher, based on understanding their own professional experience by studying and comparing the educational process in order to change it and receive a better education.

We can say that the innovative activity of a teacher is a phenomenon that reflects the creative potential of a teacher. If we consider this term from the point of view of its application to the general educational process, then we can talk about its relative youth. And this explains the existence of different approaches to explaining this concept.

On the one hand, pedagogical innovations are understood as various innovations aimed at changing the technology of education and training in order to increase their effectiveness. But sometimes this concept has a different meaning. Innovations include not only the creation and dissemination of innovations, but also changes and transformations in the style of thinking and in the way of activity that are associated with these innovations. In any case, it is something progressive, useful, advanced, modern and positive.

At present, processes of standardization of all levels of education without exception are taking place in Russia. This led to the creation of the FGOS. The purpose of this work is a certain unification and accessibility for widespread practical use of scientifically supported experimental work in education and training. The innovative activity of the teacher in the context of the implementation of the Federal State Educational Standard is designed to make positive changes in the current education system. This is necessary for Russia to enter the international market that offers such services, and to bring the curricula of schools and preschool educational institutions into line with those that are considered generally accepted throughout the world.

Signs of innovation activity

The process of introducing various innovations into the educational process largely depends on the potential of the teacher himself. How to determine the teacher's readiness for innovative activity? The potential of the individual in this case is associated with such parameters as:

The presence of a creative ability to generate and produce new ideas and ideas, as well as design and model them in practice;

Readiness for something different from existing ideas, a new one, the basis of which is panorama and flexibility of thinking, as well as tolerance of character;

Education and development in cultural and aesthetic terms;

The desire to improve their activities, as well as the presence of internal methods and means that will ensure it.

The readiness of a teacher for innovative activity is also understood as the presence of a great working capacity, the ability to restrain strong stimuli, a high emotional status and a desire to approach their work creatively. But apart from personal teacher must also have some special properties. These include knowledge of new technologies, the ability to develop projects, mastering the latest teaching methods, as well as the ability to analyze and identify the causes of existing shortcomings.

Specificity of innovation

The participation of teachers in innovative activities has its own characteristics. It presupposes the presence necessary degree freedom of the respective subjects. Indeed, due to its specificity, the innovative activity of a teacher in a preschool educational institution and in schools is most often carried out as if by touch. The fact is that such solutions are beyond the available experience. It is also worth noting that today the innovative activity of a teacher in the implementation of the Federal State Educational Standard is regulated and controlled only partially. In this regard, one has to trust the innovator, the researcher, assuming that everything that he does in the process of searching for new solutions and truth will not harm the interests of society.

This approach leads to the realization that the freedom of creativity should go along with the high personal responsibility of the teacher involved in innovative activities.

Importance of innovation

Is it so necessary to organize the innovative activity of a teacher? The importance of this direction is due to the fact that in modern conditions the development of education, culture and society is impossible without:

Socio-economic changes, suggesting the need to update the entire education system, as well as technologies and methods for organizing the cognitive process in educational institutions of various types;

Strengthening content humanization curricula, which is expressed in a continuous change in the volume and composition of disciplines, the introduction of new subjects, involving a constant search for improved learning technologies and organizational forms;

Changes in the attitude of the teacher himself to the application and development of innovations;

Entry of educational institutions into the system of market relations, which will form their real degree of competitiveness.

What, ultimately, caused the need to develop the innovative activity of the teacher? The main reason for this direction is the fierce competition that every team offering services in the field of education faces almost everywhere.

Today, all educational institutions must independently improve their level of work, monitor and be able to predict the situation that has developed in the relevant market, and be a little ahead of everyone else, using the latest scientific and technological achievements.

Signs of innovation

What can we say about the participation of teachers in innovative activities? This question is both complex and simple. On the one hand, it is easy to identify the latest approaches and techniques that the teacher uses. After all, they have differences from those that were used before their introduction. On the other hand, it is very difficult to describe and justify innovative activity. After all, innovation is not just fixing a certain fact. Each of the forms of innovative activity of a teacher is a whole system.

Its description must contain the purpose and content, the timing of implementation, existing problems and their solution. That is, everything that innovation is aimed at. Methods for analyzing the results obtained should also be explained. It is necessary to give an indication of the forms of innovative activity of the teacher.

Classification of innovation

All according to purpose latest implementations in the training system is conditionally divided into:

1. General. These are global concepts available in modern education. They find their manifestation in the optimization of the UVP, the development of humanistic provisions, practical and information technologies, as well as in the organization and management of pedagogical processes.
2. Private. They take place in those cases when the innovative experimental activity of teachers is in the form of copyright innovations developed in accordance with modern trends educational process, and is implemented in a separate OS.

By belonging to the educational process, innovative activity is associated with:

1. With the introduction of an integrated approach into the education system. After all, the traditional system of obtaining knowledge is guided by the already achieved level of technology and science and is not able to meet the requirements of a society that is in its dynamic development.
2. With the organization of the entire educational process and the introduction of the latest pedagogical technologies, which are the main factor in the development of innovative methods and means of obtaining knowledge.
3. With specialization and profiling general education. Such directions involve the formation of the necessary conditions for the innovative activity of a teacher with its transition to a system of flexible and open continuous individualized learning of a person throughout his life.
4. With the professionalization of existing management activities. This is one of the conditions for the effectiveness and success of innovative directions in educational institutions.

Based on the concept of renewal and the content of educational processes, the innovative activity of a teacher is divided into method-oriented, as well as problem-oriented. Let's consider them in more detail.

Methodologically oriented activity

When it is applied, it is supposed to implement one or another technology of education. It could be:

Use of the latest information technologies;

Application of the principle of integration to the content of education.

In addition, based on the experience of the teacher's innovative activity in the framework of method-oriented work, he can use training:

Developing;

differentiated;

Design;

problematic;

Programmed;

Modular.

As part of the application of such technologies, a prerequisite is the preparedness and competence of a teacher who is able to use approaches such as:

1. Person-oriented. It can be achieved by implementing a strategy of support and respect, understanding, assistance and cooperation of the preschool administration in the field of choosing the means and methods of the teacher's work.
2. Essential. It is reflected in the interaction of teachers with students to develop their abilities in order to form essential systemic knowledge and establish interdisciplinary connections.
3. Operational and activity. This approach is based on the positions of the GEF. Students form the ability to act during the educational process, assimilating knowledge through their practical application.
4. Professionally oriented. This is a competency-based approach. It allows students to develop professional attitudes.
5. Acmeological. This approach is closely related to the essential one. It is used in the organization of innovative education with the development of new, as well as updating existing methods and teaching aids. This approach allows students to develop creative thinking and contributes to their self-development, self-improvement, self-education and self-control.
6. Creative development. This approach is designed to form productive thinking. It develops in students a creative attitude to their activities, as well as the abilities and qualities of a creative person, skills and abilities of a scientific and creative nature.
7. Contextual. This approach allows you to bring the content of the subjects of the training program into line with the one developed in the country. state standard education.

Problem-oriented activity

Similar innovation processes provide for the solution of a certain type of tasks that are associated with the formation of a high degree of competitiveness in a person.

At the same time, the activity of the teacher is aimed at developing in students:

Awareness of one's personal and social significance;

Ability to set the goal of self-complication of problems and tasks, as well as self-actualization, which is a prerequisite for the creative development of a competitive personality;

An adequate sense of freedom and justified risk, which contributes to the formation of responsibility in the decisions made;

The maximum concentration of one's abilities in order to realize them at the most opportune moment, which is called "delayed victory".

One of the most actual problems that the modern education system is trying to solve is the education of a socially competitive person. Such a concept includes professional stability, social mobility of the individual and its ability to carry out the process of advanced training. At the same time, students should be taught receptivity to innovation. This will allow them to easily change the field of activity in the future, and be always ready to move into a new area of ​​​​work, which is more prestigious.

It is possible to form a competitive personality at this stage of the development of society only through the introduction and inclusion of methodological and problem-oriented innovations in the learning process.

Additional classification

Also, the following types of innovations are distinguished in the education system:

1. In terms of scale - federal and regional, national-regional and at the level of educational institutions.
2. By - isolated (local, private, single, that is, not related to each other), modular (a chain of private innovations interconnected), systemic.
3. By origin - improved (modified), combined (attached to a previously known component), fundamentally new.

Problems of introducing innovations

Often, the conduct of innovative activities causes difficulty for teachers. This is what affects the need for scientific and methodological support of their work. The formal nature of the ongoing pioneering work, which can often be observed in the OU, is caused by:

Low level of basic training of teachers;

Formation of the activity environment in the classical, traditional mode;

Low degree of readiness for innovative activity;

Lack of motivation due to overload;

The inability to determine for themselves the most priority direction, which causes dispersion of activities and does not give a tangible result.

At the same time, it is impossible to imagine the work of a modern educational institution without innovative methods. But in order to achieve the intended goals, teachers need certain types of support. For some, psychological support is important, for others - individual consultation of a methodologist or a practicing teacher. One of the prerequisites for innovative work is the availability of a sufficient amount of special educational and methodological literature, as well as the latest material and technical base.

The innovative activity of teachers in the modern education system should become a personal category, a kind of creative process and the result of creative activity. It also implies the presence of some degree of freedom in the actions of the relevant subjects.

The main value of the innovative activity carried out by the teacher lies in the fact that it allows you to form a personality capable of self-expression and the use of their abilities simultaneously with creativity. Those difficulties that arise in the process of such work, according to many practitioners, can be resolved on their own.

The main result will be:

Creation that will ensure the study, sustainable development and further implementation of best practices;

Occupation of the leadership position of educational institutions in the field of educational services;

Creation of a positive image of the staff of the educational institution.

E.Yu. Azbukin

FEATURES OF THE ACTIVITY OF A MODERN TEACHER

Tomsk State Pedagogical University

Life changes, democratization modern society, on the one hand, competition and market relations - on the other hand, put forward new requirements for the formation of a person, specialist, citizen. Responsibility to society and nature, demand and demand, and not the distribution of specialists, goods, services; professionalism, not ideological orientation or party affiliation; personal attitude, and not passive performance - these criteria determined a new look at education, upbringing and personal development, put forward the phenomenon of human activity to one of the first places in the industrial and social life of society, in education and culture.

It can be said that the fulfillment of the social order for education, aimed at meeting the needs of society in

preparing younger generations for work and socio-cultural life, in transferring to them the accumulated social experience, which, in addition to knowledge about nature, society and production, includes knowledge about the methods of various types of social activity and methods for their implementation, as well as the experience of creativity and the experience of emotional sensual and orientational-value relations.

Training in activities in industries and culture is the content vocational education active activity of students is the key to successful education and upbringing at all levels. In activity, the human psyche develops, his abilities and personal qualities of a specialist and a citizen are formed. It also implements the subjective functions of education: the essential forces and abilities of a person develop, allowing him to

choose the best life path strategies; show initiative and responsibility; opportunities for personal and professional growth, self-determination, self-realization, self-development of a growing person are enhanced. The activity approach to the organization of educational work acts as a general conceptual basis for improving learning.

From a philosophical point of view, activity is a form of dialectical reflection of the surrounding world by a person, a measure of his activity in any reflective process and in learning in particular. Currently, in modern pedagogy, the subject-activity approach is actively developing and taking root, which contributes to the transformation of the student from an object influenced by circumstances, into a subject that dominates them, into an actively acting person with his own subjective position of the individual. "A person is not born, but becomes a subject in the process of activity and communication." Learning based on the implementation and development of various types of activities turns into an active educational and cognitive process that shifts the focus from informing the student to self-mastery of knowledge and skills in the learning process.

At least three generations of people participate in the training: the departed - through the objects-intermediaries created by him, revealing the content of scientific knowledge; the younger, which perceives the socio-historical experience of the development of civilization accumulated in society; actively operating, transferring this experience to young contemporaries. From these positions, the activity aspect of learning provides for the analysis of the following types of activities: subject (characteristic of a particular scientific discipline, individual - teaching) and teaching. The subject concretizes the content of education through the knowledge to be assimilated and the methods of activity; it is a tool for managing educational knowledge through its content. Teaching is a way for the subject to participate in learning.

Teaching ensures the implementation of the educational process. Its purpose is to reveal the methodological system of teaching a particular subject, and includes the pedagogical design of the educational process (learning objectives, curriculum, pedagogical modeling, educational and organizational forms), the implementation of the pedagogical plan (management of the cognitive activity of the teaching of subjects, monitoring, development of abilities etc.), personal development and the formation of the student's subjective position, the improvement of their own professional training.

The quality of teaching to a certain extent depends on the style of teaching, which in educational psychology is considered in line with the socio-psychological context of this concept, i.e. situations of teacher-student interaction. The personal aspect of style assessment remains outside the attention of researchers. pedagogical activity. The primary classification of these styles, presented in the works of B.S. Bratusya, L.M. Mitina, I.V. Dubrovina, I. Vachkov and others, is possible according to the levels of the semantic sphere of the personality: regulative-pragmatic, egocentric, stereotype-dependent and subject-universal. The first three levels reflect a version of the teacher's activity that is maladapted in personal and professional terms. Therefore, we will try to reveal their essence in more detail.

The regulatory-pragmatic level is characterized as a "stream of consciousness" associated with the cognitive efforts necessary to solve practical problems that arise in specific situations. In this case, the teacher's professional self-awareness is in its infancy due to a reduced need for self-knowledge. Such a level, without expressed reflection and decentration, allows him to adapt to the situation only to a minimal extent and regulate his behavior, relying only on literally understood empirical meanings.

At the egocentric level, the motives of personal gain, convenience, prestige, etc. predominate. Satisfaction with oneself and one's activity (only with this self-regulating sphere of the teacher's professional self-consciousness) reaches its maximum value and turns into its opposite - a flywheel that destroys the system of self-regulation, which leads to even greater deformations of self-consciousness.

The life activity of a teacher with a stereotype-dependent level of self-awareness is determined by his close environment, the community with which he either identifies himself or puts him higher. The consequence of such assimilation is usually the loss of creativity and the inevitable adherence to group value orientations, which are not always of high quality. Such a teacher has to resort to pedagogical violence towards children. Retaliatory aggression on their part negatively affects the professional motivation and well-being of the teacher, causing professional and personal maladjustment. Since the process of self-actualization and self-knowledge is impossible without creativity, and the concentration of attention on the group, the division of people into “us” and “them” hinder the processes of deep reflection and do not

E.Yu. Azbukin. Features of the activity of a modern teacher

contribute to the search for constructive ways to overcome difficulties, it is natural that this level of self-awareness does not provide guarantees for the teacher to get out of crisis conditions associated with the profession, age, changes in the social situation and other force majeure circumstances.

The subject-universal level represents the highest degree of the teacher's professional self-awareness. Its main characteristics are associated with the inner semantic aspiration of a person to create such results of labor that will benefit others. It becomes the basis for achieving the highest degree of self-consciousness, which is generated by freedom from egocentrism and group corporate interests, and as a result, it determines the desire for creativity, self-expression and self-actualization. For a teacher, this level is characterized by the harmonious development of professional self-awareness. Thanks to the reflection of the social, universal meanings of his activity, he builds a system of relations with children, recognizing their intrinsic value (and he develops a similar attitude towards himself), manifests and realizes himself as a creative person, directs pedagogical activity towards the development of the unique essence of each student and in his work develops yourself as an individual and as a professional.

Thus, the style of the teacher's activity is determined not so much by emotional coloring, as is often assumed, but by the level of volitional control and reflection, and then it acquires a personal character. Numerous studies conducted today show that, firstly, many teachers feel unfulfilled, and secondly, the teaching profession occupies one of the first places in terms of the incidence of neuroses. Based on this, it can be assumed that in pedagogical activity little space is given to the personality of the teacher, not to mention its comprehensive development.

Many philosophers (N.A. Berdyaev, V.S. Solovyov, S.I. Gessen) considered the ability of a person to maintain and develop such moral qualities as love, compassion, responsiveness, self-sacrifice, respect for another person as a special value. , the ability to resist base instincts. ON THE. Berdyaev argued that spiritual life is hierarchically higher than social life and its values, and the social problem can be solved only on the basis of spiritual rebirth. One of the famous Russian philosophers and teachers S.I. Hessen spoke of the need for a person to acquire supra-personal tasks, "strive for a higher ideal, more sublime than she herself is."

Today, obviously, we can talk about the formation of a teacher's humanistic pedagogical position, which is understood as an integral characteristic of the teacher, characterizing the attitude towards the child as one of the highest values, and the attitude to pedagogical activity as cooperation with children, their protection, development, psychological and pedagogical support. The basis of the teacher's humanistic position is his moral, spiritual values, refracted through his pedagogical activity and attitude towards children. Of course, through the theory of humanistic pedagogy and psychology, the humanistic position of the teacher does not develop, therefore it is necessary not only to intensify the self-improvement of the teacher, but in some cases even create special conditions for the development of the teacher as a professional.

In this case, a special role belongs to the teacher's reflection, which we have repeatedly written about in our works. It should be noted that the teacher represents not only how the student perceives his information, but also "in what capacity" he himself, his pedagogical, personal characteristics are reflected in the student's mind. This is self-reflection. At the same time, it is important to note one-time reflection, reflecting a specific situation, when the lack of information about the partner’s decisions is a powerful incentive for the manifestation of reflective abilities, and long-term reflection, based on prolonged communication between the teacher and students. As a result of the action of the latter, clearer ideas about miscalculations and correct actions arise, and generalized conclusions are formed. Based on what and to what extent is the subject of pedagogical reflection, all the activities of the teacher are determined, in particular the nature and direction of personal influence.

Depending on what personality traits are the object of self-reflection, two levels can be distinguished in it.

The first level of self-reflection, which is most often the subject of discussion, is associated with "self-image", i.e. a reflection of the external appearance and behavior in the mind of the student, as the teacher imagines him. Understanding that they are looking at him and his every movement is reflected in numerous human "mirrors" leads to the fact that the teacher is forced to systematically monitor his speech, demeanor, etc.

Self-reflection of the second, higher order is associated with the awareness of those essential influences that the teacher bears as a person and which can be defined as the influence of the spiritual world of the teacher's personality. It is obvious that on

On both levels, self-knowledge, self-control and self-regulation of the teacher as a person and professional are carried out, however, the second level of self-reflection characterizes deeper reflections about oneself as a person.

Improving himself as a person and a professional, reflecting and teaching this to students, the teacher gradually moves from one level of activity

on the other, which has a positive effect on the learning process. We believe that a teacher today cannot stop in his personal, scientific, spiritual growth and professional development. Otherwise, the teacher can turn into "a milestone that shows the way to others, while he himself stands still."

Received 06/06/2008

Literature

1. Asmolov A.G. Cultural-historical psychology and construction of worlds. M., 1996.

2. Bessonova E.A. Reflection and its development in the process of educational and professional development of the future teacher. Dis. cand. crazy. Nauk., Khabarovsk, 2000.

3. Mudrik A.V. Introduction to social pedagogy. M., 1997.

Creativity in the activity of a modern teacher

Currently, the question of what a modern teacher should be like, what knowledge, skills, qualities, and competencies he should have is being actively discussed. Among the various characteristics that are called as necessary components of the professional activity of a modern teacher, a creative approach to pedagogical activity is often called. To do this, it is necessary at the university, at the stage of training future teachers, to form a creative personality with flexible productive thinking to generate a variety of original, non-standard ideas.

Creativity is the essence of different types of human activity, it is inherent in man as consciousness, thinking, imagination, etc. Its prerequisite is the plasticity of human thinking, which manifests itself in the ability of the individual to a multilateral, variable vision of the world.

N. A. Berdyaev wrote: “By creativity, I always mean not the creation of cultural products, but the shock and uplift of the whole human being, directed towards another, higher life… The creative act of a person cannot be completely determined by the material that the world gives, there is novelty in it, not determined from the outside by the world. This is the element of freedom that enters into any genuine creative act” [, p.308]

Many teachers of the past paid attention to the creative nature of pedagogical activity: Ya. , V. A. Sukhomlinsky and others. The relevance of the teacher's ability to make prompt, flexible decisions in a multivariate pedagogical process emphasized by modern teachers and psychologists: B. S. Gershunsky, V. I. Zagvyazinsky, V. A. Kan-Kalik, V. V. Kraevsky, N. V. Kuzmina, N. D. Nikandrov, V. A. Slastenin and etc.

Well-known cultural figures (D. I. Pisarev, V. I. Vernadsky, A. S. Makarenko, V. A. Sukhomlinsky, D. S. Likhachev) note that scientific, pedagogical, artistic creativity is close not only in their goals and social functions, but also technology.

KD Ushinsky called pedagogy the art of education. The unifying principle between art in broad sense and the art of education, the teacher considered their spiritual and humanistic orientation, transforming the activity of improving the personality in accordance with the highest moral and aesthetic ideal. And the difference, in his opinion, is that if the artist creates a “second nature”, embodying the realities of life in fictional images, then the teacher works with the “original source”, a living person, real human relationships. Therefore, the art of education, in his opinion, is superior type creativity.

A. S. Makarenko said that there can be no good educator who does not have a voice, who does not know how to stand, sit, walk, express joy or displeasure. At the same time, he warned against being carried away by the purely external side of the impact on pupils, any technique should be a reflection of true experiences, the spiritual wealth of the teacher.

V. A. Sukhomlinsky singled out three components of the educational process at school: science, skill, art. He also noted the individuality of pedagogical creativity, which makes him related to artistic creativity. The same is evidenced by the data contemporary research(Yu. P. Azarov, V. A. Kan-Kalik, G. A. Petrova).

The common features of pedagogical activity and the activity of art workers are singled out:

1) significant ongoing participation of work elements that are not amenable to authorization;

2) the presence of extracurricular work (training and "on the subject");

3) specific professional emotions;

4) significant complexity of the requirements for the psychophysical apparatus of the employee;

5) the presence of a creative element.

V. A. Kan-Kalik gave the following definition of the creative essence of pedagogical activity: “The originality of pedagogical creativity lies in the fact that not only the act of solving a pedagogical problem is creative, but also the very process of implementing this solution in communication with children.”

To describe the creative nature of pedagogical activity, Kodzhaspirova considers the concept of "creation" to be the most applicable. The teacher, through creative efforts and labor, brings to life the potential of the student, pupil, creates conditions for the development and self-improvement of a unique personality. It should also be taken into account that pedagogical activity will be creative only if there are certain objective and subjective conditions.

The creative nature of pedagogical activity is also confirmed by the fact that a competently made pedagogical decision in its organization corresponds to all the rules of heuristics that guide the researcher in his activity: analysis of the pedagogical situation (diagnosis) - designing the result in comparison with the initial data (forecast) - analysis of the available means, suitable for testing the assumption and achieving the desired result - designing and implementing the educational process - evaluation and interpretation of the data obtained - formulation of new tasks (V. A. Slastenin).

The creative nature of pedagogical activityteachers, expressed in individual - creative development teacher and children, in a combination of methods of algorithmization of activity and creativity, in the ability of a teacher to improvise, to assimilate someone else's experience through creative rethinking, processing and its organic inclusion in one's own theory and practice.

The sphere of creativity in the activities of a teacher is quite wide and can manifest itself both in the approach to the student and in relation to his subject, to the presentation of educational material, to the definition of methods and means of training and education. A creative solution to building a lesson and selecting the content of the material, creating an unconventional lesson in the form ensures the effectiveness of the lesson and the assimilation of the necessary knowledge and skills by children and the formation of skills, and also stimulates the activity of students, arouses their cognitive interest.

The results of the teacher's creative approach to activity can be manifested at the external and internal levels.External resultscreative activities are diverse: the author's programs for teaching and educating schoolchildren compiled and implemented by the teacher; methodological developments that increase the effectiveness of the teacher; creatively organized educational or educational processes; own educational products in the taught subject, etc.Internal resultsare the source of external creativity, although they are not always clearly defined. These include: clarification of attitudes towards various approaches in education, a change in the nature of the organization of the pedagogical process, the improvement of professional skills, the development of the professional abilities of a teacher, etc.

Criteria for pedagogical creativity: according to Kodzhaspirova

The presence of deep and comprehensive knowledge and their critical processing and comprehension;

Ability to translate theoretical and methodological provisions into pedagogical actions;

Ability to self-improvement and self-education;

Development of new methods, forms, techniques and their original combination;

Variability, dialectic, variability of the system of activity;

Effective application of existing experience in new conditions;

The ability to reflectively assess one's own activity and its results;

Formation of an individual style of pedagogical activity based on the combination and development of reference and individually unique personality traits of a teacher;

Ability to improvise based on knowledge and intuition;

The ability to see the "fan of options"

What qualities should a creative teacher have?

A creative teacher should be able to formulate and solve pedagogical problems; build their activities taking into account changing social and other conditions; be able to see and develop the individual abilities of their pupils; own the forms and methods of heuristic activity; is engaged in self-education, capable of personal creative growth, reflective activity, awareness of creative changes.

For any kind of creativity, imagination is essential, which is based on the processes of dissociation, association, combining brain activity (L. S. Vygotsky, S. L. Rubinshtein). The activity of the imagination is manifested in the transformation of reflections of reality, in the creation of a new one from the elements of previous experience.

An indispensable quality of a creative person is high degree concentration of attention on solving a problem, when for a person the meaning of solving a problem lies mainly in the problem itself, and not in external incentives: rewarding, encouraging, etc. A creative person also has the ability to think in an original way, look at well-known things and phenomena with an unconventional look, to see them from the other side, closed from all sides, and, as a result, the ability to discover something new, unusual in these objects and phenomena.

A creative teacher constantly improves his professional level through such processes as: self-organization, creative self-realization, Professional Development, self-education, during which he masters new knowledge, methods of activity, etc.

Allocate three areas of teacher's creative activity:

1) methodical creativity(associated with the ability to analyze emerging pedagogical situations, correctly choose and build methodological models, design the content and methods of influence in the educational process; to study advanced pedagogical experience and competently apply it in their practice, taking into account the individual characteristics of the teacher and the team of children).

2) communicative creativity (interaction with children)(this creativity is connected with the organization of pedagogically expedient and effective communication both with children and with parents, colleagues, administration; the ability to carry out self-regulation).

3) creative self-education(awareness of oneself as a specific creative individuality, determination of one's professional and personal qualities that require further improvement and adjustment, as well as the development of a long-term program of one's own self-improvement in the system of continuous self-education).

We also note that creativity in the pedagogical activity of the teacher acquires a two-sided character: the creativity of the teacher awakens the creative activity of students. An important role in this process is played by the art of communication between a teacher and schoolchildren, which is based on the exchange of information through communication means and the educational impact of the personality of the teacher, his own example. In addition, the pedagogical guidance of the creative activity of students requires the setting of problem-type tasks that stimulate the thinking of schoolchildren, their interest and need to realize their creative potential (I. Ya. Lerner, M. N. Skatkin, T. Ribot, etc.).

Many teachers of the past paid great attention to the development of students' creativity. For example, D. Dewey made useful recommendations for developing the creative activity of children, awakening the "spirit of the explorer" in them. Particular hopes were placed on the “project method”: students acquire synthesized knowledge on the basics of science when planning and completing specific tasks - projects (for example, working on a school farm, making school furniture, teaching aids, organizing a holiday, staging a performance, etc.).

The creative component of their pedagogical activity was actively implemented by innovative teachers of the 80s–90s of the last century in their systems and technologies, although the approaches to its implementation were different.

A. V. Khutorsky identifies several such approaches:

1) handicraft, when schoolchildren in their activities rely on the knowledge and experience of the teacher;

2) accelerated, the essence of which expresses the teacher's creative solution of the social task of accelerating educational processes, but to a lesser extent affects the creative self-realization of children;

3) deep semantic,when, with the help of tutors, students prone to intellectual activity, classes in special schools intensively move deep into the subject being studied; This category also includes supporters of problem-based learning. setting the task of learning through finding and solving scientific problems of the subject being studied;

4) methodological,the essence of which is to transfer the activities of schoolchildren from the traditional system of education to the meta-subject one;

5) personal and humanistic,when it is important for the teacher that learning is not “with the subject to the children”, but “with the children to the subject” (Sh. A. Amonashvili);

6) communication,which includes organizational-activity, communal methods, etc., when, through external motivation, the activity of children acquires a creative character (I. P. Ivanov, S. N. Lysenkova);

7) philosophical, where the creativity of children has a pronounced internal worldview orientation, and the learning outcomes are considered from the standpoint of the student's personal self-creation.

All the identified approaches somehow allowed teachers to go beyond the narrow framework of the traditional educational and upbringing process and develop children's creativity, which focused them not on absorbing knowledge in a ready-made and unchanged form, but on critical thinking and independent search and appropriation of new knowledge.

The formation of the creative component of the teacher's personality is carried out both in the process of self-education and in the educational process at the university. At the Pedagogical University, a specialist should be formed for whom culture, art, and creativity become an urgent need, which form the basis for the successful mastery of professional activity.

Speaking about the process of development of pedagogical creativity (including the preparation of a future teacher at a university), it can be noted that it is complex and multifactorial, depending on many conditions. The literature defines the following conditions for the development of a teacher's creativity:

The level of pedagogical competence of the teacher, his pedagogical thinking;

Striving for creative search;

Possession of pedagogical technique, pedagogical experience;

A sufficient level of development of intellectual skills, imagination and intuition;

Vision of problems, flexibility, independence and critical thinking;

Psychological safety, atmosphere of openness, etc.

The creative potential of students is not always fully manifested, which may be due to the peculiarities of the environment educational institution, organization of the educational process, the basics of interaction between the teacher and students, etc.

The aesthetically competently organized environment of a pedagogical university, which includes such components as: the external design of the building, the interior of the premises, the aesthetic organization of the educational process itself at the institute, has great potential in the development of the creativity of future teachers. At the same time, it should be borne in mind that not only the subjects of the aesthetic cycle allow students to show a creative approach (musical, artistic, literary creativity), especially since the sphere of influence of these subjects is limited to 1–2 classes per week. But any academic discipline to some extent focuses on interesting, non-standard approaches.

Often in the educational process, a system of explanatory and illustrative teaching is used, when the teacher only conveys information in finished form through verbal explanation with the involvement of visualization (for example, during a lecture), and students perceive, memorize and reproduce the information received (at seminars and practical classes), does not have a positive impact on the development of students' creativity. In order to develop the creative abilities of future teachers, when organizing the educational process at the institute, a variety of creative tasks, problem situations, preparation of various projects, etc. should be used. Only in the process of independent mental activity, their own activity, students develop new knowledge, skills abilities, creative thinking and other personally significant qualities develop.

When studying various disciplines of the pedagogical cycle, students get acquainted with project activities, perform creative tasks (developing non-standard lessons, interesting forms educational work, non-traditional in their topics, excursions, games, pedagogical innovations, find interesting options for using interactive teaching aids, work with Internet resources, etc.), study theoretical basis innovative technologies training and education, master the skills to identify and solve pedagogical problems and situations, improve the skills of pedagogical communication and joint activities in the educational process.

So in educational environment Institute should be a place for creativity, search, realization of the abilities and interests of students, the accumulation of personal creative experience and activities. All this will contribute to the development of students' creativity, which they will be able to implement in their independent pedagogical activities.

a) characterization of the concepts "organizational activity of the teacher", "subjects of the educational process";

b) features of the teacher's work with different age groups of students;

c) problems, difficulties, mistakes in the work of a teacher with schoolchildren, their parents, colleagues; ways to overcome these problems;

d) the possibilities of different pedagogical technologies in solving the problems of the development of the student's personality.

A) Organizational activities of the teacher is a system of interrelated actions aimed at bringing together various groups, participants in processes to achieve common goals.

1. setting the goals of the activity for the pupils, explaining the tasks of the activity

2. creation of conditions for the adoption of the tasks of the activity by the team or individual pupils.

3. application of selected methods, means, methods of activity.

4. ensuring the interaction of participants in the activity.

5. creating conditions for the effective implementation of actions.

6. use various tricks stimulating the activity of schoolchildren.

7. setting feedback.

8. timely adjustment of activities.

Stages:

1. setting the task.

2. selection of assistants, familiarizing them with the tasks.

3. determination of material resources, temporal and spatial conditions, planning.

4. distribution of responsibilities among the participants.

5. coordination of activities, work with assistants.

6. control, analysis.

7.Adjustment activities.

8. completion work.

Subjects of the educational process– teachers, students, their families, social and professional groups, administrative and civil society institutions.

B)**Changes in the social situation elementary school student associated with his admission to school. The leading activity is educational and cognitive activity. During this age period, the intellectual-cognitive sphere receives the predominant development. The object of cognitive activity is the beginning of the sciences. Play still plays a big role in a child's development.

It is necessary to help the child master a new role for him - the role of the student. It is important for the younger student to experience the joy caused by educational achievements. Therefore, the optimistic attitude of the teacher to the educational successes and failures of children, the cooperation of the teacher with students in the learning process, trust and ethics in relation to the child are of decisive importance.

The main innovations of this age period: the transition from visual, empirical thinking to theoretical thinking; the arbitrariness of cognitive processes, the internal plan of action, as well as self-control and reflection.

The moral behavior of the younger schoolchild is more conscious than that of the preschooler, in whom it was more impulsive. presenter pedagogical idea in work with younger schoolchildren: the formation of initial beliefs based on universal values; creating a situation of success in educational activities.

**Adolescence - the period of transition from childhood to adulthood, the period of puberty, the intensive development of all body systems, especially the nervous and cardiovascular systems. The rapid pace of physical and mental development at this age leads to the formation of such needs that cannot be satisfied due to the insufficient social maturity of adolescent schoolchildren. This can cause a teenage crisis. The central neoformation of the consciousness of adolescents is the “sense of adulthood”. There is an expansion of the circle of communication and activities of adolescents. A characteristic feature of adolescent self-consciousness is also the need (ability) to know oneself as a person, which causes a desire for self-affirmation and self-education.

The leading activity of adolescents is communication. Adolescents satisfy their need for communication and social recognition in various kinds of teenage companies, informal groups.

The object of cognitive activity is the foundations of sciences, as well as the system of relations in different situations. Children at this age tend to overestimate their knowledge, abilities, experience. On this issue, they often argue with adults. If adults and peers give a low assessment of their skills, then this hurts the self-esteem of adolescents and is acutely experienced by them.

The "I-image" is replenished with ideas about one's ability to maintain relationships with the opposite sex. Successes and failures in this area also affect a teenager's self-esteem and many other areas of his activity. Adolescent problem is preoccupation with their appearance, general attractiveness. It is important that a teenager has a positive image of his physical self.

Leading pedagogical idea in work with adolescents - creating a situation of success in the most significant activities that provide an opportunity for positive self-affirmation; education of value orientations; prevention of deviations in behavior and moral development.

** Leading activity in early adolescence is an educational and professional activity. Accordingly, the object of cognitive activity of high school students is the foundations of science and professional activity. Both the intellectual-cognitive and the need-motivational sphere receive predominant development. It is the attitude of the high school student to future profession begins to influence their attitude to learning activities in one way or another.

The internal condition for professional self-determination is the intensive formation of a worldview as a generalized view of the world. It also includes a deep awareness of oneself as a person, the experience of one's "I" as an individual integrity, dissimilarity to other people. Evaluation activity of high school students becomes more independent. Social activity is also growing. The problem of the meaning of life can become important for a high school student. These thoughts about oneself and one's life purpose are usually accompanied by serious emotional experiences.

For boys and girls, trusting communication is important: they strive to find friends of both sexes, they are open to communication with adults. If the need for trusting communication is not satisfied, then the high school student may feel lonely. This period of early youth is characterized by the emergence of the need for love. Youthful love requires special tact and attention from adults.

The main neoplasm of the first period of adolescence is self-determination in all spheres of human life, including the formation of professional interests and worldview in general. These processes are accompanied by active self-knowledge. The development of a personality at this age is largely determined by its own efforts in this direction, that is, self-education. Leading pedagogical idea in work with high school students - the creation of conditions for the realization of the possibilities of the individual in accordance with her real claims; assistance in socially significant determination for the future.

C) Peculiarities of pedagogical conflicts:
- teacher's responsibility for pedagogically correct resolution problem situations: after all, the school is a model of society, where students learn the norms of relations between people;
- participants in conflicts have different social status(teacher - student), which determines their behavior in the conflict;
- the difference in the life experience of the participants gives rise to a different degree of responsibility for mistakes in conflict resolution;
- a different understanding of events and their causes (the conflict “through the eyes of the teacher” and “the eyes of the student” is seen differently), so it is not always easy for the teacher to understand the depth of the child’s experiences, and for the student to cope with emotions, to subordinate them to reason;
- the presence of other students makes them participants from witnesses, and the conflict acquires an educational meaning for them as well; the teacher always has to remember this;
- the professional position of the teacher in the conflict obliges him to take the initiative in resolving it and to be able to put the interests of the student as an emerging personality in the first place;
- controlling their emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;
- do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me”, but “I feel deceived”);
- do not insult the student (there are words that, having sounded, cause such damage to the relationship that all subsequent “compensating” actions cannot correct them);
- try not to expel the student from the class;
- if possible, do not contact the administration;
- do not respond to aggression with aggression, do not affect his personality, evaluate only his specific actions;
- give yourself and the child the right to make a mistake, not forgetting that “only the one who does nothing does not make mistakes”;
- regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your disposition towards the student);
- do not be afraid of conflicts with students, but take the initiative to resolve them constructively.
Permission conflict situation it is advisable to carry out according to the following algorithm:
- analysis of data on the situation, identification of the main and accompanying contradictions, setting an educational goal, highlighting the hierarchy of tasks, determining actions;
- determination of means and ways to resolve the situation, taking into account possible consequences based on the analysis of interactions between the educator - the student, the family - the student, the student - the class team;
- planning the course of pedagogical influence, taking into account the possible response actions of students, parents, and other participants in the situation;
- analysis of results;
- adjustment of the results of pedagogical influence;
- self-assessment of the class teacher, mobilization of his spiritual and mental forces.
Conflict Resolution Procedure as follows:
- perceive the situation as it really is;
- do not make hasty conclusions;
- when discussing, one should analyze the opinions of opposite parties, avoid mutual accusations;
- learn to put yourself in the place of the other side;
- do not let the conflict grow;
- problems should be solved by those who created them;
- be respectful of the people with whom you communicate;
- always look for a compromise;
- common activity and constant communication between those who communicate can overcome the conflict.

D) Ped. technology- this is, firstly, a consistent interconnected system of actions of the teacher, aimed at solving prof. tasks, secondly, the systematic and consistent implementation in practice of a pre-planned ped. process. This is one of the ways to influence the processes of development, education and upbringing of the child.

The subject of pedagogical technology are specific interactions between teachers and students in any field of activity. As a result of these interactions, a stable positive result is achieved in the assimilation of knowledge, skills and abilities.

To tasks Pedagogical technology and technical processes include the following:

1) development and consolidation of knowledge, skills and abilities in any field of activity;

2) formation, development and consolidation of socially valuable forms and habits of behavior;

3) awakening students' interest in mental studies, developing abilities for intellectual work and mental activity, understanding the facts and laws of science;

4) training in actions with technological tools;

5) development of independent planning, systematization of their educational and self-educational activities;

6) fostering the habit of strict adherence to the requirements of technological discipline in the organization of training sessions and socially useful work.

Pedagogical technologies can differ for various reasons.:

By the source of occurrence (based on pedagogical experience or scientific concept),

on goals and objectives (formation of knowledge, education of personal qualities, development of individuality),

· according to the possibilities of pedagogical means (what means of influence give the best results).

The professional activity of a modern teacher in the mirror of the Federal State educational standard general education Chernobay Elena Vladimirovna, doctor of pedagogical sciences, director of scientific and research institute metropolitan education GBOU VPO MGPU

Lack of understanding of the essence of the requirements of the Federal State Educational Standard, lack of competence of teachers in the field of technology and organization of the educational process in accordance with the requirements of the Federal State Educational Standard, and on the other hand, resistance to change; the problem of implementing new requirements by means of the old content; the lesson is still the main educational format; the role and possibilities of extracurricular activities for work on the GEF are not obvious; the inability of the teacher to build a lesson as a system of consistent solution of educational problems through problem and learning situations. Federal monitoring data on the implementation of the GEF IEO (extract) Everything must change sometime, otherwise society will become static ... From M. Fullan's book "A New Understanding of Reforms in Education"

Teacher before and after.... The knowledge paradigm is based on the idea of ​​mastering the sum of knowledge. The motto for teachers of this paradigm is: “Knowledge is power!” It is not the knowledge itself that becomes necessary, but the knowledge of how and where to apply it. But even more important is knowing how to extract, interpret, or create new information. And these are the results of the activity. The motto for teachers: "Strength is in knowledge and activity!"

Modern children grew up in a changed socio-cultural environment, which is characterized by fundamentally new features: an increase in the speed of changes in life; rapid assimilation of social experience by new generations; rapid development of integration and globalization processes modern world; shift of value orientations; deepening social and cultural contradictions that threaten a person, his life, health; extensive, but unsystematic awareness of almost any issue, etc.

Transformation of various components of schoolchildren's educational activities Decline in the importance of knowledge aspects and personal patterns Acquisition of solid knowledge Good family man Defender of his country Personally significant models A person who is able to ensure his well-being

The educational process in modern conditions is aimed at: - Do you want to be happy, rich and successful? - Naturally. - Did they teach you this at school? -Not. "Then why did you go there?" -So it is necessary, everyone goes there ... 1 creation of experience in working with information, its application in non-standard and unusual life situations providing self-development and self-actualization of students 2 formation of methods of activity applicable both within the framework of the educational process and in solving problems in real life situations.

What is he, a modern teacher? This is a person: able to create conditions for the development of creative abilities to develop in students the desire for a creative perception of knowledge, to teach them to think independently, to formulate questions for themselves in the process of studying the material, to better realize their needs, to increase motivation to study subjects, to encourage their individual inclinations and talents, and much more other!

Changing the teacher's readiness for professional activity is, first of all, the ability to: Choose a goal that is ahead of time ... mastering new pedagogical technologies focused on achieving the planned educational results; designing the educational process in a modern information educational environment; using the didactic potential of ICT tools.

Modern types of teacher's professional activity analysis of the planned learning outcomes, goals and objectives of the educational process, building meaningful lines of study of the subject, development pedagogical scenario, planning and selection of educational situations, methods, organizational forms, development of educational tasks, as well as the selection of teaching aids for the implementation of the planned educational activities, etc.

Modern teacher roles Researcher, consultant, organizer, project manager, navigator of effective work with knowledge, "collective teacher". The main task of the teacher is to create and organize the conditions that initiate the learning activities of schoolchildren, leading to educational results that meet the new demands of society. We sow reasonable, good, eternal... And where is the harvest?

Teacher through the eyes of teachers Institution RAO IPO12 Teacher Evaluator Oracle Leader Enlightener Doctor Idol Thinker Rhetor Beloved person Friend Comrade Psychotherapist Comforter Educator Guardian Nanny Mentor Adviser Organizer Leader Expert Instructor Informant Trainer Trainer Critic Judge Executor Preacher Artist Clown Jester Scientist Researcher Observer

The modern formula for the preparation of a lesson in the conditions of work according to the Federal State Educational Standards of the OO Definition and analysis of the planned educational results. Formulation of the purpose of the lesson Selection of types of educational activities. Designing learning situations Selection of teaching aids

Level differentiation of planned educational outcomes Educational outcomes can be formulated from the simplest to the more complex. For example, in the subject "geography": "Countries. Peoples. Territories of residence» А1. I can find my country of origin and/or residence on a map, important geographical points of the country, neighboring countries (name their features).

Level differentiation of planned educational results А2. I can name mountains, rivers, cities, landscapes in my country and in neighboring countries. IN 1. I can find geographical points on the map, describe the territory of the settlement of peoples and compare living conditions. IN 2. I can explain geographical features and their impact on the characteristics of their country.

Level differentiation of planned educational results С1. I can find data on all the essential economic and geographical prerequisites for the development of regions, and present it in an understandable form. C2. I can predict cultural and economic development different regions, link facts from the field of cultural, historical development, economic geography.

Learning activity should be presented as a system of learning tasks Classification of learning tasks proposed by I.M. Feigenberg For example, tasks: with insufficient initial data, with uncertainty in the formulation of the question, with redundant or unnecessary initial data for solving, with conflicting information in a condition requiring the use of objects in an unusual function for them. School should not be separated from life

Requirements for the design of learning situations, not one separate learning situation should be constructed, but a set of situations; when designing educational situations, one should strive to ensure that it ensures the achievement of not only the immediate planned educational results, but also remote ones; orientation in the construction of the educational situation on "aspect problems" (I.Ya. Lerner), cross-cutting for all or part of the phenomena studied by a particular educational subject.

Learning situations Constructed by the students themselves Knowledge is the main role for the teacher Learning Teaching Collaboration Transmission of knowledge from the teacher Transferred ready-made Presentation of the knowledge system Active work on tasks related to real life Cooperation between teachers and students Participation of students in the selection of the content of the components of the methodological system of education

When selecting learning media, it is important for the teacher to keep in mind the type of ICT media used; the real expediency of using certain ICT tools at a particular stage of the lesson; methodological purpose of the teaching aids used; readiness to use software; expediency of using educational Internet sites; the time required when using ICT tools and hygienic restrictions while students work with them. School should not be separated from life

Pedagogical risks in the work on the Federal State Educational Standard of General Education Preservation of stereotypes of professional activity; the use of traditional inefficient learning technologies; destruction of the value system declared in the GEF; overload of students, violation of the health of subjects of education

In this regard, the requirements for the lesson in accordance with the Federal State Educational Standard of general education Priority of planned educational results Use of types of educational activities aimed at achieving the planned educational results Activity-based nature of learning (through learning situations/problem tasks) Individualization in the selection of tasks Emphasis on independence in learning Lesson content only as a tool in achieving planned educational outcomes Selection of teaching aids aimed at the implementation of types of educational activities in accordance with new educational outcomes

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