The teacher's professional and pedagogical culture is part of the pedagogical culture as a social phenomenon. The carriers of pedagogical culture are people engaged in pedagogical practice both at professional and non-professional levels. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work, the components of which are pedagogical activity, pedagogical communication and the individual as a subject of activity and communication at a professional level.

To understand the essence of professional and pedagogical culture, it is necessary to keep in mind the following provisions:

professional and pedagogical culture is a general culture and performs the function of a specific design of a general culture in the sphere of pedagogical activity;

professional pedagogical culture is a systemic education that includes a number of components that have their own organization and have the property of a whole that is not reducible to the properties of individual parts;

the unit of analysis of professional and pedagogical culture is pedagogical activity that is creative in nature;

the features of the implementation and formation of the teacher's professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, the prevailing socio-pedagogical experience of the individual.

Taking into account the indicated methodological grounds makes it possible to substantiate the model of professional and pedagogical culture, the components of which are axiological, technological and personal-creative.

The axiological component of professional and pedagogical culture is formed by a set of pedagogical values ​​created by mankind. Knowledge, ideas, concepts that are currently of great importance for society and a separate pedagogical system, act as pedagogical values. Pedagogical values ​​are objective, as they are formed historically in the course of the development of society, education and are fixed in pedagogical science as a form of social consciousness in the form of specific images and ideas. In the process of carrying out pedagogical activity, the teacher masters pedagogical values, subjectifies them. The level of subjectivation of pedagogical values ​​is an indicator of the personal and professional development of a teacher

The technological component of professional and pedagogical culture includes the methods and techniques of the teacher's pedagogical activity. Pedagogical technology helps to understand the essence of pedagogical culture, it reveals historically changing methods and techniques, explains the direction of activity depending on the relations that are developing in society. It is in this case that pedagogical culture performs the functions of regulating, preserving, reproducing and developing pedagogical reality.

The personal and creative component of professional pedagogical culture reveals the mechanism of mastering it and its implementation as a creative act. Mastering the values ​​of pedagogical culture, the teacher is able to transform, interpret them, which is determined both by his personal characteristics and the nature of his pedagogical activity. The creative nature of pedagogical activity determines a special style of the teacher's mental activity, associated with the novelty and significance of its results, causing a complex synthesis of all mental spheres (cognitive, emotional, volitional and motivational) of the teacher's personality.

Among the leading trends in the formation of a teacher's professional and pedagogical culture high school it is necessary to single out the main one - the trend that reveals the dependence of the formation of professional and pedagogical CULTURE on the degree of development of the professional freedom of the individual, its creative self-realization in pedagogical activity, in the choice of its strategy and tactics.

Before deciding on the essence of professional and pedagogical culture, it is necessary to update such concepts as “professional culture” and “pedagogical culture”. The identification of professional culture as an attributive property of a certain professional group of people is the result of the division of labor, which caused the isolation of certain types of special activities.

The concept of "pedagogical culture" has long been included in the practice of pedagogical activity, a holistic theoretical study which became possible relatively recently. In connection with the analysis of the features of pedagogical activity, the study of pedagogical abilities, pedagogical skills of the teacher, this problem was reflected in the works of S. I. Arkhangelsky, A. V. Barabanshchikov, E. V. Bondarevskaya, 3. F. Esareva, N. V. Kuzmina , N.N. Tarasevich, G.I. Khozyainova and others.

In these studies, pedagogical culture is considered as an important part of the general culture of the teacher, manifested in the system of professional qualities and the specifics of pedagogical activity.

The professional and pedagogical culture of a teacher is part of the pedagogical culture as a social phenomenon. The carriers of pedagogical culture are people engaged in pedagogical practice both at professional and non-professional levels. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work, the components of which are pedagogical activity, pedagogical communication and the individual as a subject of activity and communication at a professional level.

Taking into account the methodological foundations makes it possible to substantiate the model of professional and pedagogical culture, the components of which are axiological, technological and personal-creative.

The axiological component of professional and pedagogical culture is formed by a set of pedagogical values ​​created by mankind and included in a holistic pedagogical process in a unique way. present stage development of education. In the process of pedagogical activity, teachers master ideas and concepts, acquire knowledge and skills that make up the humanistic technology of pedagogical activity, and, depending on the degree of their application in real life, evaluate them as more significant. Knowledge, ideas, concepts that are currently of great importance for society and a separate pedagogical system, act as pedagogical values.

The technological component of professional and pedagogical culture includes the methods and techniques of the teacher's pedagogical activity. The values ​​and achievements of pedagogical culture are mastered and created by a person in the process of activity, which confirms the fact of the inseparable connection between culture and activity. The humanistic orientation of pedagogical activity makes it possible to explore the mechanism for satisfying the diverse spiritual needs of the individual. In particular, how, in what way are the needs for communication, in obtaining new information, in the transfer of accumulated individual experience, i.e., everything that underlies the holistic educational process.

The personal and creative component of professional pedagogical culture reveals the mechanism of mastering it and its implementation as a creative act. The process of appropriation by the teacher of the developed pedagogical values ​​takes place at the personal-creative level. Mastering the values ​​of pedagogical culture, the teacher is able to transform, interpret them, which is determined both by his personal characteristics and the nature of his pedagogical activity. The analysis of philosophical, historical, pedagogical and psychological and pedagogical literature, the study of the experience of the activities of teachers of professional institutions, theoretical generalizations allow us to conclude that professional pedagogical culture is a measure and a way of creative self-realization of the personality of a teacher of vocational training in various types of pedagogical activities and communication aimed at the development and creation of pedagogical values ​​and technologies.

The presented idea of ​​professional and pedagogical culture makes it possible to enter this concept into a categorical series: the culture of pedagogical activity, the culture of pedagogical communication, the culture of the teacher's personality. Professional and pedagogical culture is a concept of a higher level of abstraction, concretized in the concepts of "culture of pedagogical activity", "culture of pedagogical communication" and "culture of the teacher's personality".

Like any other activity, pedagogical activity is characterized by a certain style. According to the definition of Zimnyaya I.A. (Irina Alekseevna): “the style of activity (for example, managerial, industrial, pedagogical) in the very broad sense words are a stable system of methods, techniques, manifested in different conditions of its existence. [Winter I. A. Pedagogical psychology.- Rostov n/D, 1997.- p. 363]. It is determined by the specifics of the activity itself, the individual psychological characteristics of its subject. It is the features of the personality structure, the subject of activity, its individual properties that influence the choice of methods and methods of activity and determine individual differences activity style. This is where the notion of an individual style of activity comes from. According to E. A. Klimov, an individual style of activity in the narrow sense is “a stable system of methods determined by typological features that develops in a person striving for the best implementation of this activity ... an individually peculiar system of psychological means that a person consciously or spontaneously resorts to in in order to best balance their (typologically determined) individuality with the objective external conditions of activity. In pedagogical activity, such methods include a certain system of techniques preferred by the teacher, the manner of communication, and ways of resolving conflicts. V. I. Zagvyazinsky (Vladimir Ilyich) formulated the following definition of the individual style of pedagogical activity: “a system of favorite techniques, a certain way of thinking, a manner of communication, ways of making demands - all these features are inextricably linked with the system of views and beliefs, we call individual style of pedagogical activity".[Zagvyazinsky V.I., Atakhanov R. Methodology and methods of psychological and pedagogical research.- Moscow, 2001.-p. 195]
In the works of different scientists, various classifications of styles of pedagogical activity are proposed. According to A.K. Markova, styles are differentiated into three general types: authoritarian, democratic, and liberal-permissive. Here is their description:
Democratic style. The student is considered as an equal partner in communication. The teacher takes into account the opinion of students, encourages independence of judgment, in addition to academic performance, takes into account the personal qualities of students. Methods of influence are motivation for action, advice, request. In the lessons of such a teacher, students experience a state of calm satisfaction, high self-esteem. A teacher with this style is characterized by greater professional stability, satisfaction with his profession.
authoritarian style. The student is considered as an object of pedagogical influence. The teacher alone makes decisions, establishes strict control over the fulfillment of the requirements presented to them, uses his rights without taking into account the situation and the opinions of students, does not justify his actions to students. As a result, students lose activity, show low self-esteem, aggressiveness. The forces of the students of such a teacher are aimed at psychological self-defense, and not at the assimilation of knowledge and their own development. The main methods of influence of such a teacher are orders, teaching. The teacher is characterized by low job satisfaction. In the teaching staff, teachers with this style often become leaders.
Liberal style. The teacher moves away from decision-making, transferring the initiative to students and colleagues. The organization and control of the activities of students is carried out without a system, shows indecision, hesitation. The group has an unstable microclimate, hidden conflicts.
The classification of styles of pedagogical activity proposed by I.F. Demidova is, in our opinion, the most complete. She distinguishes 4 types of individual styles of pedagogical activity.
1. Emotionally improvisational. Focusing mainly on the learning process, the teacher does not adequately plan his work in relation to the final results; for the lesson he selects the most interesting stuff, less interesting (though important) is often left for independent work students. Focuses mainly on strong students. The activity of the teacher is highly operational: the types of work often change in the lesson, collective discussion is practiced. However, his activity is characterized by low methodicalness, lack of consolidation and repetition. educational material, knowledge control. The teacher has increased sensitivity depending on the situation in the lesson, flexibility and impulsiveness. In relation to students, such a teacher is sensitive and insightful.
2. Emotionally methodical. The teacher focuses on both the learning process and its result. The activity of the teacher is highly operational, but intuitiveness prevails over reflexivity. The teacher strives to activate students not with external entertainment, but with the features of the subject itself. In relation to students, such a teacher is sensitive and insightful.
3. Reasoning and improvisational. The teacher is characterized by an orientation towards the process and results of learning, adequate planning, efficiency, a combination of intuitiveness and reflectivity. The teacher is less inventive and varies teaching methods, does not always use collective discussions. But the teacher himself says less, especially during the survey, thereby giving the respondents the opportunity to complete the answer in detail. Teachers of this style are less sensitive to changes in the situation in the lesson. They are characterized by caution, traditionalism.
4. Reasoning-methodical. The teacher focuses primarily on the learning outcome. He shows conservatism in the use of means and methods of pedagogical activity. High methodicalness is combined with a small, standard set of teaching methods, a preference for the reproductive activity of students, and rare collective discussions. The teacher is distinguished by reflexivity, low sensitivity to changes in situations in the lesson, caution in his actions.
Thus, after analyzing the works of didactics and psychologists aimed at studying pedagogical activity, we defined the individual style of pedagogical activity as a system of methods and techniques, a certain way of thinking, a manner of communication, ways of presenting requirements associated with a system of views and beliefs.

Pedagogical conflicts can be divided into three large groups. The first one includes motivational conflicts that arise between teachers and students due to the weak educational motivation of students or, more simply, due to the fact that students either do not want to learn, or study without interest, under duress. Such conflicts grow and eventually mutual hostility, confrontation, even struggle arise between teachers and students.

The second group is formed by conflicts, associated with shortcomings in the organization of the educational process.

The third group of pedagogical conflicts are conflicts interactions: students among themselves, teachers and students, teachers with each other, teachers and the administration of the educational institution. These conflicts occur for reasons not of an objective nature, but personality traits conflicting, their target and value orientations.

Questions for self-control

1. What is the difference between "professional culture" and "pedagogical culture"?

2. Carry out the characteristics of the constituent components of professional and pedagogical culture: axiological, technological, personal creative.

3. What is an individual activity style?

4. List the individual styles of the teacher.

5. What is the essence of pedagogical conflicts?

Lydia Myasnikova
General and professional culture of the teacher

General and professional culture of the teacher

Modern society puts before teachers, educators and parents the task of educating a highly educated and well-mannered young man. Formation culture behavior is one of the urgent and complex problems that should be addressed by everyone who is related to children. Interest in this topic is due to the fact that the educational impact of the family and the Russian national culture in education.

culture behavior helps a person to communicate with others, provides him with emotional well-being and comfortable sympathy. To be cultural, brought up is not the property of a select circle of people. To become a harmonious personality, to be able to behave with dignity in any situation is the right and duty of every person.

Term « culture» - of Latin origin, originally meaning the cultivation of the soil (cultivation) . Currently culture is used in a more generalized sense, although a single approach to understanding the essence no culture.

culture in a general sense, it is understood as a historically defined level of development of society, the creative forces and abilities of a person, expressed in the types and forms of organizing the life and activities of people, in their relationships, as well as in the material and spiritual values ​​\u200b\u200bcreated by them.

culture in a narrow sense, acts as a sphere of people's spiritual life, a way for them to realize professional and other activities.

Essence culture determined by the ways of carrying out life activities, therefore, varieties are distinguished cultures associated with various areas of human activities: communication, consumption, leisure, everyday life, etc.

culture in its material and spiritual forms is an essential characteristic of the life of society. Man is formed in the course of his activity as culturally- a historical being through the acquisition of a language, familiarization with values, traditions, etc. Thus, a person is a product, representative and carrier culture.

General culture of the teacher is the result of personal development, the development of socially significant personal characteristics implemented in his professional activity. In the content of the general teacher's culture several can be identified components: ecological culture(characterizing the relationship of man with the environment); legal, communicative, economic, etc. culture.

Pedagogical culture- part of the human culture in which the spiritual and material values ​​of education and upbringing, ways of creative pedagogical activity containing the achievements of various historical eras and necessary for the socialization of the individual.

Material values pedagogical culture They are means of education and upbringing. Spiritual values pedagogical culture is pedagogical knowledge, theories, concepts, accumulated by mankind pedagogical experience and developed professionally - ethical standards . Pedagogical culture based on a common culture and taking into account the specifics of the activity teacher is part of the human culture.

Pedagogical culture- mastery level pedagogical theory and practice, modern pedagogical technologies, ways of creative self-regulation of the individual capabilities of the individual in pedagogical activity.

E. V. Bondarevskaya among the components pedagogical culture highlights:

humanistic teacher culture in relation to children and his ability to be an educator;

Psychological pedagogical competence and development pedagogical thinking;

Education in the field of the taught subject and possession pedagogical technologies;

Experience in creative activity, the ability to substantiate one's own pedagogical activity as a system (didactic, educational, methodological, the ability to develop an author's educational project;

- culture of professional conduct, ways of self-development, the ability to self-regulate their own activities, communication.

Professional and pedagogical culture can be represented as a model, the constituent components of which are axiological, technological, personal and creative (I. F. Isaev, V. A. Slastenin, E. N. Shiyanov, etc.).

Axiological component pedagogical culture based on the philosophical doctrine of material, cultural, spiritual, moral and psychological values ​​of the individual, collective, society, their relationship with reality, their change in the process of historical development.

Axiological component professional culture contains the acceptance of such values pedagogical work, how:

- professional and pedagogical knowledge(psychological, historical pedagogical, knowledge of the characteristics of childhood, legal culture, etc. e) and worldview (beliefs, interests, preferences, value orientations in the field of education);

- culture of mental work(scientific organization of labor, accounting for biorhythms, reading culture, culture of thinking, etc.. d.);

Individual freedom of all participants pedagogical process, respect for the personality of the child, adherence to the norms of general and pedagogical ethics, etc.. d.

Technology Component pedagogical culture- this is an activity component, methods and techniques of interaction between participants in the educational process, communication culture, usage pedagogical technique, information and educational technologies.

Personal and creative component pedagogical culture understood as creative nature pedagogical activity of the teacher, expressed in individual creative development teacher and children, in a combination of methods of algorithmization and creativity, in the ability improvisation teacher, to the assimilation of someone else's experience through creative rethinking, processing and its organic inclusion in own practice; manifests itself in the self-realization of essential forces teacher - his needs, abilities, interests, talents.

important place in culturological training of a teacher occupies its familiarization with modern household culture, the basic rules of etiquette and the most important moral categories; knowledge of the rules of office etiquette (principles of conducting business conversations, the culture of the appearance of the teacher, physical culture.

Bibliography

Bondarevskoy E. V. - Rostov n / D: RGPU, 1995. - 170 p.

Isaev I.F. Professional and pedagogical culture of the teacher. Moscow: Publishing Center "Academy", 2002. - 208 p.

Slastenin, V. A. Pedagogy: studies. allowance for students of higher education. ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V. A. Slastenina. - M.: Publishing Center "Academy", 2002. - 576 p.

Shiyanov, E. N. Personal development in learning: textbook / E. N.

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Bumazhnikova Natalya Mikhailovna
FSBEI HPE "Omsk State Pedagogical University"
Supervisor: Chukhin Stepan Gennadievich, Candidate of Pedagogical Sciences, Associate Professor

Reformation vocational education in recent times is the object of close attention of almost all social sciences. This is due, first of all, to the fact that the main goal of education is not only the high-quality training of a professional specialist, but also the provision of opportunities for his constant self-development based on the requirements of modern scientific and technological progress. With the entry of Russia into the Bologna process, a rethinking of social value and a definition of the quality of the activity of such a socio-professional group as teachers of higher education takes place.

Vocational education was of great importance for Russian society since the middle of the 18th century. Teachers are not only subjects of professional activity for the training of highly qualified specialists, but also active participants in the political, sociocultural processes and change. At the same time, the factor that directly affects the formation of values, the development of guidelines, principles of behavior and activities of teachers is their professional culture.

In order to determine the essence of the concept of "professional culture of a teacher", it is advisable to consider such concepts as "professional culture" and "pedagogical culture".
Professionalism - “high readiness to fulfill the tasks of professional activity. The professionalism of a specialist is manifested in the systematic improvement of qualifications, creative activity, and the ability to productively meet the growing demands of social production and culture. A prerequisite for achieving professionalism is a sufficiently high development of professionally important qualities of a person, his special abilities.

Professional activity as a socio-cultural phenomenon has a complex structure, including goals, objectives, subject matter, means, methods, results.
The high level of professional culture of a specialist is characterized by a developed ability to solve professional problems, i.e. developed professional thinking and consciousness.
Professional culture is a certain degree of a person's mastery of techniques and methods for solving professional problems.
The problem of pedagogical culture is reflected in the works of such researchers as S. I. Arkhangelsky, A. V. Barabanshchikov, E. V. Bondarevskaya, V. A. Slastenin, in connection with the analysis of the features of pedagogical activity, the study of pedagogical abilities, teacher skill.

Pedagogical culture is “an essential part of the universal culture, in which spiritual and material values ​​are most imprinted, as well as the ways of creative pedagogical activity of people necessary for mankind to serve the historical process of generational change and socialization (growing up, becoming) of the individual. Pedagogical culture can be considered at various levels (socio-pedagogical, personal): a) as a social sphere of society, a way to preserve intergenerational relations and transfer socio-pedagogical experience; b) as part of the universal and national spiritual culture, the sphere of pedagogical values, including pedagogical theories, pedagogical thinking, pedagogical consciousness, cultural patterns of practical activity; c) as a sphere of professional activity of a teacher, including social requirements for it, patterns of cultural identification of a teacher; d) as a personal property of a teacher, educator, parent, integrating the pedagogical position.
Pedagogical culture is considered as an important part of the teacher's general culture, which is manifested in the system of professional qualities and the specifics of professional activity. This is an integrative quality of the personality of a professional teacher, a condition and prerequisites for effective pedagogical activity, a generalized indicator of the professional competence of a teacher and the goal of professional self-improvement.
Thus, the content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions.
The carriers of professional and pedagogical culture are people called to carry out pedagogical work.

To understand the essence of professional and pedagogical culture, it is necessary to keep in mind the following methodological prerequisites that reveal the relationship between general and professional culture, its specific features (I.F. Isaev, V.A. Slastenin):

Professional and pedagogical culture is a specific projection of a general culture into the sphere of pedagogical activity;
- professional pedagogical culture is a systemic education that includes a number of structural and functional components, has its own organization, selectively interacts with the environment and has the integrative property of the whole, not reducible to the properties of individual parts;
- features of the formation and implementation of the teacher's professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, accumulated socio-pedagogical experience.

Taking into account the indicated methodological grounds makes it possible to substantiate the model of professional and pedagogical culture, the components of which are axiological, technological and personal-creative.
The problem of the functions of culture is one of the most important cultural problems. In the works of A. I. Arnoldov, E. M. Babosov, E. V. Sokolov and others, attempts were made to substantiate and highlight the main functions of culture as a social phenomenon.

The main functions of the professional and pedagogical culture of a higher school teacher can be understood based on the specifics of his activity, the variety of types of relationships and communication, the system of value orientations, and the possibilities of creative self-realization of the individual. Taking into account these features, as well as the existing works on the theory of culture and private cultural areas, we single out the following main functions of professional pedagogical culture - epistemological, humanistic, communicative, informational, normative, teaching and educating. Each function reflects different ways of solving methodological, innovative, research, didactic and other pedagogical tasks by the teacher. Recognition of the diversity of the functional components of pedagogical culture emphasizes the multidimensionality of the content of pedagogical activity and the variety of forms of its implementation. Therefore, functions reveal the procedural side of culture.

The epistemological function of pedagogical culture is manifested in a purposeful study, selection and systematization of scientific knowledge about the subjects and objects of the educational process. The gnoseological function is aimed at the teacher's study and awareness of himself, his individual psychological characteristics, and the level of professionalism. This function initiates the development of such types of pedagogical culture as methodological, research, intellectual.

The humanistic function of the pedagogical culture of a university teacher affirms universal human values ​​in the educational process, creates conditions for the development of human abilities and talents, serves to strengthen the cooperation of equality, justice, humanity in joint activities.

The communicative function of the pedagogical culture of the teacher meets his primary need for communication with students, colleagues, school teachers, representatives of the industrial sector, especially since the pedagogical process at the university is a constant interaction, information exchange between interested participants.
It is important for communication speech culture teacher, i.e. knowledge of the norms of speech, the ability to correctly use language forms, which facilitates the assimilation of the transmitted information, educates speech literacy among future specialists, and disciplines their thinking.

In a number of studies recent years in pedagogy of higher education (D. T. Tursunov, Sh. A. Magomedov and others) posed the problem of forming a culture of interethnic communication, which is fundamentally important in organizing the educational process in a multinational audience. Thus, the communicative function necessitates the development of such components of pedagogical culture as speech culture, communication culture, culture of interethnic communication.

The teaching function of pedagogical culture is realized in the activities of a university teacher, aimed at mastering a future specialist with a certain system of knowledge, skills, social experience, and at developing his intellect and abilities.
The general contour of the learning function is created by the following set of problems: the problem of “knowing”, the problem of “be able”, the problem of “keeping up”, the problem of “evaluating”. This list of problems contains the search for answers to more specific questions: “what to teach”, “how to teach”, “to whom and whom to teach”. The willingness to find answers to these questions forms the basis of the technological and methodological culture of a higher education teacher.
The educational function of pedagogical culture reflects the area of ​​educational activity of a university teacher. Along with educational, research, social and pedagogical activities, a teacher of higher education is called upon to carry out purposeful educational work. A teacher of higher education as a teacher, scientist and educator by the power of his authority, erudition, professionalism directly and indirectly influences the formation of the personality of a future specialist.

The normative function of professional and pedagogical culture maintains a balance in the system of teacher's activity, reduces the influence of destabilizing factors in the pedagogical environment. A university teacher is the subject of various legal relations that develop in the process of professional interaction with students and colleagues, managers different levels and are built on the basis of equality, mutual rights and mutual responsibility. The legal culture of the teacher is a necessary condition for the organization of the educational process, the observance of humanistic principles, the rights and freedoms of the individual.
The information function of pedagogical culture is closely connected with all its functional components. This connection is due to the fact that it is necessary to provide information support for the epistemological, humanistic, communicative, teaching, educating and legal components of pedagogical culture.
The information function is the basis of the pedagogical continuity of different eras and generations. The mastery of systematized information and its transmission became the lot of a certain group of people - scientists and educators, their intellectual property.

The criteria for professional pedagogical culture are determined on the basis of a systematic understanding of culture, the identification of its structural and functional components, the interpretation of culture as a process and result of creative development and the creation of pedagogical values, technologies in the professional and creative self-realization of the teacher's personality.
I. F. Isaev distinguishes four levels of formation of professional and pedagogical culture: adaptive, reproductive, heuristic, creative.
The adaptive level of professional and pedagogical culture is characterized by an unstable attitude of the teacher to pedagogical reality. Professional and pedagogical activity is built according to a previously worked out scheme without the use of creativity. Teachers at this level are not active in terms of professional and pedagogical self-improvement, they carry out advanced training as necessary, or reject it altogether.

The reproductive level implies a tendency to a stable value attitude to pedagogical reality: the teacher appreciates the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relations between the participants in the pedagogical process. At this level of development of professional and pedagogical culture, the teacher successfully solves constructive and prognostic tasks. The teacher is aware of the need for professional development.

The heuristic level of manifestation of professional pedagogical culture is characterized by greater purposefulness, stability of the ways and means of professional activity. At this level of professional and pedagogical culture, there are changes in the structure of the technological component; on the high level there are skills to solve evaluative-informational and correctional-regulating tasks. The activity of teachers is connected with constant search.

The creative level is characterized a high degree the effectiveness of pedagogical activity, the mobility of psychological and pedagogical knowledge, the approval of relations of cooperation and co-creation with students and colleagues. Pedagogical improvisation, pedagogical intuition, imagination occupy an important place in the activity of a teacher and contribute to the solution of pedagogical problems. The teacher turns out to be the initiator of advanced training, willingly shares his experience and actively adopts the experience of colleagues, he is distinguished by the desire to improve.
Thus, the teacher's professional and pedagogical culture is part of the pedagogical culture as a social phenomenon. The carriers of pedagogical culture are people engaged in pedagogical practice both at professional and non-professional levels. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work, the components of which are pedagogical activity, pedagogical communication and the individual as a subject of activity and communication at a professional level.

Bibliography:

1. Tenchurina L. Z. History of vocational education. M.: Pedagogy-press, 1998. 303 p.
2. Pedagogical dictionary: textbook. allowance for students. higher textbook institutions / Ed. V. I. Zagvyazinsky, A. F. Zakirova. M.: Publishing Center "Academy", 2008. 352 p.
3. Grunt E. V., Lymar A. N. Features of professional culture as a phenomenon of culture // Culture, personality, society in the modern world: methodology, experience of empirical research. Materials X international conference. Yekaterinburg, 2007, pp. 121-128.
4. Bondarevskaya E. V. Theory and practice of personality-oriented education. Rostov-on-Don, 2000.
5. Isaev I.F., Kan-Kalik V.A., Nikandrov N.D. Pedagogical creativity. - M., 1990.
6. Slastenin V. I., Isaev V. A., Mishchenko A. I. Pedagogy. Tutorial. M.: School press, 2004. 520 p.
7. Babosov E. M. General sociology. Textbook for university students. 2nd ed., Sr. Minsk: "Tetrasystems", 2004. 640 p.
8. Sokolov A. V. General theory social communication. Tutorial. SPB. Publishing house Mikhailov V.A., 2002. 461 p.

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Introduction
Chapter 1. The structure of the professional culture of a modern teacher
1.1. The essence of the professional culture of a modern teacher
1.2. The main components of the professional culture of a modern teacher
1.3. Functions of professional culture of a modern teacher
1.4. Contemporary Issues professional and pedagogical culture of a teacher of higher education abroad
Chapter 2
2.1. Goals and objectives of determining the level of formation of professional culture among modern teachers
2.2. Analysis and diagnostic results
Conclusion
List of sources used

Introduction

The relevance of research

The relevance of the study of the professional culture of a modern teacher lies in the reform of Russian society, which is naturally accompanied by the renewal of all social institutions and systems, including the education system.

This implies the need to update the content and technologies of education, as well as to train a teacher who is able to solve complex social and pedagogical problems, because the personality of the teacher is a key figure that determines the state of education. At present, due to the growing role of universal human values ​​in society, the activation of the culture-creating function modern education, great importance is attached to the teacher as a bearer of cultural traditions, professional pedagogical creativity, a teacher who is able to provide not only the transfer of ready-made ZUN, but also able to develop the individuality in each student.

A modern teacher should be widely educated, highly moral and humanistically oriented. Recently, it has become obvious that the results of the socio-economic and spiritual development of Russian society, the appearance of those entering the independent life generations of youth. However, the study of the results of psychological, pedagogical and sociological studies (V. A. Slastenin, V. S. Sobkin, S. G. Vershlovsky, F. G. Ziyatdinova, etc.) and the analysis of real school practice indicate that teachers are not ready to to solve these problems, because the professional competence of a modern teacher and his general culture do not meet the requirements of the modernization of education.

Socio-economic changes, a sharp increase in the volume of scientific information against the backdrop of general crisis education systems have led to the need for a significant update of the goals, objectives and content of teacher education, which, in turn, required the development of a new education paradigm that meets the needs of a renewing society. Moreover, the process of formation of the teacher's professional culture in pedagogical university should be carried out on the basis of the methodological position of the individual as the subject of activity and its integrity.

In this situation, the search for innovative models general and professional-pedagogical education. A national doctrine, a federal program and a concept for the content of general secondary education have been developed. A new generation of state educational standards for higher professional education has been formed. Subjected to scientific analysis of the process of reproduction and functioning teaching staff: axiological foundations of pedagogical education (M. V. Boguslavsky, I. F. Isaev, V. A. Karakovsky, I. B. Kotova, B. T. Likhachev, V. G. Pryanikova, Z. I. Ravkin, V. A. Slastenin, E. N. Shiyanov and others); subject-activity approach in the professional development of a teacher (G. I. Aksenova, E. V. Andrienko, D. Yu. Anufrieva, E. V. Bondarevskaya, Yu. V. Vardanyan, Yu. M. Luzina, L. M. Mitina , E. M. Rogov, V. A. Slastenin, A. I. Shutenko, etc.); pedagogical technologies in teacher training (V. P. Bespalko, M. V. Klarin, V. M. Korotov, A. I. Kochetov, N. V. Kukharev, M. M. Levina, A. I. Mishchenko, G. K. Selevko, V. V. Serikov, V. A. Slastenin, L. S. Podymova, P. I. Tretyakov, T. I. Shamova, N. E. Shchurkova, etc.); acmeological patterns of professional and personal development of a teacher (O. S. Anisimov, A. A. Bodalev, N. F. Vishnyakova, A. A. Derkach, N. V. Kuzmina, A. K. Markova, V. C. Reshetko, I. N. Semenov and others.

At the same time, productive approaches to the creation of the technological base of teacher education have been laid down (S. I. Arkhangelsky, E. P. Belozertsev, V. P. Bespalko, I. A. Zimnyaya, N. V. Kuzmina, M. M. Levina, N. E. Mazhar, A. K. Markova, L. M. Mitina, V. A. Slastenin, E. N. Shiyanov, etc.); psychological and pedagogical concepts and models of professional activity of a teacher were created (O. A. Abdullina, G. I. Aksenova, E. A. Klimov, A. K. Markova, L. I. Mitina, L. S. Podymova, A. N. Nyudyurmagomedov, L. F. Spirin); the study of the psychological and pedagogical conditions of the university educational process has been intensified (G. I. Aksyonova, E. T. Ardashirova, K. Sh. Akhiyarov, V. L. Benin, Yu. V. Vardanyan, M. Ya. Vilensky, Yu. N. Kulyutkin, B. T. Likhachev, E. A. Levanova, N. E. Mazhar, A. V. Mudrik, N. D. Nikandrov, Z. A. Reshetova, A. Z. Rakhimov, N. F. Talyzina.

Subject of research: professional culture of a modern teacher.

The purpose of the study: to determine the structure and levels of formation of the professional culture of a modern teacher.

Research objectives:

• to determine what is the essence of the professional culture of a modern teacher;
• to study the main components of professional and pedagogical culture;
• consider the functions of the professional culture of a modern teacher and consider modern problems of the professional and pedagogical culture of a teacher of higher education abroad;
• identify criteria for assessing the professional culture of a modern teacher;
• consider the levels of formation of professional and pedagogical culture.

Research methods: theoretical analysis scientific literature, synthesis.

The theoretical significance of the study lies in the generalization and systematization of the material on the stated research problem.

The course work consists of an introduction, two chapters, conclusions for each chapter, conclusion, list of references, consisting of 30 titles.

Chapter 1. The structure of the professional culture of a modern teacher

1.1. The essence of the professional culture of a modern teacher

The term culture is of Latin origin. Initially, it meant the cultivation of the soil, its cultivation. In the future, the word "culture" began to be used in a more generalized sense.
At present, culture in a general sense is understood as all types of transformative activity of a person and society, as well as the results of this activity.

Pedagogical culture is integral part general culture.

For the first time, the term “pedagogical culture” appeared in the publication of L. E. Raskin in 1940. This term was not used earlier, since the institute of social pedagogy was revived only at the beginning in the 1990s.

In order to determine the essence of the concept of "professional culture of a teacher", it is advisable to consider such concepts as "professional culture" and "pedagogical culture".

Professional activity as a socio-cultural phenomenon has a complex structure, including goals, objectives, subject matter, means, methods, results. A high level of professional culture of a specialist is characterized by a developed ability to solve professional problems, that is, a developed professional thinking and consciousness. Professional culture is a certain degree of a person's mastery of techniques and methods for solving professional problems.

The problem of pedagogical culture is reflected in the works of such researchers as S. I. Arkhangelsky, A. V. Barabanshchikov, E. V. Bondarevskaya, V. A. Slastenin, in connection with the analysis of the features of pedagogical activity, the study of pedagogical abilities, teacher skill.

Pedagogical culture is “an essential part of the universal culture, in which spiritual and material values ​​are most imprinted, as well as the ways of creative pedagogical activity of people necessary for mankind to serve the historical process of generational change and socialization (growing up, becoming) of the individual.

Pedagogical culture can be considered at various levels (socio-pedagogical, personal):

• as a social sphere of society, a way to preserve intergenerational relations and transfer socio-pedagogical experience;
• as part of universal and national spiritual culture, the sphere of pedagogical values, including pedagogical theories, pedagogical thinking, pedagogical consciousness, cultural patterns of practical activity;
• as a sphere of professional activity of a teacher, including social requirements for it, the patterns of cultural identification of a teacher;
• as a personal property of a teacher, educator, parent, integrating the pedagogical position.

Pedagogical culture is considered as an important part of the teacher's general culture, which is manifested in the system of professional qualities and the specifics of professional activity. This is an integrative quality of the personality of a professional teacher, a condition and prerequisites for effective pedagogical activity, a generalized indicator of the professional competence of a teacher and the goal of professional self-improvement.

Thus, the content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work.

To understand the essence of professional and pedagogical culture, it is necessary to keep in mind the following methodological prerequisites that reveal the relationship between general and professional culture, its specific features (I.F. Isaev, V.A. Slastenin):

• professional and pedagogical culture is a specific projection of a general culture into the sphere of pedagogical activity;
• professional pedagogical culture is a systemic education that includes a number of structural and functional components, has its own organization, selectively interacts with the environment and has the integrative property of the whole, not reducible to the properties of individual parts;
• the features of the formation and implementation of the teacher's professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, accumulated socio-pedagogical experience.

Thus, professional culture is a specific manifestation of the general culture in a variety of pedagogical and educational processes, in particular in the structure of pedagogical communication. Professional culture and general culture are related as part and whole. The culture of a modern teacher has its own specifics, expressed in professional self-determination, content, forms and methods of work, where social and pedagogical support is its backbone element, the main meaning of positional interaction with children, the main function in the activities of a modern teacher.

1.2. The main components of the professional culture of a modern teacher

I. F. Isaev considered the system of professional and pedagogical culture in the unity of interacting structural and functional components. Structural components, according to I.F. Isaev, are axiological, technological and personal-creative, which are relatively independent systems with structure and logic.

The axiological component of pedagogical culture consists of a system of values ​​that determine the attitude of the teacher to his activity, its goals and means, the personality traits of the teacher, necessary in professional work, to himself as a teacher, the system of knowledge, ideas, norms, traditions that are the basis pedagogical activity.

The most complete system of values ​​that form the substantive basis of professional and pedagogical culture is highlighted by I.F. Isaev. It includes two planes of their existence in it: horizontal (values-goals, values-means, values-knowledge, values-relationships and values-qualities) and vertical (social-pedagogical, professional-group and individually personal values), defining their syncretic character due to their interaction and mutual intersection in the process of functioning of the system of values. Therefore, each division of professional values ​​is very conditional, since only in the process of their holistic appropriation does the formation of a teacher's professional value orientations take place.

The technological component reveals its technological aspect, the ways and means of interaction between the participants in the educational process in the culture of communication, including speech, the active use of pedagogical technology, information and educational technologies, etc. This component of the teacher’s culture is characterized by the degree of awareness of the need for the development of the entire spectrum own pedagogical abilities, as a guarantee of the success of his professional activity, the prevention of possible pedagogical errors, as well as the meaningfulness of the most rational ways of developing pedagogical abilities. The culture of pedagogical activity is formed in the process of practical work through a more detailed assimilation and creative application of the achievements of special, psychological, pedagogical, social and humanitarian sciences and best practices.

The elements of the activity culture of the teacher usually include:

• knowledge and skills in the content, methodology and organization of educational work;
• pedagogical thinking;
• pedagogical skills (gnostic, perceptual, constructive, projective, communicative, expressive, organizational);
• pedagogical technique;
• pedagogical self-regulation.

The personal and creative component of professional culture is manifested in the teacher's ability to creatively implement the technology of the pedagogical process, relying on theory, to carry out practical activities, making a personal contribution, enriching it with new techniques and methods, and being in constant search for optimal solutions. The culture of a professional teacher is distinguished by his ability to find heuristic solutions, develop new, most effective ways out of the current situation based on his own experience and the experience of colleagues. The creative mental activity of the teacher causes a complex synthesis of all mental spheres of the teacher's personality: cognitive, emotional, volitional and motivational.

1.3. Functions of professional culture of a modern teacher

One of the most important problems in cultural studies is the problem of functions. In the works of A. I. Arnoldov, E. M. Babosov, E. V. Sokolov and others, attempts were made to substantiate and highlight the main functions of culture as a social phenomenon.

The following main functions of professional and pedagogical culture are distinguished:

• epistemological;
• humanistic;
• communicative;
• informational;
• normative;
• educational;
• nurturing.

Using all these functions, the teacher is able to solve methodological, innovative, research, didactic and other pedagogical tasks. Recognition of the diversity of the functional components of pedagogical culture emphasizes the multidimensionality of the content of pedagogical activity and the variety of forms of its implementation. It follows that functions reveal the procedural aspect of culture.

The epistemological function of pedagogical culture is displayed in a purposeful study, selection and systematization of scientific knowledge about the subjects and objects of the educational process. The gnoseological function is aimed at the teacher's study and awareness of himself, his individual psychological characteristics, and the level of professionalism. This function initiates the development of such types of pedagogical culture as methodological, research, intellectual.

The humanistic function of pedagogical culture affirms universal human values ​​in the educational process, creates conditions for the development of human abilities and talents, and serves to strengthen the cooperation of equality, justice, humanity in joint activities.

The communicative function of pedagogical culture involves the establishment of the right relationship with students and normal, business relationships with colleagues, parents of students and other subjects of the educational process.

The teaching function of pedagogical culture is realized in the activity of a teacher aimed at mastering a certain system of knowledge, abilities, skills, social experience, and developing his intellect and abilities.

The general contour of the learning function is created by the following set of problems: the problem of “knowing”, the problem of “be able”, the problem of “keeping up”, the problem of “evaluating”. This list of problems contains the search for answers to more specific questions: “what to teach”, “how to teach”, “to whom and whom to teach”. The willingness to find answers to these questions forms the basis of the technological and methodological culture of a higher education teacher.

The educational function of pedagogical culture reflects the area of ​​educational activity of the teacher. Along with educational, research, social and pedagogical activities, a teacher of higher education is called upon to carry out purposeful educational work. The modern teacher, by professionalism and the strength of his authority, erudition, directly and indirectly affects the formation of the personality of the student.

The normative function of professional and pedagogical culture maintains a balance in the system of teacher's activity, reduces the influence of destabilizing factors in the pedagogical environment. A modern teacher is the subject of various legal relations that develop in the process of professional interaction with students and colleagues, leaders of different levels and are built on the basis of equality, mutual rights and mutual responsibility. The legal culture of the teacher is a necessary condition for the organization of the educational process, the observance of humanistic principles, the rights and freedoms of the individual.

The information function of pedagogical culture is closely connected with all its functional components. This connection is due to the fact that it is necessary to provide information support for the epistemological, humanistic, communicative, teaching, educating and legal components of pedagogical culture.

The information function is the basis of the pedagogical continuity of different eras and generations. The mastery of systematized information and its transmission became the lot of a certain group of people - scientists and educators, their intellectual property.

The identified and substantiated structural and functional components and types of pedagogical culture are in close interaction, forming an integral dynamic system of professional culture of a modern teacher.

1.4. Modern problems of professional and pedagogical culture of a teacher of higher education abroad

In order to improve the training of modern teachers, it is necessary to study and comprehend the experience of foreign colleagues.

In modern foreign pedagogy, there is no single, complete pedagogical theory on the basis of which the problems of pedagogical culture would be studied. The search for ways to form a professional and pedagogical culture of teachers in modern foreign pedagogy is based on a variety of schools, concepts, and theories.

The concept of the Göttingen school, which explores the cultural and historical issues of pedagogical reality based on the interpretation of its living experience or recorded in written sources, goes back to the ideas of the famous German teacher A. Diesterweg, who formulated in the 19th century. the principle of culture. Its meaning lies in the fact that “every state of culture of a given people is the foundation, the basis, there is something given and real, from which the subsequent state develops. Therefore, the stage of culture at which we are at this time makes a demand on us that we act in accordance with it if we want to achieve positive results. In other words, we must act culturally.”

The Göttingen school understands didactics as a humanitarian science that addresses the individual, to real pedagogical practice and interprets the learning process as a cultural activity that is not limited to principles and rules. In particular, V. Klafka, a prominent representative of this scientific direction, fills the theory of education with personal meaning, emphasizing that the right of everyone to education is a condition for the development and self-realization of the individual in the process of cognizing cultural reality. Thus, the upbringing of individuality is carried out through the assimilation of the values ​​of society, familiarization with the collective experience.

West Berlin and cybernetic schools, which gave a scientific description of education and management learning activities as an integral system, paved the way for the introduction of programming and computerization into the educational process, which required teachers to master the computer, information culture.

The psychological school considers an important aspect of pedagogical culture - the problem of interaction between a teacher and a student, and not at the level of a simplified behavioral representation of "stimulus-response", but as a consistent and logical transition from perceptual-cognitive elements and actions of the teacher to perceptual-cognitive ideas and elements of students' actions. . This school stimulated the study of the communicative culture of the teacher.

A noticeable revival in the theory and practice of university and school education abroad has been brought about by research in the field of humanistic pedagogy and psychology, which has received particular development in recent decades. The goal of humanistic pedagogy is to create conditions for the cultivation of the personality of the pupil and its self-expression, for self-realization as a manifestation of talent, abilities and gifts of the individual (A. Maslow), productive personal growth (K. Rogers). The most accurate and figurative goal of humanistic education is stated by A. Maslow, who sees it in helping a person to discover what is already in him, without imposing his own ideas about him.

The research of the famous English scientist, teacher and psychologist R. Burns is distinguished by a humanistic orientation. Burns considers the formation of a healthy self-awareness and one's own position of the individual, the acquisition of knowledge and experience as the main goal of education. He is convinced that a person to whom society has entrusted the upbringing of the younger generation must have a high pedagogical culture, be a professional, a humanist. Therefore, the main condition for the successful work of a teacher should be the recognition of the value of each person, the importance of human relationships in the process of education.

To understand the process of formation of pedagogical culture, the reflections and conclusions of R. Burns about the human knowledge of the teacher are of particular importance. The presence of such knowledge allows the teacher to act not intuitively, "by eye", but on the basis of scientific data that determine the optimality of his educational technology. Thanks to this knowledge, the teacher can also analyze his own ideas about himself, create his own I - a concept that includes intellectual, emotional and behavioral components. Using the material of specific studies, Burns showed, in particular, that teachers and lecturers who have positive self-esteem, self-confidence, and their abilities easily communicate with pupils and students and therefore solve pedagogical problems more effectively.

Analyzing the problems of modern higher education in England, a well-known teacher, head of the department and director of the Bristol Polytechnic College, W. Birch, notes that now the higher school should form not only theoretical scientists, but also people capable of solving practical problems, therefore, a more complete and harmonious unity of the theoretical and practical training teaching staff. In this regard, Birch addresses the problem of professional ethics of a scientist - a teacher of higher education as a set of ideas about the values ​​of professional activity that determine his research search and teaching. W. Birch considers mastering the methodology of problem-based learning at a university as one of the directions for the formation of a teacher's pedagogical culture. Problematicness, in his opinion, is obligatory both in the research and pedagogical activities of the teacher.

Thus, the theory of pedagogy, which develops the problems of the relationship between culture and pedagogy, the content of education at the school and university levels, the introduction of cybernetic ideas into education, the psychological justification for the individualization of education, etc., served as the basis for an innovative understanding of the role of the teacher in the pedagogical process, content and ways enrichment of his pedagogical culture.

Theoretical developments in general and university pedagogy have made significant changes to the system pedagogical training teaching staff of universities, improving their qualifications, contributing to the growth of the authority of pedagogical knowledge. If until some time a university diploma gave the right to engage in teaching activities at a university, now in most Western countries it is necessary to obtain special pedagogical training, confirmed by an appropriate document.

University teachers who have received pedagogical training and work with students have the opportunity, at their request, to improve their professional and pedagogical culture in full-time, part-time or semi-part-time versions. In foreign countries, there is no mandatory system of advanced training in our understanding, and it is carried out as needed.

The main factors stimulating university teachers to improve pedagogical culture are: firstly, the realization that lectures should not serve as the main source of information for students, and the search for methods for its qualified selection and translation in an interesting for future specialists, original, professionally adapted form; secondly, awareness of the need to establish partnerships with students, to develop a culture of communication; thirdly, personal responsibility for the personal professional readiness of students. An important role in improving the pedagogical culture of a teacher is played by the contract system and professional competition that exists in universities.

In modern foreign practice of pedagogical education of university teachers, along with traditional ones, non-traditional forms of adult education are being actively introduced. As E. F. Katunskaya notes, in Germany and Sweden, workshops have become widespread, where young teachers study together with experienced ones, which creates conditions for communication and transfer of experience. An interesting form of mastering the pedagogical culture in Germany is courses based on the methodology of observation and analysis of one's own pedagogical experience; in New Zealand and Switzerland, the methods of "content analysis" are popular. In addition to these relatively short courses, universities in the United States, Great Britain and other countries introduce additional pedagogical courses that give the right to apply for degree Master's or Doctorate in Humanities or Arts. The program of such courses provides for the passage of pedagogical practice, the study of the experience of pedagogical activity, the preparation of curricula, the mastery of pedagogical innovation.

The most common form of improving pedagogical qualifications is work according to individual plans, compiled on the basis of the level of personal preparedness of the teacher, the characteristics of his individual psychological development, professional interests and abilities.

Such an organization of work to improve pedagogical culture seems to be effective, as individual counseling by specialists on issues of pedagogy and psychology. For this purpose, small units of two full-time consultants and 15–20 specialists from various fields are created in US universities for this purpose. techniques, etc.

One of the forms of raising pedagogical qualifications is the creation of specialized centers on the basis of large universities (Manchester in England, Massachusetts in the USA, etc.), where in-depth psychological and pedagogical training of teachers is given. As a rule, in such centers the attention of listeners is focused on theoretical problems, while short courses provide practical training.

In terms of content, the formation of the pedagogical culture of teachers preparing for teaching activities in universities provides for the mastery of new technologies in the educational process. At the University of Surrey (Great Britain), pedagogical courses are organized where students learn the methodology of reading video lectures. In the arsenal of pedagogical means of teachers of foreign universities are cable television, the use of video phones, electronic boards, video disks, etc.

Based on the foregoing, it can be concluded that the forms and methods of pedagogical training and advanced training of higher education teachers combine traditional and non-traditional approaches, which are determined by the relevant theories, concepts of general and university pedagogy.

Professional culture is a specific manifestation of the general culture in a variety of pedagogical and educational processes, in particular in the structure of pedagogical communication. Professional culture and general culture are related as part and whole. The culture of a modern teacher has its own specifics, expressed in professional self-determination, content, forms and methods of work, where social and pedagogical support is its backbone element, the main meaning of positional interaction with children, the main function in the activities of a modern teacher.

Structural components, according to I.F. Isaev, are axiological, technological and personal-creative, which are relatively independent systems with structure and logic.

One of the most important problems in cultural studies is the problem of functions. In the works of A. I. Arnoldov, E. M. Babosov, E. V. Sokolov and others, attempts were made to substantiate and highlight the main functions of culture as a social phenomenon. The following main functions of professional and pedagogical culture are distinguished: epistemological, humanistic, communicative, informational, normative, teaching and educating. Using all these functions, the teacher is able to solve methodological, innovative, research, didactic and other pedagogical tasks.

In order to improve the training of modern teachers, it is necessary to study and comprehend the experience of foreign colleagues. Forms and methods of pedagogical training and advanced training of higher education teachers abroad combine traditional and non-traditional approaches, which are determined by the relevant theories, concepts of general and university pedagogy.

Chapter 2

2.1. Goals and objectives of determining the level of formation of professional culture among modern teachers

A systemic holistic view of professional pedagogical culture, substantiation of its functions, criteria and levels of manifestation serve as a necessary theoretical prerequisite for the subsequent study of trends, principles and conditions for the formation of the phenomenon under study, which this chapter will be devoted to. Studies of determining the level of formation of professional culture among modern teachers are carried out by fundamental or applied branches of psychology and pedagogy. This is necessary to solve the significance of the problem, the significance can be characterized in terms of both practice and science.

The practical significance lies in the need to search for fresh information. They are needed in order to solve existing practical problems or the importance methodological developments according to the existing practical directions. The scientific significance lies in the need to solve specific scientific problems due to the lack of certain knowledge and methods for studying the determination of the level of formation of professional culture among modern teachers.

The purpose of the research is:

• studying the professional culture of modern teachers;
• description of this phenomenon;
• studying the factors influencing the level of formation of the professional culture of modern teachers;
• studying the dynamics of the formation of professional culture among modern teachers;
• generalization, classification, typology of some data.

The task of research is to specify the purpose of research and involves the achievement of this goal at certain stages.

In addition, when planning research, it is necessary to select research methods and techniques, process the information received, predict the sample of research participants, determine in what place and under what conditions they will be carried out.

The following methods are used to collect primary data:

• observation.
• experiment.
• interview.
• testing.
• document analysis.

2.2. Analysis and diagnostic results

The presence of pedagogical standards, norms, rules that the teacher's culture must satisfy makes it possible to measure culture. The measurement of pedagogical culture can be carried out as a measurement of the quality of activity, i.e. with the help of expert assessments, testing, questioning, interpretation of the results pedagogical research and others. The problem of measuring professional and pedagogical culture is connected with the problem of criteria and levels of its formation. A criterion is a sign on the basis of which an assessment, a judgment is made. The criteria for professional pedagogical culture are determined based on a systemic understanding of culture, the identification of its structural and functional components, the interpretation of culture as a process and result of creative development and the creation of pedagogical values, technologies in the professional and creative self-realization of the teacher's personality.

In the theory and practice of teacher education, there are General requirements to the selection and justification of the criteria, which boil down to the fact that the criteria should reflect the basic patterns of personality formation; with the help of criteria, links between all components of the system under study should be established; qualitative indicators should act in unity with quantitative ones (S. G. Spasibenko). According to N. B. Krylova, a general indicator of the development of a person's culture is a measure of versatile creative activity.

There are requirements that reflect the specifics of professional and pedagogical culture:

• criteria should be disclosed through a number of qualitative signs (indicators), as they appear, one can judge a greater or lesser degree of severity this criterion;
• the criteria should reflect the dynamics of the measured quality in time and cultural and pedagogical space;
• the criteria should cover the main types of pedagogical activity.

A system of criteria for assessing the level of formation of the professional and pedagogical culture of a modern teacher, which manifests itself in specific features, is proposed based on the results of theoretical and experimental work and the opinions of experts, who were the heads of various universities, teachers and students. According to this system, the number of features for each criterion should not be less than three. In the case of establishing three or more signs, we can talk about the full manifestation of this criterion; if one indicator is set or none is found at all, then (it is false to say that this criterion is not fixed. Let us turn to the description of the main criteria and indicators of the formation of professional pedagogical culture.

1. A value attitude to pedagogical activity is manifested through a set of such indicators as understanding and evaluating the goals and objectives of pedagogical activity, awareness of the value of pedagogical knowledge, recognition of the value of subjective relations, satisfaction with pedagogical work. The indicators of this criterion are identified using questionnaires, interviews, individual conversations, determining the coefficient and index of satisfaction according to the method of V.A. Yadov.

Evaluation of answers, judgments (in questionnaires, conversations) is carried out in accordance with the requirements for the activities of a university teacher and is ranked according to a 4-point system:

• "4" - clearly aware;
• "3" - basically represents;
• "2" - experiencing difficulties;
• "1" - does not understand and does not accept.

2. Technological and pedagogical readiness implies knowledge of methods for solving analytical-reflexive, constructive-prognostic, organizational-activity, evaluative-informational and correctional-regulating pedagogical tasks and the ability to use these techniques. The quality of problem solving was determined through a set of skills that reflect the level of development of the teacher's personality as a subject of activity. Skills were measured using a map-scheme on a 4-point scale, which made it possible to establish the level of skill development, as well as the nature of internal correlations between individual skills.

3. The creative activity of the teacher's personality is manifested through intellectual activity, pedagogical intuition and improvisation. In addition to the above methods, to measure this criterion, methods of self-assessment, observation, and solution of pedagogical situations in the conditions of specially organized training (seminars, schools, organizational and activity games) were widely used.

4. The degree of development of pedagogical thinking as a criterion of professional and pedagogical culture contains the following indicators: the formation of pedagogical reflection, a positive attitude towards everyday pedagogical consciousness, the problem-search nature of activity, flexibility and variability of thinking, independence in decision-making. In a mass survey, this criterion is studied with the help of questionnaires, observation, conversations; in the conditions of specially organized training, the degree of development of pedagogical thinking is fixed according to a special program based on the data of solving pedagogical problems, participation in business games, and the use of active methods.

5. The desire for professional and pedagogical improvement of a modern teacher consists of the following indicators: setting for professional and pedagogical improvement, the presence of a personal pedagogical system, an interested attitude to the experience of their colleagues, mastering ways of self-improvement. When determining this criterion, along with the above methods, the teacher’s reading circle in the field of psychological and pedagogical disciplines, his participation in the work of methodological and theoretical seminars of the department, subject commissions, scientific and practical conferences, articles written by him on the methodology are studied, the teacher’s desire to use all possible ways is noted. advanced training.

The generalized factual material made it possible to describe four levels of the formation of a professional pedagogical culture, depending on the degree of manifestation of criteria and indicators.

The adaptive level of professional and pedagogical culture is characterized by an unstable attitude of a higher school teacher to pedagogical reality, when the goals and objectives of his own pedagogical activity are defined by him in a general way and are not a guideline and criterion of activity. The attitude to psychological and pedagogical knowledge is indifferent, the system of knowledge and the readiness to use it in the necessary pedagogical situations missing.

Technological and pedagogical readiness is determined mainly by the relatively successful solution of organizational and activity tasks of a practical orientation, as a rule, reproducing one's own previous experience and the experience of colleagues. Teachers build professional and pedagogical activity according to a pre-worked out scheme, which has become an algorithm; creativity is almost alien to them. Teachers who are at this level are not active in terms of professional and pedagogical self-improvement; they do not go through the proposed forms of advanced training or go through as necessary.

A teacher who is at the reproductive level of professional and pedagogical culture is prone to a stable value attitude to pedagogical reality: he appreciates the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relations between participants in the pedagogical process, he has a higher index of satisfaction with pedagogical activity. In contrast to the adaptive level, in this case, not only organizational and activity, but also constructive and prognostic tasks are successfully solved, involving goal-setting and planning of professional actions, forecasting their consequences.

Creative activity is still limited by the scope of productive activity, but there are elements of the search for new solutions in standard pedagogical situations. The pedagogical orientation of needs, interests, inclinations is formed; in thinking, a transition is planned from reproductive forms to search ones. Teachers are aware of the need for regular professional development, while the obvious preference is given to forms of non-university system of professional development.

The heuristic level of manifestation of professional pedagogical culture is characterized by greater purposefulness, stability of the ways and means of professional activity. Noticeable changes that testify to the formation of the teacher's personality as a subject of their own pedagogical activity occur in the structure of the technological component; the ability to solve evaluative-informational and correctional-regulating tasks is at a high level of formation.

The interaction of teachers with students, colleagues, surrounding people is distinguished by a pronounced humanistic orientation. In the structure of pedagogical thinking, an important place is occupied by pedagogical reflection, empathy, which provides a deep understanding of the student's personality, his actions and deeds. Teachers selectively treat the proposed forms of advanced training and master the basic methods of cognition and analysis of their own personality and activities. Their activity is connected with constant search, they introduce new technologies of training and education; ready to share their experience with others.

The creative level of professional and pedagogical culture is distinguished by a high degree of effectiveness of pedagogical activity, the mobility of psychological and pedagogical knowledge, the establishment of relations of cooperation and co-creation with Students and colleagues.

The positive-emotional orientation of the teacher's activity stimulates the steadily transforming, actively creative and self-creative activity of the individual. The technological readiness of such teachers is at a high level, analytical and reflexive skills are of particular importance; all components of technological readiness are closely correlated with each other, revealing a large number of connections and forming an integral structure of activity.

In the activities of teachers, an important place is occupied by such manifestations of creative activity as pedagogical improvisation, pedagogical intuition, and imagination, which contribute to the original productive solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs; developed pedagogical reflection and creative independence create the conditions for effective self-realization of the individual psychological intellectual capabilities of the individual. Teachers are interested in various ways of improving pedagogical skills and professional culture. Often they are the initiators of the creation of "schools", holding seminars, conferences on topical issues higher education pedagogy. They willingly share their personal pedagogical experience and study the experience of others; they are distinguished by a constant desire to improve their own pedagogical system.

Studies of determining the level of formation of professional culture among modern teachers are carried out by fundamental or applied branches of psychology and pedagogy. This is necessary to solve the significance of the problem, the significance can be characterized in terms of both practice and science.

The presence of pedagogical standards, norms, rules that the teacher's culture must satisfy makes it possible to measure culture. The measurement of pedagogical culture can be carried out as a measurement of the quality of activity, i.e. with the help of expert assessments, testing, questioning, interpretation of the results of pedagogical research, etc.

The main criteria and indicators of the formation of professional and pedagogical culture: a value attitude to pedagogical activity, technological and pedagogical readiness, creative activity of the teacher's personality, the degree of development of pedagogical thinking, the desire for professional and pedagogical improvement.

The generalized factual material made it possible to describe four levels of the formation of a professional pedagogical culture, depending on the degree of manifestation of criteria and indicators: the adaptive level of professional pedagogical culture, the reproductive level, the heuristic level, the creative level.

Conclusion

The problem of the teacher's professional culture is relevant in modern pedagogy in connection with the improvement of the education system.

The main results of my course work were the following:

1. Determined what is the essence of the professional culture of a modern teacher. I found out that the content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work. Professional culture is a specific manifestation of the general culture in a variety of pedagogical and educational processes, in particular in the structure of pedagogical communication. Professional culture and general culture are related as part and whole.

2. To study the main components of professional and pedagogical culture. Structural components, according to I.F. Isaev, are axiological, technological and personal-creative, which are relatively independent systems with structure and logic.

3. Consider the functions of the professional culture of a modern teacher. The following main functions of professional and pedagogical culture are distinguished: epistemological, humanistic, communicative, informational, normative, teaching and educating.

4. Identified the criteria for assessing the professional culture of a modern teacher. The main criteria and indicators of the formation of professional and pedagogical culture: a value attitude to pedagogical activity, technological and pedagogical readiness, creative activity of the teacher's personality, the degree of development of pedagogical thinking, the desire for professional and pedagogical improvement.

5. Considered the levels of formation of professional and pedagogical culture. The generalized factual material made it possible to describe four levels of the formation of a professional pedagogical culture, depending on the degree of manifestation of criteria and indicators: the adaptive level of professional pedagogical culture, the reproductive level, the heuristic level, the creative level.

So, having worked through the existing theoretical base, I achieved the goal of my research, that is, I studied the structure and levels of formation of the professional culture of modern teachers.

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