E. V. Belenkaya
CAREER AND PROFESSIONAL GROWTH OF A TEACHER IN THE CONDITIONS OF THE INSTITUTION OF ADDITIONAL EDUCATION
The work is presented by the Department of Education Management of the Pedagogical Institute of the Southern Federal University.
scientific adviser- Doctor of Pedagogical Sciences, Professor L. M. Sukhorukova
The article is devoted to understanding the new socio-cultural conditions for the training of specialists continuing education. Issue Revealed professional development personality as an individual trajectory of professional growth. The author considers some approaches to the process of teacher development, distinguishes the main directions of methodological work, methods of personnel policy.
New sociocultural conditions for training of continuous education specialists are analyzed in the article. The problem of a person's professional formation is revealed as an individual trajectory of vocational growth. The author considers some approaches to teachers’ development process and distinguishes the main directions of methodic work and techniques of personnel policy.
Scientists emphasize the unevenness of the stages and stages of the professional development of a person, designating it as individual trajectory professional growth.
When does a career start? There is no single answer. Some believe that a career begins with the end of a specialized educational institution, others - with the beginning of real work, others - with the emergence of relationships with the employer or the receipt of the first work book.
In our country, quite recently the word “career” was used in a negative context, “careerists” were negative characters in our literature, while in the West this concept is commonly used (career guidance in the USA is often called career psychology).
AT broad sense career is defined as a general sequence of stages of human development in the main areas of life (family, work, leisure). At the same time, a career is represented by the dynamics of the socio-economic situation, status-role characteristics, forms of social activity of the individual. The essential component of the concept of "career" is advancement, i.e. moving forward, and the faster the general movement, the more dangerous the slowdown and the more necessary a person is to prepare himself for meeting future events. From here, an understanding of a career is formed as an active advancement of a person in mastering and improving a way of life that ensures its stability in the flow of social life.
Professional development is closely connected with personal development. The teacher educates, first of all, with his own personality, because, as the ancients said, you cannot give what you do not have. But the technological component is also important: if you master various pedagogical methods and techniques, you will free up space for creativity. Professional self-
training does not take away resources (energy and time), but, on the contrary, enriches, because how many forces and nerves are taken away at first by the same problems with discipline, with the competent distribution of study time, with the organization of one's own methodological work.
A successful career largely depends on how correctly a person made his professional choice, or rather, how successful his professional self-determination was.
It is necessary to distinguish between the concepts of "professional self-determination" and "professional choice". A professional choice affects only the short term, it can be carried out both with and without taking into account certain consequences. decision(E. I. Golovakha). J. Super believes that during a life (career) a person is forced to make many choices, that is, a career itself is “alternating choices”. The professionalism of a teacher is the result of individual, purposeful work on oneself, a constant increase in one's scientific and methodological potential. Modern teacher additional education should be primarily aimed at children, have communicative qualities, empathy, strive for partnerships with their pupils; possess knowledge sufficient to develop an author's educational program; the ability to use in their activities a variety of pedagogical means and techniques, innovative technologies; master the technique research work, its organization and analysis by Ch.
In different theories professional development a wide variety of approaches to the self-concept are used: sociological, structural-psychoanalytic (Symonds), factor-analytical (J. Gilford: Self-concept as the sum of response patterns), phenomenological (Comb, Neubauer: Self-conceptual
tion as an attitude towards oneself in the aspect of one's own destiny.
In the works of domestic scientists: Maralova V. G., Mitina L. M., Borytko N. M., Druzhilova S. A., Smolova L. V., Klimova E. A., Kudryavtseva T. V., Safina V. F., Nikova G.P. - the ideas of professional orientation and labor psychology, the genesis of professional interests, inclinations, intentions, proper professional choice and further professional development are also being developed
A. K. Markova identifies the following levels of professionalism4:
Pre-professionalism (a person is already working, but does not have the full set of qualities of a true professional);
Professionalism (a person is a professional, that is, he works stably and does everything that is required of him);
Superprofessionalism (creativity, personal development, what is called "acme" - the pinnacle of professional achievements);
Unprofessionalism, pseudo-professionalism (outwardly quite active, but at the same time either he makes a lot of "marriage" in his work, or he himself degrades as a person);
Post-professionalism (a person may turn out to be a "professional in the past", "ex-professional", or may turn out to be an adviser, teacher, mentor for other specialists).
The purpose of additional education is to promote and help a person in mastering the methods of cultural self-determination, self-realization and self-rehabilitation, assistance in understanding a person himself. Teacher of additional education - key person in the formation of a young citizen, his socialization, development creativity, joining the world of beauty. Therefore, it is very important that the teacher be a special and unique person, possessing high professional skills.
One of the main tasks of methodological work in the House of Children's Creativity is to create conditions for the constant professional and creative growth of teachers within the framework of the designed system of continuous education and self-education.
This task is implemented in three directions: training (retraining and advanced training) in institutions of additional vocational education; training within the institution (a system of seminars, workshops, consultations, etc.); training according to individual plans, projects.
An analysis of the methodological literature shows sufficient development of the first two areas of advanced training. Relevant in connection with the indicated situation in educational space institutions of additional education is the problem of organizing methodological work to improve the qualifications of a teacher in order to develop professionalism and creativity by means of innovative and experimental work.
It is known that education received by a person based on his own professional and personal experience is the most effective form of advanced training. The use of the maximum individualization of the professional development process allows each teacher to adjust their level of professional skills and creativity in accordance with their own achievements and existing problems, makes it possible to develop either individual self-education programs, or to focus on project technologies 2.
In the House of Children's Creativity, a program for the professional growth of a teacher was tested. Her main goal was the inclusion of the teacher in the situation of creative search based on existing knowledge and experience.
Methodical work The implementation of the program involves several stages. The first one allows the teacher to determine the actual problem for him, to choose methods of individual work on self-education. If necessary, creative groups are formed. At the second stage, it is necessary to train teachers in the technology of self-education. For this, a cycle of seminars, discussions, business games, conferences is provided, which are held both with the team as a whole and with individual groups. At the third stage, teachers are given the opportunity to demonstrate their own achievements. For example, speaking at the pedagogical council, presenting the project to the team, submitting your project for public examination.
To determine the content of an individual educational program, teachers are offered the following algorithm. The first step is to analyze your own work experience: aspects are analyzed professional activity teacher, goals, objectives, applied methods, results of activities. Based on the analysis, the teacher determines the topic of self-education. This is followed by the development of an individual path, which involves working on methodological literature, attending colleagues' classes, participating in a practical seminar, and other types of work.
Thus, work on the program includes the steps of posing a problem, defining goals and objectives, ways of solving problems; resource provision, expected results, ways to check the results, predicted “minuses” and measures to eliminate them.
This is followed by the presentation of the results of the work at a meeting of the MO, methodological council, pedagogical council. It can also be a creative report at one of the pedagogical councils, and an integrated lesson, or an open extracurricular activity, etc.
The motivation of teachers for self-education, their inclusion in the situation of creative search begins with the diagnosis of professional interests and professional difficulties. Even before drawing up a plan of individual work on the topic of self-education, the topic of the project, meetings are organized, discussion of selected problems. A psychologist actively participates in this work, transferring to teachers the skills of self-assessment, diagnosing the results of their activities. The consequence of such work is the teacher's choice of methods for the development of professionalism and creativity. It is worth noting that the program can be both individual and group, depending on the goal and objectives, the amount of work. They can differ among themselves and in duration, therefore, at the choice of teachers, intermediate presentations and discussions of the results obtained are held at methodical associations, meetings of creative groups.
Thus, a system of joint creativity of teachers is being formed, filled with qualitative meaning. It is important that the methodologists of the House of Children's Creativity, when organizing the work of teachers on the creation of the program, do not act as a controller, but help to gain knowledge on their own, therefore the main activities of methodologists are: consulting at any stage of work, methodological assistance in organizing project activities, creating conditions for intermediate meetings of teachers, presentations and fruitful work, organization of expertise for a qualitative assessment of projects.
Based on the analysis of theoretical sources, we have identified andragogical conditions for ensuring the quality of adult education. Organizational and pedagogical conditions include: individuality of learning, flexibility of learning, internal openness, compactness and speed of learning, adaptability. Educational method
Physical conditions imply, firstly, the provision of adult students with educational and methodological materials, and secondly, an authorized approach of an adult student to the process of their own learning.
Central issues psychology of adult learning - the problem of an adult as a subject of learning, the problem of personality-motivational mechanisms that determine psychological features learning activities adults. Psychological conditions imply the creation of a situation in which an adult student, when comparing the set goals and expected results of educational activity, has internal contradictions as a source of development that will contribute to personal and professional growth.
Scientific analysis of the learning process of an adult as a subject of learning is carried out at subordinate levels: personal, activity-role and procedural.
The personal level of readiness of an adult student of the system of postgraduate education to ensure the quality of their own learning is characterized by such criteria as the presence of a learning motive that is closely related to personal and professional educational needs, and the presence of an acute need to acquire new knowledge.
The activity-role level of readiness of an adult student of the postgraduate education system to improve the quality of education is characterized by the following type of criteria: the ability to self-organize the learning process, which includes independent determination of the parameters of learning and self-education; definition of the goal, search for the necessary knowledge, formation of skills, abilities and qualities; accumulation of experience as a source of learning.
One of the main elements of learning technology according to andragogical
model is the planning of the educational process, in which the student himself plays the main role, and the methodologist acts as a teacher and a source of learning.
The teachers expressed the opinion that the lessons of psychological culture held in the institution contribute to the cohesion of the team, create conditions for the formation of new high-quality relationships with each other. It is advisable to hold meetings of the creative group according to the following scheme: analysis of the lesson on a previously held topic; planning new topic, discussion of the relevance of the topic; "playing" a new lesson. At the same time, the psychologist acts as a consultant of classes, and teachers share their experience in conducting "lessons of psychological culture", which helps to expand the professional boundaries of teachers participating in the discussion.
Conducting classes involves a group form of work, using the following methods: role-playing games, exercises, discussions, fairy tales, conversations, questioning, experiential learning, individual and collective drawing.
Application modern technologies in the organization of pedagogical self-education leads to the emergence of a special methodological space in an educational institution that contributes to the achievement of more High Quality education.
Additional education of children can be considered as one of the types of education by choice, as effective remedy social, and later, possibly, professional self-determination of students.
It is known that the content general education children is built on the basis of the desire of teachers to streamline students' ideas about the world around,
about the place of man in the world of things, events, phenomena.
to develop in their activities an animated order convenient for them in the existing world of things, events, phenomena, and to adapt or organize situations to suit their individuality. In the process of such free activity, personality traits human behavior in certain situations, reveal personal qualities, certain moral values are developed and comprehended in line with certain cultural traditions. At the same time, the teacher has the opportunity to influence the results of additional education of students simultaneously in several areas: social action through a change in the structure of amateur performances (for example, the youth organization leader-center "Treasure Island" for socially active children, the school "Success" for high school students), the inclusion of new cultural norms (for example, the development and organic introduction into the educational process of lessons of the psychological culture of the individual).
The problem of improving the quality of additional education has several aspects that require attention. On the one hand, it is necessary to improve the quality of pedagogical activity, which is associated with the professional competence of teachers, on the other hand, targeted scientific and methodological support of the educational process.
A striking indicator of the quality of additional education is the creative activity of all subjects of pedagogical activity (teachers) and extracurricular activities (students).
The system of additional education needs constant updating
even such traditional forms of work as dating holidays, competitive and concert programs, family holidays. Ever-changing interests and growth educational needs Families force almost every educator to accept the need for technological support.
In the House of Children's Creativity of the Soviet District, issues of implementation pedagogical technologies in the activities of creative associations for the purpose of spiritual development and social self-determination of children have been considered for several years on methodical councils, methodical associations. As a result, a significant expansion of the range of pedagogical technologies used was noted, indicating an increase in the professional competence of teachers of additional education.
Positive trends are noted: the predominance of technologies based on the personal orientation of the educational process; the use of pedagogical technologies based on the theoretical provisions of the activity, personality-oriented and cultural approaches; introduction of technology of multi-level education; interaction between a scientific consultant and a practicing teacher in the description of pedagogical technology.
Developed system methodological training and professional self-education of teachers allows you to objectively and promptly assess the state of the educational process, its conditions and effectiveness, contributing to the professional and personal growth of teachers in the context of an additional education institution.
NOTES
1 Robotova A. S., Leontyeva T. V., Shaposhnikova I. G. et al. Introduction to pedagogical activity. Moscow: Academy, 2000. Chapter 6.3.
2 Guseva A. S., Iglin V. A., Lytov B. V. and others. Service career. M., 1998.
3 Bityanova N. R. The problem of personality self-development in psychology: Analytical review. M., 1998.
4 Markova A.K. Psychology of professionalism. Moscow: Knowledge, 1996.
Municipal budgetary educational institution of additional education for children "Center for the development of creativity of children and youth "Rostok" city of Cheboksary Chuvash Republic Professional development of a teacher of additional education is a necessity of today
strategic goal public policy in the field of education, an increase in the availability of quality education was announced in accordance with the requirements of the innovative development of the economy and the modern needs of society. To achieve this goal, as one of the priorities: it is proposed to "ensure the quality of educational services and the effectiveness of management educational organizations, including the development of a system of additional education for schoolchildren, the expansion of forms of provision of early childhood development services and preschool education(providing two years of pre-school education for each child), service development early education and counseling for families with children.
“Just as no one can give to another what he himself does not have, so he cannot develop, educate and educate others who himself is not developed, educated and educated.” A. Diesterweg wrote, referring to the teacher: “He is only able to actually educate and educate as long as he himself works on his own upbringing and education”
The teacher must have certain knowledge The teacher must have certain knowledge General culture, a broad cultural outlook. Knowledge of the basic program for the profile of additional education. Knowledge of pedagogical technologies and innovations. Knowledge of the methods of raising and educating children and adolescents. Knowledge of developmental psychology. Knowledge of diagnostic techniques. Knowledge of individual characteristics of students
A PROFESSIONAL TEACHER DIFFERENTIATES A PROFESSIONAL TEACHER DIFFERENTIATES Love for children, openness to accepting the position of another (adult and child) and faith in the strengths and capabilities of students Love for children, openness to accepting the position of another (adult and child) and faith in the strengths and capabilities of students Interest in the inner world of the child Interest in the inner world of the child The desire to constantly correlate their actions, actions, intentions, interests with the interests of their students The desire to constantly correlate their actions, actions, intentions, interests with the interests of their students The value of beauty, harmony - aesthetic orientation The value of beauty, harmony - aesthetic orientation Morality, a sense of moral responsibility, duty, citizenship Morality, a sense of moral responsibility, duty, citizenship Positive orientation towards educational activities (unity of learning and education) Positive orientation towards educational activities (unity of learning and education) Creativity in the pedagogical process Creativity in the pedagogical process Love for one's profession Love for one's profession The need for the transfer of knowledge The need for the transfer of knowledge Self-education and the desire for self-improvement, self-actualization, identification and development of one's abilities and capabilities. Self-education and the desire for self-improvement, self-actualization, identification and development of one's abilities and capabilities.
The word "competent" comes from lat. competentis - appropriate, appropriate, capable. Professional competence is a characteristic The word "competent" comes from lat. competentis - appropriate, appropriate, capable. Professional competence is a characteristic of the degree of compliance with the requirements of the profession; a pronounced ability to apply their knowledge and skills, the ability for constant professional growth and advanced training, self-realization in professional work. Competence is integral. An important criterion for the formation of a professional-activity component of psychological and pedagogical competence is the ability of a teacher to independently resolve pedagogical situations contributing to the student's personal development. Competence is an integral characteristic that reflects the business and personal qualities of specialists. This is the ability to successfully act, solve problems of a certain kind of activity based on knowledge, skills, experience. An important criterion for the formation of the professional-activity component of psychological and pedagogical competence is the teacher's ability to independently resolve pedagogical situations, contributing to the student's personal development. The professional competence of a teacher includes the psychological and pedagogical competence of three components of the teacher's work: 1) pedagogical activity, 2) pedagogical communication, 3) personal development of the teacher.
Gnostic skills: The ability to systematically replenish one’s knowledge through self-education The ability to systematically expand one’s knowledge by studying the experience of colleagues The ability to extract knowledge from one’s own pedagogical practice The ability to study the personality of each student and abilities to identify the level of development activity. The ability to methodically analyze and practically evaluate educational programs, manuals, teaching aids and use them creatively;
Constructive skills: Constructive skills: Choosing the best methods and ways of working with students, taking into account general and particular goals pedagogical process Selection and dosage required material taking into account the level of development of students. ( educational program) Ability to do educational material accessible to students. Determination of ways to control the assimilation of material and level. Determination of ways to control the assimilation of material and the level of formation of skills. The ability to foresee possible difficulties for students in certain types of activities, to choose the forms of work accordingly. rational distribution various kinds activities over time.
Design skills: Planning the system of upbringing and educational work Planning work with students, taking into account the results of diagnostics The ability to fix the essential in the development of the child, to anticipate the prospects, the dynamics of the formation of the personality of each pupil and the team as a whole sections of the training program for the type of activity taught
Communication skills:. The ability to establish and maintain contacts with students .. The ability to establish and maintain contacts with colleagues .. The ability to establish and maintain contacts with parents .. The ability to take the position of another and coordinate different points of view, exchanging opinions. The ability to build relationships in the teaching staff, to cooperate .The ability to listen and hear the other. The ability to provide emotional support to those who need it. The ability to prevent and resolve conflicts.
What can be the results of self-education: - improving the quality of teaching the subject, which will determine the effectiveness of student learning; - development of new forms, methods, teaching methods; - production guidelines on the application of pedagogical technologies; - development and implementation open lessons; - creation of sets of pedagogical developments; - generalization of experience on the topic under study;
PROFESSIONAL COMPETENCE OF A SPECIALIST AND INNOVATIVE PRACTICE
S. A. Isaeva, A. V. Zyryanova
PROFESSIONAL DEVELOPMENT OF ADDITIONAL EDUCATION TEACHERS IN THE SYSTEM OF PROFESSIONAL DEVELOPMENT
The article is devoted to the problem of professional development of teachers of additional education in the system of advanced training. The relevance of the issue under consideration is determined by the nature of the dynamics of updating the content of the requirements for the level of professional development of teachers
Professional development is an important component of the system vocational training additional education teachers. It covers the entire period of a person's professional activity and therefore is an obligatory component of the system of continuous education.
The study of traditions and trends in the training of teachers of additional education was carried out taking into account the main aspects of the development of lifelong education for adults, historical development professions (out-of-school worker, cultural enlightenment worker, circle leader, additional education teacher).
The most important features of continuous education are anticipation, innovation, independence, adaptability, flexibility, mobility, integrity, multidisciplinary, multilevel, interdisciplinarity, and creativity.
These aspects, which characterize the system of lifelong education as a universal, integrating mechanism for continuous general cultural and professional development, confirm the expediency of its introduction into the system of advanced training.
tions of specialists in the socio-cultural sphere, in particular teachers of additional education. The pervasive nature of the system of continuous education contributes to the professional mobility of a person, the development of his needs for self-regulation and self-control, the actualization of the value of forms and methods of organizing free time. Trends in lifelong education testify to the emergence of a dynamically developing system of advanced training for teachers of additional education.
The system of advanced training of teachers of additional education faces the following tasks: to stimulate the need of a specialist in the activity of consuming and reproducing the values of the current culture (from labor culture to artistic and aesthetic culture); involve a specialist in the system of socio-cultural creativity; develop professionally important qualities and personality traits of a specialist; to adapt a person to professional activity; make up for the deficit professional knowledge, skills and abilities, lack of experience in
professional activity; expand the professional capabilities of a specialist.
The formation of the system of advanced training of specialists in the socio-cultural sphere took place in the context of continuous education and under the influence of processes taking place in the industrial, political, economic, social and spiritual spheres of society.
Teachers of additional education, and even earlier the leaders of the circles, became the legal successors of the specialists who graduated from the Institute of Out-of-School Education, opened in 1918 in Petrograd. Implementing one of the directions of the Soviet ideology "culture to the masses", cultural enlightenment workers took on the function of organizing extracurricular associations and managing them.
For the first time, advanced training was included in the system of professional cultural and educational training on the eve of the Great Patriotic War when active retraining of club workers for Red Army units, ships and bases began Navy. The organization of retraining and advanced training was carried out by the Leningrad Communist Political and Educational Institute named after N. K. Krupskaya, the Moscow, Leningrad and Kharkov schools of the trade union movement, the political education of the school, Central Institute advanced training of personnel of public education .
The next milestone in the process of developing a system of advanced training was the middle of the 20th century, when the expansion of the scope of activities of cultural and leisure institutions, the complication of the forms and content of socio-cultural activities required the creation of a system of professional training of highly qualified specialists - organizers of cultural and educational work. Therefore, the strengthening of the positions of advanced training in the system of training organizers of cultural and educational work begins. Active work is underway to create sectoral and intersectoral institutes, faculties, advanced training courses in universities and institutions of culture and arts. In 1962 at the St. Petersburg state university culture and arts, the Faculty of Advanced Studies (FPK) was established
on the rights of continuing education courses, in 1985 the Intersectoral Faculty of Advanced Training of Cultural Workers and Specialists (MFPC), in 2004 - the Faculty of Additional Professional Education (FDPO). His activities consisted in organizing advanced training and retraining of employees of Houses and Palaces of Culture, libraries of various profiles, heads of art groups, specialists in working with children and adolescents.
AT common system the training of organizers of cultural and educational work, the improvement of qualifications was aimed at deepening professional knowledge, improving the business qualities of executives and specialists; he was assigned the role of an intermediary between the university and public organizations, cultural institutions.
In the same period (60s of the XX century] the first attempts were made to implement programs of additional education for students within the framework of the Faculties of Public Professions (FOP).
N. S. Mazalo, consisted in the diversified development of individual abilities, in expanding the horizons of students, raising their cultural level and their level of performance on the basis of active practical work. Students received additional qualification to basic higher and secondary specialized education in the departments of mass-entertainers, artistic reading, heads of theatrical, choir, choreographic groups, propaganda teams, amateur photographers. E. E. Vitruk, N. S. Mazalo, V. P. Chumachenko and other researchers considered the Faculties of Public Professions as a powerful means of education and professional adaptation of students.
The restructuring of the socio-cultural sphere that began in the 20th century and, as a result, the emergence of new directions and forms in the activity public organizations, institutions of culture and arts have set a task for vocational education - to provide this process with highly qualified personnel. The integration of cultural and leisure institutions into the economy has led to the expansion of the boundaries of special
alities. As a result, in 1998, in the secondary special education a new qualification appeared: a teacher of additional education. This was preceded in 1992 by the emergence of a new position in cultural and leisure institutions - a teacher of additional education.
High requirements for the level of professionalism of teachers of additional education put forward a model for the development of pedagogical creativity as a priority in the system of advanced training.
Focus on creative development the identity of the specialist is distinctive feature advanced training and professional training of teachers of additional education.
Specialists of additional education have an insufficient level of training in pedagogical specialties. Therefore, the issues of pedagogical creativity, the development of creativity as a personality trait and the related innovative development of the institution of additional education for children become especially relevant.
Analysis of the practice of institutions of additional education for children Kirov region showed that their activities do not take into account the stages of development of pedagogical creativity:
Statement of a pedagogical problem that requires a creative solution;
Mobilization of the necessary knowledge and experience to formulate a hypothesis, to determine ways and means of solving the problem;
Achievement of the tasks set and generalization of the obtained results;
Checking the social value of the product of creativity.
In the constantly changing conditions of the educational process, the teaching staff is required to provide optimal and non-standard pedagogical solutions, deep and comprehensive knowledge, their critical processing and comprehension, the ability to improvise, to pedagogical intuition, the ability to see the “fan of options” for solving problems.
Accordingly, the model for the development of pedagogical creativity of a teacher of additional education in the system of advanced training is based on the idea of creativity as the most important category of pedagogical science. Creativity is seen as
active work of the teacher and the team, aimed at finding an effective solution to pedagogical problems. In a state of creative search, the pedagogical team checks, researches and, on the basis of what has been achieved, offers its own version of pedagogical solutions, improves its professional skills.
The main components of the model for the development of pedagogical creativity of teachers of additional education are: motivational, meaningful, organizational and pedagogical, technological, reflective, productive. The main integrating mechanism of these components of the model is the program of additional professional education "Pedagogy of Creativity" .
The program consists of several educational modules: "Philosophy of Creativity", "Theory of Creativity", "Pedagogy of Creativity", "Psychology of Creativity", "Methods for the Development of the Pedagogical Creativity of the Team", etc. Each module contains key concepts, theoretical and practical material, literature and questions for self-preparation. Especially for each module, a didactic, information materials. Students can study the proposed modules individually or in the mode of a collective subject.
The expected result of the program of additional professional education is the dynamics of the development of pedagogical creativity according to the following levels:
1. Level of understanding - the teacher understands the goals, problems and prospects of his development.
2. The level of imitation - the teacher masters modern pedagogical technologies in the advanced training system, actively uses them in practical reproductive activities.
3. The level of building creative innovations - the integration formula works when the sum of the terms is qualitatively higher than the final one arithmetic sum:
ax + a2 + az + ... an > X an.
4. The level of pedagogical creation. At this level, the author's concept of the development of the pedagogical creativity of the team is created.
The implementation of the developed model gives a new process of development of pedagogical activity.
the opportunity for each teacher to add additional skills and to promote the penetration
education to be included in innovation pedagogical ideas in all areas of life.
Literature
1. Sanatulov Sh. Z. Preparation of general cultural development of a specialist in the system of advanced training: dis. ... Dr. ped. Sciences: 13.00.05 / St. Petersburg. state University of Culture and Arts. - St. Petersburg, 1993. - 31 p.
2. Ilyin G. V. Cultural and educational work in the USSR on the eve of the Great Patriotic War. - M.: MGUKI, 1985. -S. 38-49.
3. Chumachenko V. P., Mazalo N. S. Faculty of Public Professions (From work experience). - Minsk: Harvest, 1967. - 25 p.
4. Isaeva S. A. Theoretical and methodological foundations of the development model of pedagogical creativity of the staff of the institution of additional education for children in the system of advanced training // Bulletin of the Vyatka State University for the Humanities. - 2011. - No. 1 (3). - S. 74-78.
5. Andreev V. I. Pedagogy: a training course for creative self-development. - 2nd ed. - Kazan: Innovation Center. technology,
2000. - S. 486-487.
6. Zagvyazinsky V. I. Teacher as a researcher. - M.: Knowledge, 1980. - S. 9-10.
7. Sharonin Yu. V. Synergetics in the management of educational institutions // Higher education. - 1999. - No. 4. - S. 14-18.
From the experience of a teacher of additional education
Sidorova Marina Ivanovna, teacher of additional education, MAUDO "TsRTDYU" Constellation "of Orsk", the city of Orsk.Material Description: I bring to your attention an article that reveals the importance of increasing the competence of a teacher. The material can be used in preparation for presentations at seminars, methodological associations and is intended for teachers of additional education working in Early Development Centers, educators, and teachers.
On the Importance of Increasing Professional Competence
additional education teacher
A teacher is a person who studies all his life,
only then does he acquire the right to teach.
Lizinsky V. M.
In order to meet the requirements of the professional standard "Teacher of additional education", the need to constantly improve their professional competence.
Answer the question:“What makes people constantly work on themselves, replenish their knowledge, engaging in self-development?”
Suggested answer: Nothing stands still. Science, technology, production are developing and improving continuously, etc.
Scientists say that the knowledge that humanity has is doubling every 10 years. Therefore, the knowledge gained earlier may become obsolete.
The constant work of the teacher to improve his development is important due to the specifics of pedagogical activity aimed at the development and upbringing of the child. Only through self-development and creative searches the teacher will come to his mastery. That is why the constant desire for self-improvement should become the need of every teacher, including all teachers of institutions of additional education for children.
Pedagogical activity implies not only the teacher's knowledge of his subject and possession of the methodology of his teaching, but also the ability to navigate in various fields public life, to be a cultured person in the broadest sense of the word.
Tell me please:“At what stage of professional growth is it necessary to improve your professional competence?
Suggested answer: Constantly, etc.
The need for self-development can arise at any stage of a teacher's professional growth, since this is one of the conditions for satisfying the need to establish oneself as a teacher, to take a worthy place in society through a profession. For example, in the classification of R. Fuller, there are three stages of the professional development of a teacher, each of which is necessarily accompanied by a process of self-education:
"survival" (the first year of work, which is marked by personal professional difficulties);
"adaptation" (from 2 to 5 years of work, characterized by the teacher's special attention to his professional activities);
"maturity" (from 6 to 8 years of work, characterized by the desire to rethink one's experience and the desire for independent pedagogical research).
Let's take a look at the forms of increasing professional competence, forms of self-development of a teacher of additional education.
Acquaintance will take place in the form of the game "Color questions".
Rules of the game:
1 Choose a color and answer all questions here
2 Choose the next color and answer all questions here, etc.
3 We count the accumulated points and at the end of the game we get a small prize.
Refresher courses (remote and full-time), conferences, seminars, webinars.
What form of promotion professional competence is it in the next sentence?
The use of these remote and full-time forms gives students the opportunity to study independently at a convenient time for them, to receive Additional information and communicate with teachers and other students via e-mail and via the Internet, as well as live, participate in network discussions, work on group projects.
Suggested answers: Remote advanced training courses, conferences, seminars, webinars.
It is also very useful for teachers that in the process of distance learning they get acquainted with the peculiarities of using computer and telecommunication technologies in the educational process, acting as trainees.
Distance and full-time courses are held for teachers who are interested in improving their skills, in mastering modern methods and Internet technologies.
When participating in full-time advanced training courses, you get the opportunity to communicate with highly qualified specialists, with colleagues in courses from other cities and an official certificate.
The main advantages of this form of self-development:
the opportunity to pass them at a convenient time for teachers;
the ability to choose a topic on the issues of interest and the most relevant for a particular teacher.
Certification of teaching staff
This form determines the qualifications of the teacher, the level of knowledge of the employee, becomes a test of their personal growth, is an exam for competence.
What does this definition say?
Suggested answers: Certification of teaching staff
Preparation for this form of advanced training is a time-consuming and creative process, because during the preparation for it, the teacher analyzes his activities as a teacher, brings his pedagogical experience, documentation into the system, gives open classes thereby improving their professional skills.
And most importantly, it forms a pedagogical worldview, which is based on the desire for each teacher to create his own pedagogical system understanding of the integrity of the pedagogical process, the need to achieve high level professionalism.
The professional development of a teacher is a long process, the purpose of which is the development of a person as a person, as a specialist and master. Without collecting materials illustrating the practice, without comprehending one's own actions, analyzing their effectiveness in relation to children and their successes, readiness for self-criticism and self-improvement, an employee cannot become a true master of his craft. During the certification, there is a comprehension of one's pedagogical experience and one's own pedagogical concept is developed.
Individual work on self-education
What can be included in individual work on self-education?
Suggested answers:
- research work on a specific problem;
- visits to libraries, study of scientific, methodological and educational literature;
- participation in pedagogical councils, scientific and methodological associations;
attending classes of colleagues, exchanging views on the organization of classes, the content of training, teaching methods;
- theoretical development and practical testing of various forms of classes, educational activities and educational materials.
On the this stage The development of additional education requires the introduction of new areas of work with students, for example, scientific and technical.
What needs to be done for this?
Suggested answers: self-education in this direction is necessary, namely: the study and analysis of literature in the direction, the creation of a program, taking into account technical and material capabilities, etc.
Individual work on self-education may include the integration of various areas.
Answer the question: What would you add to your direction from other areas? And in what plan then should your self-education go?
Suggested answers:
Vocalists - Foreign languages in songs (bringing up your language level);
Teachers-organizers - Interactive games (bringing up knowledge and skills of ICT to create interactive games);
Choreographers - creating and sewing costumes (studying the history of a costume, the ability to take measurements, calculate the material for costumes);
Artists - the use of musical design in the classroom (the study of the history and types of music for a certain stage of the lesson);
Athletes -
CRR teachers -
Thus, each teacher, taking into account internal and external motives, requests made modern society must determine its trajectory of self-improvement and self-development.
Maintaining your blog or website
Answer the question: This form of improving one's skills is a kind of electronic portfolio and helps to spread one's own pedagogical experience.
Answer: is the maintenance of your blog or website.
For the successful completion of certification, an important role is played by Information Technology and the ability to competently use Internet resources. AT modern conditions The teacher must use information technology in his classes. In addition, one of the certification criteria is the presence of a teacher's personal website, which is a kind of electronic portfolio and helps to disseminate one's own teaching experience.
Network professional communities
The current stage of development of the education sector is characterized by the massive introduction of information and telecommunication technologies into the activities of all participants in the educational process. Informatization is one of the main factors forcing education to improve. Image modern teacher unthinkable without knowledge of information and computer technologies. With the advent of the computer and the Internet in the work of the teacher, the possibilities of his self-education have significantly increased.
How would you define the next form of improving your skills - network professional communities?
Suggested answers: These are Internet resources created for communication between teachers from different regions of our country.
Network professional communities play an important role in the teacher's self-education. They bring together professionals, are a platform for discussing pedagogical problems, provide access to various sources of information, provide an opportunity to independently create online educational content, provide for consulting assistance, and organize information materials.
To date, there are quite a lot of Internet resources created directly for the exchange of advanced pedagogical experience and innovative approaches in modern pedagogy, dissemination of innovative ideas, methods and forms of education and upbringing. I will share with you the most, in my opinion, popular sites for publishing copyrighted works. (recommendations are given on the forms of advanced training)
But no matter what modern computer and the fastest Internet a teacher can provide, the most important thing is the teacher’s desire to work on himself and the teacher’s ability to create, learn, experiment and share his knowledge and experience acquired in the process of self-education.
Thus, one of the most important components of professional competence is the ability to independently acquire new knowledge and skills, as well as use them in practical activities.
To replace the old lifestyle, when one education was enough for a lifetime, a new standard of living is coming: "EDUCATION FOR ALL, EDUCATION THROUGH LIFE...".
One of the indicators of a teacher's professional competence is his ability to self-educate, which manifests itself in dissatisfaction, awareness of the imperfection of the current state of the educational process and the desire for growth and self-improvement.
It can be concluded that the teacher of the 21st century is:
- A harmoniously developed, internally rich personality striving for spiritual, professional, general cultural and physical perfection;
- Able to select the most effective techniques, means and technologies of training and education for the implementation of the tasks;
- Able to organize reflective (analyzing) activity;
- Possessing a high degree professional competence, the teacher must constantly improve his knowledge and skills, engage in self-education, have a variety of interests.
Scoring and distribution of prizes (list of Internet resources).
I hope the presented material will be useful to you!
Thank you for your attention!
The assertion of K.D.Ushinsky that the teacher lives as long as he studies, in modern conditions acquires special significance. Life itself has put the problem of continuous pedagogical education on the agenda.
The ability to “create oneself” in accordance with social and moral ideals, in which professional competence, a rich spiritual life and responsibility would become the natural conditions of human life, is the most urgent need of the day.
Professional self-development, like any other activity, is based on quite complex system motives and sources of activity. Usually driving force and the source of self-education of the teacher is called the need for self-improvement.
Distinguish external and internal sources of self-development activity.
External sources (requirements and expectations of society) act as the main ones and determine the direction and depth of the necessary self-development.
The teacher's externally induced need for self-education is further supported internal source activity (beliefs, sense of duty, responsibility, professional honor, healthy pride, etc.). This need stimulates a system of self-improvement actions, the nature of which is largely determined by the content of the professional ideal. In other words, when pedagogical activity acquires a personal, deeply conscious value in the eyes of the teacher, then the need for self-improvement manifests itself, then the process of self-development begins.
To deploy the process of self-development great importance has a level of maturity self-esteem. Psychologists note two techniques for the formation of correct self-esteem. The first is to correlate the level of their claims with the achieved result, and the second is to compare them with the opinions of others. If the claims are not high, then this can lead to the formation of inflated self-esteem. A study of the nature of difficulties in the activities of teachers showed that only those who set high goals for themselves have difficulties. These are, as a rule, creatively working teachers. Those who do not have high expectations are usually satisfied with the results of their work, highly appreciate them, while reviews of their work are far from desirable. That is why it is so important for every person who has chosen teaching profession, to form in your mind the ideal image of the teacher.
If self-development is treated as a purposeful activity, then its mandatory component should be introspection . Pedagogical activity makes special demands on the development of cognitive mental processes: thinking, imagination, memory, etc. It is no coincidence that many psychologists and teachers, among professionally significant personality traits of a teacher, name the ability to distribute attention, professional memory for faces, names, mental states, pedagogical imagination, observation, etc.
Integral part professional self-development of a teacher is his self-educational work. The most effective way of professional self-education of a teacher is his participation in the creative search of the teaching staff, in the development of innovative development projects educational institution, copyright courses and pedagogical technologies, etc.
Final part.
3.1. The summary of the presentation of the lecture material.
1. What are social functions teacher?
2. Which of the professional functions of a teacher do you consider the most difficult and why?
3. Name the features of the teaching profession.
4. What legislative and regulatory act determines the structure of the education system in the Donetsk People's Republic?
5. Name the levels of vocational education in the DPR.
6. What is the activity of teachers of additional education aimed at?
7. Determine the professionally significant qualities of a teacher of additional education.
8. What underlies the professional self-development of a teacher of additional education?
3.2. Task for independent work:
Make a basic abstract on the topic;
Find out about teacher qualifications
additional education;
Perform creative work on the topic “Why I chose (a) the profession of a teacher of additional education”;
Fill in the table "Professional duties of a teacher of additional education".
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