Theoretical foundations for supporting the professional development of teachers. Ways of professional development of a teacher. Levels of teacher professional development

potential personality teacher professional

Psychologists, based on the position of S.L. Rubinshtein, there are two models of teacher work: a model of adaptive behavior and a model professional development.

The adaptive behavior model is characterized by:

Passive, conformal acceptance by the teacher of the goals and values of cereals,

Subordination to the environment, lack of desire for independence from external influences,

Inability to flexible behavior, subordination of professional activity to external circumstances,

Low level of development of professional self-awareness,

Using the developed algorithms for solving pedagogical problems.

The professional development model assumes:

The ability of a teacher to go beyond the continuous flow of everyday teaching practice and see their professional work as a whole;

The ability to accept, realize, evaluate the difficulties of the pedagogical process, independently and constructively resolve them. To consider difficulty as a stimulus for one's own development;

Awareness by the teacher of their potential, prospects for personal and professional growth;

The ability to search, creativity, willingness to make a choice;

Awareness by the teacher of responsibility for everything that happens to him and his pupils;

The ability to plan and set goals for professional activity, changing for the sake of achieving them yourself.

The professional development of a teacher is understood as:

As the growth, formation, integration and implementation in pedagogical work of professionally significant personal qualities and abilities, professional knowledge and skills,

As an active qualitative transformation of one's inner world, leading to a new way of life - creative self-realization in the profession.

We emphasize that:

· Professional development is understood primarily as self-development, i.e. the internal activity of the teacher in the qualitative transformation of himself, self-change;

· Professional development is inseparable from personal development and can be considered as a process of self-designing of a teacher's personality;

· The formation of his professional self-awareness is considered as a fundamental condition for the professional development of a teacher;

The psychological mechanism for the development of self-awareness is the transformation of the teacher's own activity into a subject practical education;

· The result of development is the creative self-realization of the teacher, the formation of an individual style of activity.

Reflection

The concept of reflection arose in philosophy and meant the process of thinking of an individual about what is happening in his own mind. In the context of philosophical problems, reflection is usually interpreted as:

The ability of the mind and thinking to turn on itself;

Analysis of knowledge in order to obtain new knowledge;

Self-observation of the state of mind and soul;

Exit from the preoccupation with life activity into the mental plane, an exploratory act aimed at the foundations of one's own realization.

Reflection acted as one of the explanatory principles of the organization and development of the human psyche, and above all its highest form - self-consciousness.

An analysis of the works devoted to the study of reflection shows that it is studied in four main aspects: cooperative, communicative, personal and intellectual.

Cooperative aspect

Reflection is interpreted as the “release” of the subject from the process of activity, his “exit” to an external position in relation to it (G.P. Shchedrovitsky).

At the same time, the emphasis is on the results of reflection, and not on its procedural and psychological mechanisms.

Communicative aspect

Reflection is considered as an essential component of developed communication and interpersonal perception, which is characterized as a specific quality of human cognition by a human (A.A. Bodalev).

Personal aspect

Reflection is understood as a process of rethinking, a mechanism of differentiation in each developed and unique human "I" of its various substructures and integration of "I" into a unique integrity.

Intellectual Aspect

Reflection is defined as the ability of the subject to single out, analyze and correlate his own actions with the objective situation (V.V. Davydov). Such an understanding of it serves as one of the grounds for revealing ideas about the psychological mechanisms of theoretical thinking and implementing them in developmental and pedagogical psychology.

We understand reflection as a process of comprehension, rethinking and transformation by the subject of the content and forms of his experience, which give rise to an effective attitude of the individual as a holistic "I" to his own behavior and communication, to the activities carried out. Sociocultural and material-ecological environment of a person.

We emphasize that:

· Professional pedagogical reflection is a complex psychological phenomenon, expressed in the teacher's ability to enter into an active research position in relation to his activity and to himself as its subject in order to critically analyze, comprehend and evaluate its effectiveness for the development of the student's personality;

· We are talking about the constant reflection by the personality of the ways of effective self-determination and self-building in the context of the ideals and values that are being formed in the culture; this kind of reflexive self-projection ensures the creation of new ways of behavior, communication and activity, as well as semantic prospects for realizing the potential of the individual in creativity;

· Reflection is the main tool for the professional development of the teacher, the formation of his individual style of activity.

Reflective Learning

The main ideas underlying the development of a model of reflective learning:

· Learning from experience;

· Learning based on continuous reflection.

The process of reflective learning can be described in the form of successive steps:

· Action;

· Mental return to action, situations and their specific description;

· Identification of the most significant features of the situation;

· Development of alternative ways of action.

Implementation of alternative courses of action.

1. action

2. look back at the action

3. awareness of essential aspects

4. development of alternative modes of action

5. attempt to implement an alternative course of action

A reflexive-innovative learning model based on continuous systematic reflection can be represented by processes of holistic rethinking of experience.

Reflective-innovative learning model

The basic principle is that the present situation and experience of the subject of the decision cannot serve as a means or a hint for a creative solution.

The available experience turns out to be only material for identifying the meaning-generating capabilities of a person, which provide a reflexive process - understanding, rethinking and effective transformation of the reality of his life activity (S.Yu. Stepanov). As soon as such a rethinking occurs, a prerequisite for the generation of a new one arises. The ability to rethink the experience of one's own activity is one of the main prerequisites for the further self-development of a person. Developing the reflective abilities of a person, we thereby ensure the renewal of thinking, worldview, and the system of value orientations.

Psychological and pedagogical support of such processes is possible by creating a reflective and innovative environment. When creating it, one of the main principles of reflective-innovative learning is the principle of living knowledge and practical methods before their theoretical understanding and analysis.

The next principle is that the reflective-cognitive process as a whole and each of its elements separately must proceed from the interests of the participants in this process.

Creating a reflective environment involves the use of various methods of teaching reflection and learning based on continuous reflection. One of these methods is the "Pedagogical diary", the options for its use have been developed in the European (in particular the Dutch experience) training of teachers.

Any educational institution understands the difficulties of introducing innovative technologies in the field of education, and the teaching staff of an educational institution about the need to improve the qualifications of teachers.

The competence of the teaching staff can be improved by continuing education courses.

One of the means of improving the qualifications of the teaching staff is considered to be participation in annual conferences, where teachers make presentations, for most of which the theoretical basis has been accumulated over the past year. school year. Teachers share this accumulated experience with their own colleagues, listening to remarks, instructions, comments.

Even in the matter of advanced training, one should not lose sight of school methodological associations. Any methodological association plans its own work in accordance with the school-wide goals, the association plan prescribes steps in accordance with the implementation of these goals. During the preparation of the provided plan, it is very important to take into account the worldview of each member of the group.

Within the framework of the methodical association, a portfolio of each of the teachers should be created, in which the degree of activity in the affairs of the school, performance at methodological associations, seminars, holding open events, and preparing students for performances at the Olympiads by the teacher will be fixed. Such work develops the personal qualities of the teacher, increases the degree of his competence.

The professional development of teachers in the usual way is carried out through the organization of a number of advanced training courses on the basis of educational institutions of the district, city, etc. These courses allow teachers to work productively in a team and promote professional development.

The result of qualification tests is the growth of the professional competence of the teacher in the criteria of a general education institution.

informal business communication

Business communication does not always occur only in a purely business situation - in a work office, at a negotiating table, etc. A significant part of business meetings takes place in informal conditions - during all sorts of receptions. These informal contacts are also important for acquiring suitable acquaintances and relationships. In the process of informal meetings, the impression of a person is largely formed, his reputation is created. During such communication, it is especially important to observe the rules of speech etiquette.

It must be admitted that informal conversion is considered to be the fundamental mechanism that determines the relationship between people in any team.

Informal relations from a scientific point of view - a little-studied phenomenon. Often, outwardly, they may not be detected in any way; on the contrary, positive impressions are, as it were, obscured. And there is no need to show them, since the person with whom there is mutual understanding understands about these relationships, and you, in turn, are confident in him.

Psychologists believe that informal relationships exist on the basis of two meanings of emotional intimacy: primary and rational.

The main level appears closer at the main contact (long acquaintance is not required). It is characterized by the highest instinctiveness of psychological perception, unconsciousness and is not sufficiently amenable to volitional regulation. This level of intimacy is characterized by lightness, the highest degree of trust and understanding, a correct forecast of a partner in a situation and, in the end, acceptance of him with all his strengths and weaknesses.

The rational level is based on comprehending the similarity of attitudes, values, norms, and life experience. It appears at a specific stage of the relationship with a person, is realized and regulated by us.

It is believed that relationships based on shared values and interests are more stable at work than relationships based on likes and dislikes.

Individual work with teachers

The form of individual work with teachers has become more optimal, as a result of which they receive the necessary methodological assistance in time.

Improving the professional culture, professionalism and social status of teachers for many years are among the priorities in the field of educational policy. Certification is considered one of the means of developing professionalism, since during the passage of this procedure the teacher has the opportunity not only to classify, understand, evaluate and reevaluate the results of his own activities, but also to see his own work through the eyes of professional colleagues. It affects his consciousness and vision of himself, the concept of accomplices in the educational process. When preparing for certification, the teacher needs to find effective forms and technologies of education and upbringing, build relationships with students, parents, employees, increase responsibility for their own activities, openness to the new, a desire for self-development, self-realization. The experience of conducting certification indicates that its success is due to the organization, the availability of the necessary information about the requirements, the procedure for protection and examination, and the creation of a business-friendly atmosphere. All this is reflected in the emotionality, experiences of the teacher, and he needs help and methodological support more than ever.

The individual educational route of the teacher allows you to see the results of professional activity, their correlation with the requirements for the first or highest qualification category, and most effectively build methodological support.

One of the main ways to develop their own professional skills is the self-education of teachers. Orientation methodical work for self-education, self-development and self-improvement is extremely necessary, because the expansion of cultural horizons, the ability to self-criticism is a prerequisite for the successful development of mastery and creativity the personality of the teacher.

The purpose of working on the topics of self-education is considered to be the constant improvement by teachers of their own professional level.

The term of work on the topic is determined separately and can be from 2 to 5 years. At the beginning of each academic year, a list of probable topics for self-education, specifically related to the methodological theme of the school, is suggested to the interest of teachers. Each department prepares a list of literature, a review of subject publications and journals - this helps the teacher to navigate the flow of pedagogical information and choose material to work on his own topic.

Purposefully carried out work on the study by teachers of advanced methods and technologies of study. Great interest is paid to the formation of students' skills of creative scientific and research activities; preservation and maintenance of a health-saving educational environment.

Self-education is the main and more accessible source of knowledge. Until recently, teachers developed a plan of work on the topic of self-education. The selection of the topic was based on the assessment of the teacher's activity, the vision of each of his own personal and professional problems, the ability to correctly express goals and consistently solve them, the skill to plan and control their own activity. However, the plan reflected only one side of the teacher's work. There was a need for research personal plan professional development of a teacher, which has the broadest structure.

Writing a plan is a creative work, and how much it will be the same in practice depends largely on the leadership of the school. It is important that the very procedure for studying personal intention does not become formal.

PROFESSIONAL DEVELOPMENT OF THE TEACHER

IN MODERN CONDITIONS

OH. Cube, primary school teacher

MBOU "Secondary School No. 9 named after. K.Kh.Nekhaya" a.Vochepshy

"Whoever comprehends the new, cherishing the old, he can be a teacher"

Confucius

Today, every educational institution strives to live and work in a new way. This is required by modern society, which needs highly educated, purposeful, erudite, competitive, spiritually and physically healthy individuals who can take their rightful place in society.

Raising the level of teaching at school is an urgent methodological problem that has worried and continues to worry leading foreign and domestic scientists - methodologists. It sounds especially acute at the present stage, when new pedagogical technologies and new technical capabilities have appeared.

The priority goal of modern education is not the reproductive transfer of knowledge, skills and abilities from the teacher, but the full formation and development of the student's abilities to independently outline the educational problem, form an algorithm for solving it, control the process and evaluate the result - to teach to learn. The educational system of the country faces a difficult task: the formation of a mobile self-fulfilling personality capable of learning throughout life. The leading slogan of the past years, "Education for Life", has been replaced by the slogan "Education throughout Life". The main factors for building a personal development vector are the ability to navigate in a sea of information and the ability to make the right decisions based on data from various sources.

It should be noted that the most vulnerable side of the introduction of the Federal State Educational Standard into general education school the preparation of the teacher, the formation of his philosophical and pedagogical position, methodological, didactic, communicative, methodological and other competencies is presented.

Working according to the standards of the second generation, the teacher must make the transition from traditional technologies to technologies of developing, student-centered learning, use technologies of level differentiation, learning based on a competent approach, "learning situations", project and research activities, information and communication technologies, interactive methods and active forms of education.

Thus, the changes taking place in the country, in society, the implementation of the priority national project "Education", imposes new requirements on the modern teacher.

What is he, a modern teacher?

It is perhaps difficult to give a definite answer to this question. In my opinion, this is a person who is able to create conditions for the development of creative abilities, to develop in students the desire for a creative perception of knowledge. To teach them to think independently, to independently formulate questions for themselves in the process of studying the material, to better realize their needs, to increase motivation to study subjects, to encourage their individual inclinations and talents. A modern teacher is in constant creative search, as well as in search of an answer to the urgent question "what to teach schoolchildren?" A modern teacher combines love for work and for students, he can not only teach children, but he himself is able to learn from his students. It should reveal the best qualities inherent in the soul of every child, encourage children to enjoy the acquired knowledge, so that after graduating from school they are clearly aware of their place in society and can work for its benefit, and be ready to participate in the decision current and future tasks of our society.

The modern teacher is a professional. The professionalism of a teacher is determined by his professional suitability; professional self-determination; self-development, i.e. purposeful formation in oneself of those qualities that are necessary for the performance of professional activities. I believe that the hallmarks of a modern teacher are constant self-improvement, self-criticism, erudition and a high work culture. The professional growth of a teacher is impossible without a self-educational need. Statement K.D. Ushinsky that the teacher lives as long as he studies, in modern conditions acquires special significance - life itself has put on the agenda the problem of continuous teacher education. A. Disterverg 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 ability to “make oneself” in accordance with social and moral ideals, in which professional competence, richness of spiritual life and responsibility would become the natural conditions of human life, the most urgent need of the day.

Professional self-development, like other activities, is based on a rather complex set of motives and sources of activity. Usually, the driving force and source of self-education of a teacher is the need to improve self-education.

Today, external and internal sources of self-development activity are differentiated. External sources (requirements and expectations of society) are the main ones and determine the direction and depth of the necessary self-development. The teacher's need for self-education, caused from outside, is further kindled by a personal source of activity (beliefs, a sense of duty, responsibility, professional honor, healthy pride, etc.) - this need forms a system of actions for self-improvement, the nature of which is largely determined by the content of the professional ideal.

To deploy the processes of self-development and self-education great importance has a level of self-esteem. Psychologists note two methods of forming a correct self-esteem. The first is to correlate the level of one's claims with the result achieved, and the second is to compare them with the opinions of others. That is why it is very important for every person who has chosen the teaching profession to form in his mind an ideal image of a teacher.

It is very important for a teacher to never stop at what has been achieved, but to go forward, because the work of a teacher is a great source for unlimited creativity. “Don't limit yourself. Many people limit themselves to only what they think they can do. You can achieve much more. You just have to believe in what you are doing.” (Mary Kay Ash) For a modern teacher, his profession is an opportunity for self-realization, a source of satisfaction and recognition. A modern teacher is a person who is able to smile and be interested in everything that surrounds him, because the school is alive as long as the teacher is interesting to the child.

In my opinion important integral part professional self-development is the self-educational work of the teacher.

Mastering the skills and abilities of independent work begins with the establishment of a hygienically and pedagogically sound daily routine. It is necessary to plan your educational and extracurricular activities in such a way that there is time for both self-educational work and cultural recreation.

In the activities of a teacher, who is characterized by a culture of mental work, the following components are manifested:

Culture of thinking as a set of skills of analysis and synthesis, comparison and classification, abstraction and communication, "transfer" of acquired knowledge and methods of mental activity to new conditions;

Sustainable cognitive process, skills of creative solution of cognitive problems, ability to focus on the main, most important problems at the moment;

Rational techniques and methods of independent work on obtaining knowledge, perfect command of oral and written speech;

Hygiene of mental labor and its pedagogically expedient organization, the ability to use one's time wisely, to expend physical and spiritual strength.

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 projects for the development of an educational institution, author's courses and pedagogical technologies.

Self-development has, as it were, a double pedagogical result. On the one hand, these are the changes that occur in personal development and professional growth, on the other hand, the mastery of the very ability to engage in self-development. It is possible to judge whether the future teacher has mastered this ability by whether he has learned to carry out the following actions:

Goal-setting: set professionally significant goals and objectives of self-development;

Planning: choose the means and methods, actions and techniques of self-development;

Self-control: to compare the course and results of self-development with what was planned;

Correction: make the necessary amendments to the results of work on yourself.

CONCLUSION

The current socio-economic situation in the modern world is characterized by the fact that many areas of human activity, including education, are rapidly developing due to the introduction of various innovations. And a person in such a situation will have to be not only a performer in their implementation, but also a direct creator of innovative processes. And today, the readiness to adequately meet every professional situation, to be ready for retraining in rapidly changing conditions is very important for every teacher. According to psychologists, a person's activity in such conditions can be aimed at better and more complete adaptation to the environment at the expense of their internal resources and their own reserves (O.S. Sovetova), where personal development will be the key factor in dynamic development.

The former foundations, where organized, systematic self-education was carried out mainly in all kinds of courses, in circles, public universities, etc., turns out to be insufficient. Their place is more and more filled by the independent work of each person on various sources of obtaining knowledge only with a little consultation of specialists from a particular field of science and practice.

Self-education of a teacher is based on the acceptance of the goal of self-training, the content of pedagogical knowledge that provides an information base, self-realization as a subject of the innovation process, assessment and self-assessment of the achieved result in accordance with the accepted goal.

Bibliography

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The article deals with issues related to the professional development of teachers of general education institutions in the context of the introduction of the Federal State Educational Standards for General Education from the point of view of a system-activity approach. Attention is drawn to the fact that the process of professional development should reflect positive changes in the personal and professional qualities of the teacher, ensuring the achievement of educational results by each student (personal, meta-subject, subject), contributing to the development of the child's personality on the basis of universal educational activities. Based on the positions of the system-activity approach, a solution to the problem of the professional development of teachers is proposed, on the one hand, through self-designing their own professional growth, on the other, through the organization of a system of methodological and managerial interaction of all subjects on which the professional development of teachers depends.

system-activity approach.

professional development of teachers

federal state educational standards of general education

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8. Philosophical Encyclopedic Dictionary [Text] / [comp. A. L. Grekulova and others]; editorial board: S. S. Averintsev et al. - 2nd ed. – M.: Sov. encycl., 1989.

9. Shamova T.I. Prospects for the development of the education management system [Text] / T.I. Shamova // Education Management. - 2010. - No. 5. - P. 8-13.

Since September 2011 in educational institutions throughout the territory Russian Federation Federal State Educational Standards for General Education (hereinafter referred to as GEF OO) have been introduced. In accordance with the Law of the Russian Federation "On Education", standards are a set of requirements for the results, structure and conditions for the development of basic educational programs. An essential feature of the new standards is that, for the first time, the requirements for personnel conditions for the implementation of basic educational programs of general education and the achievement of the planned results of general education are singled out in a separate category.

In the new Federal State Educational Standards of general education, along with the requirement for the staffing of an educational institution with pedagogical, managerial and other employees, requirements are put forward for the level of qualification of pedagogical and other employees of an educational institution and the continuity of their professional development. The level of qualification of employees of an educational institution for each position held must correspond to the qualification characteristics for the corresponding position, and for teaching staff of a state or municipal educational institution - the qualification category. Thus, the success of the effectiveness of the implementation of new standards will be determined by the level of professional development of teaching staff.

The methodological basis for the development and implementation of the Federal State Educational Standards of general education is a system-activity approach. One of the developers of this approach A.G. Asmolov identifies three of its constituent bases:

1. Activity, including social activity, is a purposeful, result-oriented system.

2. The result of the activity is achieved only if there is feedback.

3. Activity as a system always has a genetically developing plan of analysis.

These provisions of the system-activity approach are clearly visible both in the methodological substantiation of the Federal State Educational Standards of general education, and in determining the goals and requirements for the results, structure and conditions for mastering the main educational programs of general education. So, in paragraph 7 of the Federal State Educational Standard of primary general education, it is determined that the Standard is based on a system-activity approach, which includes, among other things, an orientation towards the results of education as a system-forming component of the Standard, where the development of the student's personality is based on the assimilation of universal educational activities, cognition and development of the world is the goal and the main result of education. Thus, this indicates the focus of all participants in the educational process on the final result. Moreover, the final results planned on a fundamentally different methodological approach (system-activity), according to T.I. Shamov, have an innovative character, which is expressed in their orientation not only to the formation of knowledge, but also to the formation of the personality of the student himself, mastering him in universal ways learning activities at all stages of further education. The innovative nature of the results requires a different organization of the educational process, which, based on the activity approach, defines the goal of school education to be the formation of the ability to learn as a competence that ensures the mastery of new competencies. Or in other words, how does A.G. Asmolov, "competence to competency renewal".

The requirements for the results of the development of basic educational programs, which are a system-forming component of the Federal State Educational Standards of general education, give grounds for the formation of a feedback system based on the assessment of:

The state of the general education system as a whole (at the federal, regional, municipal levels);

Activities of educational institutions through the procedure of their accreditation;

The activities of teaching staff through the certification of personnel of educational institutions.

To achieve the final result - the development of the child's personality through the formation of universal educational activities - it is necessary, on the basis of a comprehensive and comprehensive analysis of the real situation, to determine and create certain conditions, including for the professional development of teachers participating in the implementation of the Federal State Educational Standards of general education. Moreover, there is a real need to move from traditional teaching methods to the use of activity-type learning technologies that contribute to the formation of universal educational (metasubject) actions of students both by means of a school subject and by students' extracurricular activities. In this regard, there is an acute problem of mastering such technologies by all teachers, the solution of which is possible only through the creation of a system of teacher professional development.

Throughout their professional activities, each educator has the opportunity and need to constantly change the level of their professional development. Different stages of professional and pedagogical development correspond to different levels of professional competence. The higher the level of professional activity of the teacher, the higher the level of his professional development.

In philosophy, development is understood as a characteristic of qualitative changes in objects, the emergence of new forms of being, innovations and innovations, associated with the transformation of their internal and external relations. Expressing, first of all, the processes of change, development implies the preservation of the (systemic) quality of developing objects. From the point of view of the problem we are considering, the thesis is of great importance that with qualitative changes that lead to development, the systemic qualities of the developing object are preserved, in our case, the level of professional development of teachers who ensure the implementation of the Federal State Educational Standard of general education.

The professional development of any specialist is based on the dialectical principle “from simple to more complex”. All researchers dealing with this problem (V.I. Bespalko, N.V. Kuzmina, A.K. Markova, N.V. Nemova and others) clearly distinguish, hierarchically structure and characterize the levels of professional development and its improvement, which testifies to the professional development carried out at each level of professional development. In addition, all researchers focus on the fact that all the levels they single out are closely interconnected, since each of them is either a condition for moving to the next level, or the result of mastering the previous one. The transition from level to level is a smooth process that takes place without jumps, which characterizes professional development, which is expressed in qualitative changes.

Thus, the professional development of teachers in the context of the introduction of the Federal State Educational Standards of General Education can be defined as a process of positive changes in personal and professional qualities that ensure that each student achieves educational results (personal, meta-subject, subject) determined by the Federal State Educational Standards of General Education, and, most contributing to the development of the child's personality on the basis of universal educational activities.

It should be noted that in determining the essence of the professional development of teachers, we adhered to one of the main provisions of the system-activity approach - focusing on the result of the professional activity of teachers, in particular, on the implementation of the goals of the Federal State Educational Standard of General Education, the achievement of which is impossible without the professional development of each teacher participating in their implementation.

In our opinion, one of the components of the professional development of teachers is self-development, which implies the ability to carry out self-knowledge, self-design, self-realization.

As a result of self-knowledge, an idea of oneself (a subjective image of one's "I") is formed under the influence of the evaluative attitude of other people when correlating the motives, goals and results of one's actions and actions with social norms of behavior accepted in society. When the "I-image" becomes the basis for goal setting of the subject's activity, it is necessary to talk about self-projection. In this case, the idea of the goal (change of the “image of the Self”) and the ways to achieve it, i.e., simultaneously arise in the consciousness of the subject. an idea of their future actions, of their abilities that are formed in these actions. Thus, the function of self-projection allows a person to properly plan the image of his “I”, which differs from the one that exists in reality, determine an action plan to achieve it and outline the trajectory of his own further development.

The role of self-realization in all forms of manifestation of self-development is to aim the individual at the maximum disclosure of creative abilities, at adequate and flexible behavior, at performing actions that meet expectations and own tasks. Ultimately, the role of self-realization is to unlock the potential of the individual. Self-realization is a manifestation of one's own individuality, independence and self-affirmation in various fields the life of the individual.

The professional development of teachers in the context of the introduction of the Federal State Educational Standard of general education should be carried out through a system of additional professional education (course and intercourse training) and a system of methodological work organized in an educational institution. In both cases, the teacher should be motivated to realize the need for constant professional self-development.

In psychological and pedagogical science, the reasons for the emergence of a teacher's motivation for self-development are determined. The first reason is the need for the teacher to have an adequate understanding of his own activities and his own personality. The second is the formation of a normative or ideal idea of pedagogical activity and the teacher's personality. The third is the ability to correlate one's own activity and one's own personality with an ideal model or normative model. An analysis of one’s own activity from these positions allows the teacher to find out for himself what he is strong and weak in, what “sinks” in his activity, what is still not enough to do the job more efficiently. The contradiction between the normative model and the assessment of one's own activity serves as a motivational basis for self-education, sets the goals and direction of self-development and self-improvement. There are four elements from which professional self-awareness is structured:

1. "Actual I" - how the teacher sees and evaluates himself at the present time.

2. "Retrospective I" - how he sees himself and how the teacher evaluates in relation to the previous stages of professional activity.

3. "Ideal I" - what the teacher would like to become.

4. "Reflexive Self" - how, from the point of view of the teacher, it is considered and evaluated by representatives of the professional environment (colleagues, administration, students and their parents).

Rice. 1. Professional identity of the teacher

The teacher's professional self-awareness can be represented as a diagram (Fig. 1), where the "Actual - I" is located in the horizontal plane, or one's own sense of one's professionalism, achieved through the self-realization of the individual to this moment. "Actual - I" is formed on the basis of professional experience that was in the past, and the definition of professional qualities that were characteristic of the teacher's personality in previous periods of professional activity, in other words, on the basis of "Retrospective - I", which is determined through self-knowledge and is located at the bottom schematic plane. But a teacher striving for self-improvement is not limited to the self-assessment of the "Retrospective - I" and the achieved level of the "Actual - I". He strives to change and develop the "Actual - I". At the same time, he self-projects himself and his future professional activity through the definition of the “Ideal-I” model and chooses ways and means for its implementation. "Ideal - I", thus, is located at the top top of the scheme, opposite the "Retrospective - I". We define the vertical that connects them as "Reflexive - I", since the entire trajectory of self-development of the teacher's personality runs from the "Retrospective - I" through the "Actual - I" to the "Ideal - I". And this change in the "I" of the teacher's personality is constantly accompanied by introspection of his own professional activity, self-correction, in other words, the teacher is constantly engaged in self-designing both his personality and his professional activity. Thus, the "Actual - I" is formed through the self-realization of the "Retrospective - I" and its self-knowledge and is located at the level of being. The "Ideal - I" is formed through the implementation of the process of self-reflection of the "Actual - I" and the process of self-projecting its future image, that is, the level of due, which the "Actual - I" strives for in its activity, is revealed.

The tasks of the organizers of additional professional education and methodological work should be to create conditions for individual methodological support, ensuring the promotion of the personality of each teacher from the level of existence to the level of due, in the need to teach the teacher to self-project his professional growth based on self-analysis of his professional activity. But at the same time, the teacher is required to have a formed motivation for self-development and self-improvement.

We believe that the professional development of teachers in the context of the introduction of the Federal State Educational Standard of General Education should be considered from the standpoint of a system-activity approach, since this is a systematic, purposeful activity of the subjects of methodological interaction (teachers, methodologists, managers), which is implemented in specific individual projects of professional development and self-development and is aimed for the implementation of the tasks of the Federal State Educational Standard of General Education, which ensure the final result - the development of the individual on the basis of universal educational activities that are formed through a complex of personal, meta-subject and subject results. Moreover, the positions of the system-activity approach are very important when considering the process of managing the professional development of teachers, which should be of a leading nature. Advanced management has such an important quality as an integrative character and has as its goal, based on what has been achieved, to foresee the future and, on this basis, prepare the necessary system of resources that should provide further development systems . From this point of view, in our opinion, it is advisable to consider the professional development of teachers in the context of the introduction of the Federal State Educational Standard of General Education as a metastructural plan for analyzing the activities of all subjects of this process, which includes:

1. motivational and value plan of activity;

2. target plan of activity;

3. operational and technological plan of activity;

4. resource plan of activity.

Carrying out a motivational-value analysis of activities for the professional development of teachers, answers are given to the questions: Why is it necessary to do this? For the sake of achieving what results it is necessary to do this? In psychological science, the motive is considered as a source of activity. Every action, directed towards a certain goal, proceeds from one or another motive. A more or less adequately conscious impulse acts as a motive, that is, in other words, the motive acts as an impulse to activity associated with the satisfaction of the needs of the subjects, as a conscious reason underlying the choice of actions and actions of the individual. We consider motivation as a source of improving professional activity, potential, availability of internal means that ensure the readiness of the subject to perform new professional functions and self-development, and also as a source of formation of value professional orientations. The purposeful formation of value orientations contributes to the transformation of values into incentives and motives for the professional activity of any educator.

Target planning allows us to answer the question: what results will we achieve if professional development of teachers is carried out? A characteristic feature of this stage of planning is the definition of a common goal and a set of tasks that specify this goal for the professional development of a particular teacher, taking into account his individual level of professional development and the degree of motivation for this development. In our opinion, this should be a complex of personal and professional qualities of a teacher, the formation of which should be aimed at achieving the tasks of the Federal State Educational Standard of General Education.

The operational and technological component of the metastructural plan determines how and by what methods and technologies the goal and objectives will be achieved. The implementation of all three previous plans is impossible without a resource plan of activity, since it determines the totality of the necessary personnel, material, technical, program, methodological, information and other resources.

It should be noted that for a particular teacher or a certain group of teachers, individual plans (programs) of methodological support (individual educational routes) of professional development should be developed. These plans (programs, routes) should take into account the existing individual professional level of development of the teacher ("Actual - I"), the expected level of achievement of his professional development, depending on the specifics of the professional activity performed ("Ideal - I"), formed motivational and value attitudes and guidelines for professional development ("Reflexive - I").

The result of the implementation of the metastructural plan should be a change in the level of professional development of teachers, which will ensure the implementation of the goals of the Federal State Educational Standards for General Education.

Reviewers:

Potapova M.V., Doctor of Pedagogical Sciences, Head of the Department of General and Theoretical Physics, Chelyabinsk State Pedagogical University, Chelyabinsk.

Kipriyanova E.V., Doctor of Pedagogical Sciences, Director of MBOU Lyceum No. 11 of Chelyabinsk, Chelyabinsk.

Bibliographic link

Koptelov A.V., Mashukov A.V. PROFESSIONAL DEVELOPMENT OF TEACHERS UNDER THE INTRODUCTION OF FEDERAL STATE EDUCATIONAL STANDARDS FOR GENERAL EDUCATION // Modern Problems of Science and Education. - 2012. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=7816 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Over the past decades, the sociocultural situation in our country has seriously changed. Russia is becoming an open country, building a market economy and a rule-of-law state, which increases the degree of freedom and responsibility of a person for their own well-being and for the well-being of society. Human capital in the modern world is becoming the main resource for the development of any country, a factor that ensures its stability and progress. Russia, like any country, needs mobile and highly qualified specialists who are able to make independent responsible decisions in the face of the uncertainty of a rapidly changing world, which, of course, places special demands on the education system. An analysis of the directions for modernizing education in Russia shows that the main expected change is achievement of a new quality of education, which corresponds to the main factors of the development of modern society:

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RUSSIAN STATE UNIVERSITY IM. A.I. HERZEN

abstract

ON THE TOPIC

Teacher professional development as a factor in improving the quality of education

St. Petersburg

2012

INTRODUCTION…………………………………………………………………………….….

1. WHAT IS THE UNDERSTANDING OF THE QUALITY OF EDUCATION IN MODERN RUSSIA? ................................................. .................................

2. WHAT IS QUALITY EDUCATION OF TEACHERS, STUDENTS, PARENTS? FROM THE POINT OF VIEW OF STAKEHOLDERS……………..

3. WHAT WAYS AND FORMS OF PREPARING A WORKING TEACHER FOR CHANGES IN THE EDUCATIONAL PROCESS IS IT GOOD TO USE TODAY? ................................................. .........

CONCLUSION ………………………………………………………………………………………………………….……….

BIBLIOGRAPHY ……………………………………………………………………………………………………..

Introduction

Informatization of the life of society (the establishment of a priority for the construction of personal knowledge based on independent work with a variety of information).

The formation of an open society, which provides a significant expansion of the human environment and numerous intersections of individual environments.

The formation of a civil society, which increases the measure of freedom and, consequently, the responsibility of a person in the implementation of life.

The formation of a new cultural type of personality (whose characteristics are activity, independence and responsibility of the individual).

Professionalization throughout life (which implies a person's readiness to learn and relearn throughout life). These factors have a direct impact on the field of education, on the modern understanding of the quality of education and, consequently, on the professional and pedagogical activity of a teacher. The quality of graduate training as a social order school is determined through the requirements for the graduate, when the traditional quality characteristic - the level of knowledge gained - is transformed into a different result of education - competence in various areas of the student's life (not only in the actual cognitive or educational), sustainable motivation for learning throughout life. This can be proved by the guidelines of strategic documents that determine the development of education in the Russian Federation, as well as the parameters of international measurements of the quality of education. The opinion of students and their parents regarding the priorities of the school can also be considered as a social order for the education system, reflecting the main meaning school education- the formation of the potential of the individual - and focused on achieving, first of all, personal results. The requirements of society relate to the quality of the result and reflect such characteristics of a person as initiative, independence in decision-making, motivation for continuous education and professional growth, which are a characteristic of the modern cultural type of personality. An important aspect of understanding the quality of education at the present stage is the need to provide quality education for all students. These are the goals set by the UNESCO Education for All program. However, if in a number of countries of the world such problems as ensuring the access of the population to education, involvement in the primary education system, and ensuring quality education for women are acute, in Russia the goals of implementing the Education for All program have certain specifics, namely ensuring equality of the population of the corresponding age in the possibility of obtaining a quality education, regardless of social status, material income of the family, level of education, place of residence (this refers primarily to the difference in the possibilities of urban and rural schools), etc. The quality of the resource provision of Russian schools is very heterogeneous. However, today it is quite clear that in the mass practice of education there is the potential of the teaching corps. Education Outcomes Russian schoolchildren today they are very high in the field of so-called academic knowledge in school subjects - knowledge of facts, laws, procedures, algorithms, etc. At the same time, it is clear that the modern quality of education requires more - the ability to apply school knowledge to solve life problems. Thus, in In the current conditions of the development of domestic education, it is extremely important to understand exactly how professional and pedagogical activity should change, since it is the teacher who is the main subject of changes in education, and without his active participation, progressive changes are impossible. Therefore, it is so important to determine the content of teacher training to address the challenges of providing quality education for all students. It is quite obvious that in this context it is necessary to establish the necessary changes in the professional training of future teachers at the Pedagogical University, as well as the possibility of improving the qualifications of working teachers in this area.

Currently, the Russian education system is going through a rather difficult and very protracted transition period. Before the modernization of the education system, new tasks are set, aimed at increasing the efficiency of the educational process. One of these tasks is the need to develop a system of moral and material incentives to retain the best teachers in schools and constantly improve their qualifications. In this regard, the importance of the effectiveness of the process of advanced training and retraining of teaching staff at various levels of education is increasing.

To improve qualifications, first of all, it is necessary to develop professional skills and culture, update the theoretical and practical knowledge of specialists in the education system in accordance with modern requirements for the level of qualifications and the need to master innovative methods for solving professional problems, which include assistance in determining the content of a teacher's self-education; assistance and support to teaching staff in preparation for certification and the introduction of innovations in the educational process .

Improving the quality of education and upbringing in secondary school directly depends on the level of training of teachers. It is undeniable that this level must constantly grow, and in this case, the effectiveness of various advanced training courses, seminars and conferences is not great without the process of self-education of the teacher. Self-education is the need of a creative and responsible person of any profession, especially for professions with increased moral and social responsibility, which is the profession of a teacher.

The process of professional development of teachers can be made most effective and eliminate a number of shortcomings through the active use of information and communication technologies.

It can be stated that before Adolf Diesterweg (1790-1866), didactics was an educational process almost completely independent of the teacher. "The strength is not in the teacher, but in the method." was the motto. Understanding the method as an image of the teacher's activity, as something undivided with him, personal and bringing all of Diesterweg's didactics. The school is in constant motion, and teachers are in constant motion with it. To be on the move for a teacher means to think, to improve oneself, to be critical of all teachings, opinions, views, to take nothing on faith, by virtue of authority. The highest principle of all upbringing and education Diesterweg points out as follows: "Amateur activity in the service of the true, the beautiful, the good." If the educator wants to prepare others for true life, he must recognize three things as indisputable:

1) just as no one can give to another what he himself does not own, so no one can develop, educate and educate, who himself is not developed, not educated, not educated;

2) the teacher can act educationally and educationally on others, it is necessary to act only to the extent and degree to which he himself is involved in upbringing and education, to which he has mastered it;

3) the teacher is able to really educate and educate only as long as he himself works on his true upbringing and education. That is, Diesterweg put the teacher at the basis of the educational process, his personality, which cannot be replaced by a method, plan, program - "The spirit of a teacher cannot be replaced by anything." The main didactic provisions of Diesterweg: “Teach in accordance with the nature of what is being formed, in accordance with the culture of the time and country, and it is also necessary to take into account the nature of the subject being taught to the teacher. Diesterweg divided all knowledge into knowledge "posteriori" and "priori" (according to their source, experience or reason). The first group is history, geography, etc.; the second group is mathematics, philosophy. There are mixed subjects (law of God, grammar). The first group of subjects - knowledge is communicated, the second - knowledge is developed from the minds of students. The educational power of the second group of subjects is much higher than the first. The method of teaching a particular subject must be in accordance with the source of our knowledge and with the nature of the subject, the person determines the method and the subject determines the method. Start teaching from the point at which the student stands and lead him further without interruption, without gaps, thoroughly and constantly forward, then you will achieve the common goal of teaching, the development of amateur activity and complete knowledge subject. "Teach vigorously!" Didactic power and didactic ability are terms coined by Diesterweg.

The ideas put forward in pedagogy by G. Pestalozzi, F. Froebel, A. Diesterweg were in demand by pedagogy of the 20th century, so the author of the cultural and historical concept of the development of the psyche L.S. Vysotsky substantiated decisive role training and education in the development and formation of the most important psychological structures and functions.

1. WHAT IS THE UNDERSTANDING OF THE QUALITY OF EDUCATION IN MODERN RUSSIA?

The main sociocultural factors that have the greatest impact on understanding the quality of education at the present stage are:

- informatization of the life of society (becoming a priority of constructing personal knowledge on the basis of independent work with a variety of information);

- the formation of an open society, which provides a significant expansion of the human environment and numerous intersections of individual environments;

- the formation of a civil society, which increases the degree of freedom and, consequently, the responsibility of a person in the implementation of life;

- the formation of a new cultural type of personality (whose characteristics are the activity, independence and responsibility of the individual, the ability to make decisions and evaluate the moral significance of actions and choices);

- professionalization throughout life (which implies a person's readiness to learn and relearn throughout life). The modern understanding of the quality of education has necessitated the study of the characteristics of these relations on the part of the state, society as a whole and the teachers themselves. The requirements of the state are formulated in documents defining directions and mechanisms of modernization of education. According to the strategy for modernizing the content of general education, the main goal of general secondary education in Russia is to prepare a diversified personality of a citizen, oriented in the traditions of domestic and world culture, in the modern system of values and the needs of modern life, capable of active social adaptation in society and independent life choice, to the beginning of employment and the continuation of professional education, to self-education and self-improvement. The goals of education are manifested primarily in a different definition of the quality of education: the modern quality of education is the quality of the result, manifested in the readiness of a school graduate for independent life, the quality of the process, which is determined by changes in professional and pedagogical activity of the teacher, as well as the quality of the system, understood as the quality management of education, which implies the participation of the teacher in it through the delegation of responsibility for certain aspects of managerial activity. The requirements of the society are recorded in the materials of a social pedagogical discussion in the media, including with the participation of parents, in the requirements of employers, the characteristics of the requirements for a graduate of a particular level of education, the order for a school is determined through the requirements for a graduate, when the traditional characteristic of quality - the level of knowledge gained - is transformed into a different result of education - competence in various spheres of the student's life (not only in the actual cognitive or educational), sustainable motivation for learning throughout life. The opinion of students and their parents regarding the priority tasks of the school can also be considered as a social order for the education system, which reflects the main meaning of school education - the formation of the potential of the individual - and is focused on achieving, first of all, personal results. Society's requirements relate to the quality of the result and reflect such characteristics of a person, as initiative, independence in decision-making, motivation for continuous education and professional growth, which are a characteristic of the modern cultural type of personality. It is clear that before discussing the new quality of education that meets the requirements of modern society, it is necessary to determine what is meant by the quality of education. The quality of education is determined in the following ways:

− definition of superiority (features);

− absence of shortcomings;

− ability for continuous improvement;

− purpose adequacy;

− compliance with minimum standards;

− competitiveness of the country.

We believe that in one way or another these definitions of quality are interrelated; each of them only highlights some aspect of the general problem. The most productive for our reasoning are two definitions - the adequacy of the goal and the competitiveness of the country. Today, any state determines its policy in the field of education, focusing on how certain changes in the field of education ensure the country's competitiveness. Obviously, a slightly different understanding of the quality of education comes into play here, namely “quality as the adequacy of the goal”, since the formulation of the goal of education always reacts sensitively to sociocultural changes in society. Therefore, such an understanding of quality is decisive for the education system. In the modern sense, the quality of education as a category often appears to be interconnected with the quality of a person. Depending on what specific content and system of requirements “saturate” the components of the “quality structure” of a person, a model of human quality is determined, which has a system-forming effect on the potential quality of education, on its content. And vice versa, in educational programs, in the selected priority series of values that “education” is going to cultivate in a person, the corresponding model of human quality is implicitly reflected. The explanation for this is quite obvious: education creates “human capital”, which, in combination with “physical capital” and gives an increase in productivity and quality. This has always been true, but it is doubly true in a globally technically complex economy. Today, quality is usually seen in two aspects:

- practical aspect as satisfaction of requests and expectations;

- technical aspect as the nature of an object or phenomenon, that is, a complete set of implemented quality characteristics and their significance associated with requests and expectations. By the end of the millennium, the quality of education was considered in a number of such concepts as accessibility and efficiency, the education development programs of UNESCO, the European Union, many

accessibility and efficiency. What is the history of research in the field of school education quality? Because in modern Russia part of the world educational space, today the position expressed by the international community and fixed in the documents of the UN and UNESCO is understood, we found it possible to present an understanding of the quality of education precisely through this position. In UNESCO documents, one of the first definitions of the quality of education appeared in the report of the International Commission on development of education "Learning to live: The world of education today and tomorrow (Learning to Be: The World of Education Today and Tomorrow)". The commission defined the main goal of social development as the eradication of inequality and the establishment of a democratic society based on the principles of justice. In particular, the report states that “the purpose and content of education should be revised to ensure a new quality of society and a new quality of democracy”1. New at that time concepts of “education throughout life, or continuous education (‘ lifelong learning')" and "relevance to the challenges of the time ('relevance')" were seen as particularly significant. The report focused on the importance of science and technology. It has been argued that improving the quality of education is possible only in education systems that create opportunities for learning the principles of scientific development and universal progress in the format of the local socio-cultural context of learning. About two decades later, UNESCO presented the report “Education: The Hidden Treasure (Learning: The Treasure Within)" of the International Commission on Education for the 21st Century. The report argued that lifelong education is based on four foundations: − learning to know, which means that students construct their own knowledge on a daily basis from external (information) and internal (experience, motives, values) elements; − learning to do, which means practical use learned; − learning to live together, which characterizes the desire for a life free from any discrimination, when everyone has an equal opportunity with others for their own development, the development of their family and local community; − learning to be, which highlights the skills necessary for each person to full development of one's own capabilities; Such an understanding of education provided an integrated approach to schooling and, accordingly, to understanding the quality of education

2. The major UNESCO program “Education for All” is also devoted to the quality of education. Until the end of the 20th century, the main task of this program was to provide access to education and there was a natural orientation towards the quantitative aspects of educational policy in the countries of the world. In 2000, the Declaration of the Education for All conference in Dakar clearly stated that the quality of education is a determining factor in the involvement of children in education. It was concluded that problems with school attendance and dropout problems do not arise if children are well taught and they are making progress in their studies. Thus, new aspects of the quality of education are highlighted, in particular, not only the result of education is significant, but also the provision of a quality learning process, the creation of adequate conditions for obtaining a quality result. was explained by the fact that schoolchildren cannot achieve good results due to their abilities or low motivation for learning, now the problems of creating, first of all, pedagogical conditions are emphasized so that each child finds his own path in education. Thus, it becomes obvious that the content of the productive aspect of the quality of education has changed, which demonstrates not only learning, which is recorded by a score on the final exam. Curricula in school education are designed in such a way as to ensure the diversified development of students. School programs, at least those that cover the period of compulsory education, are aimed at building both skills and ideas in a wide variety of areas of education: languages (native and foreign), mathematics, physical education, music and drawing. Thus, a versatile education implies that the student successfully masters various subjects, including reading and writing in the national language, the main sections of mathematics, only the formation of knowledge, skills and abilities. Schools also see it as their task to develop personal and social skills - leadership, teamwork, self-confidence, empathy, intrinsic motivation and personal independence. Therefore, all aspects of student development are not limited to the assimilation of specific

knowledge and skills, but consist in the formation of general social skills and qualities necessary for the development of the student's personality as a whole.

2. WHAT IS QUALITY EDUCATION OF TEACHERS, STUDENTS, PARENTS? STAKEHOLDER VIEW⎯

So, in modern education, equal attention is paid to the acquisition of both “cognitive” skills (thinking, explanation, understanding, the ability to work with information, the ability and willingness to learn in general), and “non-cognitive” and “emotional” skills (relationships, interpersonal communication, flexibility, diligence, determination, self-discipline, responsibility). Obviously, a modern person and a worker needs both groups of qualities. Understanding the quality of education at the level of an educational institution is illustrated through the requirements that characterize a graduate. Let's imagine some judgments of teachers, school administrators. I see my schoolchildren as time passes by being able to be responsible for themselves and guide themselves. True learning takes place if students can think critically, ask themselves questions, develop their own thoughts about the objects and phenomena they are studying. The main practical result of learning: to understand what you yourself want to know, to be able to study it and assimilate it, independently evaluate your achievements and understand what exactly the new experience gives for life. When the whole system works properly, children become inquisitive learners who get positive emotions from reading books, from observing and learning new things. They become people who are strong enough to defend their opinions, people who, regardless of whether they decide to join the army, work or go to school, continue to learn and grow. They understand themselves and understand what training gives them. Modern life poses complex challenges for school graduates. These tasks are not only in choosing a profession or institution for continuing education. This is, in general, determining one's place in life, understanding oneself and the ability to build life plans and implement them. This means that the teacher must first of all teach how to make the right choice and be responsible for it. Our school has such an opportunity - the choice of tasks and subjects when designing an individual educational route. I really hope that studying at our school helps students become active, independent and responsible citizens. These statements by teachers and directors of different schools illustrate a common approach to defining the goals and results of education, which determine its new quality as a characteristic or feature of modern education. The organization of children's education is focused on the following educational outcomes: graduates become active members of the community in which they live and work, responsible for their learning, willing to work for a better future for everyone. The task of achieving a new, modern quality of education is paramount. In the national plan, the new quality of education is its correspondence to the modern vital needs of the country's development. In pedagogical terms, this is the orientation of education not only on the assimilation of a certain amount of knowledge by students, but also on the development of his personality, his cognitive and creative abilities. In the framework of this study, the opinions of teachers were studied regarding the influence of sociocultural factors on education. The first step in solving this The task was to identify the opinions of teachers about the significance of the identified factors. It turned out that the quality of education is manifested through the definition of the results of school education. The results of the study of teachers' opinions about priorities in activities show that they have been practically unchanged over the past decade. In addition, it is precisely from the point of view of modern priorities in relation to the results of school education that the fact of the dominant importance of the knowledge component for the overwhelming number of teachers (about 70%), which is supplemented by such guidelines as “development of cognitive abilities” (74%) and “preparation for university entrance” (50%) to the detriment of such indicators as “social interaction experience” (20%), “experience social activities» (26%) . With this emphasis on the knowledge component of school education, we also note the fact that 17% of teachers believe that the modern school still provides insufficient knowledge. The study of students' opinions about the priority tasks of the school suggests the following: students proceed from the fact that the school should, first of all, prepare for the independent solution of various life problems, form in them a certain attitude towards themselves, certain personal qualities, develop their cognitive needs and capabilities and provide preparation for future work. An analysis of the answers of parents of students to the same question showed that their positions basically coincide with the position of students, however, parents are more focused on the knowledge results of education, and children are more focused on developing the potential of the individual, which is expressed in the ability to act independently and creatively, the qualities of education are manifested through determination of the results of school education. The results of the study of teachers' opinions about priorities in activities show that they have been practically unchanged over the past decade. In addition, it is precisely from the point of view of modern priorities in relation to the results of school education that the fact of the dominant importance of the knowledge component for the overwhelming number of teachers (about 70%), which is supplemented by such guidelines as “development of cognitive abilities” (74%) and “preparation for admission to a university” (50%) to the detriment of such indicators as “social interaction experience” (20%), “social activity experience” (26%). With this emphasis on the knowledge component of school education, we also note the fact that 17% of teachers believe that the modern school still provides insufficient knowledge. The study of students' opinions about the priority tasks of the school suggests the following: students proceed from the fact that the school should, first of all, prepare for the independent solution of various life problems, form in them a certain attitude towards themselves, certain personal qualities, develop their cognitive needs and capabilities and provide preparation for future work. An analysis of the answers of the students' parents to the same question showed that their positions basically coincide with the position of the students, however, parents are more oriented towards the knowledge outcomes of education, and children

To develop the potential of the individual, which is expressed in the ability to act independently and creatively

3. WHAT WAYS AND FORMS OF PREPARING A WORKING TEACHER FOR CHANGES IN THE EDUCATIONAL PROCESS SHOULD BE USED TODAY?

Preparing a teacher for work in a modern school that provides quality education for all, obviously, should be carried out in the following logic: from professional reflection of pedagogical activity, as a result of which teachers came to the conclusion that it is necessary to achieve quality education for all and, in this regard, about the need for changes in professional activities; further to the design of changes in activities, their implementation, analysis of the results and the adoption of new values of education and professional pedagogical activity. The main idea of mastering new functions of pedagogical activity by working teachers is based on the provisions of the concept of the relationship of a person to work by MacGregor-Maslow, which is characterized through the following parameters:

1. The main motivation for professional activity is self-realization of both managers and employees. The desire for self-realization puts forward new goals and values, which is primarily manifested in the search for and development of a fundamentally new.2. Maximum responsibility. Authority is achieved by recognition of talents, knowledge, merit.3. The spirit of the team, cooperation, creative atmosphere, when management is carried out not by subordinates, but by the creative process.4. The combination of autonomy and individualism with collectivism and team work.5. Self-learning. 6. The value system is based on social goals and ethical values.7. The work is carried out by creative groups and structures for various purposes.8. The desire for innovation allows you to quickly respond to external conditions and change them. Based on this concept, it is possible to propose the principles of organizing the activities of the school, the life activity of which is the professional development of teachers:

Understanding the school as a learning organization that unites people with common values;

Orientation to create conditions for self-realization of a person, constant renewal of professional and pedagogical activities, due to the internal desire of the teacher and the school for excellence, which include:

− creation of a system of corporate education;

− delegation of authority;

− development of a system of rewards for pedagogical initiatives.

The second basis for the development of forms of mastering new functions of professional and pedagogical activity by working teachers was the analysis of the existing (both positive and negative) experience of mastering the new by teachers as part of advanced training. To do this, we used data from a study state program"Children of Chernobyl", as well as studies of the St. Petersburg Academy of Postgraduate Education, in order to study the needs of school teachers - in which areas of pedagogical activity they most need new knowledge and what professional problems they are most interested in. The implementation of this problematic analysis made it possible to determine the content of activities for organizing the development of new functions of professional and pedagogical activity by teachers. It turned out that teachers most of all consider themselves ready for the actual teaching (teaching) activity and less⎯ to other areas of pedagogical work. Most of all, the need for advanced training of teachers is associated with the need for new knowledge (for about 70% of teachers, this is the main motive om to attend advanced training and retraining courses). In second place⎯ resolution of the contradiction between the need for new knowledge and their current level. Requests from students, parents, administration affect educational needs no more e 9% of teachers. Obviously, we can conclude that the knowledge orientation of professional and pedagogical activity is transferred by teachers to their own learning. At the same time, the degree of maximum satisfaction with all courses is approximately the same (a small number of teachers are maximally satisfied, mostly teachers show average satisfaction). It can be assumed that the orientation of advanced training courses to the knowledge component is not satisfactory in modern conditions due to the demand for the use of new technologies in the workplace. educational technologies, ways of accounting and evaluating the achievements of schoolchildren, involving self-assessment activities, skills related to the creation of an educational environment. It is clear that in the knowledge paradigm it is very problematic to master such skills. It is also important to conclude that in the event of professional difficulties, teachers most often turn to their colleagues, then to the administration of the educational institution. This means that the possibility of using the potential of the teaching staff of an educational institution is quite high. The mastering of new functions by teachers can be carried out within the framework of two strategies, as a result of which teachers assign new values of education and learn to implement them in their professional and pedagogical activities through new functions. These are the strategies:

− innovative activity in the actual directions of development of domestic education;

− advanced training "in the workplace" in the format of corporate training. It is important to build both strategies in the logic of pedagogical reflection. For this, it was important to organize meetings (pedagogical councils, scientific and practical conferences, round tables, pedagogical readings), where it is possible to discuss the problems of modern education, the logic of which can be as follows:

- characterization of one or another aspect of the current situation in education;

- highlighting the essential features of the situation, contradictions;

- identification of several alternative modes of action or characterization of an alternative mode of action in the experience of a particular educational institution or teacher; assessment of the ways of action in terms of the capabilities of children, the capabilities of an educational institution or teacher, as well as the possibilities of organizing the pedagogical process. Let's give an example of an organization innovation activities teachers in one of the districts of St. Petersburg. Undoubtedly, a positive fact is the organization of such work in an educational institution within the framework of experimental work or the mode of implementation of the institution's development program. However, in the case of systemic changes, work at the district or city level is immeasurably more significant. In our example, innovative activity was determined by the specifics of the participation of the school in the implementation of the program for the development of the educational system of the district. Pedagogical forums were organized in the district:

− scientific-practical conference "Modern situation of education";

− seminars for directors of educational institutions, directors of studies on educational work and experimental work;

− pedagogical readings for teachers of educational institutions of the district. As a result of the discussions, the grounds for developing a development program were determined:

− analysis of the current socio-cultural situation;

- problems fixed in the education system of the district;

− results of the implementation of the previous program for the development of the educational system of the district (ROS).

The next stage was the holding of a design seminar, which identified priority areas for the development of the district educational system for 2003-2007:

− implementation of the competence-based approach in general education;

− informatization of education;

− creation of conditions for the realization of various educational needs of students;

- focus on the success of the child in learning;

- ensuring the professional growth of the teacher and the realization of the innovative potential of teaching staff. At the seminar, as a result of the work of creative groups, these areas of development were presented through the subprograms of the Development Program "Quality of Education": "Competence-based approach", "Profile school", "Informatization of education", "Comfortable school" and "Teachers". The overall goal of the program was formulated as follows: the formation of an open socio-pedagogical system that provides continuous education in educational institutions as cultural centers of the microenvironment, capable of meeting the needs of various social strata of the population, promoting the professional growth of teachers and the realization of the creative potential of teaching staff. The goal was specified in the main tasks of the program:

− ensure the quality of education corresponding to modern

requirements;

− contribute to the implementation of the strategic directions of renewal Russian school and regional education system;

− contribute to the formation of an open information educational environment of the district;

- to create conditions for the realization of the innovative potential of the teaching staff of the district. Mastering the managerial function by teachers took place not only during the development of the Development Program of the district educational system, but also during the period of their participation in the work on the implementation of the program:

− in the activities of the councils of subprograms that carry out their scientific, methodological and organizational support;

− in the project activities of groups that develop projects within the framework of subprograms and ensure their implementation.

Mechanism for the implementation of the ROS Development Program pedagogical community district chose the project activity, taking into account its innovative potential, focus on solving urgent problems, productivity, presentability of the results. It was the participation of educational institutions in the development and implementation of projects that made it possible for teachers to master the functions of promoting the child's education, design, management (in terms of coordinating the activities of the subjects of the educational process), reflection and self-education. Let's imagine how the work was organized to master the new functions of professional and pedagogical activity by teachers of the district schools. It should be noted that the Program for the Development of the Educational System of the District has become a system-forming factor in the overall work to improve the quality of school education and form a field for discussing common problems. Each educational institution, on a voluntary basis, being involved in the implementation of the development program, determined the most significant topic for its own development. Let us consider how the activities of teachers in mastering new functions were carried out. The choice of the direction of activity was carried out at the pedagogical council, which in some schools was preceded by:

- administrative meetings (including extended ones - with the invitation of the most experienced teachers-methodologists or teachers who effectively test modern methods of organizing the educational process or develop their own methods);

− seminars of methodical associations;

− meetings of temporary creative teams.

On the pedagogical councils the problems of school education in the current socio-cultural situation were discussed, proposals for the implementation of the necessary changes in the professional activities of teachers were discussed, and specific areas of these changes were chosen as priorities for this educational institution. The choice of the direction of innovative activity, therefore, was carried out on the basis of an analysis of the capabilities and interests of the teaching staff, the problems of the educational institution (in particular, the characteristics of the contingent of schoolchildren). There is a certain risk in such an approach to organizing the teacher's activity in mastering new functions: the direction of innovative activity may not be significant for every teacher. The neutralization of this risk was carried out, firstly, by the voluntary participation of teachers in innovative activities, and secondly, by the positive attitude of the part of teachers more susceptible to innovations and their active work in presenting achievements and involving colleagues in common work. The district worked in three directions:

− updating the content of education, taking into account the modern goals of education;

- approbation of educational technologies that allow most successfully to implement the tasks of modernizing the content of education and achieve the goals set;

- development of a system for evaluating student achievements, adequate to new educational goals. The results of the work were:

- collections of topics for educational and scientific research in various subjects and having an interdisciplinary nature;

− topics of design work (on the subject, interdisciplinary, social);

- methodological development of integrated lessons, which were carried out by two or even three teachers of different subjects;

− collections of situational problems.

It is clear that work on the content of education was ensured by the use of educational technologies, in particular, the technologies of project and research learning, which were especially actively used by teachers. The criteria for selecting these technologies were: interactivity, activity nature, focus on supporting the individual development of the student, providing him required space freedom to make independent decisions, creativity, choice of content, methods of teaching, dialogue, shifting the emphasis from memorizing information to studying reality. As a result of the work of teachers in the district, a bank of methodological developments of lessons, extracurricular and extracurricular activities was formed using educational technologies of project and research learning. Promoting the education of schoolchildren, carried out through the selection of content and the choice of educational technologies, naturally resulted in the search for new forms of accounting for the achievements of students, since the named innovative ways of transforming the educational process into an educational one required expanding the methods and forms of assessing educational results. For this, teachers tested:

− various portfolio options (portfolio of works, portfolio of achievements);

− schoolchildren's creative books;

- specially designed diaries of a schoolchild (a version of a traditional diary modified for modern tasks). modern system Assessment of knowledge and skills of students does not apply to:

− activity;

− organization;

− creativity;

− focus on individual progress;

− ability to work in a group.

The second strategy for teachers to master new functions in the workplace can be conditionally called “corporate training.” The idea of the so-called corporate training, which is seen as a way to improve the skills of the teaching staff as a whole, and of an individual teacher in particular, is widely spread in the modern school. The idea of corporate training was born almost half a century ago, the pioneers in this regard were such major corporations as IBM, General Motors, Silicon Valley enterprises. Since the 80s of the last century, the idea has become the most widespread in the business world. At the same time, two models are being developed that do not contradict, but rather, as practice shows, complement each other.1. The company as a learning organization becomes resource center for related companies, while spreading their experience of innovation through the provision of new types of services - high-quality education and training.2. The company, as a learning organization, uses training on innovative techniques and continuous improvement methods to increase the flow of ideas from all its employees. In addition, the so-called “inverted” management is used, when each employee is delegated part of the responsibility for the common cause. Probably, completely new business models that have emerged in the last 10-15 years can be called the biggest lesson taught by the world of business to the world of education. D. A. Moore, one of the developers of the "high-tech life cycle" at Silicon Valley companies, says that in most industries, 2% of employees are innovators, and 13% are willing to accept everything new. In terms of high-tech industries, this means that 2% of workers are enthusiasts of new technologies, 13% are visionaries, 35% are "pragmatists" who will use the proposed idea only if it is already "polished", 35% are "conservatives", who will accept innovations only under pressure from customers, and the remaining 15% are “skeptics”.

All this has a direct bearing on the education system. Based on the observations of researchers, education systems around the world operate according to the same bell-shaped schedule as the industry: about 2% of teachers are innovators, and 13% are ready to be the first to accept and put new ideas into practice. Unfortunately, there are practically no mechanisms in the education system that can make innovations instantly available to teachers. Summing up this block of reasoning about new opportunities for improving the professional growth of teachers in the format of corporate training, we present a model of a learning organization compiled by Gordon Dryden for the British company The Burton Group PLC. Learning organization model Shared focus on the future Understanding the “looks to come,” the “learning revolution,” the “thinking revolution,” and the “instantaneous communications revolution” C-suite leadership's dual challenge Governance: set and achieve short-term goals by involving other people. Leadership: to lead the construction of a new, sustainable world of the future, setting ever bolder goals

Corporate culture

Everyone is an enthusiast student.

Everyone is a teacher, mentor, coach.

Everyone is a creative thinker

Everyone makes a positive contribution.

Everyone is their own manager.

Everyone actively participates in the affairs of the organization

Preparation and development

Formulation and implementation of both personal and corporate goals. Training as a whole does not have to be all about learning job-related skills. It is enough to add cognitive skills and teach a person to learn using modern learning technologies and relying on critical thinking The cycle of information exchange The creation, simplification and storage of any important information should become an extremely easy and transparent process, in addition, information should become accessible to everyone. It is necessary to encourage people to share their ideas with others and break the "no inventing here" syndrome. The ideas of partnership, co-action, interaction in the training and advanced training of teachers are gaining momentum today in the existing forms of advanced training and retraining of teachers. As for corporate training, it is precisely for these reasons that it can be assumed that corporate training is a powerful source and stimulus for the professional growth of modern school teachers. The idea of corporate training is especially effectively implemented today when training takes place within the framework of the issues necessary for the development of an educational institution, in the format of innovation or experimental work, research or project implementation. Consider what are the opportunities for corporate training for educational institutions:

− the ability to respond flexibly to the changing situation in education;

- the continuous nature of training, that is, professional development at the workplace is carried out continuously throughout the teacher's professional career;

- the possibility of carrying out not only subject retraining of teachers, but also inter-subject and extra-subject;

− the possibility of organizing team work of school teachers;

- the possibility of disseminating the valuable experience of individual school teachers in priority areas of development of the education system;

- continuous professional development of the entire school staff, and not just individual teachers;

- providing continuous qualified methodological assistance to specific teachers in solving a specific problem;

- the opportunity to take into account the characteristics of both the teacher himself and the school in which he works. The following models of corporate teacher training are used in schools today:

1.) The traditional model, which includes theoretical and practical classes; practical activities on the application of mastered methods of solving problems; consultations; organization of reflective activity of teachers.

2.) Organization of "team" work of school teachers to solve a specific problem common to all. School teachers are included in the process of developing a specific product, for example, a package of various methodological materials, an educational and methodological complex, a system for assessing the educational results of students in parallel classes or levels of school education, etc. The developed product is tested by different teachers in practice, then the results are discussed and necessary adjustments are made. Training seminars, workshops, and trainings are organized to train teachers. Teachers of various specialties unite in creative groups. For the examination of the developed products, for example, an expert council is created at the school, psychological and pedagogical consultations are held, etc. 3). Organization of independent research activities of the teacher. As part of the training seminars, teachers get acquainted with the organization of pedagogical research, choose topics for independent micro-research, which are carried out either in a micro-group or individually. Topics of micro-research of various micro-groups are consistent with the development program of the school. To conduct research, teachers use the methods of pedagogical research known to them (analysis of documents, literature, survey, interviews, observation, etc.), various diagnostic techniques. Training seminars are conducted either by invited experts or tutors - specially trained teachers of this school. A presentation of the intermediate results of the work of microgroups is necessarily planned. Within the framework of training seminars, the most important problems for this school are discussed, ways of solving professional problems are discussed. The main risks of organizing corporate training can include: 1. Formalization of the content of teachers' activities, the predominance of theoretical forms of education over practical ones.2. Isolation of meaningful activities within a separate educational institution from existing practice in the district and city educational space.3. Lack of an effective system of informing about training in a separate educational institution. Overcoming these contradictions is the establishment of horizontal links between educational institutions, the creation of professional communities of teachers, network interaction at the level of individual methodological associations of different schools, which became possible thanks to common work teachers and educational institutions over the implementation of the Program for the development of the district educational system. The results of corporate training for teachers were presented at scientific and practical conferences, pedagogical readings, seminars on project issues, at meetings expert council under the district education department. Thus, the tasks of providing quality education for all can be solved as a result of preparing working teachers for the successful implementation of new functions of professional activity, and first of all, the function of promoting the education of the child.

CONCLUSION

In modern conditions, the status of education is changing, since since the second half of the 20th century, the contribution of education to economic growth, to improving the quality of life through the category of human capital, which is determined by human education, has been seriously studied. actual problem quality of education, its new understanding. Today, the influence of the socio-cultural context on the quality of education is seriously considered. The sociocultural situation determines the requirements for a school graduate, which, in turn, are reflected in the requirements for the quality of education and determine its goals, implemented by the teacher in his professional activities. In the situation of education in the Russian Federation, in terms of achieving quality education for everyone, such a function of the professional activity of a teacher as promoting the education of every child of school age becomes relevant. Promoting the education of a student involves the creation by means of pedagogical activity of conditions for the manifestation of independence, creativity, responsibility of the child in the educational process and the formation of his motivation for continuous education. Along with the leading function, subordinate functions of the teacher's activity are distinguished: the function of designing an individual educational route; control function. The acceptance by the teacher of new functions depends on his cultural and professional identity, which is manifested in the value orientations implemented in the process of professional and pedagogical activity, which allows us to conclude that the creation of conditions conducive to the education of the child is possible if the teacher is ready to understanding of changes on the basis of professional pedagogical reflection, which serves as the basis of his self-education. The conducted research allows us to conclude that the guideline for the necessary changes in professional and pedagogical activity should be the awareness of the new values of education and the readiness to implement new functions of professional activity. This conclusion defines the main idea of preparing a teacher for mastering new functions of professional activity: since new values cannot be transmitted by the way of informing and subsequent reproduction, they must be mastered by the way of living. To do this, it is proposed in higher education: 1) to comprehend the role and place of pedagogy and other general professional disciplines in the professional training of teachers; 2) to determine ways of pedagogizing the environment of professional training of teachers; 3) to change the process of implementing professional educational programs based on competency-based and contextual approaches. As for the training of a working teacher, the participation of teachers and teaching staff in innovative and experimental activities to solve the problems of modern education becomes the strategy for mastering the function of promoting the education of a student. At the same time, the idea of corporate teacher training can be adopted as a tactical solution for organizing the mastering of new functions by teachers. So, today, with the existing shortage of funding for the education system, differences in the resource provision of schools, the pedagogical potential of the teaching corps is not sufficiently used. It is on this resource that one must bet in the current situation in Russia. This is how the main problem can be solved. Russian education- Achievement of quality education by all children in school.

BIBLIOGRAPHY

Piskunova E.V. –Teacher training to ensure the modern quality of education for all: the experience of Russia.
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Dzhurinsky A.N. History of foreign pedagogy: Textbook. allowance for universities. - M.: FORUM -INFRA-M, 1998.
Dictionary of social psychology / Ed.-comp. L.V. Mardakhaev.-Publishing Center "Academy", 2002.
Yakovleva N.I. The system of advanced training and professional retraining of teachers // Handbook of the deputy director of the school. - 2008.-№6.

Yakovleva N.I. The system of advanced training and professional retraining of teachers // Handbook of the deputy director of the school. - 2008. - No. 6. - P.14-16.

informal business communication

Individual work with teachers

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