The uniqueness of the teaching profession. A person’s belonging to a particular profession is manifested in the characteristics of his activities and way of thinking. According to the classification proposed by E. A. Klimov, the teaching profession belongs to the group of professions whose subject is another person. But the teaching profession is distinguished from many others primarily by the way of thinking of its representatives, a heightened sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out as a separate group. Its main difference from other professions of the “person-to-person” type is that it belongs to both the class of transformative and the class of management professions at the same time. Having the formation and transformation of personality as the goal of his activity, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.
The main content of the teaching profession is relationships with people. The activities of other representatives of human-to-human professions also require interaction with people, but here this is due to the fact that the best way understand and satisfy human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people to achieve them.
The peculiarity of training and education as an activity of social management consists in the fact that it has, as it were, a double subject of labor. On the one hand, its main content is relationships with people: if a leader (and a teacher is one) does not have proper relationships with those people whom he leads or whom he convinces, then the most important thing in his activities is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in some area (depending on who or what he supervises). A teacher, like any other leader, must know well and imagine the activities of the students whose development process he leads. Thus, the teaching profession requires dual training - human science and special.
Thus, in the teaching profession, the ability to communicate becomes a professionally necessary quality. Studying the experience of beginning teachers allowed researchers, in particular V. A. Kan-Kalik, to identify and describe the most common “barriers” of communication that make it difficult to solve pedagogical problems: mismatch of attitudes, fear of the class, lack of contact, narrowing of the communication function, negative attitude towards the class , fear of pedagogical error, imitation. However, if novice teachers experience psychological “barriers” due to inexperience, then experienced teachers experience them due to underestimation of the role of communicative support of pedagogical influences, which leads to an impoverishment of the emotional background educational process. As a result, personal contacts with children also become impoverished, without whose emotional wealth productive personal activity inspired by positive motives is impossible.
The uniqueness of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character.
Humanistic function of the teaching profession. The teaching profession has historically had two social functions - adaptive and humanistic (“human-forming”). The adaptive function is associated with the adaptation of the student to the specific requirements of the modern sociocultural situation, and the humanistic function is associated with the development of his personality and creative individuality.
On the one hand, the teacher prepares his students for the needs at this moment, to a specific social situation, to the specific needs of society. But on the other hand, he, while objectively remaining the guardian and conductor of culture, carries within himself a timeless factor. Having as a goal the development of personality as a synthesis of all the riches of human culture, the teacher works for the future.
The work of a teacher always contains a humanistic, universal principle. Conscious bringing it to the fore, the desire to serve the future characterized progressive teachers of all times. Thus, a famous teacher and figure in the field of education of the mid-19th century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward a universal goal of education: service to truth, goodness, beauty. “In every individual, in every nation, a way of thinking called humanity must be instilled: this is the desire for noble universal goals.” In realizing this goal, he believed, a special role belongs to the teacher, who is a living instructive example for the student. His personality earns him respect, spiritual strength and spiritual influence. The value of a school is equal to the value of a teacher.
1 Disterweg A. Selected pedagogical works. - M., 1956. - P. 237.
The great Russian writer and teacher Lev Nikolaevich Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds its expression in love for children. “If a teacher has only love for his work,” wrote Tolstoy, “he will be a good teacher. If a teacher has only love for his student, like a father or mother, he will better than that a teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for both his work and his students, he is a perfect teacher."
2 Tolstoy L.N. Pedagogical essays. - M., 1956. - P. 362.
L.N. Tolstoy considered the freedom of the child to be the leading principle of teaching and upbringing. In his opinion, a school can be truly humane only when teachers do not regard it as “a disciplined company of soldiers, commanded today by one lieutenant, tomorrow by another.” He called for a new type of relationship between teachers and students, excluding coercion, and defended the idea of personality development as central to humanistic pedagogy.
In the 50-60s. XX century The most significant contribution to the theory and practice of humanistic education was made by Vasily Aleksandrovich Sukhomlinsky, the director of the Pavlysh secondary school in the Poltava region. His ideas of citizenship and humanity in pedagogy turned out to be consonant with our modernity. “The Age of Mathematics is a good catchphrase, but it does not reflect the whole essence of what is happening these days. The world is entering the Age of Man. More than ever before, we are obliged to think now about what we put into the human soul.”
1 Sukhomlinsky V.A. Selected pedagogical works: In 3 volumes - M., 1981. - T. 3. - P. 123-124.
Education for the sake of the child’s happiness is the humanistic meaning of V. A. Sukhomlinsky’s pedagogical works, and his practical activities are convincing proof that without faith in the child’s capabilities, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and upbringing are untenable.
The basis for a teacher’s success, he believed, was the spiritual wealth and generosity of his soul, well-mannered feelings and high level general emotional culture, the ability to delve deeply into the essence of a pedagogical phenomenon.
The primary task of the school, noted V. A. Sukhomlinsky, is to discover the creator in every person, to put him on the path of original creative, intellectually fulfilling work. “To recognize, identify, reveal, nurture, and nurture in each student his unique individual talent means raising the individual to a high level of flourishing human dignity.”
2 Sukhomlinsky V.A. Selected works: In 5 volumes - Kyiv, 1980. - T. 5. - P. 102.
The history of the teaching profession shows that the struggle of advanced teachers to liberate its humanistic, social mission from the pressure of class domination, formalism and bureaucracy, and the conservative professional structure adds drama to the fate of the teacher. This struggle becomes more intense as the social role of the teacher in society becomes more complex.
Carl Rogers, one of the founders of the modern humanistic movement in Western pedagogy and psychology, argued that society today is interested in a huge number of conformists (adapters). This is due to the needs of industry, the army, the inability and, most importantly, the reluctance of many, from the ordinary teacher to senior managers, to part with their, albeit small, power. “It’s not easy to become deeply humane, to trust people, to combine freedom with responsibility.
The path we present is a challenge. It does not imply a simple assumption of the circumstances of the democratic ideal."
1 Rogers S. Freedom to learn for the 80s. - Toronto; London; Sydney, 1983. - P. 307.
This does not mean that a teacher should not prepare his students for the specific demands of life into which they will need to be involved in the near future. By raising a student who is not adapted to the current situation, the teacher creates difficulties in his life. By raising an overly adapted member of society, he does not develop in him the need for purposeful change in both himself and society.
The purely adaptive orientation of a teacher’s activity has an extremely negative impact on himself, since he gradually loses his independence of thinking, subordinates his abilities to official and unofficial instructions, ultimately losing his individuality. The more a teacher subordinates his activities to the formation of the student’s personality, adapted to specific needs, the less he acts as a humanist and moral mentor. And vice versa, even in the conditions of an inhumane class society, the desire of advanced teachers to contrast the world of violence and lies with human care and kindness inevitably resonates in the hearts of students. That is why I. G. Pestalozzi, noting the special role of the teacher’s personality and his love for children, proclaimed it as the main means of education. "I knew neither order, nor method, nor the art of education, which would not have been a consequence of my deep love to the children."
2 Pestalozzi I.G. Selected pedagogical works: In 2 vols. - M., 1981. - T. 2. - P. 68.
The point, in fact, is that a humanist teacher not only believes in democratic ideals and the high purpose of his profession. Through his activities he brings the humanistic future closer. And for this he must be active himself. This does not mean any of his activities. Thus, we often encounter teachers who are overactive in their desire to “educate.” Acting as a subject of the educational process, the teacher must recognize the right of students to be subjects. This means that he must be able to bring them to the level of self-government in conditions of trusting communication and cooperation.
The collective nature of pedagogical activity. If in other professions of the “person-to-person” group the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of impact
into a qualitative transformation of the subject of activity - the student.
With the awareness of the natural strengthening of collectivist principles in the teaching profession, the concept of a collective subject of pedagogical activity is increasingly coming into use. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense - the circle of those teachers who have direct relation to a group of students or an individual student.
A. S. Makarenko attached great importance to the formation of the teaching staff. He wrote: “There must be a team of educators, and where educators are not united into a team and the team does not have a single work plan, a single tone, a single precise approach to a child, there can be no educational process there."
1 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. 5. - P. 179.
Certain traits of a team are manifested primarily in the mood of its members, their performance, mental and physical well-being. This phenomenon is called psychological climate team.
A. S. Makarenko revealed a pattern according to which the pedagogical skill of a teacher is determined by the level of formation of the teaching staff. “The unity of the teaching staff,” he believed, “is an absolutely decisive thing, and the youngest, most inexperienced teacher in a single, united team, headed by a good master leader, will do more than any experienced and talented teacher who goes against the teaching staff "There is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, there is nothing more harmful." A. S. Makarenko argued that the question of education cannot be raised depending on the quality or talent of an individual teacher; one can only become a good master in a teaching team.
2 Ibid. - P. 292.
An invaluable contribution to the development of the theory and practice of forming a teaching staff was made by V.A. Sukhomlinsky. Having been the head of a school himself for many years, he came to the conclusion about the decisive role of pedagogical cooperation in achieving the goals that the school faces. Investigating the influence of the teaching staff on the group of students, V.A. Sukhomlinsky established the following pattern: the richer the spiritual values accumulated and carefully protected in the teaching team, the more clearly the group of students acts as an active, effective force, as a participant in the educational process, as an educator. V. A. Sukhomlinsky has an idea that, presumably, is not yet fully understood by the heads of schools and educational authorities: if there is no teaching staff, then there is no student staff. To the question of how and why a teaching team is created, V. A. Sukhomlinsky answered unequivocally - it is created by collective thought, idea, creativity.
The creative nature of a teacher's work. Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of a teacher’s work can be correctly assessed only by determining the level of his creative attitude towards his activities. The level of creativity in a teacher’s activities reflects the degree to which he uses his capabilities to achieve his goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher’s creativity does not have as its goal the creation of a socially valuable new, original, since its product always remains the development of the individual. Of course, a creative teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.
The creative potential of a teacher’s personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, abilities and skills that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem through creative imagination and thought experiment, is able to find new, original ways and ways to solve it. But experience convinces us that creativity comes only then and only to those who are conscientious about their work and constantly strive for improvement. professional qualifications, replenishing knowledge and learning from experience best schools and teachers.
The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all its aspects: planning, organization, implementation and analysis of results.
In modern scientific literature Pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Addressing the solution of an innumerable set of standard and non-standard problems, the teacher, like any researcher, builds his activities in accordance with general rules heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.
However, the creative nature of pedagogical activity cannot be reduced only to the solution of pedagogical problems, because in creative activity the cognitive, emotional-volitional and motivational-need components of the personality are manifested in unity. However, solving specially selected problems aimed at developing any structural components creative thinking(goal setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumeration of options, classification and evaluation, etc.) is the main factor and the most important condition development of the creative potential of the teacher’s personality.
Experience in creative activity does not contribute fundamentally new knowledge and skills to the content vocational training teachers. But this does not mean that creativity cannot be taught. It is possible - by ensuring constant intellectual activity of future teachers and specific creative cognitive motivation, which acts as a regulating factor in the processes of solving pedagogical problems. These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, identifying their components, identifying the rational basis of certain decisions and recommendations.
Often, teachers involuntarily narrow the scope of their creativity, reducing it to a non-standard, original solution to pedagogical problems. Meanwhile, the teacher’s creativity is no less evident when solving communicative problems, which serve as a kind of background and basis for pedagogical activity. V. A. Kan-Kalik, highlighting, along with the logical and pedagogical aspect of the teacher’s creative activity, the subjective-emotional one, specifies in detail communication skills, especially manifested when solving situational problems. Among such skills, first of all, one should include the ability to manage one’s mental and emotional state, act in a public setting (assess a communication situation, attract the attention of an audience or individual students, using a variety of techniques, etc.), etc. A creative personality is distinguished by a special combination of personal and business qualities that characterize her creativity.
E. S. Gromov and V. A. Molyako name seven signs of creativity: originality, heuristics, imagination, activity, concentration, clarity, sensitivity. A creative teacher is also characterized by such qualities as initiative, independence, the ability to overcome the inertia of thinking, a sense of what is truly new and the desire to understand it, purposefulness, breadth of associations, observation, and developed professional memory.
Each teacher continues the work of his predecessors, but the creative teacher sees wider and much further. Every teacher, in one way or another, transforms pedagogical reality, but only the creative teacher actively fights for radical changes and himself is a clear example in this matter.
Any choice, no matter what it concerns, can be difficult to make, and choosing a profession even more so. What is especially important is that you need to correctly correlate your personal potential with the requirements of the profession. According to the classification proposed by E.A. Klimov, the teaching profession refers to the type of professions whose subject is another person. But teaching profession from a number of others allocate, first of all, By the way of thinking of its representatives, increased sense of duty and responsibility. The teaching profession has historically had two social functions: Adaptive function is associated with the adaptation of the pupil to the specific requirements of the sociocultural situation. The teacher must prepare his students for the specific demands of life into which they will need to be involved in the near future. Humanistic function associated with the development of the student’s personality, his creative individuality. Everyone who chooses the profession of a teacher takes responsibility for those whom he will teach and educate. L.N. Tolstoy saw in the teaching profession, first of all, a humanistic principle, which finds expression in love for children, and considered the freedom of the child to be the leading principle of teaching and upbringing. He called for a new type of relationship between teachers and students, one that excluded coercion. In the 50-60s. XX century the most significant contribution to the theory and practice of humanistic education was made by V.A. Sukhomlinsky is convincing proof that without faith in a child, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and upbringing are untenable. IN pedagogical work has a specific subject of work- an active human being with the uniqueness of individual qualities. The difficulty of a teacher’s work lies in the constant change in the student’s personality, constantly making adjustments to the process of its formation, in the absence of “precise instruments” that make it possible to determine the results of the teaching and upbringing process. The specificity of the teaching profession is expressed in constant communication with children who have their own worldview, their own conviction. Because of this, the leading aspect of a teacher’s pedagogical skill is the ability to correctly direct the process of development of the younger generation. Pedagogical work is a process of interaction between a person who has mastered culture (teacher) and a person who has mastered it (student). The total subject of pedagogical activity is understood as the teaching staff of a school or other educational institution, and in a narrower sense - the circle of those teachers who are directly related to a group of students or an individual student. A.S. Makarenko, the pedagogical skill of a teacher is determined by the level of formation of the teaching staff. There is nothing more dangerous than individualism and squabbles in the teaching staff; you can only become a good master in the teaching staff. V.A. Sukhomlinsky established the following pattern: the richer the spiritual values accumulated and carefully protected in the teaching staff, the more clearly the collective of students acts as an active, effective force, as a participant in the educational process, as a teacher; if there is no teaching staff, then there is no collective student The creative potential of a teacher’s personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, which allows him to apply and find original solutions, innovative forms and methods and thereby improve the performance of his professional functions. the creative nature of the teacher's work. The means of pedagogical work are also specific - knowledge, skills, feelings, will seem to merge together. The emergence and development of the teaching profession The history of these words goes back to ancient Greece (VI-IV centuries BC), when the first schools arose in city-states and education began to be considered a virtue of a free citizen. Before entering school, the children of free citizens received home education. They were looked after by a special slave - teacher(literally - guide). Hence the literal meaning of the word pedagogy - child rearing, then this meaning has expanded to a special type of activity that ensures the child’s introduction into adulthood. Scientists believe that education and training are among the most ancient types of sociocultural activities person. The roots of pedagogical activity go back to ancient times. The need of mankind for this type of activity was determined by the need to preserve the race, because, as D. B. Elkonin wrote, a society without child populations is a dying society. The emergence of pedagogical activity as a professional activity, requiring possession of special knowledge and skills, is associated with the emergence of writing. Oral tradition is being replaced by a written form of consolidating knowledge. That is why a special class-caste group of people emerged who knew writing and were able to pass on to students this universal means of preserving cultural values. The transfer of accumulated knowledge from the “knowing” to the “ignorant” led to the emergence of people of mental labor, whose life purpose was pedagogical activity - revered person Appearance teachers inextricably linked with the emergence of the school Prospects for the development of the teaching profession In the field of education, there is a trend towards intraprofessional differentiation. This is a natural process of division of labor, manifested not only and not so much in fragmentation, but in the development of increasingly more advanced and efficient isolated species activities within the profession. The circumstance leading to the emergence of new pedagogical specialties is an increase in demand for qualified training and education. Profession- a set of specialties united according to the most stable type of socially useful activity, differing in the nature of its final product, specific objects and means of labor. Pedagogical speciality - a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the assigned qualifications. Pedagogical specialization - a certain type of activity within the pedagogical specialty. It is associated with a specific subject of work and a specific function of a specialist. Pedagogical specialties are united into the professional group “Education”. The basis for the differentiation of pedagogical specialties are: 1 different subject areas of knowledge (for example, mathematics, chemistry) 2 age periods distinguished by the pronounced specificity of the interaction of the teacher with a developing personality (preschool, junior school) 3 features of personality development associated with psychophysical and social factors (hearing impairment, visual impairment, mental disability, deviant behavior, etc.).
Pedagogical qualification - the level and type of professional and pedagogical preparedness, characterizing the capabilities of a specialist in solving a certain class of problems.
The study of pedagogical practice leads to the conclusion that, just as in the sphere of material production, in the field of education, operation of the law of the generalized nature of labor. Awareness of the integrity of the pedagogical process is the most important characteristic of the pedagogical thinking of a modern teacher.
6. The teaching profession belongs to the professions of the “Human-Human” type. According to E.A. Klimov is characterized by a person of this professional type: the ability to lead, the ability to listen, a broad outlook, speech culture, observation, the ability to empathize, the ability to solve non-standard situations, and high self-regulation. Contraindications to this type of professional employment are: speech defects, severe physical disabilities, isolation, indifference to people, slowness. Among the requirements of the teaching profession are: main , without which it is impossible to become a highly qualified teacher, and minor , compliance with which is not necessary for the teacher, but makes him a person capable of best teaching and educating another person. The main requirements are: love for children, for teaching, the presence of special knowledge, broad erudition, general culture and morality, knowledge of methods of teaching and raising children. Without any of these factors, successful teaching work is impossible. Secondary (additional) requirements for a teacher’s personality are: artistry, cheerful disposition, good taste, etc. These qualities are important, but less than the main ones. A teacher can completely do without each of these qualities. One can imagine, for example, a not very sociable mathematician who has good teaching abilities, which makes him good teacher. And, on the contrary, it is unlikely that a sociable, cheerful, artistic person who clearly lacks teaching abilities will be able to become a good teacher. The main and secondary pedagogical qualities together make up the individuality of the teacher. I.A. Zimnyaya identifies three compliance plans psychological characteristics person of pedagogical activity: 1. Biological suitability: norm intellectual development, extroversion, empathy, emotional stability, speech development, good vision and hearing, etc. 2. Personal readiness for teaching activity: ideological maturity, professional competence, etc. 3. Involvement in interaction with other people. Speaking about the qualities of a teacher, it is necessary to emphasize the importance of plasticity and ease of changing teachers social roles(“role repertoire” of teacher V. Levi). L.B. Itelson gave a description of typical role pedagogical positions: informant; friend; dictator; advisor; inspiration. Each of these positions can have a positive or negative effect depending on the personality of the educator. The set of professionally determined requirements for a teacher is defined as professional readiness to teaching activities. It consists of: 1. psychological readiness, 2. psychophysiological and physical readiness, 3. scientific and theoretical, 4. practical training as the basis of professionalism. Content professional readiness accumulated in professionogram , reflecting the invariant, idealized parameters of the teacher’s personality and professional activity. A.S. Robotova and her co-authors propose to combine professional requirements for teachers into three main complexes, interconnected and complementary: 1. general civic qualities; 2. qualities that determine the specifics of the teaching profession; 3. special knowledge on the subject. V. A. Krutetsky divides the professionally significant qualities of a teacher’s personality into 4 blocks: 1. Humanistic worldview (beliefs, ideals, general culture and high moral character). 2. Positive attitude towards teaching activities (pedagogical orientation of the individual, pedagogical inclination). 3. Teaching abilities - a set of individual psychological characteristics and professionally significant personality qualities that meet the requirements of pedagogical activity. 4. Professional and pedagogical education. In particular, V.A. Krutetsky identifies 9 types of pedagogical abilities, among which: Didactic - transfer educational material to students. Academic – to the relevant field of science. Perceptual - the ability to penetrate into inner world student. Speech - express your thoughts and feelings clearly and clearly. Organizational – organize the student team’s own work. Communicative - to communicate with people. Authoritarian - influence on students. Pedagogical imagination is to foresee the consequences of one’s actions. The ability to distribute attention - perform several types of activities simultaneously. L.M. Mitina identifies two groups of pedagogical abilities: 1. design-gnostic (pedagogical goal setting, pedagogical thinking, pedagogical orientation).2. reflexive-perceptive (pedagogical orientation, pedagogical reflection, pedagogical tact). In her opinion, pedagogical orientation occupies a central place in the structure of the teacher’s personality. The hierarchical structure of a teacher’s pedagogical orientation can be presented as follows: 1. focus on the child (and other people), associated with care, interest, love; 2. focus on oneself, associated with the need for self-improvement and self-realization in the field of teaching work; 3. focus on the subject side of the teaching profession (content academic subject). Pedagogical competence - ZUN, as well as methods and techniques for their implementation in activities, communication, development (self-development) of the individual. There are two substructures: activity-based (learning skills and methods of carrying out pedagogical activities) and communicative (learning skills and methods of implementing pedagogical communication). Under emotional flexibility refers to the optimal (harmonious) combination of emotional expressiveness (responsiveness) and emotional stability teachers. The dynamics of a teacher’s emotional flexibility are determined by the harmonization and complication of his affective manifestations: the ability to “revive” genuine emotions in a repeatedly repeated teaching and educational process, to evoke positive emotions, to control negative ones, i.e. show flexibility of behavior, originality, creativity.
8. Pedagogical activity is a special type of activity aimed at transferring accumulated knowledge from older generations to younger ones. humanity's culture and experience, creating conditions for their personal development and preparation for fulfilling certain social roles in society. It is obvious that this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, means mass media. However, in the first case this activity is professional, and in the second it is general pedagogical. Pedagogical activity as a professional one takes place in specially organized society educational institutions: preschool institutions, schools, vocational schools, secondary specialized and higher education institutions educational institutions, institutions additional education, advanced training and retraining. The system-forming characteristic of activity, including pedagogical activity, is the goal (A.N. Leontyev). Target Pedagogical activity is associated with the implementation of the goal of education, which today is considered by many as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas. The purpose of pedagogical activity is a historical phenomenon. It is developed and shaped as a reflection of the trend of social development, presenting a set of requirements to modern man. The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and individual characteristics pupils. The realization of the goals of pedagogical activity is connected with the dynamic goals of pedagogical activity. The main functional unit with the help of which all the properties of pedagogical activity are manifested is pedagogical action as a unity of goals and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but cannot be reduced to any of them. At the same time, the pedagogical action is that special one that expresses both the universal and all the richness of the individual. Turning to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The teacher's pedagogical action first appears in the form of a cognitive task. Thus, the activity of a teacher-educator, by its nature, is nothing more than the process of solving an innumerable set of problems various types, classes and levels.
Motives pedagogical activity - motivations that determine the content, direction and nature of the teacher’s activity. By means The activities of the teacher are scientific (theoretical and empirical) knowledge; textbook texts; TSO.
In ways pedagogical activities are: explanation, demonstration, joint work, practice (laboratory, field), training, etc. The result pedagogical activity as the fulfillment of its main goal is the development of the student: his personal, intellectual improvement, his formation as an individual, a subject educational activities. The result is diagnosed by comparing the student’s qualities at the beginning and end of training. Product Pedagogical activity is the individual experience formed in the student. The product is evaluated in an exam, test, according to the criteria of solving problems, performing educational and control actions. Traditionally the main types of teaching activities, carried out in a holistic pedagogical process, are teaching and educational work. Educate e - This is a pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development. A teaching - This is a type of pedagogical activity that is aimed at managing primarily the cognitive activity of students. Differences between teaching and education: Teaching has goals fixed in the state standard, the time allotted for a lesson is strictly fixed, the learning results are easily diagnosed, the topics of the lessons are for the entire parallel. Education - such goals are not specified, there are no time limits, diagnosing the result of education is complex and often delayed in time, in each class the goals of educational work are different. There are several other types of pedagogical activity: the activity of a teacher in self-education and self-education; managerial; organizational; methodical; scientific research. N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity: 1. Constructive activity is divided into: constructive-content (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning your actions and the actions of students), constructive-material (designing the educational and material base of the pedagogical process). 2. Organizational activities involves the implementation of a system of actions aimed at including students in various types of activities, creating a team and organizing joint activities. 3. Communication activities is aimed at establishing pedagogically appropriate relationships between the teacher and students, other school teachers, representatives of the public, and parents. Research by a number of scientists (Yu.K. Babansky, V.A. Slastenin, A.I. Shcherbakov, etc.) shows that the following are manifested in the educational process: interconnected components(functions): diagnostic - studying students, establishing their level of development and education; prognostic - determining the direction of the educational goal, and specific tasks at each stage of educational work, predicting its results; structural and design - selection and organization of content educational information, which must be learned by students, designing their own future activities and behavior; organizational - involving students in the intended educational work and stimulating their activity; informational - transfer of information; communicative-stimulating - the teacher’s influence on students, the ability to establish and maintain friendly relations with them, encourage them by example to be active in educational, cognitive, labor, artistic and aesthetic activities; perceptual the function is associated with penetration into the inner world of a person; analytical-evaluative - analysis of the progress of training and education, identifying their positive aspects and shortcomings; research requires the teacher to have a scientific approach to pedagogical phenomena, mastery of heuristic search skills and methods of scientific and pedagogical research, including analysis of their own experience and the experience of other teachers; coordination - as a result of which the coordination of the activities of both children and teachers, administration, parents, etc. is carried out. All components, or functional types, of activities are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills. According to V.A. Slastenina, pedagogical skill – this is a set of sequentially unfolding actions, some of which can be automated (skills), based on theoretical knowledge and aimed at solving the problems of developing a harmonious personality. 4 groups: 1. Ability to “translate” the content of objective pedagogical reality, the objective process of education in specific pedagogical tasks, i.e., the study (diagnosis) of the individual and the team, the identification of priority educational, educational and developmental tasks. 2. Ability to build and implement a logically complete pedagogical system(from planning educational tasks, selecting the content of the educational process to choosing the forms, methods and means of its organization). 3. Ability to highlight and install relationships between various components and factors of education, bring them into action; create conditions, ensure connections between the school and the environment; 4. The ability to take into account and evaluate the results of teaching activities, i.e. to implement introspection And analysis educational process, and the results of the teacher’s activities, as well as determine the next set of priority pedagogical tasks. A.K. Markova identifies 9 groups of pedagogical skills: 1st group: the ability to see a problem in a pedagogical situation and formulate it in the form of a pedagogical task: the ability, when setting a pedagogical task, to focus on the student as an active developing accomplice of the educational program; study and transform pedagogical situations, flexibly rearrange pedagogical goals and objectives as the pedagogical situation changes, etc. 2nd group Pedagogical skills consist of 3 subgroups: “what to teach,” “who to teach,” and “how to teach.” Group 3: the ability to use psychological and pedagogical knowledge and advanced pedagogical experience; record, record the process and results of your work; make plans for the development of your teaching activities, etc. Group 4: techniques for setting communicative tasks, the most important of which are creating conditions for psychological safety in communication and realizing the internal reserves of a communication partner. Group 5: techniques that help achieve high levels of communication: understand the position of the other; read your internal state based on the nuances of behavior; mastery of non-verbal means of communication; Maintain equal relationships with all students; support feedback and etc. Group 6: the ability to maintain a stable professional position as a teacher, realize and develop one’s abilities, carry out creative search, etc. Group 7: the ability to understand one's perspective professional development; determine the features of your individual style; strengthen your strengths, eliminate your weaknesses, etc. Group 8: the ability to determine the characteristics of students’ knowledge at the beginning and end of the school year, the state of their activity, the reasons for the lag; stimulate readiness for self-learning. 9 group: assessing the state of education and educational ability of students, creating conditions for stimulating underdeveloped personality traits of individual students. The given groups of pedagogical skills correspond to five aspects of a teacher's work:: the first 3 groups are defined as psychological and pedagogical and correlate with pedagogical activities, 4 and 5 groups - various manifestations of communication, 6 and 7 groups are necessary for self-expression and personality development of the teacher himself, 8 and 9 groups characterize the ability to diagnose the level of training and education of students. Activity style - sustainable system ways, techniques, manifested in different conditions of its existence. Styles of pedagogical activity, first of all, are differentiated into 3 general styles: authoritarian, democratic and liberal (permissive), filled with pedagogical content (according to A.K. Markova). The most complete idea of the styles of teaching activity was proposed by A.K. Markova and A.Ya. Nikonova, who distinguish 4 styles: emotional-im
provisional, emotional-methodical, reasoning-improvisational, reasoning-methodical
10. Methods of psychological and pedagogical research. The basis of any study is the methodological approach of its author. There are 3 levels of methodology: 1. Philosophical - this is the most general approach to research. This level is based on the material doctrine of dialectics as a universal method of cognition. 2. General scientific – these are approaches characteristic of a number of sciences ( systems approach). 3. Competitive scientific approach - for a separate science ( personal approach in pedagogy and psychology). 4. Krysko identifies level 4 - methodological approach - the methodology of a separate study. Methodology involves defining a research methodology - this is a set of research methods. Method– is a way of activity aimed at achieving a goal. Methods are selected in accordance with the purpose and objectives of the study. Target– this is the anticipated result of D!. Tasks– these are elements, steps towards achieving a goal. There are different classifications of methods: I 1. theoretical - analysis, synthesis, comparisons, classification, generalization, etc. 2. empirical - these are methods that allow you to obtain scientific material practical, experimental way: observation, experiment, conversation, survey, product analysis D! and etc. II Psychological methods (B.G. Ananyev): 1. Organizational methods: longitudinal - this is a long-term sequential study of the same object; The cross-sectional method is a one-time study of different objects; complex – specialists from different sciences participate in the study. 2. Empirical: observation, experiment, testing, analysis of D! products, biographical method. 3. Methods for processing research results: quantitative processing ( statistical methods) – calculation of the arithmetic mean value, % of a number, calculation of δ, Student’s criterion, etc.; high-quality processing– involve identifying patterns, features, trends, etc. 4. Methods for interpreting the received material: establishing horizontal connections between factors, establishing vertical connections between factors.
12. Modern education system in Russia. Soviet period history of our country under the system primary education understood as a set of educational and upbringing institutions organized by the state. In those years, there was a unified network of state educational institutions. It was built on the following principles: equality of all citizens of the country, compulsory education for all, freedom to choose the language of instruction, free education, unity of public education systems in different republics, continuity of all types of institutions, connection between training and education, scientific nature of education, humanistic the nature of education, co-education of boys and girls, the secular nature of education. These principles were legislatively enshrined in the document: the fundamentals of the legislation of the USSR union republics on public education (1973). The primary education system included: preschool education, general secondary, vocational, specialized secondary, higher education. In 1996 The text of the new Russian law on education was approved. It highlighted the following principles: the humanistic nature of education, the unity of the spheres of cultural and educational space, universal accessibility, the secular nature of education, freedom and pluralism, the democratic state-public character of education. The pedagogical education system is a combination of: 1. State educational standards for teacher education and corresponding educational programs. 2. licensed educational institutions, regardless of their organizational and legal norms (state and non-state). 3. scientific, design, cultural and educational institutions and organizations leading Scientific research, ensuring the development and functioning of teacher education. 4. pedagogical education authorities. The legislation of the Russian Federation includes the following articles of the Constitution of the Russian Federation. The production system is a set of interacting programs and state standards various levels and orientation, the network of institutions implementing them, regardless of their organizational and legal forms, types and types, educational authorities and institutions and organizations subordinate to them. The education system is united by the provision of continuity of state educational standards at various levels. State educational standards establish the content of the federal and national-regional components of the structure. The Federal Component establishes a mandatory minimum content of basic educational programs, a maximum volume study load, as well as requirements for the level of training of school graduates. The “Law on Education” defines the concept of an educational program as “the content of certain levels and orientation.” The programs are divided into: general education (basic, additional) and professional (basic and additional). General education is aimed at creating a general culture of the individual and adapting it to life in society. IN educational programs There are 4 levels: preschool, primary general, general basic, full general. Professional programs are focused on young people receiving primary, secondary and higher vocational education.
The teaching profession is distinguished from a number of others primarily by the way of thinking of its representatives, a heightened sense of duty and responsibility. Its main difference is that it belongs to both the class of transformative and the class of management professions at the same time. Having the formation and transformation of personality as the goal of his activity, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world. The main content of the teaching profession is relationships with people. The leading task of the teacher is to understand social goals and direct the efforts of other people to achieve them.
A peculiarity of the teaching profession in comparison with other specialties is that the object of its activity is characterized by exceptional dynamism, complexity and diversity of its manifestations. Therefore, the profession requires the teacher to have special knowledge, skills and abilities in any field. And as a leader, he must know well and represent the activities of the students whose development process he leads. Thus, the teaching profession requires dual training: human science and special.
The functions (responsibilities, purposes) of a teacher are varied, but among them three main ones can be distinguished: teaching, educational and social-pedagogical. The teacher first of all teaches, i.e. helps children master generalized human experience, knowledge, as well as ways of acquiring it, techniques and methods academic work. The formation of a child’s personality occurs during the learning process and in extracurricular activities. Organization educational process, the child’s communication with the teacher, the latter’s personality, educational work - all this contributes to the formation of certain personality traits of the student, the development of his individuality, i.e. the educational function is implemented.
It should be noted that in the traditions of the Russian intelligentsia, the teacher never limited his activities only to official boundaries. A Russian teacher is an educator, a social activist. Participation in numerous school and social events, informal communication with one’s students, leadership of clubs or sections - this is, as a rule, a public voluntary activity, i.e. fulfillment of social and pedagogical functions.
One of the features of the teaching profession is the huge dependence of labor results on the personality of the teacher. On this occasion, Konstantin Dmitrievich Ushinsky wrote that personality is formed by personality, character is formed by character. The personality of the teacher, his individual qualities are projected onto hundreds of his students. This applies to both the strengths and weaknesses of a teacher.
Characteristic feature The work of a teacher is the need to constantly work on oneself, grow, and move forward. Stagnation and complacency are contraindicated for a teacher.
A feature of the teaching profession is that teaching activities are carried out during the interaction between teacher and student. The nature of this interaction is determined primarily by the teacher. The optimal type of such interaction is cooperation, which assumes the position of equal, mutually respecting partners.
And about one more feature of pedagogical work: a teacher is a profession of eternal youth. Despite his age, he lives in the interests of the younger generation, communication with whom gives him the opportunity to remain spiritually young throughout his life.
Pedagogical activity may be unprofessional. Parents can be called a child's first teachers. Zh.Zh. also spoke about this. Rousseau: “The education of a person begins with his birth; before speaking, before hearing, he is already learning. Experience precedes lessons.”
Children borrow their first experience from their parents, from older people who surround them in the family. Family education can and should be considered pedagogical activity. But this activity is not professional. Even if the parents have Teacher Education and work in educational systems, they do not always adhere to certain requirements of the teaching profession in the family. Although, of course, in this case, parents-teachers have certain advantages in teaching and raising their children in the family circle over those who have not come into contact with pedagogical science and pedagogical culture in their lives. However life examples confirm the idea that both pedagogical knowledge and consciously set goals of training and education, conscious activity achieving them does not yet provide a guarantee of the successful formation of the child’s personality. IN family education as an example of unprofessional pedagogical activity, apparently more important than all knowledge and pedagogical rules is the desire of parents to know and understand their children, the formation trusting relationships and spiritual closeness with them.
However, there are examples of professional teaching activities in the family. It's about about home teachers, tutors, tutors.
But professionally, a teacher works mainly in special educational institutions.
What is the teaching profession, the professional activity of a teacher?
The teaching profession is a type of work activity that requires certain training (intellectual, moral, ethical, psychophysical), carried out mainly in educational institutions.
Pedagogical professions include: teacher preschool, teacher, social educator, additional education teacher, coach, teacher in professional higher and secondary educational institutions. Typically these professions are divided into specialties, by which is meant a limited (due to the division of labor within the profession) type of activity. Thus, in the most widespread teaching profession - teaching - there is a large number of specialties: teacher primary classes, mathematicians, foreign languages etc.
The number of teaching professions and specialties is constantly growing. In the last decade, the specialties of social pedagogue and educational psychologist have emerged, dual specialties have appeared (mathematics and physics, mathematics and computer science, etc.), the profession of a tutor has been revived, and the profession of a tutor (home teacher) has received its legal status.
In the developing education system, two seemingly opposite trends are emerging: strengthening narrow specialization And integration professional and pedagogical activities. Mastering integrated specialties ensures high-quality professional training for a teacher, allows him to make wider use of opportunities for the implementation of interdisciplinary connections, and more thoroughly establish contacts with students.
What are the main features of professional teaching activity? She wears deliberate, goal-oriented nature. In contrast to family education and upbringing, which are organically connected with family life, professional pedagogical activity is separated from the daily life of the child:
It is carried out by a special person who has the knowledge, skills and abilities necessary for this activity;
For its implementation, there are certain forms (classroom-lesson system);
This activity pursues certain goals: to form a system of knowledge, skills and abilities, to develop the child’s abilities, his interests, thinking, memory, attention, etc.; develop a system of relationships to the surrounding reality, moral and ethical values, cultivate his personality;
Goals determine the content of training, upbringing, education;
The student also understands the “special,” socially significant, serious nature of this activity, which determines his relationship with the teacher. He enters into a business, official, regulated relationship with the teacher;
The results of teaching activities, especially teaching as part of it, are monitored and evaluated. The main evaluation criterion is the quality of knowledge, skills and abilities. It is quite difficult to monitor and evaluate the results of upbringing, since the educational impact is exerted by the entire environment of the student, moreover, the results of educational impact do not have clear criteria, they are delayed in time, and can manifest themselves as an aftereffect;
A highly professional teacher cannot limit himself to strictly regulated professional activities; he uses a wide variety of, but invariably pedagogical, influences on the student - confidential conversations, advice, support, help, etc. In other words, pedagogical activity cannot only be formal character.
Professional activity teacher has its own clearly expressed specificity, determined by its social purpose and meaning. It is produced not in the material, but in the spiritual sphere of social life. If, for example, a turner or a builder commits defects in their work, society will lose some of its material assets; these losses are reparable. It is difficult to correct a teacher’s mistakes; they negatively affect people’s destinies. No matter how pathetic these words sound, the future of our society is laid in school classrooms.
One of the features of the teaching profession is the dependence of labor results on teacher personality (in this respect it is similar to the profession of an artist). The personality of the teacher is, as it were, projected onto his students (just as the personality of an actor is projected onto the audience). This applies to both its advantages and disadvantages. The teacher is not only subject pedagogical activity, but also its means. K.D. Ushinsky emphasized that personality is formed by personality, character is formed by character.
The teaching profession is creative nature (and in this regard it can be compared to the acting profession). Despite the fact that the teacher bases his work on psychological and pedagogical theory, in which the patterns and principles, norms and rules of pedagogical activity are clearly defined, he must apply theoretical principles creatively. Lessons and extracurricular activities require a creative approach to their organization in accordance with the characteristics of the students and the circumstances in which they find themselves together with the teacher. Pedagogical situations cannot be standard; they require a creative solution. Therefore, in terms of creative potential, the profession of a teacher is on a par with the professions of an artist, sculptor, and actor.
A characteristic feature of a teacher’s work is high level of employment. A teacher’s great workload is associated with the need to constantly work on oneself, improve one’s knowledge, and grow as a person. Pedagogical activity is a complex phenomenon; its effective implementation requires a variety of skills (diagnostic, design, organizational, communicative, didactic, suggestive, etc.). Their development and implementation also require a large investment of time, spiritual and physical strength.
Pedagogical work is labor-intensive and unregulated in time. Sometimes it is difficult to determine when a teacher’s working day begins and ends. The teacher is watching a play or the program “Time”... What is it - work or rest? Probably both. In the process of comprehending something new, there is an accumulation of knowledge, impressions, feelings that can play a role in work important role, become the basis for solving a variety of pedagogical situations. And an effective lesson conducted at a high creative level can give the teacher a boost of psychological and physical vigor, which a person receives as a result of active recreation.
The peculiarity of pedagogical work is that it is carried out in the course of interaction between teacher and student. The nature of this interaction is determined by the teacher. The optimal style of pedagogical communication is cooperation with students, which implies a position equal, mutually respectful partners of the pedagogical process.
There is another important feature of teaching work. It provides a unique opportunity to avoid senility (no one can avoid aging, but you can grow old spiritually at 20 - 30 years old, and you can maintain vigor of body and spirit well into your 70s). A true teacher lives in the interests of young people; communication with them gives him a chance to feel young. This inner feeling largely determines how a person looks externally. Pedagogical observations allow us to assert that teachers who have realized themselves in the profession, even in adulthood (even in old age), are distinguished by good health, a youthful look, smartness, cheerfulness and special energy.
To summarize what has been said, let us generalize that the features of teaching work include:
Its implementation is in the spiritual, not the material sphere of social production;
Big social significance, high public responsibility;
The creative nature of the teacher’s activity;
Labor intensity and high level of employment associated with the need to perform various types of teaching activities and constantly work on oneself, on one’s education, and personal growth;
Focus on other people;
Constant communication with young people.
Features of the teaching profession.
A person’s belonging to a particular profession is manifested in the characteristics of his activities and way of thinking. According to the classification proposed by E. A. Klimov, the teaching profession belongs to the group of professions whose subject is another person. But the teaching profession is distinguished from many others primarily by the way of thinking of its representatives, a heightened sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out as a separate group. Its main difference from other professions of the “person-to-person” type is that it belongs to both the class of transformative and the class of management professions at the same time. Having the formation and transformation of personality as the goal of his activity, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.
In the teaching profession, the leading task is to understand social goals and direct the efforts of other people to achieve them.
The peculiarity of training and education as an activity of social management is that it has, as it were, a double subject of labor. On the one hand, its main content is relationships with people: if a leader (and a teacher is one) does not have proper relationships with those people whom he leads or whom he convinces, then the most important thing in his activities is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in some area (depending on who or what he supervises). A teacher, like any other leader, must know well and imagine the activities of the students whose development process he leads. Thus, the teaching profession requires dual training - human science and special.
Functions of the teacher.
A teacher (teacher, lecturer, mentor, master) is a person who has special training and is professionally engaged in teaching activities.
Pedagogical function – direction of application prescribed to the teacher professional knowledge and skills.
The main directions of application of pedagogical efforts are training, education, upbringing, development and formation of students.
The main function of a teacher is to manage the processes of learning, education, development, and formation.
1. Pedagogical functions performed by teachers at the preparatory stage of each project (cycle) of educational activities.
Goal setting. The goal is the key result of pedagogical activity; it ideally anticipates and directs the movement of the common work of the teacher and his students towards their common result.
Diagnostic function. Managing the learning process is based primarily on student knowledge. Without knowledge of the physical and mental development schoolchildren, the level of their mental and moral education, the conditions of classroom and other education, etc., it is impossible to achieve either the correct setting of a goal or the choice of means to achieve it. The teacher must be fluent in predictive methods of analyzing pedagogical situations.
Prognostic function. It is expressed in the teacher’s ability to foresee the results of his activities in the existing specific conditions and, based on this, determine the strategy of his activities, assess the possibilities of obtaining a pedagogical product of a given quantity and quality.
The projective (design) function consists in constructing a model of the upcoming activity, choosing methods and means that allow achieving the goal under given conditions and at a set time, identifying specific stages of achieving the goal, forming specific tasks for each of them, determining the types and forms of evaluation of the results obtained and etc.
Planning function. The diagnosis, prognosis, and project are the basis for developing a plan of educational activities, the preparation of which completes the preparatory stage of the pedagogical process.
2. At the stage of implementing intentions, the teacher performs informational, organizational, evaluative, control and corrective functions.
The organizational (organizational) activity of the teacher is mainly related to the involvement of students in the intended work, cooperation with them in achieving the intended goal.
Information function. The teacher is the main source of information for students.
Control, evaluation and correction functions, sometimes combined in one, are necessary for the teacher, first of all, to create effective incentives, thanks to which the process will develop and the intended changes will occur in it.
The collected information allows you to adjust the process, introduce effective incentives, and use effective means.
3. At the final stage of the pedagogical process, the teacher performs an analytical function, the main content of which is the analysis of the completed case.
In addition to his direct professional functions, the teacher performs social, civil, and family functions.
The humanistic and creative nature of the teaching profession.
But the humane goal of pedagogical activity very often turns out to be its opposite in real pedagogical practice, when a teacher, who is aimed at the child’s future, forgets about his present and believes that any means can be used that allow him to achieve a certain goal. A child directed to the future also has his own actual, momentary needs. A. Maslow, who is one of the founders of the humanistic trend in pedagogy and psychology, believed that the actual, basic human needs, in addition to physiological ones, include: the need for security, the need for belonging and love, the need for recognition, the need for self-actualization.
The humanistic nature of pedagogical work calls on the teacher to “move with his tasks, concerns and life towards the life of the child so that they, these lives, coincide with each other”, so that the child is not only ready for life, but also lives fully, solving your problems and satisfying your current needs. And this is primarily determined by the teacher himself. That is, the humanistic nature of pedagogical work is manifested only in the humane activities of the teacher himself, in his pedagogical position, in the means and methods that he uses to carry out his activities.
The humanistic potential of pedagogical activity lies in creating opportunities for development and personal growth the teacher himself, satisfying his basic needs.
The creative nature of the teaching profession.
Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of a teacher’s work can be correctly assessed only by determining the level of his creative attitude towards his activities. The level of creativity in a teacher’s activities reflects the degree to which he uses his capabilities to achieve his goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher’s creativity does not have as its goal the creation of a socially valuable new, original, since its product always remains the development of the individual. Of course, a creative teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.
The creative potential of a teacher’s personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, abilities and skills that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem through creative imagination and thought experiment, is able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who work conscientiously and constantly strive to improve their professional qualifications, expand their knowledge and study the experience of the best schools and teachers.
The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all its aspects: planning, organization, implementation and analysis of results.
In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Addressing the solution of an innumerable set of standard and non-standard problems, the teacher, like any researcher, organizes his activities in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.
However, the creative nature of pedagogical activity cannot be reduced only to the solution of pedagogical problems, because in creative activity the cognitive, emotional-volitional and motivational-need components of the personality are manifested in unity. Nevertheless, solving specially selected tasks aimed at developing any structural components of creative thinking (goal-setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumerating options, classification and evaluation, etc.) is the main factor and the most important condition for the development of the creative potential of the teacher’s personality.
The experience of creative activity does not introduce fundamentally new knowledge and skills into the content of teacher professional training. But this does not mean that creativity cannot be taught. It is possible, by ensuring constant intellectual activity of future teachers and specific creative cognitive motivation, which acts as a regulating factor in the processes of solving pedagogical problems
These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, identifying their components, identifying the rational basis of certain decisions and recommendations.
Great teachers of the past about the activities of a teacher.
All nations and at all times have had outstanding teachers. Thus, the Chinese called Confucius (VI - V centuries BC) a great teacher. One of the legends about this thinker describes his conversation with a student: “This country is vast and densely populated. What does it lack, teacher?” - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich her?” - asks the student. "Teach her!" - exclaims the teacher.
Czech humanist teacher J.A. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. He compared the teacher with a gardener who lovingly grows a plant in the garden, with an architect who carefully builds knowledge into every corner of a human being, with a sculptor who carefully hews and polishes the minds and souls of people. The methods, principles, and forms of teaching he proposed, such as the classroom-lesson system, became the basis of pedagogical theory. His main work "Great Didactics", published in Amsterdam in 1654. - one of the first scientific and pedagogical books.
Unlike Ya.A. Comenius, the English philosopher and educator John Locke focused his main efforts on the theory of education. In his main work, “Thoughts on Education,” he sets out his views on the education of a gentleman - a self-confident person who combines broad education with business qualities, grace of manners with firmness of moral convictions.
I.F. Herbart is a major controversial figure in the history of pedagogy. In addition to significant theoretical generalizations in the field of educational psychology and didactics, he is known for his works that became the theoretical basis for discriminatory restrictions in the education of the broad masses of workers.
The desire to serve the future characterized progressive teachers of all times. Thus, a famous teacher and figure in the field of education of the mid-19th century. A.V. Disterweg, who was called the teacher of German teachers, put forward a universal goal of education: service to truth, goodness, beauty. “In every individual, in every nation, a way of thinking called humanity must be brought up: this is the desire for noble universal goals.” In realizing this goal, he believed, a special role belongs to the teacher, who is a living example for the student. He studied important problems, but most of all, he studied the contradictions inherent in all pedagogical phenomena. His personality earns him respect, spiritual strength and spiritual influence.
Education for the sake of the child’s happiness - this is the humanistic meaning of V.A.’s pedagogical activity. Sukhomlinsky. Without faith in a child, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and upbringing, in his opinion, are untenable. The basis for a teacher’s success, he believed, was the spiritual wealth and generosity of his soul, well-mannered feelings and a high level of general emotional culture, and the ability to delve deeply into the essence of a pedagogical phenomenon. The primary task of the teacher, he noted, is to discover the creator in every person, to put him on the path of original creative, intellectually fulfilling work.
K.D. brought world fame to Russian pedagogy. Ushinsky. They were asked to make work a full-fledged educational tool. The textbooks he created have had a circulation unprecedented in history. For example, “native word” was published 187 times. His legacy consists of 11 volumes, and his pedagogical works still have scientific value today. In Ushinsky’s youthful diary, the goal of his life is formulated: “to do as much good as possible for my fatherland.” He achieved his goal.
