Thus, pedagogical creativity- this is the process of self-realization of individual, psychological, intellectual strengths and abilities of the teacher’s personality.
Due to the nature of their professional activities, a vocational school teacher combines scientific and pedagogical creativity.
Criteria for the formation of professional and pedagogical culture
A criterion is a sign on the basis of which an assessment or judgment is made.
The criteria for professional pedagogical culture are determined based on a systemic understanding of culture, the identification of its structural and functional components, the interpretation of culture as a process and result of the creative development and creation of pedagogical values, technologies in the professional and creative self-realization of the teacher’s personality.
I.F. Isaev identifies four levels of formation of professional pedagogical culture: adaptive, reproductive, heuristic, creative.
Adaptive level professional pedagogical culture is characterized by an unstable attitude of the teacher to pedagogical reality. He defined the goals and objectives of pedagogical activity in general terms. The teacher is indifferent to psychological and pedagogical knowledge; there is no system of knowledge and no readiness to use it in specific pedagogical situations. Professional and pedagogical activities are built according to a pre-established scheme without the use of creativity. Teachers at this level are not active in terms of professional and pedagogical self-improvement; advanced training is carried out as necessary, or is rejected altogether.
Reproductive level presupposes a tendency towards a stable value attitude towards pedagogical reality: the teacher values the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relationships between participants in the pedagogical process, and has a higher index of satisfaction with teaching activities. At this level of development of professional pedagogical culture, the teacher successfully solves constructive and prognostic problems that involve goal setting and planning of professional actions.
Teachers, like other professionals, vary in level of pedagogical culture– varying degrees of compliance with the requirements of teaching activities. A.M. Stolyarenko identifies four levels of pedagogical culture:
- highest professional– he has the characteristics of the pedagogical culture described in paragraph 1.5.2 of this topic that the teacher has;
- average professional– cultural indicators are close to those characteristic of the highest level, but still differ from it in many ways;
- low (beginner) professional– typical for beginning teachers who have received preliminary pedagogical training (education); this level is usually observed in the first three years of work;
- pre-professional It is characterized by the presence of ideas about what a lesson is and how to conduct it, which is only gleaned from personal experience of teaching in secondary and higher schools. This knowledge is empirical, unsystematized, philistine, having numerous gaps, inaccuracies and even errors; they are similar to the knowledge of a modern lover of detective films, who believes that he knows how an investigator, operative, judge, lawyer works, and believes that he himself could work in their place. But with such knowledge (they are typical for practitioners who go to work in schools without pedagogical retraining), it is impossible to carry out full-fledged teaching activities and often reach the heights of pedagogical culture even after 10–20 years of teaching.
In accordance with the degree of awareness, structure, and stability of the teacher’s professional position, N.M. Borytko identifies five levels of formation of pedagogical culture.
First level- “non-humanitarian”. The teacher considers his main function to be the transfer of knowledge, abilities, skills, profession, etc. He does not create or design its educational effect. In interaction with children, he uses predominantly role-based forms of behavior, chosen due to spontaneously formed ideas about role functions.
Second level- “normative”. This is a type of instruction follower. The structure of his position is dominated by the norms of pedagogical activity, which he accepts for execution without thinking about his own attitude towards them. The trends in his pedagogical interaction with children are rather determined by his own human qualities, which he perceives as a manifestation of his incompetence and lack of training in the field of pedagogical activity. Even being committed to humanitarian views in principle, such a teacher can be authoritarian in his professional activities.
Third level– “technological”. This is a teacher who is passionate about searching for pedagogical technologies, and in fact, new forms of organizing training and education. He is fascinated by the variability of communication; in self-analysis the phrases “the children liked it” are often heard. The attitude of children to his activities is significant for him, although for the most part it only encourages him to search for “new developments.” He thinks of humanitarianization at the level of individual situations included in the pedagogical process, and not at the level of the teacher’s style of activity. Recognition of diversity in his activities appears naturally, but only as a departure from routine.
Fourth level– “systemic ». At this level, the teacher strives to create a system of his interactions with students. Here the pedagogical situation is analyzed and the optimal style of teaching activity is selected. Forms of educational work are perceived only as “blanks”, “building material” for establishing optimal relationships with children based on pedagogical goals. For the teacher, it becomes important not only the diversity of children’s positions, but also the different meanings of their participation in pedagogical interaction. Recognition of diversity serves as a starting point for the mutual development of children and the teacher himself.
Fifth level– “conceptual”. The teacher includes educational interactions in the sphere of not only professional, but also his life development. He feels a conscious need for discussion forms of work, recognizing the opinions of students as valuable in themselves. Suppression in teaching work for him becomes only an extreme disciplinary measure. The main style of his activity is mutual respect and mutual development of positions.
The professional culture of a teacher in the process of its formation and development goes through a natural sequence of qualitatively different states (levels), which determine the style of professional activity, behavior and communication.
The sequence of these levels as qualitative states of a teacher’s professional existence reveals the logic of the process of formation of his professional culture.
As the main mechanism for its development in a teacher, many researchers name the teacher’s professional self-determination, his choice of his own position, goals and means of self-realization in the specific circumstances of professional activity; as the main mechanism for a person to gain and manifest inner freedom. Self-determination in a profession is the search and finding of one’s meaning in it, one’s measure of being, one’s attitude to truth, which are ultimately embodied in pedagogical acts; the acquisition of professional freedom and dignity speaks of a formed professional culture. The feeling of professional freedom when implementing conceptual ideas comes with the opportunity to choose a specific plan of action, build an original structure of methods, your own system of educational work, develop an individual form of implementing educational relations, and the logic of the pedagogical process.
32.Principles of rational organization of mental work and educational activities;
Independent work, being the most important means of education, should be built based on the scientific organization of mental work, which requires compliance with the following principles:
Determine your capabilities, know your positive sides and shortcomings, the characteristics of your memory, attention, thinking, will, etc.
Find the most suitable methods of independent work for yourself and constantly improve them.
When starting work, establish its goal (why am I working, what should I achieve in my work).
Outline a work plan and work, adhering to this plan (what and when should I complete).
Carry out self-monitoring and self-examination during work.
Be able to create a favorable environment for your work and improve it.
Comply with mental work hygiene requirements.
To master the skills of scientific organization of mental work, it is recommended the following operating rules:
Work systematically, not occasionally, preferably at the same time of day.
Do not wait for a favorable mood, but create it through the efforts of your will.
At the beginning of work, always check what was done on the subject being studied the previous time. If a connection is established between new material and old, then the new material becomes more accessible, better understood and assimilated.
Study with concentration, attentively, thinking only about work, with the firm intention to understand, assimilate, and consolidate the necessary knowledge.
Strive to develop interest even in uninteresting but necessary work. The mistake is made by those students who work well, with a desire only for their favorite subject, neglecting other disciplines.
Spend more time on complex material, don’t bypass difficulties, try to overcome them on your own.
It is important to see practical meaning in the acquired knowledge and try to understand how this knowledge will help in future professional activities. While studying at a university, it is necessary to develop a desire for continuous self-improvement and self-education, an internal need for the constant acquisition of knowledge.
A first-year student should understand that in order to master theory and acquire skills, he has a limited number of hours of classroom training and an unlimited number of hours of independent work, limited by the curriculum.
An extremely important factor in successful educational activities is rational organization of the workplace.
To organize independent studies, you must choose a quiet room (for example, a library reading room, classroom, office, etc.) so that there are no loud conversations and other distractions. Such conditions should be organized at home or in a dorm room.
You should prepare and arrange all the materials and supplies needed for work on the table in strict order. This order must be constant so that everything you need can be used easily, without fuss. The light from the electric lamp should not blind the eyes: it should fall from above or to the left, so that the book or notebook is not covered by the shadow of the head. Proper lighting of the workplace reduces fatigue of the visual centers and promotes concentration at work. A book or notebook should be placed at the distance of best vision (25 cm), and reading while lying down should be avoided.
Lidiya Myasnikova
General and professional culture of the teacher
General and professional culture of the teacher
Modern society confronts teachers, educators and parents the task of raising a highly educated and well-mannered young man. Formation culture Behavior is one of the most pressing and complex problems that must be solved by everyone involved with children. Interest in this topic is due to the fact that the educational influence of the family and the Russian national culture in education.
Culture behavior helps a person communicate with others, provides him with emotional well-being and comfortable empathy. Be cultural, educated is not the property of a select circle of people. Becoming a harmonious person, being able to behave with dignity in any environment is the right and responsibility of every person.
Term « culture» - Latin origin, originally meaning cultivation of the soil (cultivation) . Currently culture is used in a more generalized sense, although there is no single approach to understanding the essence no culture.
Culture in a general sense, it is understood as a historically determined level of development of society, creative powers and abilities of a person, expressed in the types and forms of organization of people’s lives and activities, in their relationships, as well as in the material and spiritual values they create.
Culture in a narrow sense, it acts as a sphere of people’s spiritual life, a way for them to realize professional and other activities.
Essence culture is determined by the ways of carrying out life activities, therefore, varieties are distinguished crops related to various spheres of human activities: communication, consumption, leisure, everyday life, etc.
Culture in its material and spiritual forms is an essential characteristic of the life of society. A person is formed in the process of his activity as culturally-a historical being through the acquisition of language, familiarization with values, traditions, etc. Thus, a person is a product, representative and carrier culture.
General culture of the teacher– this is the result of personal development, the development of socially significant personal characteristics realized in his professional activity. In the content of the general teacher culture there are several components: environmental culture(characterizing the relationship between a person and the environment); legal, communication, economic, etc. culture.
Pedagogical culture- part of the universal human culture, in which the spiritual and material values of education and upbringing, methods of creative pedagogical activity, containing the achievements of different historical eras and necessary for the socialization of the individual.
Material values pedagogical culture- These are means of teaching and education. Spiritual values pedagogical culture is pedagogical knowledge, theories, concepts accumulated by humanity pedagogical experience and developed professional - ethical standards. Pedagogical culture based on general culture and taking into account the specifics of the activity teacher is part of the universal human culture.
Pedagogical culture– mastery level pedagogical theory and practice, modern pedagogical technologies, ways of creative self-regulation of individual capabilities in pedagogical activity.
E. V. Bondarevskaya among the components pedagogical culture highlights:
Humanistic teacher culture in relation to children and his ability to be an educator;
Psychological pedagogical competence and developed pedagogical thinking;
Education in the subject taught and proficiency pedagogical technologies;
Experience in creative activity, ability to justify one’s own pedagogical activity as a system (didactic, educational, methodological, the ability to develop an original educational project;
- culture of professional behavior, methods of self-development, the ability to self-regulate one’s own activities and communication.
Professional and pedagogical culture can be presented in the form of a model, the constituent components of which are axiological, technological, personal and creative (I. F. Isaev, V. A. Slastenin, E. N. Shiyanov, etc.).
Axiological component pedagogical culture is based on the philosophical doctrine of material, cultural, spiritual, moral and psychological values of the individual, team, society, their relationship with reality, their changes in the process of historical development.
Axiological component professional culture contains the acceptance of such values pedagogical work, How:
- professional pedagogical knowledge(psychological, historical- pedagogical, knowledge of the characteristics of childhood, legal culture, etc. d.) and worldview (beliefs, interests, preferences, value orientations in the field of education);
- culture of knowledge work(scientific organization of work, taking into account biorhythms, reading culture, culture of thinking, etc.. d.);
Freedom of personality for all participants pedagogical process, respect for the child’s personality, adherence to the norms of general and pedagogical ethics, etc.. d.
Technological component pedagogical culture- this is an activity component, methods and techniques of interaction between participants in the educational process, communication culture, usage pedagogical technology, information and educational technologies.
Personal and creative component pedagogical culture understood as creative nature pedagogical activity of the teacher, expressed in individual creative development teacher and children, in a combination of algorithmization and creativity techniques, in the ability teacher to improvisation, to assimilate other people's experience through creative rethinking, processing and its organic inclusion in one's own practice; manifests itself in the self-realization of essential forces teacher - his needs, abilities, interests, talents.
Important place in cultural training of teachers takes his introduction to modern household culture, basic rules of etiquette and the most important moral categories; knowledge of the rules of official etiquette (principles of conducting business conversations, culture of teacher appearance, physical culture.
Bibliography
Bondarevskoy E.V. – Rostov n/ D: RGPU, 1995. – 170 p.
Isaev I. F. Professional and pedagogical culture of the teacher. M.: Publishing Center "Academy", 2002. - 208 p.
Slastenin, V. A. Pedagogy: textbook manual for higher students ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V. A. Slastenina. – M.: Publishing center "Academy", 2002. – 576 p.
Shiyanov, E. N. Personality development in training: textbook / E. N.
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A criterion is a sign on the basis of which an assessment or judgment is made.
Objective criteria determine how well the teacher meets the requirements of the chosen profession. The category of objective criteria includes high labor productivity, quantity and quality, reliability of the labor product, achievement of a certain status in the profession, and the ability to solve various problems of training and education.
Subjective criteria: to what extent the profession of a teacher meets the requirements of a person, his motives, inclinations, how much a person is satisfied with work in this profession, a stable professional and pedagogical orientation, an understanding of the value foundations of the profession, the totality of the necessary professional and psychological qualities of the individual, etc.
Performance criteria: whether the teacher achieves the results desired by society today in pedagogical work. The priority results of a teacher’s work are qualitative changes, shifts, “incrementations” in the mental (mental and personal) development of students. The teacher needs to know the development indicators of schoolchildren, be able to diagnose their current and potential levels, the zone of proximal development and self-development of students, etc.
Procedural criteria: does the teacher use socially acceptable methods, techniques and technologies to achieve his results? Of great importance is how the teacher worked, what professional knowledge and skills he used, personal psychological qualities (pedagogical thinking, pedagogical sympathy), what the psychological price of the result is in the form of effort and time spent by the student and teacher, etc.
Regulatory criteria: has the teacher mastered the norms and rules of the chosen profession and is able to reproduce its high standards at the level of mastery. Possession of standards of professional activity and communication developed in science and tested in practice.
Individually variable criteria are manifested in a person’s desire to individualize his work, to self-realize his needs in it, to show his originality in it, to develop himself through the means of his profession. Pedagogical individuality, as a rule, develops as a result of hard work on oneself, the ability to diagnose oneself, determine one’s strengths and weaknesses from the point of view of the mental development of schoolchildren.
Availability criteria: whether the teacher has reached a sufficiently high level of professionalism. The teacher has a current, current level and personal resources for professional development.
Prognostic criteria: does the specialist have job prospects, his zone of proximal development, is he ready to accept the professional experience of other people, does he show professional openness.
Creative criteria: does the teacher strive to go beyond the boundaries of his profession, transform its experience, and enrich it with his personal creative contribution. The combination of professional openness, learning ability and independence of creative searches is important for pedagogical professionalism.
Criteria for social activity and competitiveness: whether the teacher knows how to interest society in the results of his work, enter into competitive relations in the market of educational services.
Criteria for professional commitment: whether the teacher knows how to respect the honor and dignity of the teaching profession. Lack of isolation, corporatism, and opposition of the teaching profession to others.
Levels of formation of professional and pedagogical culture:
Adaptive level professional pedagogical culture is characterized by an unstable attitude of the teacher to pedagogical reality. He defined the goals and objectives of pedagogical activity in general terms. The teacher is indifferent to psychological and pedagogical knowledge; there is no system of knowledge and no readiness to use it in specific pedagogical situations. Professional and pedagogical activities are built according to a pre-established scheme without the use of creativity. Teachers at this level are not active in terms of professional and pedagogical self-improvement; advanced training is carried out as necessary, or is rejected altogether.
Reproductive level presupposes a tendency towards a stable value attitude towards pedagogical reality: the teacher values the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relationships between participants in the pedagogical process, and has a higher index of satisfaction with teaching activities. At this level of development of professional pedagogical culture, the teacher successfully solves constructive and prognostic problems that involve goal setting and planning of professional actions. Creative activity is limited to productive activity, but elements of searching for new solutions already arise in standard pedagogical situations. The pedagogical orientation of needs, interests and inclinations is formed. The teacher is aware of the need for advanced training.
Heuristic level manifestations of professional pedagogical culture are characterized by greater focus and stability of the paths and methods of professional activity. At this level of professional and pedagogical culture, changes occur in the structure of the technological component; The skills to solve evaluation-informational and correctional-regulatory problems are at a high level of development. The activities of teachers are associated with constant search; they highlight new technologies of training and education, and are ready to share their experience with others. The proposed forms of advanced training are selective; they master the basic methods of cognition and analysis of their own personality and activities.
Creative level characterized by a high degree of effectiveness in teaching activities, mobility of psychological and pedagogical knowledge, and the establishment of relationships of cooperation and co-creation with students and colleagues. The positive-emotional orientation of the teacher’s activity stimulates the sustainable transformative, actively creative and self-creative activity of the individual. Analytical and reflective skills are of paramount importance. Technology readiness is at a high level, and all components of technology readiness are highly correlated. Pedagogical improvisation, pedagogical intuition, and imagination occupy an important place in the activities of a teacher and contribute to the solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs. Teachers are interested in various ways to improve teaching skills and pedagogical culture. Often they themselves become the initiators of advanced training, willingly share their experience and actively adopt the experience of their colleagues; they are distinguished by the desire to improve.
Professional is a specialist who has mastered high levels of professional activity, consciously changes and develops himself in the course of professional activity, makes his individual and creative contribution to the profession, has found his purpose, stimulates public interest in the results of his professional activity and increases the prestige of his profession in society .
U level of professionalism in hierarchy from lowest to highest:
1. PRE-PROFESSIONALISM– A person works, but as a beginner, an amateur, without mastering the norms and rules of the profession, without achieving high creative results. Every person usually goes through this stage, but some people can linger at this stage for a very long time.
2. PROFESSIONALISM– Here a person consistently masters the qualities of a professional. A person masters the norms and rules of the profession and first performs work according to a model, according to instructions in the course of performing work, then acquires a specialty and qualification. Further, as the motivational sphere and goal setting develop, a person consciously chooses and formulates the goals of his professional activity. Having mastered the norms of the profession, a person begins to achieve fairly high results in it, begins to recognize himself in the profession, asserts himself in the profession, and develops himself through the means of the profession. A person turns into a subject of activity.
3. SUPER PROFESSIONALISM(highest professionalism) - this level characterizes professional activity in its highest bloom (acme), the highest level of achieving creative results. A person, at this stage, turns from a subject of activity into a creator, innovator, super-professional, into a highly qualified professional. At this stage, a person goes beyond the boundaries of the profession - it is creatively enriched with his personal contribution. In some cases, at this stage, mastery of other close, related professions occurs, which makes a person a professional - a generalist.
4. UNPROFESSIONALISM(pseudo-professionalism) – this level does not coincide with the level of pre-professionalism, when a person does not have the personality, knowledge and skills necessary for a professional. At the level of pseudo-professionalism, a person exhibits quite active externally determined activity, but at the same time, various deformations are observed: a person performs ineffective activities that do not meet the requirements of the profession, or allows externally active work activity, replacing the lack of professionalism with it, or fixates his whole life on work, reduces all his personal time (space) to his professional one, or the person proceeds from incorrect, flawed personal guidelines (pursuing goals of a narrowly personal individual nature to the detriment of other people).
5. POST-PROFESSIONALISM– all people who live to retirement age go through this stage. At this stage, a person may simply turn out to be a “professional in the past,” or he may remain a consultant, advisor, mentor, expert, sharing his professional experience, experience of achievements and problem solving, eliminating mistakes, failures, etc.
At the level of professionalism, the following can be distinguished: intermediate stages :
1. Stage of adaptation of a person to a profession – initial familiarization and assimilation of the norms of the profession, necessary techniques, techniques, technologies of the profession.
2. Stage of self-actualization of a person in the profession – a person’s awareness of his capabilities to fulfill professional standards, the beginning of self-development of the employee’s personality through the means of the profession, awareness of his individual capabilities for performing professional activities, the development of positive personality traits, the establishment of an individual work style.
Individual activity style is influenced by:
§ Temperament;
§ Education, training and good manners;
§ Level of culture;
§ Attitude to professional activity;
§ Character traits;
§ Ability to forecast;
§ Organizational skills, etc.
3. The stage of a person’s fluency in a profession, manifested in the form of mastery , harmonization of a person with a profession, here the development of high standards takes place, the reproduction at a good level of previously created methodological recommendations, developments, and instructions.
The main functions of advanced training are as follows:
Diagnostic, provides for the determination of inclinations and abilities, identifying the level of their preparedness and individual psychological characteristics in order to ensure the effectiveness of advanced training;
Compensatory, is associated with the elimination of gaps in education caused by the lack of knowledge by teachers of general technical and special subjects and industrial training masters in the process of their vocational education, with the obsolescence of previously acquired knowledge, with the need for deeper mastery of subject-related professional and pedagogical knowledge and skills;
Professional culture of a modern teacher
“A teacher is only able to actually educate and educate as long as he himself works on his own upbringing and education.”
A. Diesterweg
In the modern educational process, the issue of providing conditions for the development of a child’s personal growth comes to the fore. This is due to the need to integrate the individual into society as a creative individual, capable of mastering spiritual values and forming a specific selective orientation associated with the expansion of subjective meanings. Throughout preschool childhood, one of the main “authors” of the development of a child’s personality is the teacher.
Constant communication with the child is the most important job function of a teacher. The teacher must be able to give age-appropriate answers to many questions. The life of children in a preschool institution depends on how correctly and how quickly the teacher finds an approach to each child and is able to organize it, whether the children will be calm, affectionate, and sociable or whether they will grow up restless, wary, and withdrawn.
The most important characteristic and prerequisite for the effectiveness of educational activities is the professional pedagogical culture of the teacher and educator. Its main purpose is to contribute to the improvement of the educational process and the growth of its productivity.
The professional culture of a teacher is the most important part of the general culture of a teacher, which consists in the system of his personal and professional qualities, as well as the specifics of his professional activity. In order to determine the essence of the concept of “professional culture of a teacher,” it is advisable to consider such concepts as “professional culture” and “pedagogical culture.”
Professional culture is a certain degree of a person’s mastery of techniques and methods for solving professional problems.
Pedagogical culture is “an essential part of universal human culture, in which the spiritual and material values, as well as the methods of creative pedagogical activity of people, necessary for humanity to serve the historical process of generational change and socialization (growing up, formation) of the individual, are imprinted to the greatest extent.
Pedagogical cultureteacher (educator) is a general characteristic of his personality that reflects the ability to persistently and successfully carry out educational activities in combination with effective interaction with students and pupils. Without such a culture, teaching practice turns out to be paralyzed and ineffective.
Pedagogical culture is considered as an important part of the general culture of the teacher, manifested in the system of professional qualities and the specifics of professional activity. This is an integrative quality of the personality of a professional teacher, a condition and prerequisites for effective pedagogical activity, a generalized indicator of a teacher’s professional competence and the goal of professional self-improvement. Thus, the content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions.
Structural components of professional pedagogical culture of a teacher (educator)
I. F. Isaev identifies the following structural components of professional pedagogical culture:
- value-based
- cognitive,
- innovative and technological
- personal and creative.
Value component- The main pedagogical values of the teacher (educator) are:
- human: the child as the main pedagogical value and a teacher capable of his development, cooperation with him, social protection of his personality, help and support of his individuality, creative potential;
- spiritual: the total pedagogical experience of humanity, reflected in pedagogical theories and methods of pedagogical thinking, aimed at shaping the child’s personality;
- practical: methods of practical pedagogical activity, proven by the practice of the educational system, pedagogical technologies that include students in various types of activities;
- personal: pedagogical abilities, individual characteristics of the teacher’s personality as a subject of pedagogical culture, the pedagogical process and his own life creativity, contributing to the creation of personal and humane interaction.
Cognitive component -The basis of the professional activity of a teacher (educator) is knowledge of the age and individual psychological and pedagogical characteristics of the development of preschool children. Taking them into account, the teacher plans further work: organizes play activities, independent, educational, constructive, visual, etc. Knowledge of age characteristics is necessary when using forms, methods and techniques of working with children: the teacher takes into account the patterns of development of the cognitive abilities of children of different ages.
The teacher must clearly know the conceptual foundations of the organization of the educational process in a preschool institution, the main directions of development of the institution. The teacher uses this knowledge when drawing up a program, calendar-thematic and long-term plans for working with children in different age groups.
Innovative and technological component -Pedagogical innovative activity is associated with transformation, improvement of the educational process, with the introduction of new, stable elements. The teacher must be able to navigate the diverse flow of psychological, dialogical and methodological information, be able to use various media, and master the means of information technology; be able to work with information using these means to meet personal and social needs. The teacher must be humanistically oriented towards the development of the child’s personality through various means. The development of the cognitive component contributes to the development of modern means, forms, methods and technologies for carrying out pedagogical activities.
Personal and creative component -The personal-creative component reflects the creative beginning of the teacher’s personality. Pedagogical creativity requires the teacher to have such personal qualities as initiative, individual freedom, independence and responsibility, willingness to take risks, and independence of judgment. It becomes obvious that pedagogical culture is the sphere of creative application and implementation of an individual’s pedagogical ability. In pedagogical values, a person objectifies his individual strengths and mediates the process of appropriating moral, aesthetic, legal and other relations, i.e. influencing others, creates himself, determines his own development, realizing himself in activity.
Pedagogical creativitycharacterized by the introduction of certain methodological modifications into educational activities, the rationalization of methods and techniques of teaching and upbringing without any disruption of the pedagogical process. Pedagogical creativity also contains certain elements of novelty, but most often this novelty is associated not so much with the promotion of new ideas and principles of teaching and upbringing, but with a modification of the methods of teaching and educational work, their certain modernization.
The culture of a teacher (educator) performs a number of functions, including:
- transfer of knowledge, skills and abilities, formation of a worldview on this basis;
- development of intellectual powers and abilities, emotional-volitional and effective-practical spheres of his psyche;
- ensuring that students consciously acquire moral principles and behavior skills in society;
- formation of an aesthetic attitude to reality;
- strengthening the health of children, developing their physical strength and abilities.
Pedagogical culture presupposes the presence of:
- pedagogical orientation in the personality of the teacher (educator),reflecting his predisposition to educational activities and the ability to achieve significant and high results in its course;
- broad outlook, psychological and pedagogical erudition and competence of the teacher (educator),those. his professional qualities that allow him to understand educational activities quite well and effectively;
- a set of personal qualities of a teacher (educator) that are important in educational work,those. such characteristics as love for people, the desire to respect their personal dignity, integrity in action and behavior, high performance, self-control, calmness and determination;
- the ability to combine educational work with the search for ways to improve it,allowing the teacher to constantly improve in his own activities and improve the educational work itself;
- harmony of developed intellectual and organizational qualities of the teacher (educator),those. a special combination of high intellectual and cognitive characteristics formed in him (development of all forms and ways of thinking, breadth of imagination, etc.), organizational qualities (ability to encourage people to act, influence them, unite them, etc.) and ability demonstrate these characteristics for the benefit of the organization and to increase the effectiveness of educational activities;
- pedagogical skill of the teacher (educator),involving the synthesis of highly developed pedagogical thinking, professional pedagogical knowledge, skills, abilities and emotional-volitional means of expressiveness, which, in conjunction with the highly developed personality traits of teachers and educators, will allow them to effectively solve educational problems.
Pedagogical excellencerepresents an important aspect of professional culture. Its content includes psychological and pedagogical erudition ( Erudition is a stock of modern knowledge that the teacher flexibly applies when solving pedagogical problems. A good teacher has a broad outlook.He can not only answer any question related to his subject, but also tell many other interesting things not related to his direct activities. To develop erudition, a teacher needs to read a lot, watch popular science programs, follow the news), developed professional abilities (professional vigilance, optimistic forecasting, organizational skills, mobility, adequate reactions, pedagogical intuition), mastery of pedagogical techniques (a system of techniques for the teacher’s personal influence on a group of students and an individual).
The main characteristics of master teachers are considered to be the ability to present complex problems in an accessible form, to captivate everyone by example, to direct active activity towards the creative search for new knowledge; the ability to observe, analyze the life of students, the reasons for this or that action, facts and phenomena affecting the development of personality; the ability to transform the achievements of advanced pedagogical experience in relation to the specific conditions of organizing the educational space, taking into account the characteristics of one’s own style of professional activity.
Pedagogical excellence is also defined as the search for new methods and forms of solving a countless number of pedagogical problems with a high degree of success. The skill of a teacher is a synthesis of theoretical knowledge and practical skills.
Thus, pedagogical skill:
This is a complex of personal and professional qualities of a teacher associated with the personal experience of teaching work, where certain means of professional activity are accumulated and honed;
This art of teaching and upbringing is accessible to every teacher, but requires constant improvement;
This is the professional ability to direct all types of educational work towards the comprehensive development of children, including their worldview and abilities,
An important component of pedagogical skill is pedagogical technique. From the point of view of I.A. Zyazyun, pedagogical technique is a set of professional skills that contribute to the harmony of the internal content of the teacher’s activity and its external manifestation.
Pedagogical technique- this is a set of skills that allow the teacher to see, hear and feel his students.
Pedagogical technology also has a developmental impact on personality traits.
Mastering pedagogical techniques allows you to quickly and accurately find the right word, intonation, look, gesture, as well as maintain calm and the ability to think clearly and analyze in the most acute and unexpected pedagogical situations. In the process of mastering pedagogical techniques, the moral and aesthetic positions of the teacher are most fully revealed, reflecting the level of general and professional culture, the potential of his personality.
Pedagogical technology is:
Be able to manage yourself – social-perceptual abilities (attention, observation, imagination); managing your emotions and mood; expressiveness of facial expressions and gestures; technique and culture of speech.
Be able to manage others – when organizing educational activities; when organizing routine moments; when communicating; when controlling discipline, etc.
Be able to cooperate - be able to correctly understand, influence, and protect the child; be able to recognize a person and understand him; be able to interact; be able to present information.
Thus, for successful teaching activities, the teacher must master pedagogical technology and know its components.
One of the main components of pedagogical culture is the culture of speech. The most important thing for a teacher is the ability to communicate with both children and their parents. The profession of a teacher belongs to the “person-to-person” type. Without the ability to correctly express one’s thoughts and formulate them correctly, there can be no talk of achieving success in teaching.
A culture of speech - this is speech skill, the ability to choose a stylistically appropriate option, to express an idea expressively and intelligibly.
The speech of a teacher, like any cultural person, must meet the following requirements:
Competent speech, which requires compliance with the grammatical, stylistic and spelling norms of the Russian language.
Expressiveness – the teacher must be able to speak with expression and correctly formulate statements intonationally. Monotony in the presentation of the material is eliminated.
Volume. The teacher needs to speak at a volume that is optimal for this group of children. You shouldn't speak quietly, but you shouldn't shout either.
- Richness of speech. Characterized by the use of synonyms, proverbs and sayings, phraseological units.
The teacher's attitude towards the student.
The teacher’s speech must ensure the fulfillment of the tasks of teaching and raising children, therefore, in addition to general cultural ones, professional and pedagogical requirements are also imposed on it. The teacher bears social responsibility for the content, quality of his speech, and for its consequences. That is why the teacher’s speech is considered as an important element of his pedagogical skill.
A teacher is always an example for students. How successfully he can teach and educate children depends not only on his knowledge, but also on the level of pedagogical culture.
The personality of a teacher (educator) is formed, manifested and changed in the process of his professional pedagogical activity.
Pedagogical activity --This is a special type of social activity aimed at transferring accumulated human knowledge, experience, culture from older generations to younger ones and creating conditions for their personal development and preparation for performing certain social roles and functions in society.
Pedagogical activity represents the educational and educational influence of the teacher on the student, with the goal of the personal and intellectual development of the child, which willprofessional:
- If the activity is deliberate,
- If it is carried out by a person who has the necessary knowledge to implement it,
- If pedagogical activity is purposeful.
To carry out pedagogical activities, a teacher must have: knowledge, skills, abilities, personal qualities, experience, education, motivation, i.e. have pprofessional competence– this is an integral characteristic that determines the teacher’s ability to solve professional problems and typical professional tasks that arise in real situations of professional pedagogical activity.
Tasks of pedagogical competence: seeing the child in the pedagogical process, designing and organizing the pedagogical process, creating a developmental environment, designing and implementing professional self-education.
The structure of a teacher’s professional competence includes three types of competence:
- key (necessary for any professional activity),
- basic (reflect the specifics of a certain professional activity),
- special (reflect the specifics of a specific area of professional activity). Acquiring competence means mastering all its types.
Like any type of activity, the activity of a teacher has its own structure:
- motivation,
- pedagogical goals and objectives(a task in an activity represents a goal in certain conditions - the goals of society, goals in the education system, goals of the school),
- subject of pedagogical activity(organization of educational activities),
- pedagogical means(knowledge – scientific, technical, computer,..),
- ways to solve problems(explanation, demonstration, collaboration),
- product (individual experience formed by the student) and result
- pedagogical activity(child development: his personal improvement; intellectual improvement; his formation as an individual, as a subject of educational activity).
All structural components of professional competence are aimed at the practical activities of a preschool teacher in the form of skills to resolve specific pedagogical situations.
Pedagogical goal setting- the teacher’s need to plan his work, readiness to change tasks depending on the pedagogical situation.
The sources of goal setting are: the pedagogical request of society; child; teacher
Goal setting in pedagogy includes three main components:
1) justification and setting of goals;
2) determining ways to achieve them;
3) forecasting the expected result.
The following factors influence the development of educational goals:
The needs of children, parents, teachers, educational institutions, social environment, society as a whole;
Socio-economic conditions and conditions of the educational institution;
Features of the student body, individual and age characteristics of students.
Pedagogical goal setting includes the following stages:
1) diagnostics of the educational process, analysis of the results of previous activities;
2) modeling by the teacher of educational goals and objectives;
3) organization of collective goal setting;
4) clarifying goals and objectives, making adjustments, drawing up a program of pedagogical actions.
In pedagogy, goal setting is characterized as a three-component education, which includes:
a) justification and setting of goals;
b) determining ways to achieve them;
c) designing the expected result.
Goal setting inpedagogy – a conscious process of identifying and setting goals and objectives of pedagogical activity.
Pedagogical activity is joint, not individual. It is joint because In the pedagogical process there are always two active parties: the teacher and the child. And pedagogical activity is built according to the laws of communication. In pedagogical activity, communication acquires a functional and professionally significant character; it serves as a tool for influencing the student’s personality.Pedagogical communication- an integral system (techniques and skills) of socio-psychological interaction between the teacher and students, containing the exchange of information, educational influences and the organization of relationships using communicative means.
The effectiveness of pedagogical communication depends on the teacher’s ability to take into account the age and individual characteristics of children. I.A. Zazyun identifies a number of techniques that should be used by teachers when communicating with students:
Showing attention and respect;
Pedagogical tact;
Interest;
Kindness;
Care;
Support;
Positive attitude.
In the process of interaction with children, the teacher uses both direct and indirect influences. Usually underdirect impacts are understood, which are directly addressed to the pupil, one way or another, relate to his behavior, relationships (explanation, demonstration, instruction, approval, censure, etc.). Indirect influences are considered to be influences through other persons, through the appropriate organization of joint activities, etc. The most effective in working with preschool children are indirect influences, primarily influences through play and playful communication. By entering into playful communication, the teacher gets the opportunity to manage children’s activities, their development, regulate relationships, and resolve conflicts in an economical way, without unnecessary pressure or moralizing. Properly organized pedagogical communication creates the most favorable conditions for the development of children's creative activity
Modern society confronts teachers with the task of raising a highly educated and well-mannered young man. Formationculture of behavior- one of the urgent and complex problems that must be solved by everyone involved in children.
A culture of behavior helps a person communicate with others, provides him with emotional well-being and comfortable empathy. Being cultured and educated is not the property of a select circle of people. Becoming a harmonious person, being able to behave with dignity in any environment is the right and responsibility of every person.For a teacher, a culture of behavior is one of the mandatory elements of his professional culture. In addition to the fact that good manners and culture are an indicator of a teacher’s personal culture, it is also his responsibility - in the process of educational work, he must pass on the acquired knowledge and skills to his students.
One of the aspects of pedagogical culture is the spiritual culture of the teacher. A teacher is, first of all, a person who is professionally significant to the extent that he is involved in the spiritual values developed by humanity, and in which he is able to introduce other people to these values.
The value system adopted by the teacher determines his personal and professional position and is manifested in ethical and psychologicalinstallations. Among them, the most important are the following:
attitude towards students:an orientation toward understanding, empathy, relative independence and independence of students, toward identifying the creative potential of each student;
attitude towards organizing collective activities:a commitment to the development of democratic self-government, to collective creativity, to the creation of common affairs not only within the walls of an educational institution, but also outside it, including at home, to observe the traditions and norms of collective life;
teacher's attitude towards himself:attitude towards interest in successful educational work, orientation on professional and personal growth and self-analysis.
So: pedagogical culture is a number of qualities and skills that a teacher must have in order to successfully conduct his teaching activities. A teacher must constantly improve and work on himself, constantly improve his culture.Pedagogical culture is the basis of pedagogical excellence. A teacher is a person of high culture, its bearer; he educates and creates the culture of the next generation. A child, when communicating with a teacher-master, does not notice that he is being raised and taught: he just wants to meet again and again with an interesting, kind and wise person - the Teacher.
