Characteristics of the professional and pedagogical activity of a teacher of vocational training.

We will present the professional knowledge necessary for the implementation of pedagogical activity.

Pedagogical activity is a professional activity

the activity of the teacher, in which, with the help of various means of influencing students, the tasks of their education and upbringing are solved.

There are different types of pedagogical activity: teaching, educational, organizational, propaganda, managerial, consulting and diagnostic, self-education activities. All these activities have some common structure and at the same time originality.

The psychologically complete structure of activity always includes: firstly, a motivational-orienting link, when a person orients himself in a new environment, sets goals and objectives for himself, he has motives; this is the stage of readiness for activity; secondly, the central, executive link, where a person performs actions - that for the sake of which the activity was started; thirdly, the control and evaluation link, where a person mentally turns back and establishes for himself whether he solved the tasks that he himself set using the available means and methods. Accordingly, psychologically holistic pedagogical activity has three components:

1) teacher setting pedagogical goals and objectives;

2) the choice and use of means of influencing students;

3) control and evaluation by the teacher of their own pedagogical influences (pedagogical introspection).

The full implementation of pedagogical activity by a teacher involves the implementation (expanded and at a sufficiently high level) of all its components: independent setting of pedagogical goals and objectives; possession of a wide range of impact on students; constant self-monitoring of the progress and condition of their pedagogical activity. If one of the components of pedagogical activity is not sufficiently developed, then we can talk about the deformation of pedagogical activity: for example, if a teacher does not set pedagogical goals on his own, but basically takes them ready-made from methodological developments, then he acts as a performer, and not the subject of his pedagogical activity, which, of course, reduces the efficiency of its work.

All types of pedagogical activity (teaching, educational, etc.) have the named structure, although the content of each of the components will be different.

Consider the individual components of pedagogical activity.

Pedagogical goals and objectives. Tasks are goals set under certain conditions, that is, this concept is more specific than the concept of goals. The essence of pedagogical activity is that the teacher sets himself

pedagogical goals and objectives, drawing them from pedagogical situations, and then transforming them into students' tasks, which should stimulate their activity and, ultimately, cause positive changes in their mental development.

What general features of pedagogical tasks are important for the teacher not to miss?

1. It is known that the task in its most general form is a system that necessarily includes: the subject of the task, which is in the initial state, and the model of the required state of the subject of the task. Accordingly, in the teacher's work, the pedagogical task should include a description of mental development before the influence of the teacher (the subject of the pedagogical task) and desired changes in the mental development of students (the model of the required state). This means that it is important for the teacher to have a clear idea of ​​the state of mental development of students by the beginning of training and the changes that it is desirable to cause in the psyche of students by the end of a certain stage of training. Meanwhile, it is known that pedagogical tasks are sometimes set by the teacher, proceeding from the logic of the deployment of educational material (what topic should be covered), and not from an analysis of the possibilities and prospects for the development of students.

2. The setting of a pedagogical task by a teacher should always take into account the student as an active equal participant in the educational process, having his own logic of behavior. Almost always, the pedagogical task of the teacher undergoes “additional definition” on the part of the student, depending on his motivation, level of claims, or “redefinition”, i.e., the replacement of the teacher’s task with another, but his own (V. V. Davydov, V. V. Repkin, G. A. Ball, E. I. Mashbits). It is important to accept these processes of active acceptance and processing by students of the tasks of the teacher as a real fact of changing the pedagogical task in the mind of the student, depending on his capabilities, and not to consider this as a disobedience of the student to the requirements of the teacher. By the way, this process is aggravated by the fact that the student is in the process of constant change and development of the level of his claims and capabilities, so he can react differently to the same task of the teacher at the beginning and at the end of the school year.

3. The solution of pedagogical problems requires the teacher to take immediate action in the pedagogical situation, and the result of the solution is delayed in time, which makes it difficult to control the success of solving the tasks, but does not make it impossible in principle.

4. The teacher always deals with a hierarchy of pedagogical tasks. Some of them (they are called global, initial, strategic) are set before the teacher by society in its social order, these tasks are solved by all teachers (for example, to educate a young person as a citizen, worker, subject of continuous self-education, etc.). Another group of pedagogical tasks is also given to the teacher from the outside by the content of the subject, the type of educational institution (these are phased, tactical tasks). And finally, ultimately, the task depends on the specific contingent of students in a given class and is determined by the teacher himself (operational pedagogical tasks).

The competence of the teacher is not to miss the general pedagogical tasks and skillfully specify them depending on the conditions. In addition, the teacher deals with pedagogical tasks aimed at different aspects of the mental development of students (educational, developing, educational). The teacher's professionalism here also consists in not losing all these tasks, although in practice it is easier for a teacher to set teaching tasks than developing and educational ones. This is due to the fact that when setting learning tasks, it is enough to know your subject, and when setting a developmental task, you must be able to operate with indicators of the mental development of students and be able to identify their state in students. In the following sections, we will give examples of developing and learning tasks to enrich the reader's stock of them.

The setting of pedagogical goals and objectives by the teacher requires an analysis of the pedagogical situation. The pedagogical situation is a set of conditions in which the teacher sets pedagogical goals and objectives, makes and implements pedagogical decisions (any situation becomes pedagogical if it sets the tasks of teaching and educating). In psychology, there are two approaches to the analysis of the situation. According to the first approach, the situation is a set of external conditions that does not include the person himself and does not depend on him. With regard to the teacher, this means that the pedagogical situation exists, as it were, independently of him, and he only encounters it in his work. According to the second approach, the situation includes both external circumstances and the person himself, who influences the situation with his presence. Then it turns out that any pedagogical situation is somehow determined by the teacher himself (his previous influences on the students) and the students (their reactions).

The pedagogical situation as a whole is a product of the active interaction of a number of external conditions (for example, class occupancy, the presence of weak students in the class) and behavior.

of all its participants. Therefore, it is important for the teacher to perceive the pedagogical situation not only as an inevitable reality, to which it remains only to adapt, but also to have a more active position in it, to approach it from the point of view of the possibility of changing it through the interaction of participants, which is an indicator of the pedagogical maturity of the teacher.

There are also planned pedagogical situations (for example, a problematic lesson, educational activities) and unpredictable, calm and conflict, constant and episodic. The number of unexpected situations in the teacher's work is generally quite large.

The solution of pedagogical problems goes through several stages (Yu.N. Kulyutkin, G.S. Sukhobskaya): the analytical stage (analysis and assessment of the current situation and the formulation of the problem itself to be solved); a constructive stage, at which methods for solving the task are planned, taking into account both the content of the educational material and the activities and development of students, it is planned what types of activities students are involved in; the executive stage, where the teacher implements his actions in interaction with the students.

Thus, pedagogical activity does not begin with a goal, but with an initial analysis of the pedagogical situation. It is important for the teacher to carry out all stages of solving the pedagogical problem: determining the goal of his actions for the mental development of students, anticipating the expected result of the deployment of appropriate learning situations, choosing and implementing actions, and evaluating the outcome of the work. It is in the course of the analysis and comprehension of the pedagogical situation that the teacher determines the pedagogical tasks from the point of view of the mental development of students.

The fulfillment by the teacher of all links in the solution of the pedagogical task without missing any of them means the implementation of a full cycle of pedagogical activity. The cycle of pedagogical activity is defined as a relatively closed stage in pedagogical activity, starting with the setting of tasks and ending with their solution. A distinction is made between a macrocycle (a long-term cycle, for example, guiding an adult student's self-education) and a microcycle (a short-term one, for example, studying a particular topic). Cycles by the number of tasks and by time may not coincide. The implementation of pedagogical activity in the full composition of its cycles is one of the indicators of the teacher's professionalism.

Implementation by the teacher of pedagogical activity in

In the above understanding, it means his possession of pedagogical technology as a preliminary design of the educational process, taking into account the prospects for the development and activities of the students themselves, and subsequent control, primarily from the point of view of achieving these tasks. This means that planning and solving pedagogical problems comes from the student, i.e., it is determined by the goals of the mental development of students in this class, who have specific characteristics and capabilities (3).

These are the features of pedagogical goals and objectives that make up the first component of pedagogical activity.

Pedagogical influence of the teacher on the student. Three groups of such influences can be distinguished:

1) selection, processing and transfer by the teacher of the content of educational material (let's call it the influence group "what to teach");

2) the study of the available opportunities of students and new levels of their mental development (the group of influence "whom to teach");

3) selection and application of methods, forms, means of influence and their combinations (group of influence "how to teach").

Common to all influences is that they are all means of controlling the mental development of schoolchildren on the part of the teacher.

Below we systematize all pedagogical actions, the skills of a teacher in pedagogical activity. But first, let us dwell on the psychological difficulties that a teacher may encounter here.

1. When selecting the content of educational material (the group of influences “what to teach”), it is important for the teacher to present it not only as a list and set of knowledge to be mastered (what needs to be mastered), but also as those types of activities that must be performed by the student to master these knowledge (how to learn), including learning tasks for the students themselves, increasingly complex systems of actions, etc.

Unfortunately, in textbooks this logic of the psychological approach has not yet been implemented sufficiently (a welcome exception is the inclusion in school curricula of sections of educational skills that at least partially orient teachers not only to what should be mastered by students, but also how to master, with the help of what action). This is connected with the teacher's understanding of the difference between the logic of science and the logic of the subject: the subject is not a direct projection of science, precisely because it includes the characteristics of students' activities in mastering the system.

scientific concepts (how to motivate them to master them, how to ensure active actions with educational material, how to teach schoolchildren to test themselves, etc.); depending on this, the composition and order of assimilation of scientific concepts may change.

2. When a teacher masters the means of studying students (the group of influences “whom to teach”), it is important to take into account that it is undesirable to reduce the psychological study of students to the diagnosis of their individual mental functions (thinking, memory, speech, etc.). Modern psychology has long moved away from the so-called "functional approach" and understanding of a person as a sum of functions (memory, thinking, etc.) and turns to the study of a person as a whole, as a subject of activity, personality, individuality.

The subject of special attention of the teacher should also be the prognosis, perspective, zone of proximal development of students (L. S. Vygotsky), and not just the current level of development. According to B. G. Ananiev, adapting to the individual characteristics of students existing at the moment, the teacher loses the prospect of the child's development. Therefore, when studying schoolchildren, it is important to pay attention not only to the results of the student's work, but also to the ways in which they are obtained; not only to a successful solution, but also to the nature of the student's difficulties; not only revealing the level of development of the child, but also the peculiarities of the transition of the student from one level to another. When studying students, it is also important not to proceed from worldly stereotypes and not to ascribe to other people their own traits.

3. When applying the means of influence associated with the choice of his methods, forms (the group of influences “how to teach”), from a psychological point of view, the most important is the teacher’s willingness to see and use several methodological ways to solve the same pedagogical problem, i.e. possession of the so-called "variable technique". A teacher's broad view of possible approaches to learning allows him to more freely and reasonably choose options that are optimal for specific learning conditions. If the choice of strategy is made correctly, then the so-called “pedagogical resonance” sets in: the efforts of the teacher are combined with the efforts of the students, and the effect of learning increases dramatically.

Pedagogical introspection of the teacher. The desire for constant and constructive self-evaluation characterizes the mature pedagogical activity of the teacher. It is determined by the very essence of the teacher's work: a person will not be able to understand the motives and feelings of another person if he

cannot understand himself. In the practice of the school, on the contrary, there is a reluctance of the teacher to analyze his work, the inability of the teacher to determine its strengths and weaknesses, which hinders the design of his future pedagogical activity, its improvement. At school, it is necessary to find such forms of stimulation of the teacher's pedagogical introspection, in which the focus on conscious professional self-improvement would be encouraged and positively assessed.

Let us now describe the teacher's pedagogical skills, which are objectively necessary for mastering pedagogical activity. They make up three large groups of skills related to setting goals and organizing the situation, the use of pedagogical methods of influence, the use of pedagogical introspection, respectively.

The first group of pedagogical skills: the ability to see a problem in a pedagogical situation and formulate it in the form of pedagogical tasks; the ability, when setting a pedagogical task, to focus on the student as an active developing partner in the educational process, having his own motives and goals; the ability to study and transform the pedagogical situation; the ability to concretize pedagogical tasks into phased and operational ones, to make the optimal pedagogical decision in conditions of uncertainty, to flexibly rebuild pedagogical goals and objectives as the pedagogical situation changes; the ability to get out of difficult pedagogical situations with dignity; the ability to foresee close and long-term results of solving pedagogical problems, etc.

The second group of pedagogical skills consists of three subgroups. Subgroup "what to teach": the ability to work with the content of educational material (awareness in new concepts and teaching technologies, the ability to highlight the key ideas of the subject, update the subject through the use of concepts, terms, discussions in the relevant field of science); the ability to pedagogically interpret information from newspapers and magazines; the formation of general educational and special skills and abilities in schoolchildren, the implementation of interdisciplinary communications, etc.

Subgroup "whom to teach": the ability to study in students the state of individual mental functions (memory, thinking, attention, speech, etc.) and the integral characteristics of the types of activities (educational, labor), learning and upbringing of schoolchildren, to study the real learning opportunities of schoolchildren, to distinguish between academic performance and personal qualities

students; the ability to identify not only the current level, but also the zone of proximal development of students, the conditions for their transition from one level of development to another, to anticipate possible and take into account typical difficulties of students; the ability to proceed from the motivation of the students themselves when planning and organizing the educational process; the ability to design and form in schoolchildren the levels of activity that they lack; the ability of the teacher to expand the field for self-organization of students; the ability to work with both weak and gifted children, building individual programs for them.

Subgroup "how to teach": the ability to select and apply a combination of methods and forms of training and education, to take into account the expenditure of time and energy of students and teachers; the ability to compare and generalize pedagogical situations, transfer pedagogical techniques to other situations and combine them, apply a differentiated and individual approach to students, organize their independent learning activities; the ability to find several ways to solve one pedagogical problem, to have a variable pedagogical solution.

The third group of pedagogical skills: the ability to use psychological and pedagogical knowledge and awareness in the current state of psychology and pedagogy, advanced pedagogical experience; the ability to time, fix, register the process and results of their work; the ability to correlate the difficulties of students with shortcomings in their work; the ability to see the strengths and weaknesses of their work, evaluate their individual style, analyze and generalize their experience, correlate it with the experience of other teachers; the ability to make plans for the development of their pedagogical activities, etc.

Priority in the listed groups of skills are psychological and pedagogical. Subject and methodological skills are derivatives, although, of course, the teacher must also master them.

The fulfillment of a number of pedagogical skills and the realization in the course of this of different relations between the teacher and the student lead to the formation of a number of professional positions in the teacher.

Mastering the methods of transferring the content of his educational material, the teacher acts in the position of a subject teacher. Selecting teaching methods - in the position of a methodologist. Studying students and oneself - in the position of a diagnostician and self-diagnostician. Setting yourself goals and objectives, predicting your further professional development - in the position of the subject of pedagogical

activities. Which of these positions is a priority for teaching work?

From a psychological point of view, these are the positions of a diagnostician, a self-diagnostician, a subject of pedagogical activity; it is they who determine the human-study orientation of pedagogical activity. The positions of a subject teacher and a methodologist are also derivative, arising from the former.

An important characteristic of pedagogical activity is the psychological qualities of the teacher himself. Let's list them.

Pedagogical erudition is a stock of modern knowledge that the teacher flexibly applies in solving pedagogical problems.

Pedagogical goal-setting is the teacher's need to plan his work, readiness to change tasks depending on the pedagogical situation. Pedagogical goal-setting is the teacher's ability to create a mixture of the goals of society and his own, and then offer them for acceptance and discussion by students.

In the course of the analysis of pedagogical situations, the pedagogical thinking of the teacher also unfolds as a process of revealing by him externally unspecified, hidden properties of pedagogical reality in the course of comparing and classifying situations, discovering causal relationships in them.

Of particular interest here is practical pedagogical thinking. This is an analysis of specific situations using theoretical patterns and making a pedagogical decision based on this. Practical thinking is always a preparation for the transformation of reality, aimed at making changes to it. Practical thinking is usually carried out under time pressure and has limited opportunities for testing assumptions.

A variant of practical pedagogical thinking is the teacher's diagnostic thinking - an analysis of the individual features of the child and linking them together, taking into account the prediction of personality development.

To analyze the teacher's thinking, it is important to compare its two types: analytical, discursive, deployed in time, having pronounced stages, as well as intuitive thinking, which is characterized by the speed of flow, the absence of clearly defined stages, and minimal awareness.

Pedagogical intuition is a quick, instantaneous adoption by the teacher of a pedagogical decision, taking into account the foresight of the further development of the situation without a detailed conscious analysis. If the teacher at later stages

can expand the rationale for this decision, then we can talk about intuition of a higher level; if he cannot explain his decision, then there is an empirical, worldly intuition. Practical thinking and worldly intuition can give good results, an example of which is folk pedagogy.

An intuitive way of pedagogical thinking is necessary for the teacher, because, as noted in the literature, the diversity and uniqueness of pedagogical situations, the limited time for searching and making decisions make accurate calculation impossible and intuitive anticipation of actions, pedagogical instinct is more accurate than logical calculations, replaces the teacher with logical reasoning, allows you to quickly see the correct solution.

An important feature of pedagogical thinking is pedagogical improvisation - finding an unexpected pedagogical solution and its instantaneous implementation, the coincidence of the processes of creation and application with their minimal gap.

The process of pedagogical improvisation consists of four stages. The first stage is pedagogical insight. In the course of a lesson or educational event, in response to a remark, question, act or when explaining new material, the teacher receives a push, an impulse from the inside, there is a flash that illuminates a new, unusual thought, idea. Such a moment of the arrival of a pedagogical idea, subject to its momentary implementation, is the beginning of improvisation. The second stage is an instant comprehension of the pedagogical idea and an instant choice of the way of its realization. At this stage, a decision is made: to be or not to be improvisation? The birth of an idea arises intuitively, and the path of its implementation is chosen intuitively and logically. The third stage is the public embodiment, or realization, of the pedagogical idea. Here the visible process of improvisation takes place, its visible, so to speak, surface part; right before the eyes of the audience (schoolchildren, teachers, parents) a subjectively or objectively new is born. This stage becomes central, the effectiveness of improvisation depends on it. No matter how brilliant ideas a teacher comes up with, no matter how many options he instantly calculates, they will not make much sense if he fails to publicly embody it in a pedagogically significant way. The fourth stage: comprehension, that is, an instant analysis of the process of translating a pedagogical idea, an instant decision to continue improvisation if a new idea is born along its course, or its completion with a smooth transition to the previously planned one. (23)

Psychological map of the state of the teacher's pedagogical activity (PD)

Continuation

In the course of the teacher's study of students and himself, a number of other professionally important psychological qualities are also improved.

Pedagogical observation, vigilance, pedagogical hearing - the teacher's understanding of the essence of the pedagogical situation by externally insignificant signs and details, penetration into the student's inner world by the subtle nuances of his behavior, the ability to read a person like a book by expressive movements.

Pedagogical optimism is the teacher's approach to the student with an optimistic hypothesis, with faith in his abilities, the reserves of his personality, the ability to see in each child something positive that you can rely on.

Pedagogical resourcefulness is the ability to flexibly rebuild a difficult pedagogical situation, to give it a positive emotional tone, a positive and constructive orientation.

Pedagogical foresight, forecasting - the ability to anticipate the behavior and reaction of students before the beginning or before the end of the pedagogical situation, to foresee them and their own difficulties.

Pedagogical reflection - the focus of the teacher's consciousness on himself, taking into account the students' ideas about his activities and the student's ideas about how the teacher understands the student's activities. In other words, pedagogical reflection is the teacher's ability to mentally imagine the student's picture of the situation and, on this basis, clarify his idea of ​​himself. Reflection means the teacher's awareness of himself from the point of view of students in changing situations. It is important for the teacher to develop a healthy constructive reflection, leading to the improvement of activity, and not to its destruction by constant doubts and hesitations. Pedagogical reflection is the independent appeal of the teacher to introspection without being required by the school administration.

Literature

1. Babansky Yu. K. Intensification of the learning process. - M., 1987.

2. Ball G. A. Theory of educational problems. - M., 1990.

3. Bespalko V. P. Components of pedagogical technology. - M., 1989.

4. Zagvyazinsky V. I. Pedagogical foresight. - M., 1987.

5. Kulyutkin Yu. N. Psychology of adult education. - M., 1985.

6. Modeling of pedagogical situations / Ed. Yu. N. Kulyutkina, G. S. Sukhobskaya. - M., 1981.

7. Thinking of the teacher / Ed. Yu. N. Kulyutkina, G. S. Sukhobskaya. - M., 1990.

8. New pedagogical thinking / Ed. A. V. Petrovsky. - M., 1990.

9. Orlov A. A. Formation of pedagogical thinking / / Soviet pedagogy. - 1990. - No. 1.

10. Osipova E. K. The structure of the pedagogical thinking of the teacher / / Questions of psychology. - 1987. - No. 5.

11. Potashnik M. M., Vulfov B. 3. Pedagogical situations. - M., 1983.

12. Psychological aspects of new political thinking: Materials of the "Round table" / / Psychological magazine. - 1989. - No. 6; 1990. - No. 1.

13. Psychological problems of the development of the initiative and creativity of the teacher // Questions of psychology. - 1987. - No. 4, 5.

14. Psychological problems of teacher self-education / Ed. G. S. Sukhobskaya. - L., 1986.

15. Psychology of prognostic skills and abilities / Comp. L. V. Regush. - L., 1984.

16. Rachenko I. V. NOT a teacher. - M., 1982.

17. Rean A. A. Reflexive-perceptual analysis of the teacher's activity / / Questions of psychology. - 1990. - No. 2.

18. Warm B. M. The mind of a commander. - M., 1990.

19. Tikhomirov OK Psychology of thinking. - M., 1984.

20. The teacher who is expected / Ed. I. A. Zyazyuna. - M., 1988.

21. Teacher about pedagogical technique / Ed. L. I. Ruvinsky. - M., 1987.

22. Filippov A. V., Kovalev S. V. The situation as an element of the psychological thesaurus / / Psychological journal. - 1986. - No. 1.

23. Kharkin VN Pedagogical improvisation//Soviet pedagogy. - 1989. - No. 9.

Markova A.K. Psychology of teacher's work: Book. for the teacher. - M.: Enlightenment, 1993. - 192 p. - (Psychological science - school).

The essence of professional and pedagogical activity Pedagogical activity 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 in society.

Essence of professional-pedagogical activity Professional-pedagogical activity is an integrative activity, including psychological, pedagogical and production-technological components. psychological pedagogical production and technological components Prof.-ped. activity

Tasks and Objects Objects of pedagogical activity: educational environment; educational team; activities of pupils; their individual characteristics. Socio-pedagogical tasks: formation of the educational environment; organization of pupils' activities; creation of an educational team; development of individual personality traits.

The content of professional pedagogical activity Constructive activity can be carried out if the teacher has analytical prognostic and projective ones. The ability to divide pedagogical phenomena into constituent elements. Identification of the qualities of students (team) that can be formed over a given period of time. Ability to translate the goals and content of education into specific pedagogical tasks

Communicative activity Perceptual skills are reduced to the most general ability - to understand others Pedagogical communication skills are associated with the ability to distribute attention and maintain its stability Pedagogical skills - a set of skills and abilities: choose the right style and tone of treatment with pupils; manage their attention; sense of pace; development of teacher's speech culture, etc.

The content of professional and pedagogical activity Organizational activity involves the ability to include students in various activities and organize the activities of the team. Organizational activity can be carried out if the teacher has mobilization, information, developmental and orientation skills.

Organizational activity Mobilization skills include the ability to attract the attention of students and develop their sustainable interest in learning, work and other activities. Information skills are associated with the presentation of educational information and methods for obtaining and processing it. Orientation skills are aimed at shaping the moral and value attitudes of pupils, their scientific worldview, instilling a steady interest in educational and scientific activities, etc. Developing skills involve the definition of a “zone of proximal development”

Functions of professional and pedagogical activity of E.F. Zeer distinguishes two groups of functions: Target Operational Functions are aimed at achieving the main professional goal - training in the profession and the formation of the personality of a specialist (teaching, educating, developing, motivating functions) Design, organizational, communicative, diagnostic and production-technological.

Functions of professional-pedagogical activity Teaching function of the formation of a system of professional knowledge, skills and abilities among trainees. Educational function socio-professional education of students Developing function mental development of the personality of students

Functions of professional and pedagogical activity The production and technological function consists in setting up educational and demonstration equipment, performing computational and analytical work, rationalizing, demonstrating working methods and operations in the process of theoretical training. The organizational function is carried out when conducting lessons, organizing the cognitive activity of students Diagnostic function

The essence of pedagogical activity
Main types of pedagogical activity
The structure of pedagogical activity
The teacher as a subject of pedagogical activity
Professionally conditioned requirements for the personality of the teacher

§ 1. The essence of pedagogical activity

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
Obviously, 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, the mass media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, being engaged in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal(A.N.Leontiev).
The goal of pedagogical activity is connected with the realization of the goal of education, which even today is considered by many as the universal ideal of a harmoniously developed personality coming from the depths of centuries. 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 formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other hand, the needs and aspirations of an individual.
A.S. Makarenko paid great attention to the development of the problem of the goals of education, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "man-communist", etc. A.S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in line with the needs of society, they add up to a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society. .
The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose 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 is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual.

Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a certain discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.
A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

§ 2. Main types of pedagogical activity

Traditionally, the main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work - this is a pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of the harmonious development of the individual. BUT teaching - This is a type of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. Such an understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, the disclosure of the essence and content of which is devoted to many studies, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin, etc.), along with the knowledge and skills that a person acquires in the learning process, consider the experience of creative activity to be its integral components. and experience of emotional and valuable attitude to the world around. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, a holistic pedagogical process in its content aspect is a process in which "educational education" and "educational education" are merged into one(ADisterweg).
Let us compare, in general terms, the activity of teaching, which takes place both in the learning process and outside school hours, and the educational work that is carried out in a holistic pedagogical process.
Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because it is unattainable within the time limits of the organizational form. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. The most important criterion for the effective solution of educational problems is positive changes in the minds of pupils, manifested in emotional reactions, behavior and activities.
The content of training, and hence the logic of teaching, can be hard-coded, which is not allowed by the content of educational work. The formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for by the curricula, is essentially nothing more than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to things, objects and phenomena of the surrounding world, to oneself. The logic of the teacher's educational work in each individual class cannot be predetermined by normative documents.

The teacher deals with approximately homogeneous "source material". The results of the exercise are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the cognitive activity of the student. The educator is forced to take into account the fact that his pedagogical influences may intersect with unorganized and organized negative influences on the student. Teaching as an activity has a discrete character. It usually does not involve interaction with students during the preparatory period, which can be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the pupil is under his indirect influence. Usually the preparatory part in educational work is longer and often more significant than the main part.
The criterion for the effectiveness of students' activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, the intensity of advancement in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the educator's activities with the developed criteria for upbringing. It is very difficult to single out the result of the activity of the educator in a developing personality. By virtue of stochasticity educational process, it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in terms of the methods of its organization and implementation, and in the structure of a holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proved or deduced logically, then it is much more difficult to cause and consolidate certain relationships of a person, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude to learning activities in general, i.e. from the results of not only teaching, but also educational work.
The identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work while observing all the requirements of modern production technology and labor organization; to prepare such a skilled worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, value the honor of his workshop, enterprise. A good master not only transfers his knowledge to students, but also guides their civil and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his work, people, can instill in students a sense of professional honor and arouse the need for perfect mastery of the specialty.
In the same way, if we consider the scope of duties of the educator of the extended day group, we can see in his activities both teaching and educational work. The regulation on after-school groups defines the tasks of the educator: to instill in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills; regulate the daily routine of pupils, observing the timely preparation of homework, assist them in learning, in a reasonable organization of leisure; to carry out, together with the school doctor, activities that promote the health and physical development of children; maintain contact with the teacher, class teacher, parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling the habits of cultural behavior and personal hygiene skills, for example, is already a sphere not only of education, but also of training, which requires systematic exercises.
So, of the many types of schoolchildren's activities, cognitive activity is not limited only by the framework of education, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create in the classroom an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that not teaching skills, but the skills of educational work are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers aims to form their readiness to manage a holistic pedagogical process.

§ 3. The structure of pedagogical activity

In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are the goal, motives, actions and results, in relation to pedagogical activity, the approach of identifying its components as relatively independent functional activities of the teacher prevails.
N.V. Kuzmina singled out three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are needed, manifested in skills.
constructive activity, in turn, it is divided into constructive-content (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning one's own actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activity involves the implementation of a system of actions aimed at including students in various activities, creating a team and organizing joint activities.
Communicative activity is aimed at establishing pedagogically expedient relations between the teacher and pupils, other teachers of the school, members of the public, and parents.
However, these components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not reveal all aspects and areas of pedagogical activity with sufficient completeness.
A. I. Shcherbakov classifies the constructive, organizational and research components (functions) as general labor components, i.e. manifested in any activity. But he specifies the teacher's function at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions. Particular attention should be paid to the research function, although it relates to general labor. The implementation of the research function requires the teacher to have a scientific approach to pedagogical phenomena, to master the skills of heuristic search and methods of scientific and pedagogical research, including the analysis of his own experience and the experience of other teachers.
The constructive component of pedagogical activity can be represented as internally interconnected analytical, prognostic and projective functions.
An in-depth study of the content of the communicative function allows us to define it also through interrelated perceptual, proper communicative and communicative-operational functions. The perceptual function is associated with penetration into the inner world of a person, the communicative function itself is aimed at establishing pedagogically expedient relationships, and the communicative-operational function involves the active use of pedagogical equipment.
The effectiveness of the pedagogical process is due to the presence of constant feedback. It allows the teacher to receive timely information about the compliance of the results obtained with the planned tasks. Because of this, in the structure of pedagogical activity, it is necessary to single out the control-evaluative (reflexive) component.
All components, or functional types, of activity are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills.

§ 4. Teacher as a subject of pedagogical activity

One of the most important requirements that the teaching profession makes is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as the subject of pedagogical activity.
The position of a teacher is a system of those intellectual, volitional and emotional-evaluative attitudes towards the world, pedagogical reality and pedagogical activity. in particular, which are the source of its activity. It is determined, on the one hand, by the requirements, expectations and opportunities that society presents and provides to him. And on the other hand, there are internal, personal sources of activity - inclinations, experiences, motives and goals of the teacher, his value orientations, worldview, ideals.
The position of the teacher reveals his personality, the nature of social orientation, the type of civic behavior and activity.
social position teacher grows out of the system of views, beliefs and value orientations that were formed back in the general education school. In the process of professional training, on their basis, a motivational-value attitude to the teaching profession, goals and means of pedagogical activity is formed. The motivational-value attitude to pedagogical activity in its broadest sense is ultimately expressed in the direction that constitutes the core of the teacher's personality.
The social position of the teacher largely determines his professional position. However, there is no direct dependence here, since education is always built on the basis of personal interaction. That is why the teacher, clearly aware of what he is doing, is not always able to give a detailed answer, why he acts this way and not otherwise, often contrary to common sense and logic. No analysis will help to reveal what sources of activity prevailed when the teacher chose this or that position in the current situation, if he himself explains his decision by intuition. The choice of a professional position of a teacher is influenced by many factors. However, decisive among them are his professional attitudes, individual typological personality traits, temperament and character.
L.B. Itelson gave a description of the typical roles of pedagogical positions. The teacher can act as:
an informer, if he is limited to communicating requirements, norms, views, etc. (for example, you have to be honest);
friend, if he sought to penetrate the soul of a child"
a dictator, if he forcibly introduces norms and value orientations into the minds of pupils;
adviser if he uses careful persuasion"
the petitioner, if the teacher begs the pupil to be such "as it should be", sometimes descending to self-humiliation, flattery;
inspirer, if he seeks to captivate (ignite) with interesting goals, prospects.
Each of these positions can have a positive and negative effect depending on the personality of the educator. However, injustice and arbitrariness always give negative results; playing along with the child, turning him into a little idol and dictator; bribery, disrespect for the personality of the child, suppression of his initiative, etc.
§ 5. Professionally conditioned requirements for the personality of the teacher
The set of professionally conditioned requirements for a teacher is defined as professional readiness to teaching activities. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness, and on the other hand, scientific, theoretical and practical training as the basis of professionalism.
The content of professional readiness as a reflection of the goal of teacher education is accumulated in profesio-gram, reflecting the invariant, idealized parameters of the teacher's personality and professional activity.
To date, a wealth of experience has been accumulated in building a teacher's professiogram, which allows us to combine professional requirements for a teacher into three main complexes that are interconnected and complement each other: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty). When substantiating a professiogram, psychologists turn to establishing a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky highlights didactic, academic, communication skills, as well as pedagogical imagination and the ability to distribute attention.
A. I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational abilities to be among the most important pedagogical abilities. He also believes that in the psychological structure of the teacher's personality, general civil qualities, moral and psychological, social and perceptual, individual psychological characteristics, practical skills and abilities should be distinguished: general pedagogical (information, mobilization, developmental, orientation), general labor (constructive, organizational , research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and their application in solving pedagogical problems and obtaining new information).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating a personality, affirming a person in a person. In this regard, the goal of teacher education can be represented as a continuous general and professional development of a new type of teacher, which is characterized by:
high civic responsibility and social activity;
love for children, the need and ability to give them your heart;
genuine intelligence, spiritual culture, desire and ability to work together with others;

high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values ​​and make creative decisions;
the need for constant self-education and readiness for it;
physical and mental health, professional performance.
This capacious and concise characteristic of a teacher can be concretized to the level of personal characteristics.
In the teacher's professiogram, the leading place is occupied by the orientation of his personality. In this regard, let us consider the personality traits of a teacher-educator that characterize his social, moral, professional, pedagogical, and cognitive orientation.
KD. Ushinsky wrote: “The main road of human education is persuasion, and persuasion can only be acted upon by persuasion. Any teaching program, any method of education, no matter how good it may be, that has not passed into the convictions of the educator, will remain a dead letter that has no power in reality. "The most vigilant control in this matter will not help. An educator can never be a blind executor of an instruction: without being warmed by the warmth of his personal conviction, it will have no power."
In the activity of the teacher, ideological conviction determines all other properties and characteristics of the individual, expressing his social and moral orientation. In particular, social needs, moral and value orientations, a sense of public duty and civic responsibility. Ideological conviction underlies the social activity of the teacher. That is why it is rightfully considered the most profound fundamental characteristic of a teacher's personality. A teacher-citizen is loyal to his people, close to them. He does not close himself in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.
In the structure of the teacher's personality, a special role belongs to the professional and pedagogical orientation. It is the framework around which the main professionally significant properties of the teacher's personality are assembled.
The professional orientation of the teacher's personality includes interest in the teaching profession, pedagogical vocation, professional and pedagogical intentions and inclinations. The basis of the pedagogical orientation is interest in the teaching profession which finds its expression in a positive emotional attitude to children, to parents, pedagogical activity in general and to its specific types, in the desire to master pedagogical knowledge and skills. teaching vocation in contrast to pedagogical interest, which can also be contemplative, means a propensity that grows out of the awareness of the ability for pedagogical work.
The presence or absence of a vocation can be revealed only when the future teacher is included in an educational or real professionally oriented activity, because a person's professional destiny is not directly and unambiguously determined by the originality of his natural features. Meanwhile, the subjective experience of being called to the activity performed or even the chosen activity can turn out to be a very significant factor in the development of the personality: to cause enthusiasm for the activity, the conviction of one's suitability for it.
Thus, the pedagogical vocation is formed in the process of accumulation by the future teacher of theoretical and practical pedagogical experience and self-assessment of their pedagogical abilities. From this we can conclude that the shortcomings of special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of the future teacher.
The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities that characterize the teacher's professional and pedagogical orientation.
Among these qualities are pedagogical duty and responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to help children and adults, everyone who needs it, within their rights and competence; he is demanding of himself, strictly following a peculiar code pedagogical morality.
The highest manifestation of pedagogical duty is dedication teachers. It is in it that his motivational-value attitude to work finds expression. A teacher who has this quality works regardless of time, sometimes even with the state of health. A striking example of professional dedication is the life and work of A.S. Makarenko and V.A. Sukhomlinsky. An exceptional example of selflessness and self-sacrifice is the life and deed of Janusz Korczak, a prominent Polish doctor and teacher, who despised the offer of the Nazis to stay alive and stepped into the crematorium oven together with his pupils.

The relationship of a teacher with colleagues, parents and children, based on the awareness of professional duty and a sense of responsibility, is the essence of pedagogical tact, which is at the same time a sense of proportion, and a conscious dosage of an action, and the ability to control it and, if necessary, to balance one remedy with another. In any case, the tactics of the teacher's behavior is to, anticipating its consequences, choose the appropriate style and tone, time and place of the pedagogical action, as well as carry out their timely adjustment.
Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, citizenship and professional skills. It is the basis on which trusting relationships between teachers and students grow. The pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special care and fairness are extremely important.
Pedagogical justice is a kind of measure of the objectivity of the teacher, the level of his moral upbringing. V.A. Sukhomlinsky wrote: "Justice is the basis of a child's trust in a teacher. But there is no abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, one must know the spiritual world of each child to the subtlety "" .
Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority. If in the framework of other professions the expressions "scientific authority", "recognized authority in their field", etc., are habitually heard, then the teacher can have a single and indivisible authority of the individual.
The basis of the cognitive orientation of the individual is spiritual needs and interests.
One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.
One of the main factors of cognitive interest is love for the subject being taught. L.N. Tolstoy noted that if you want to educate a student with science, love your science and know it, and the students will love you, and you will educate them; but if you yourself do not love it, then no matter how much you force to learn, science will not produce educational influence "". This idea was developed by V.A. Sukhomlinsky. He believed that "the master of pedagogy knows the ABC of his science so well that in the lesson, in the course of studying the material, the content of what is being studied is not in the center of his attention but the students, their mental work, their thinking, the difficulties of their mental work.
A modern teacher should be well versed in various branches of science, the basics of which he teaches, and know its possibilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, to see the near and far perspectives of the science he teaches.

The most general characteristic of the cognitive orientation of the teacher's personality is the culture of scientific and pedagogical thinking, the main feature of which is dialectic. It manifests itself in the ability to detect its constituent contradictions in each pedagogical phenomenon. The dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process where continuous development takes place through the struggle of the new with the old, to influence this process, promptly solving all the questions and tasks that arise in his activity.

Plan.
1. Features of the pedagogical activity of the teacher. Basic functions and types.
2. The main aspects of the professional activity of a teacher of a pedagogical college.
3. Requirements for the personality of a teacher of a secondary vocational school.
4. Pedagogical abilities of the teacher as the basis for the formation of pedagogical skills.
5. Difficulties in the professional activities of a teacher.

Literature:

1. Baranov, A. A. Professional “burnout” and types of low-stress teachers // Innovations in Education. - 2005. - No. 1. - P. 96 - 98.
2. Zanina, L.V. Fundamentals of pedagogical skill / L.V. Zanina, N.P. Menshikov. - Rostov n / D .: Phoenix, 2003. - 288 p.
3. Winter, I.A. Pedagogical psychology: study guide / I.A. Zimnyaya. - Moscow. : Publishing Center "Academy", 1999. - 354 p.
4. Kuzmina, N.V. Professionalism of the personality of the teacher and master of industrial training / N.V. Kuzmina. - M. : Higher school, 1990. - 119 p.
5. Lapina, O. A. Introduction to pedagogical activity: textbook / O.A. Lapina, N.N. Pyadushkin. - M .: Publishing Center "Academy", 2008. - 160 p.
6. Lukyanova, M.I. Psychological and pedagogical competence of the teacher // Pedagogy. - 2001. - No. 10. - S. 56 - 61.
7. Maznichenko, M.A. What is the university teacher afraid of? // Higher education in Russia. - 2005. - No. 4. - P.112 - 120.
8. Moskvina, N.B. Minimization of personal and professional deformations of teachers // Pedagogy. - 2005. - No. 5. - P.64 - 71.
9. Pilipovsky, V.Ya. Requirements for the personality of a teacher in a high-tech society // Pedagogy. - 1997. - No. 5. - P. 97 - 103.
10. Tyunikov, Yu.S., Situational analysis of pedagogical mythologems / Yu.S. Tyunikov, M.A. Maznichenko // School technologies. - 2003. - No. 6. - S. 200 - 208.
11. Tyunikov Yu.S. Pedagogical phobias and manias: classification and overcoming / Yu.S. Tunikov, M.A. Maznichenko // Public education. - 2004. - No. 7. - P. 233 - 239.

1. Features of the pedagogical activity of the teacher. Basic functions and types.
Pedagogical activity is the most eternal and significant sphere of human activity. The specificity of pedagogical activity is connected, first of all, with the features of its “object” and “product”. Unlike any production activity, the “object” of pedagogical activity can be called as such very conditionally, since this is a process of formation and development of a personality that is practically not amenable to “processing”, changes without relying on its individuality, its features, without including the mechanisms of self-development, self-change , self-education.
Thus, the teacher deals with the highest value - the personality of the student, who is the subject of his own activity for self-development, self-improvement, self-education: without referring to its internal forces, potentialities, needs, the pedagogical process cannot be effective.
The peculiarity of pedagogical activity, according to Yu. N. Kulyutkin, lies in the fact that it is predominantly managerial, “meta-activity”, as if adapting to the activities of students. If professionals in another field of activity are qualified enough to carry out their own activities, the teacher is called, first of all, not to communicate knowledge, but to organize the learning activities of students.
A feature of teaching activity is its complex, ambiguous nature. The teacher is dealing with a developing personality that has its own individuality.
The creative nature of pedagogical activity requires constant personal and professional growth, the development of one's general and professional pedagogical culture. Creative search and creative attitude to business are an important condition for the effectiveness of any professional activity, but it is in pedagogy that they are the norm, without which this activity cannot take place at all.
Pedagogical activity performs the most important creative social function, in the process of which not only a specific personality is formed and developed, but also the future of the country is determined, its cultural and production potential is ensured.
O. A. Lapina and N. N. Pyadushkina reveal a number of specific features of professional pedagogical activity:
The first feature of the teacher's professional activity is that it is directly dependent and determined by the specifics of the pupil's activity and vice versa.
This relationship and interdependence comes from the fact that the subjects of pedagogical activity are at least two people who interact in the pedagogical process: educator and pupil, teacher and student. An adult is always the first subject, and a child, regardless of status, acts as the second subject of both the pedagogical process and activity. His individual characteristics, diversity and eccentricity of manifestations in specific situations determine the originality of the pedagogical activity of an adult.
The second feature of the teacher's professional activity is that in it the goals of society are in accordance with the needs, goals and motives of the teacher, who, developing the child, brings the needs, goals and motives of the pupil's activity closer to socially significant ones.
This specificity is confirmed by the fact that pedagogical activity has always been needed by society. Each society has its own ideal and strives to achieve it. The teacher, as one of the main participants in public education, is called upon and prepared by society for the implementation of the designated social ideal.
The third feature of the professional activity of a teacher is the difference and interdependence of the objects of activity of each of its subjects.
In the activities of pupils there is a frequent change in the subject of activity. It depends on the fact that the subject of the pupil's activity is closely related to his needs. The range of needs of a developing personality is diverse.
In the activity of a teacher, there is always one subject - the activity of his pupil.
The fourth feature of the teacher's professional activity is in its real security, the components of which are the means and methods of their use, in accordance with the nature of the subjects' work.
The means of pedagogical influence are objects and phenomena of the surrounding world: nature, play, music, thoughts, knowledge, poetry, activity itself, communication, collective. Outside of pedagogical activity, these means influence a person spontaneously, and the result of this influence is unpredictable. These means receive a pedagogical orientation thanks to the subjects of the pedagogical process (teacher and pupil).
An indicator of the effectiveness of the means and methods used is the activity of students. If it is expedient, personally and socially significant, then the means of pedagogical influence achieve the goal.
The fifth feature of the professional activity of the teacher is that the results of the activity of the teacher and the pupil are interdependent, in the process of pedagogical activity each of its carriers is improved.
Pedagogical activity transforms all participants in the pedagogical process. By changing oneself, everyone acquires knowledge, abilities, skills, forms personal qualities, develops abilities, satisfies and enriches his needs, realizes goals and motives, improves the world around him and himself in it.

The sixth feature of the professional activity of a teacher is that all its functions must be implemented in a complex.
The functions of pedagogical activity are:
-diagnostic - constant study of students, the immediate environment. The effectiveness of pedagogical activity directly depends on the teacher's knowledge of the characteristics of students, the conditions for the course of the pedagogical process.
- Orientation - prognostic - is expressed in the ability to determine the direction of education and training, set specific goals, objectives, choose ways to achieve at each stage of pedagogical work.
-Constructive - designing - ensures the selection and layout of educational material, planning and building the pedagogical process, designing their own pedagogical activities and the activities of pupils.
-Organizational - involves the involvement of students in the planned educational work, including them in a variety of activities, stimulating their activity, independence, creativity, creating a team and organizing joint activities.
- Informational - explanatory - is realized through the information components present in the pedagogical process. The teacher is a carrier of scientific, philosophical and aesthetic information, a source of culture.
-Communicative - stimulating - aimed at establishing appropriate relationships between the teacher and students.
-Analytical - evaluative - provides feedback. In the process of analytical and evaluation activities, a constant reconciliation of what was predicted with the achieved result is organized. Deviations from the norm allow you to make appropriate adjustments to the pedagogical process.
- Research - creative - requires a scientific approach to a variety of pedagogical phenomena, competent and responsible use of innovations in the practice of pedagogical work, possession of the skills of scientific search and the use of research methods. This function presupposes the presence of creativity in the activity of the teacher.
In pedagogical activity, all functions are implemented in a complex and are manifested in the work of a teacher of any specialty.
Considering the features of pedagogical activity, it is also necessary to reveal its structure. Revealing the structure of pedagogical activity, we will proceed from the fact that, firstly, it is an independent activity and, secondly, a complex system.
Structural components of pedagogical activity:
Subjects of activity, i.e. participants in the activity (individuals, groups of people, collective, society);
The purpose of the activity, i.e. the result for which the activity is performed, needs are satisfied and motives are realized;
The subject of activity, i.e. what changes, is transformed, what the activity is aimed at (the formation and development of the student's personality);
Methods, means, ways and nature of labor, i.e. his real security (methods and means of education and training, the very personality of the teacher);
The result of activity (product), i.e. what has been achieved (spiritual values ​​- education and upbringing of the individual).
Pedagogical activity is considered as a system (this concept is ambiguous: the system of vocational education as a whole is a system; the pedagogical process of a particular educational institution is also a system, etc.). In this system, the following structural components can be distinguished:
- personal (the cumulative subject of the pedagogical process - the personality of the student and the personality of the teacher);
- target (goals of training and education);
-content (content of education and upbringing);
- operational-activity (forms, methods, technologies of training and education);
-pedagogical conditions (organizational, material, psychological);
- effective - reflexive (results of activity, criteria for evaluating the effectiveness of the pedagogical system).
The variety of components of pedagogical activity and its multifunctionality lead to the selection of various types of pedagogical activity and corresponding pedagogical actions (all this is presented in Table 1).

2. The main aspects of the professional activity of a teacher of a pedagogical college.
As the main aspects of the activity of the teacher of the pedagogical college L.V. Zanina and N.P. Menshikov distinguish the following:
Educational and methodical work: preparation for training sessions (lectures, practical, seminars, laboratory), pedagogical practice. Development, writing, processing in accordance with the requirements of the State Educational Standard of class notes, exercises and tasks, educational and methodological materials, including methodological recommendations for students on completing assignments, term papers and final qualifying works, assignments for creative self-development, programs of pedagogical practice. Improvement of pedagogical qualification. Reviewing abstracts of training sessions, texts of lectures, collections of exercises, tasks, etc. Compilation of exam papers. Preparation and holding of subject Olympiads with college students and school students. Development of educational and methodological materials for conducting business games, solving pedagogical situations, etc. Visiting colleagues' classes. Participation in the work of the subject - cyclic commission. Development of an elective course, a special course.
Research work: implementation of budgetary research work, collective agreements (leadership of the research topic within the laboratory, direct implementation of research work on the topic, implementation of results, grants from scientific foundations, etc.). Writing scientific articles, preparing reports at methodological and methodological seminars, conferences. Participation in the work of the teachers' councils of the college, university, subject-cycle commissions. Management of scientific - research work of students. Management of a problematic research laboratory (or participation in its work). Consultations of teachers of other educational institutions (in particular, preschool educational institutions). Postgraduate study, competition. Work in postgraduate seminars of universities.
Educational work with students: organization and control of independent work of students. Work as a curator (class teacher) of a student group. Preparation and holding of scientific - practical conferences of students. Preparing and holding an adaptation week for students in the Pedagogical College. Organization and holding of student evenings, leisure activities, etc. Work with parents of students. Participation in curators' seminars.
Organizational and methodological work: career guidance work with applicants and students of basic schools. Work in the admissions office. Preparation of materials and participation in the meetings of the department, scientific and methodological seminars. Organizational and methodological work on the instructions of the federal and regional departments of vocational education, work in the system of advanced training. Participation in the preparation and holding of scientific - practical conferences of college teachers and teachers of other educational institutions of the city (district or region). Organization and conduct of pedagogical practice of students.

3. Requirements for the personality of a teacher of a secondary vocational school. Three groups of requirements for the personality of a teacher can be distinguished: 1) requirements for a teacher as a representative of society and an executor of the most important social order; 2) requirements for the individual experience (professional training) of the teacher; 3) requirements for the level of development of mental processes.
I.A. Winter characterizes three plans for the correspondence of the psychological characteristics of a person to the activity of a teacher. The first plan includes predisposition or suitability, which is determined by the biological, anatomical, physiological and psychological characteristics of a person; the absence of contraindications to activities such as "Man - man"; implies the norm of intellectual development, empathy, a normal level of development of communal cognitive activity. The second plan includes personal readiness: the worldview maturity of a person, focus on a profession such as "Man - man", competence, didactic need and the need for affiliation (belonging to someone or something). The third plan of correspondence forms inclusiveness in interaction with other people, in pedagogical communication.
High demands are placed on the professional competence of the teacher. Competence, according to N.A. Moreva, is an integral manifestation of professionalism, which combines elements of professional and general culture, experience, teaching experience and pedagogical creativity. A. K. Markova understands professional competence as the unity of the theoretical and practical readiness of the teacher to carry out activities. A.K. Markova identifies several types of professional competence of a teacher:
special competence - possession of the actual professional activity at a sufficiently high level, the ability to design their further professional development;
social competence - possession of the skills to conduct joint professional activities, to cooperate, social responsibility for the results of their work;
personal competence - possession of methods of personal self-expression and self-development and self-development, possession of means of confronting professional deformations of the personality;
individual competence - possession of ways of self-realization and development of individuality within the profession, readiness for professional and personal growth, self-organization and self-rehabilitation.
According to A.K. Markova, the basis of professionalism and professional competence is pedagogical skill - the possession of pedagogical skills and abilities that provide a competent and pedagogically appropriate organization of the pedagogical process.
A different point of view is held by M.I. Lukyanova, who believes that the basis of the professional competence of a teacher and the most important sign of professionalism is the presence of professionally significant personal qualities. M.I. Lukyanova identifies three blocks of psychological and pedagogical competence: 1) literacy (general professional knowledge); 2) professional skills; 3) professionally significant personal qualities. She refers to such qualities that form the basis of professional competence: reflexivity, flexibility, empathy, sociability, ability to cooperate, emotional attractiveness. Reflexivity as a personal quality is closely connected with a high level of creativity in the professional sphere, with awareness of oneself in this position and assessment of the effectiveness of one's activity, with understanding it not only “for oneself”, but also “for others”. The constantly changing social situation increases the need for a flexible creative person who is able to adequately respond to ongoing changes, ready to participate in innovative processes.
The professionally significant quality “flexibility” implies the flexibility of thinking and behavior: independent transfer of previously acquired knowledge, skills, ways of working to new situations, vision of an emerging problem from different role positions; ability to improvise. Emotional attractiveness (visuality) is the external attractiveness of the teacher, the ability to win over the student with his demeanor, appearance.
Professionally significant personal qualities of a teacher are a system-forming element of competence. Consequently, their development is a key moment, an important condition for the formation and improvement of the psychological and pedagogical competence of the teacher.
In modern American pedagogy, there is the term "effective teacher", what features does he have? An analysis of the work of foreign researchers allows us to highlight the personality traits of an "effective teacher" .
In the professional activity of a teacher, a huge role is played by the general well-being of his personality, determined by the self-concept. Self-concept is a dynamic system of a person's ideas about himself. It includes awareness of one's physical, intellectual and other qualities, self-esteem itself, as well as subjective perception of external factors.
What are the features of I - the concept of "effective teacher"? According to J. Lembo, such a teacher has a sense of self-confidence, considers himself capable of coping with various life problems. He is convinced that, faced with difficulties, he will be able to overcome them without losing his presence of mind. He doesn't tend to see himself as a failure. He feels that other people need him, that they accept him, and his abilities, values ​​and judgments are significant in the eyes of others. In other words, he has high self-esteem. N. Bowers and R. Sour, who studied the influence of a teacher's personal qualities on the processes taking place in the classroom, found that "good", according to the general assessment, are teachers who have emotional stability, personal maturity and social responsibility. Summing up the personal qualities necessary for teachers to work effectively, R. Burns highlights, first of all, the following:
striving for maximum flexibility;
the ability to empathize, i.e. understanding the feelings of others; readiness to respond sympathetically to their immediate needs;
the ability to personalize teaching;
installation on the creation of positive incentives for self-perception of students;
possession of the style of informal, warm communication with students;
emotional balance, self-confidence, cheerfulness.
All these qualities are somehow conditioned by the teacher's positive self-concept. R. Burns emphasizes that the more positive the teacher's self-assessment is, the more likely it is that he will be able to instill in students a style of creative learning based on independent thinking, and not on mechanical learning.
D. Ryans, describing the characterological profile of a successful teacher, identifies such personal qualities as: warmth, friendliness, understanding of the emotional state of children, responsible attitude to teaching, systematic, creative imagination, enthusiasm.
Negative I - concept, low self-esteem of the teacher initiates the manifestation of certain personal qualities. According to R. Burns, teachers who do not like their work, experiencing a sense of personal or professional inadequacy, involuntarily create an atmosphere in the classroom that corresponds to these feelings. Often they behave excessively tough, authoritarian, trying to protect themselves from students with aggressiveness. In other cases, on the contrary, they are excessively passive, do not direct the activities of students, easily deviate from the purpose of the lesson, and are indifferent to the learning process and its results.
In the studies of R. Cummings, teachers with low self-esteem revealed attitudes that contain an obvious negative potential that can have a detrimental effect on the personality of children. To characterize their own pedagogical style, they chose the following statements:
react negatively to those students who do not like you;
using every opportunity to create difficulties for students, as this does not allow them to relax;
stimulate students to study, causing them to feel guilty for their mistakes;
if possible, build educational activities on the basis of competition;
proceed from the likelihood of dishonest behavior of students in exams;
bring students face to face with the harsh reality of adulthood;
strive to establish strict discipline;
increase the degree of punishment of the student in proportion to his fault;
W. Hart, W. Bosfield, P. Whitty argue that in the literal sense of the word, indifferent and - which is especially important to pay attention to - sarcastic teachers who are prone to mocking other people, violating the sense of security of those with who they interact with at work. Such teachers not only do not contribute to the process of assimilation of knowledge by students, but, on the contrary, cause a sharply negative effect in terms of the volume and quality of acquired knowledge. They undermine the potential desire to learn, i.e. motivation of students, fetter their creative powers and capabilities, negatively affect the self-esteem of students.
Thus, I - the concept of a teacher either serves as a psychological guarantee for the success of his activity, or leads to inevitable difficulties and obvious or hidden failures.
Now I would like to dwell on those personality traits that are inherent in a teacher of preschool education. I.A. Zimnyaya notes that it is the teacher of preschool education who is characterized by the most developed professional-subject, personal characteristics and communicative qualities in their totality in comparison with teachers of any other level and form of education. This is due, first of all, to the responsibility to the age characteristics of the trainees, which must be taken into account more than anywhere else; difficulties in a predominantly playful form of learning, corresponding to the leading type of activity of the child during this period.
To the necessary qualities of a teacher working with preschoolers, according to I.A. Winter, can be attributed:
-strength, balance, high mobility of the nervous system;
-moderate extroversion;
- sthenicity of emotions (the advantage of positive emotions) and emotional stability (a high level of neuroticism of a teacher is professionally contraindicated in a preschool institution);
- the level of intellectual development in terms of sensory - perceptual - mnemonic indicators (i.e. indicators of perception, memory, thinking and attention characteristics are not lower than normal);
adequacy of self-assessment and level of claims;
- a certain optimum of anxiety, which ensures the intellectual activity of the teacher;
- purposefulness;
- empathy.
Describing the status-positional qualities of a teacher in a preschool institution, it is necessary to emphasize the importance of plasticity and ease of change of social roles by a teacher (teacher, friend, parent, idol, loved one, etc. (Levi V.)
Given the special sensitivity of children to insincerity, falsehood, it is necessary to emphasize the importance of such a quality of a teacher as his sociability, a genuine interest in communication. It is essential for a preschool teacher to possess a democratic style of communication based on “enthusiasm for joint creative activity and friendly disposition (V.A. Kan-Kalik), which implies his mutual emotional empathy.
The works of V. Eremeeva also consider the personal characteristics of teachers of preschool education. Research by V. Eremeeva showed that the following psychophysiological characteristics are typical for educators working with preschool children: the dominance of the right hemisphere is pronounced, almost half of them have the leading left eye, a high degree of left-handedness (although they all consider themselves right-handed). The level of anxiety among teachers is high.
There are many melancholics among the tutors. Weakness of the nervous system is also found in students of pedagogical educational institutions, which, according to V. Yeremeeva, suggests that people who go to educators are not inclined to transfer knowledge, but to communicate with children, to exchange sensory images, to subtle interpersonal relations. The reverse side of this is sensitivity, anxiety, high sensitivity.
Summing up her research, V. Eremeeva identifies the following characteristics that are characteristic of educators:
- asymmetry of the sensory sphere towards the dominance of the right hemisphere;
- a low degree of right-handedness, in two-handed actions the left hand is often used as a more active one, which also indicates a large role of the right hemisphere of the brain in the organization of mental functions;
-right hemispheric style of mental activity;
- high mobility of nervous processes;
-artistic type of higher nervous activity (according to I.P. Pavlov);
- speech is not smooth, but with pauses, hesitation, sometimes with grammatical inaccuracies;
- have difficulty remembering long texts;
- don't like discussions too much;
- do not like to write;
- not too critical;
- insufficiently independent in actions and deeds;
- tolerant of disorder;
-prone to doubt
- anxious.
According to V. Eremeeva, all these characteristics correspond to people with pronounced dominance of the right hemisphere.
So, a teacher working with preschoolers is characterized by specific individual and personal characteristics. The knowledge of these features by the teacher is very important for the organization of an effective educational process in a secondary vocational pedagogical educational institution.

4. Pedagogical abilities as the basis for the formation of the teacher's pedagogical skills. V.A. Slastenin notes that for all the mass nature of the teaching profession, mastering it requires a rather rigid structure of abilities and personal qualities, a certain socio-psychological predisposition.
Pedagogical abilities - individual psychological characteristics of the individual, contributing to the formation of pedagogical skill and mastery of pedagogical skills, as the highest level of pedagogical activity.
F.N. Gonobolin names 12 actual pedagogical abilities, by combining which, you can get the following groups:
Didactic (transferring knowledge in a short, interesting form) - the ability to make educational material accessible to students and the ability to connect educational material with life.
Reflexive-gnostic - the teacher's understanding of the student, interest in children, creativity in work, observation in relation to children.
Interactive and communicative - pedagogically volitional influence on children, pedagogical exactingness, pedagogical tact, the ability to organize a children's team.
Expressive - abilities that characterize the content, brightness, imagery, persuasiveness of the teacher's speech.
V.A. Krutetsky divides pedagogical abilities into 3 groups according to the criterion of their relevance (to children, the transfer of information, organizational functions and communication), highlighting, respectively:
- personal abilities;
- didactic
- organizational and communicative.
So, the group of personal abilities includes:
disposition to children, which is expressed in a feeling of deep satisfaction from the process of communicating with them;
- endurance and self-control (the ability to always, in any situation, control oneself, maintain self-control, manage one's feelings);
- the ability to manage their psychological state, mood;
The group of didactic abilities is formed by:
-ability to explain;
- academic abilities (ability in the field of the relevant subject, field of science);
- expressive speech (oratorical) abilities;
Organizational and communication skills include:
- organizational skills;
- communicative;
- perceptual ability;
- pedagogical tact;
-suggestive ability (the ability of emotional and volitional influence on students);
- pedagogical imagination (predictive abilities);
- ability to distribute attention.
N.V. Kuzmina believes that the basis of pedagogical abilities is an integral sensitivity to the object, products and means of pedagogical work. She identifies the following groups of pedagogical abilities:
1. Gnostic abilities - consist in the specific sensitivity of the teacher to the methods of studying students, ensure the accumulation of fruitful information about themselves and students, which allows the use of "creative" suggestion, i.e. stimulating the formation of self-control and self-regulation. This ensures the student's need for self-promotion, self-development, self-affirmation.
Gnostic pedagogical inability manifests itself in the fact that the teacher is insensitive to the student's response to his influence, to the needs and abilities of the student, to the strongest aspects of his personality, activity, system of relations. As a result, in the process of learning, he does not accumulate fruitful information that allows him to carry out "creative suggestion", i.e. creative influence. A sign of highly developed gnostic pedagogical abilities is the quick and creative mastery of the scientific methods of studying one's students in order to make informed decisions about them, inventiveness in the ways of teaching students the scientific methods of self-knowledge and self-development.
2. Designing pedagogical abilities - consist in the special sensitivity of teachers to the construction of a "pedagogical labyrinth", i.e. that pedagogical route along which the student must be led from ignorance to knowledge, so that he is not only interested, but also useful, economically and deeply, difficultly and easily, intensely and “creatively”.
A sign of the teacher's specific sensitivity in design activity is the measure of the representation of the requirements of future life and activity in tasks-tasks arranged in time and space for the entire
the period of teaching students a given subject, profession, in order to prepare them for the independent solution of future problems; what to select, how to build, why in this and not in another sequence, what and how to control.
The low level of design pedagogical abilities is manifested: in slavishly following the program, textbook; random construction of a "pedagogical labyrinth" regardless of what requirements the subsequent pedagogical system or production will present to the graduate; inability to present the end result.
3. Constructive pedagogical abilities - consist in a special sensitivity to how to build an upcoming lesson, meeting, lesson in time and space in order to move forward on the path to the desired end result: where to start, what system of tasks to propose, how to organize their implementation how to conduct an assessment.
A sign of a specific constructive sensitivity is the ability to create a creative atmosphere and working mood in the conditions of joint activities by students, their sense of movement on the path to new knowledge, growth and development.
Signs of a low level of pedagogical constructive sensitivity are the discrepancy between what is actually planned for the main points of classes, activities, forms of education, education and what should be obtained in the end result.
4. Communicative pedagogical abilities - are manifested in the specific sensitivity of the teacher to the methods of establishing and developing pedagogically expedient relationships with students on the basis of gaining authority and trust from them. They are "provided" by:
the ability to identify, i.e. identification with students;
distinctive sensitivity to the individual characteristics of students (their interests, inclinations, abilities);
good intuition, which is an important characteristic of creative thinking, manifested in anticipation, i.e. in anticipation of the desired pedagogical result, already when choosing strategies for influencing;
suggestive properties of the personality or the ability to suggest.
5. Organizational pedagogical abilities consist in the special sensitivity of the teacher: to productive-unproductive ways of organizing the interaction of students with objects of activity and cognition during school and extracurricular time; to productive-unproductive ways of teaching students self-organization; to productive-unproductive ways of organizing one's own interaction with students; to productive-unproductive ways of self-organization of one's own activity and behavior.
The development of pedagogical abilities is carried out under the influence of biological and social factors. Inclinations act as a biological factor in the development of abilities. Inclinations are innate differentiated features contained in the structure of the brain; - these are morphological, functional features of the structure of the brain, sensory organs and movement, which act as natural prerequisites for the development of abilities. In the studies of many scientists (B.A. Vyatkin, T.M. Khrustaleva, E.I. Rogov, etc.) it is noted that the following individual personality traits act as the makings of pedagogical abilities: introversion - extraversion (as the basis of sociability); balance (emotional stability) - imbalance (emotional instability) (to establish normal relationships); strength - weakness of the nervous system (for fruitful pedagogical activity).
Works by N.A. Aminov are devoted to the problem of identifying the biological foundation of pedagogical abilities. Based on his research, N.A. Aminov distinguishes two sets of unconditioned reflex typological properties of the nervous system, which can be considered as inclinations:
a combination of strength, low activation and inertness of nervous processes;
a combination of weakness, high activation and lability of nervous processes.
These complexes, according to N.A. Aminov, determine belonging to one of the types of teachers: 1) result-oriented teachers (type "U"); 2) development-oriented teachers (type "X"). Based on experimental studies by N.A. Aminov describes the individual characteristics of teachers of different types.
1. Result-oriented teachers (type "U"). They are characterized by a combination of strength, inactivation and inertness of nervous processes.

-more introverted
- dependent obedient;
- unempathic;
- with a low level of achievement motivation;
- more rigid;
- more effective, meet the accepted standards.
2. Development-oriented teachers (type "X"). They are characterized by a combination of weakness, activation and lability of nervous processes.
Individual features of this type of teachers:
-more extroverted
-independently dominant;
- empathic;
-with a high level of achievement motivation;
- plastic to changes;
- less efficient.
ON THE. Aminov argues that among teachers there are mainly intermediate types, in a “pure” form, types “X” and “Y” rarely appear. Pronounced teachers focused on results and development, N.A. Aminov refers to the professional risk group. This is due to the fact that type Y teachers have a reduced need for professional growth, and type X teachers may experience overstress (overcompensation of their abilities) due to the high level of achievement motivation.
Of course, pedagogical abilities can be considered as the basis for the formation of a teacher's professional skills. In this regard, their purposeful development and self-development in the process of vocational training in an educational institution and in the course of independent pedagogical activity is necessary.

5. Difficulties in the professional activities of the teacher. In their professional activities, each teacher faces various difficulties, but, of course, they are most noticeable for a young teacher. The distinctive features of the young teacher's activity are the following:
sets ambitious goals
-makes strict demands;
- malleable, highly responsible;
- strives to do everything well;
- insufficiently realistic attitude towards himself and students;
-constantly raises the question "Can I?";
- more often there are psychological stress and difficult to manage emotional states;
- communication with students is more partnership in nature;
- more sincere;
- attentive to the problems of students;
- less prone to compromise than an experienced teacher;
- the need for support and approval, due to lack of self-confidence, is clearly expressed.
The difficulties faced by teachers in their professional activities include fears (phobias), communication difficulties, stereotypes, pedagogical myths, personal and professional deformations, etc. Let us dwell on them in more detail.
ON THE. Sohan compiled a list of the main social fears of the teacher:
- fear of a large audience;
-fear of indifference on the part of students;
- fear of denial of what students said;
-fear that everyone will mind their own business;
- fear of being ridiculous
-fear of disappointing students if they treat the teacher well;
-fear of giving insufficiently necessary information, shame of wasting students' time;
-fear of silence and attention to oneself;
-fear of misunderstanding on the part of students;
-fear of not being loved.
According to M.A. Maznichenko, a normal level of anxiety and fear in any activity is necessary: ​​it accompanies growth, development, improvement of activity, experiencing the new, the unknown. If the fear is brought to the point of absurdity, becomes uncontrollable, limiting activity, it turns into a phobia. Pedagogical phobias - non-constructive fears of the teacher, fear of certain pedagogical phenomena or actions, leading to avoidance of certain situations, limitation of professional activity (M.A. Maznichenko).
Psychologists note that by acquiring a phobia, a person subjectively gets rid of something unpleasant, i.e. The phobia serves as a kind of psychological defense. The teacher avoids certain situations in order to save himself from negative experiences, overloads, to make his life easier, therefore it is important not to be afraid of difficulties and to understand that the presence of difficulties helps to feel the significance of one's activity, to formulate a value attitude towards it, to find meaning in it.
Functions of pedagogical phobias:
indicator - phobias serve as an indicator of the teacher's problems, difficulties;
limiting - suffering from a phobia, the teacher avoids certain situations and thereby meaningfully limits his activities;
deforming - phobias devalue the activity of the teacher, reduce its effectiveness.
M. A. Maznichenko identifies the following types of phobias:
phobia of criticism - makes it difficult to correct one's own activities, deprives one of the opportunity for professional growth;
failure phobia - more often among teachers with low or high self-esteem, unsure of their own abilities or overestimating them. By limiting the activities of the teacher, it forces them not to turn to new forms, methods, technologies (suddenly it doesn’t work out?), not to invite colleagues to their classes (suddenly criticize?);
phobia of the superiority of colleagues - a function that prevents productive professional communication, the exchange of experience;
phobia of conflicts - the teacher avoids conflict situations, because considers himself unprepared to resolve them in his favor; yields to the wishes of parents, colleagues, in order to avoid conflicts, fulfills any requirements of the leadership, even if he does not agree with them;
eremophobia - fear of being oneself, which implies artificial severity, coldness, inaccessibility, fear of expressing one's opinion, openly expressing one's feelings.
phobia of responsibility - the refusal of the teacher from responsibility for the quality of his pedagogical activity, for example, shifting it to the administration or parents, refusal of social work;
phobia of a certain method, technology - a phobia often occurs due to the lack of psychological and pedagogical knowledge and skills (for example, Internet computer phobia);
novelty phobia;
phobia of ideas that differ from the generally accepted ones - is expressed in the fact that the teacher does not perceive new scientific knowledge that refutes the usual, established ideas; does not believe in their truth and, accordingly, does not acquaint others with them;
phobia of one's own opinion - the teacher is guided by the opinion of authorities, not having his own point of view or fearing that it is incorrect.
So, a certain amount of fear in pedagogical activity is useful. It is important not to bring fears to the point of absurdity and to be able to constructively manage them.
In his professional activity, a teacher (teacher) adheres to certain ideas about pedagogical reality, focusing not only on scientific ideas, but also on pedagogical ones.
Mythologemes are inadequate representations that manifest themselves in the field of pedagogical interaction, the carriers of which are both the teacher himself and the students.
Public pedagogical consciousness can be a generator of pedagogical mythologems, it generates basic mythologems (a certain (pedagogical) consciousness of members of the pedagogical community in a specific historical period). If the teacher assimilates them, secondary pedagogical mythologems arise (they function in his individual consciousness), or pedagogical mythologemes are born in the mind of an individual teacher (in this case, their generator is the individual consciousness) and through communication, exchange of experience with colleagues, they become widespread, begin to function as mythologemes of some pedagogical community.
Pedagogical mythologemes influence various aspects of the educational process; on the other hand, the educational process leads to the emergence or development of a pedagogical mythologeme. The mythologeme, first of all, influences the nature and content of the educational process, its strategy and tactics, plot, motives and role positions of the participants.
Pedagogical mythologeme must necessarily be reflected.
Yu.S. Tyunnikov, M.A. Maznichenko distinguish 3 levels of pedagogical reflection of mythologemes:
intuitive-reflexive level;
uncritically-reflexive;
critically reflective.
At the intuitive-reflexive level, the mythologeme is not fully realized. For example, applying authoritarian methods of education, the teacher believes that he implements the ideas of pedagogy of cooperation. Or, the teacher is condescending towards excellent students, believing that he has no favorites, and he objectively evaluates the knowledge of students.
At a non-critical-reflexive level, the teacher is aware of the mythology, but believes that it does not reduce the effectiveness of his activity. For example, a teacher believes that students do not need to be consulted, because. it is worth consulting with them once, taking their side, and next time they will already command, tell the teacher what to do.
At the critically reflexive level, the teacher is aware of the mythology, understands that it reduces the effectiveness of his activity and tries to correct it.
Yu.S. Tyunnikov, M.A. Maznichenko describe typical situations of the origin of pedagogical mythologemes. Let's take a look at some of them.
1. "The path of the shaman." The source of its origin is the public pedagogical consciousness (experience of colleagues, pedagogical theory). It is formed as a result of an incorrect analysis of pedagogical theory and practice, the teacher accumulates information confirming its truth, as a result, it becomes a belief (for example, the mythology of perceiving weak students as incapable of learning in the mind of a teacher can be confirmed by the theoretical provisions of differentiated learning: “... weak students should teach in a special way). The mythologeme is fixed in the mind of the teacher, as a result of which the actions become stereotyped, and in the future the teacher himself becomes the generator of the pedagogical mythologeme (convinces colleagues of its truth).
2. "The way of the blind." There are several variants of this mythology:
“path of the follower”: the teacher is the generator of the myth, for example, the teacher works in a team that is negative about changes (the myth is functioning that innovations destroy traditions, and research is a waste of time), the teacher decides that research and creative work is not needed.
"The Way of the Follower": students are the generator of the mythology. For example, they arrange “tests” for a teacher (especially a young one), which provokes the emergence of mythologems such as: “I am not able to work as a teacher”, “it will get worse”, “a teacher’s work is hard hard labor”, etc.
"The way of the zombie": the teacher copies someone else's installation without realizing it. For example, he builds his relationship with the group on the basis of the opinion of other teachers about it.
3. “The path of the chameleon”: the teacher declares that he implements the ideas of pedagogy of cooperation, although he behaves like an authoritarian teacher; or the teacher very often changes his ideas, copying one or the other.
4. "The Way of the Dreamer". The teacher most often sets the right goal, but chooses inadequate means to achieve it. For example, educating accuracy in children from the first grade, the teacher strictly ensures that the children write cleanly and beautifully, sometimes it turns into an overdemand - the teacher says how many cells to retreat, if the child does not succeed - there may be tears, fear and tension. In this case, the mythologeme operates in the mind of the teacher that the teacher is an ideal, he should not make mistakes, at any cost he should maintain authority; look better than it is; do not show negative attitudes and, as a result, the belief that the teacher is always right.
There are a number of typical situations in which pedagogical mythologems originate.
It is necessary to analyze mythologems, their critical reflection, which makes it possible to reduce their negative impact on the nature and content of the educational process. In this case, the emergence of the mythologeme "the way of the commander" is possible, when the teacher designs his activity in such a way as to avoid or minimize the negative impact of pedagogical mythologems on the nature and course of the pedagogical process.
Significant difficulties for the teacher are created by deficiencies in the field of communication, in connection with which we can talk about the existence of certain complexes of difficulties associated with communication. I.A. Zimnyaya identifies the following complexes of communication difficulties:
ethnosociocultural - difficulties, as a rule, manifest themselves in a misunderstanding of the intentions of a communication partner, the tone and style of communication itself. Such misunderstanding is most often based on the peculiarities of ethnic consciousness, value systems, stereotypes and attitudes;
status-positional-role - difficulties in communication are associated with differences in social status, positions and roles of communication partners (teacher and student);
age - communication difficulties stem from the inability of representatives of different ages and experience to see the situation through the eyes of a communication partner, especially in cases where the teacher is younger than the students (for example, students of the FPC);
individual psychological difficulties - here misunderstanding arises due to typical discrepancies - personal, characters, temperaments, cognitive processes in different people.
difficulties associated with the specifics of the pedagogical activity itself - these difficulties are often caused by an insufficient level of professional skill of the teacher or insufficient knowledge of the subject material.
V.A. Kan-Kalik gives the following reasons for the barriers to pedagogical communication (on the example of schooling):
mismatch of attitudes - the teacher comes up with an idea for an interesting lesson, and the class is not set up for serious work; the teacher, not knowing the technique of creating the necessary attitude among the students, begins to get nervous, annoyed, etc.;
fear of the audience - anticipating the negative reaction of students, the teacher behaves stiffly and insecurely;
narrowing the functions of communication - the teacher is aimed at the implementation of only informational tasks of communication, losing sight of the motivational, social-perceptual and other functions of communication;
negative attitude towards the class - formed, for example, on the basis of feedback from other teachers or their own negative experience of interacting with this class;
fear of pedagogical mistakes;
imitation - a young teacher tries to mechanically reproduce the manner of communication of other teachers, which turns out to be inconsistent with his individual characteristics or level of training;
To overcome these barriers, it is necessary to take the path of developing your own individual style of pedagogical activity, expanding knowledge about the individual characteristics of students and taking them into account in the real learning process, as well as mastering special techniques and techniques of pedagogical communication. Much comes spontaneously with experience, but often requires special reflection and subsequent adjustment of one's own pedagogical activity.
Difficulties in the teaching activity of a young teacher create existing stereotypes. G.B. Skok outlined the following stereotypes in the pedagogical activity of the teacher:
building the educational process according to the traditional scheme (presentation-perception - reproduction - consolidation);
subject-methodical orientation in the activities of the teacher to the detriment of educational;
the desire to maintain the usual way of teaching;
absolute control;
dominance of one's own activity and suppression of students' activity in all types of training sessions (lectures, practical and laboratory);
transfer of performance assessment to student personality assessment and vice versa;
the desire for detail and a more complete transfer of information;
replacement of the organization of educational activities of students by control over their behavior, etc.;
L.N. Stakheeva describes the difficulties of professional communication for novice teachers. The most typical situations arise when stimulating the activity of the whole class, as well as dissatisfaction, stiffness, if necessary, continue, pick up the student's answer or set the tone, anticipate his statement.
Among the difficulties for highly productive teachers in the first place are gnostic and organizational ones, while for low-productive teachers the most significant are communicative situations, namely, situations of building interpersonal relationships with colleagues, both difficult and satisfying.
Also, personal and professional deformations can be attributed to the factors that create difficulties in the professional activity of a teacher.
N.B. Moskvina considers personal and professional deformations as a significant deviation from the optimal development of the individual as a subject of professional and everyday life, manifested in the development of qualities that impede and reduce the effectiveness of the teacher's professional activity. Pedagogical activity belongs to the category of those in which the main tool is the personality of the teacher himself, therefore, personal qualities are subjected to deformation.
N.B. Moskvina identifies the following factors that cause deformations:
positional - role predetermination of the interaction of participants in the educational process (educator-pupil), which prescribes certain standards of behavior, for example, the commitment of a teacher to a certain role position can lead to such a deformation as monologism, the essence of this position is: “teacher is a source of knowledge”, due to which gradually fade away the ability to dialogue.
regular repetition of similar situations, professional tasks being solved - loss of a sense of novelty and originality;
methodological super-equipment of pedagogical activity - an abundance of methodological developments and recommendations;
"hidden" collectivity of pedagogical work;
There are the following types of deformations:
1. General professional deformations - can be traced in most of the workers with experience, doctors are characterized by the syndrome of "compassionate fatigue", expressed in emotional indifference to the suffering of patients. Law enforcement officials develop a syndrome of "asocial perception", in which every citizen is perceived as a potential violator; leaders have a “permissiveness” syndrome, expressed in violation of professional and ethical standards, in an effort to manipulate the professional life of subordinates.
2. Special professional deformations - arising in the process of specialization in the profession. Each specialty has its own composition of deformations. So, the investigator shows legal suspicion, the operative worker - actual aggressiveness, the lawyer - professional resourcefulness, the prosecutor - accusation. Doctors of different specialties are also overgrown with their deformations. Therapists make threatening diagnoses, surgeons are cynical, nurses are callous and indifferent.
3. Professional typological deformations:
deformations of professional orientation - distortion of activity motivation, pessimism, skepticism towards newcomers and innovations;
deformations that develop on the basis of any abilities - (superiority complex, high self-esteem, psychological sealing, narcissism);
deformations caused by character traits - role expansion, lust for power, "official intervention", dominance;
4. Individualized deformations - in the course of many years of professional activity, certain professionally important qualities (however, as well as professionally undesirable ones) develop excessively, which leads to the emergence of superqualities or accentuations. It can be super-responsibility, super-honesty, hyperactivity, labor fanaticism, professional enthusiasm.
The consequences of all these deformations are mental tension, conflicts, crises, a decrease in the productivity of professional activity, dissatisfaction with life and the social environment.
In order to minimize personal and professional deformations, the following is advisable:
the transformation of the features of the teaching profession, bearing the risk of deformations, into the subject of reflection;
the development of the reflexive abilities of teachers, which allow them to fix in themselves the rudimentary signs of deformation changes.
So, in his professional activity, the teacher faces a variety of difficulties that reduce the effectiveness of pedagogical activity. Willingness and desire for self-improvement, self-change, knowledge and use of pedagogical and psychological techniques will allow the teacher to successfully cope with the difficulties that arise in their professional activities.
Thus, acting as the subject of pedagogical activity, the teacher implements its various aspects, implements various functions. For the effectiveness of this process, various professionally significant qualities and competencies, developed professional abilities and a desire to overcome difficulties in one's professional path are required.

We will present the professional knowledge necessary for the implementation of pedagogical activity.

Pedagogical activity is a professional activity

the activity of the teacher, in which, with the help of various means of influencing students, the tasks of their education and upbringing are solved.

There are different types of pedagogical activity: teaching, educational, organizational, propaganda, managerial, consulting and diagnostic, self-education activities. All these activities have some common structure and at the same time originality.

The psychologically complete structure of activity always includes: firstly, a motivational-orienting link, when a person orients himself in a new environment, sets goals and objectives for himself, he has motives; this is the stage of readiness for activity; secondly, the central, executive link, where a person performs actions - that for the sake of which the activity was started; thirdly, the control and evaluation link, where a person mentally turns back and establishes for himself whether he solved the tasks that he himself set using the available means and methods. Accordingly, psychologically holistic pedagogical activity has three components:

1) teacher setting pedagogical goals and objectives;

2) the choice and use of means of influencing students;

3) control and evaluation by the teacher of their own pedagogical influences (pedagogical introspection).

The full implementation of pedagogical activity by a teacher involves the implementation (expanded and at a sufficiently high level) of all its components: independent setting of pedagogical goals and objectives; possession of a wide range of impact on students; constant self-monitoring of the progress and condition of their pedagogical activity. If one of the components of pedagogical activity is not sufficiently developed, then we can talk about the deformation of pedagogical activity: for example, if a teacher does not set pedagogical goals on his own, but basically takes them ready-made from methodological developments, then he acts as a performer, and not the subject of his pedagogical activity, which, of course, reduces the efficiency of its work.

All types of pedagogical activity (teaching, educational, etc.) have the named structure, although the content of each of the components will be different.

Consider the individual components of pedagogical activity.

Pedagogical goals and objectives. Tasks are goals set under certain conditions, that is, this concept is more specific than the concept of goals. The essence of pedagogical activity is that the teacher sets himself

pedagogical goals and objectives, drawing them from pedagogical situations, and then transforming them into students' tasks, which should stimulate their activity and, ultimately, cause positive changes in their mental development.

What general features of pedagogical tasks are important for the teacher not to miss?

1. It is known that the task in its most general form is a system that necessarily includes: the subject of the task, which is in the initial state, and the model of the required state of the subject of the task. Accordingly, in the teacher's work, the pedagogical task should include a description of mental development before the influence of the teacher (the subject of the pedagogical task) and desired changes in the mental development of students (the model of the required state). This means that it is important for the teacher to have a clear idea of ​​the state of mental development of students by the beginning of training and the changes that it is desirable to cause in the psyche of students by the end of a certain stage of training. Meanwhile, it is known that pedagogical tasks are sometimes set by the teacher, proceeding from the logic of the deployment of educational material (what topic should be covered), and not from an analysis of the possibilities and prospects for the development of students.

2. The setting of a pedagogical task by a teacher should always take into account the student as an active equal participant in the educational process, having his own logic of behavior. Almost always, the pedagogical task of the teacher undergoes “additional definition” on the part of the student, depending on his motivation, level of claims, or “redefinition”, i.e., the replacement of the teacher’s task with another, but his own (V. V. Davydov, V. V. Repkin, G. A. Ball, E. I. Mashbits). It is important to accept these processes of active acceptance and processing by students of the tasks of the teacher as a real fact of changing the pedagogical task in the mind of the student, depending on his capabilities, and not to consider this as a disobedience of the student to the requirements of the teacher. By the way, this process is aggravated by the fact that the student is in the process of constant change and development of the level of his claims and capabilities, so he can react differently to the same task of the teacher at the beginning and at the end of the school year.

3. The solution of pedagogical problems requires the teacher to take immediate action in the pedagogical situation, and the result of the solution is delayed in time, which makes it difficult to control the success of solving the tasks, but does not make it impossible in principle.

4. The teacher always deals with a hierarchy of pedagogical tasks. Some of them (they are called global, outgoing

nymi, strategic) puts society in front of the teacher in its social order, these tasks are solved by all teachers (for example, to educate a young person as a citizen, worker, subject of continuous self-education, etc.). Another group of pedagogical tasks is also given to the teacher from the outside by the content of the subject, the type of educational institution (these are phased, tactical tasks). And finally, ultimately, the task depends on the specific contingent of students in a given class and is determined by the teacher himself (operational pedagogical tasks).

The competence of the teacher is not to miss the general pedagogical tasks and skillfully specify them depending on the conditions. In addition, the teacher deals with pedagogical tasks aimed at different aspects of the mental development of students (educational, developing, educational). The teacher's professionalism here also consists in not losing all these tasks, although in practice it is easier for a teacher to set teaching tasks than developing and educational ones. This is due to the fact that when setting learning tasks, it is enough to know your subject, and when setting a developmental task, you must be able to operate with indicators of the mental development of students and be able to identify their state in students. In the following sections, we will give examples of developing and learning tasks to enrich the reader's stock of them.

The setting of pedagogical goals and objectives by the teacher requires an analysis of the pedagogical situation. The pedagogical situation is a set of conditions in which the teacher sets pedagogical goals and objectives, makes and implements pedagogical decisions (any situation becomes pedagogical if it sets the tasks of teaching and educating). In psychology, there are two approaches to the analysis of the situation. According to the first approach, the situation is a set of external conditions that does not include the person himself and does not depend on him. With regard to the teacher, this means that the pedagogical situation exists, as it were, independently of him, and he only encounters it in his work. According to the second approach, the situation includes both external circumstances and the person himself, who influences the situation with his presence. Then it turns out that any pedagogical situation is somehow determined by the teacher himself (his previous influences on the students) and the students (their reactions).

The pedagogical situation as a whole is a product of the active interaction of a number of external conditions (for example, class occupancy, the presence of weak students in the class) and behavior.

of all its participants. Therefore, it is important for the teacher to perceive the pedagogical situation not only as an inevitable reality, to which it remains only to adapt, but also to have a more active position in it, to approach it from the point of view of the possibility of changing it through the interaction of participants, which is an indicator of the pedagogical maturity of the teacher.

There are also planned pedagogical situations (for example, a problematic lesson, educational activities) and unpredictable, calm and conflict, constant and episodic. The number of unexpected situations in the teacher's work is generally quite large.

The solution of pedagogical problems goes through several stages (Yu.N. Kulyutkin, G.S. Sukhobskaya): the analytical stage (analysis and assessment of the current situation and the formulation of the problem itself to be solved); a constructive stage, at which methods for solving the task are planned, taking into account both the content of the educational material and the activities and development of students, it is planned what types of activities students are involved in; the executive stage, where the teacher implements his actions in interaction with the students.

Thus, pedagogical activity does not begin with a goal, but with an initial analysis of the pedagogical situation. It is important for the teacher to carry out all stages of solving the pedagogical problem: determining the goal of his actions for the mental development of students, anticipating the expected result of the deployment of appropriate learning situations, choosing and implementing actions, and evaluating the outcome of the work. It is in the course of the analysis and comprehension of the pedagogical situation that the teacher determines the pedagogical tasks from the point of view of the mental development of students.

The fulfillment by the teacher of all links in the solution of the pedagogical task without missing any of them means the implementation of a full cycle of pedagogical activity. The cycle of pedagogical activity is defined as a relatively closed stage in pedagogical activity, starting with the setting of tasks and ending with their solution. A distinction is made between a macrocycle (a long-term cycle, for example, guiding an adult student's self-education) and a microcycle (a short-term one, for example, studying a particular topic). Cycles by the number of tasks and by time may not coincide. The implementation of pedagogical activity in the full composition of its cycles is one of the indicators of the teacher's professionalism.

Implementation by the teacher of pedagogical activity in

In the above understanding, it means his possession of pedagogical technology as a preliminary design of the educational process, taking into account the prospects for the development and activities of the students themselves, and subsequent control, primarily from the point of view of achieving these tasks. This means that planning and solving pedagogical problems comes from the student, i.e., it is determined by the goals of the mental development of students in this class, who have specific characteristics and capabilities (3).

These are the features of pedagogical goals and objectives that make up the first component of pedagogical activity.

Pedagogical influence of the teacher on the student. Three groups of such influences can be distinguished:

1) selection, processing and transfer by the teacher of the content of educational material (let's call it the influence group "what to teach");

2) the study of the available opportunities of students and new levels of their mental development (the group of influence "whom to teach");

3) selection and application of methods, forms, means of influence and their combinations (group of influence "how to teach").

Common to all influences is that they are all means of controlling the mental development of schoolchildren on the part of the teacher.

Below we systematize all pedagogical actions, the skills of a teacher in pedagogical activity. But first, let us dwell on the psychological difficulties that a teacher may encounter here.

1. When selecting the content of educational material (the group of influences “what to teach”), it is important for the teacher to present it not only as a list and set of knowledge to be mastered (what needs to be mastered), but also as those types of activities that must be performed by the student to master these knowledge (how to learn), including learning tasks for the students themselves, increasingly complex systems of actions, etc.

Unfortunately, in textbooks this logic of the psychological approach has not yet been implemented sufficiently (a welcome exception is the inclusion in school curricula of sections of educational skills that at least partially orient teachers not only to what should be mastered by students, but also how to master, with the help of what action). This is connected with the teacher's understanding of the difference between the logic of science and the logic of the subject: the subject is not a direct projection of science, precisely because it includes the characteristics of students' activities in mastering the system.

scientific concepts (how to motivate them to master them, how to ensure active actions with educational material, how to teach schoolchildren to test themselves, etc.); depending on this, the composition and order of assimilation of scientific concepts may change.

2. When a teacher masters the means of studying students (the group of influences “whom to teach”), it is important to take into account that it is undesirable to reduce the psychological study of students to the diagnosis of their individual mental functions (thinking, memory, speech, etc.). Modern psychology has long moved away from the so-called "functional approach" and understanding of a person as a sum of functions (memory, thinking, etc.) and turns to the study of a person as a whole, as a subject of activity, personality, individuality.

The subject of special attention of the teacher should also be the prognosis, perspective, zone of proximal development of students (L. S. Vygotsky), and not just the current level of development. According to B. G. Ananiev, adapting to the individual characteristics of students existing at the moment, the teacher loses the prospect of the child's development. Therefore, when studying schoolchildren, it is important to pay attention not only to the results of the student's work, but also to the ways in which they are obtained; not only to a successful solution, but also to the nature of the student's difficulties; not only revealing the level of development of the child, but also the peculiarities of the transition of the student from one level to another. When studying students, it is also important not to proceed from worldly stereotypes and not to ascribe to other people their own traits.

3. When applying the means of influence associated with the choice of his methods, forms (the group of influences “how to teach”), from a psychological point of view, the most important is the teacher’s willingness to see and use several methodological ways to solve the same pedagogical problem, i.e. possession of the so-called "variable technique". A teacher's broad view of possible approaches to learning allows him to more freely and reasonably choose options that are optimal for specific learning conditions. If the choice of strategy is made correctly, then the so-called “pedagogical resonance” sets in: the efforts of the teacher are combined with the efforts of the students, and the effect of learning increases dramatically.

Pedagogical introspection of the teacher. The desire for constant and constructive self-evaluation characterizes the mature pedagogical activity of the teacher. It is determined by the very essence of the teacher's work: a person will not be able to understand the motives and feelings of another person if he

cannot understand himself. In the practice of the school, on the contrary, there is a reluctance of the teacher to analyze his work, the inability of the teacher to determine its strengths and weaknesses, which hinders the design of his future pedagogical activity, its improvement. At school, it is necessary to find such forms of stimulation of the teacher's pedagogical introspection, in which the focus on conscious professional self-improvement would be encouraged and positively assessed.

Let us now describe the teacher's pedagogical skills, which are objectively necessary for mastering pedagogical activity. They make up three large groups of skills related to setting goals and organizing the situation, the use of pedagogical methods of influence, the use of pedagogical introspection, respectively.

The first group of pedagogical skills: the ability to see a problem in a pedagogical situation and formulate it in the form of pedagogical tasks; the ability, when setting a pedagogical task, to focus on the student as an active developing partner in the educational process, having his own motives and goals; the ability to study and transform the pedagogical situation; the ability to concretize pedagogical tasks into phased and operational ones, to make the optimal pedagogical decision in conditions of uncertainty, to flexibly rebuild pedagogical goals and objectives as the pedagogical situation changes; the ability to get out of difficult pedagogical situations with dignity; the ability to foresee close and long-term results of solving pedagogical problems, etc.

The second group of pedagogical skills consists of three subgroups. Subgroup "what to teach": the ability to work with the content of educational material (awareness in new concepts and teaching technologies, the ability to highlight the key ideas of the subject, update the subject through the use of concepts, terms, discussions in the relevant field of science); the ability to pedagogically interpret information from newspapers and magazines; the formation of general educational and special skills and abilities in schoolchildren, the implementation of interdisciplinary communications, etc.

Subgroup "whom to teach": the ability to study in students the state of individual mental functions (memory, thinking, attention, speech, etc.) and the integral characteristics of the types of activities (educational, labor), learning and upbringing of schoolchildren, to study the real learning opportunities of schoolchildren, to distinguish between academic performance and personal qualities

students; the ability to identify not only the current level, but also the zone of proximal development of students, the conditions for their transition from one level of development to another, to anticipate possible and take into account typical difficulties of students; the ability to proceed from the motivation of the students themselves when planning and organizing the educational process; the ability to design and form in schoolchildren the levels of activity that they lack; the ability of the teacher to expand the field for self-organization of students; the ability to work with both weak and gifted children, building individual programs for them.

Subgroup "how to teach": the ability to select and apply a combination of methods and forms of training and education, to take into account the expenditure of time and energy of students and teachers; the ability to compare and generalize pedagogical situations, transfer pedagogical techniques to other situations and combine them, apply a differentiated and individual approach to students, organize their independent learning activities; the ability to find several ways to solve one pedagogical problem, to have a variable pedagogical solution.

The third group of pedagogical skills: the ability to use psychological and pedagogical knowledge and awareness in the current state of psychology and pedagogy, advanced pedagogical experience; the ability to time, fix, register the process and results of their work; the ability to correlate the difficulties of students with shortcomings in their work; the ability to see the strengths and weaknesses of their work, evaluate their individual style, analyze and generalize their experience, correlate it with the experience of other teachers; the ability to make plans for the development of their pedagogical activities, etc.

Priority in the listed groups of skills are psychological and pedagogical. Subject and methodological skills are derivatives, although, of course, the teacher must also master them.

The fulfillment of a number of pedagogical skills and the realization in the course of this of different relations between the teacher and the student lead to the formation of a number of professional positions in the teacher.

Mastering the methods of transferring the content of his educational material, the teacher acts in the position of a subject teacher. Selecting teaching methods - in the position of a methodologist. Studying students and oneself - in the position of a diagnostician and self-diagnostician. Setting yourself goals and objectives, predicting your further professional development - in the position of the subject of pedagogical

activities. Which of these positions is a priority for teaching work?

From a psychological point of view, these are the positions of a diagnostician, a self-diagnostician, a subject of pedagogical activity; it is they who determine the human-study orientation of pedagogical activity. The positions of a subject teacher and a methodologist are also derivative, arising from the former.

An important characteristic of pedagogical activity is the psychological qualities of the teacher himself. Let's list them.

Pedagogical erudition is a stock of modern knowledge that the teacher flexibly applies in solving pedagogical problems.

Pedagogical goal-setting is the teacher's need to plan his work, readiness to change tasks depending on the pedagogical situation. Pedagogical goal-setting is the teacher's ability to create a mixture of the goals of society and his own, and then offer them for acceptance and discussion by students.

In the course of the analysis of pedagogical situations, the pedagogical thinking of the teacher also unfolds as a process of revealing by him externally unspecified, hidden properties of pedagogical reality in the course of comparing and classifying situations, discovering causal relationships in them.

Of particular interest here is practical pedagogical thinking. This is an analysis of specific situations using theoretical patterns and making a pedagogical decision based on this. Practical thinking is always a preparation for the transformation of reality, aimed at making changes to it. Practical thinking is usually carried out under time pressure and has limited opportunities for testing assumptions.

A variant of practical pedagogical thinking is the teacher's diagnostic thinking - an analysis of the individual features of the child and linking them together, taking into account the prediction of personality development.

To analyze the teacher's thinking, it is important to compare its two types: analytical, discursive, deployed in time, having pronounced stages, as well as intuitive thinking, which is characterized by the speed of flow, the absence of clearly defined stages, and minimal awareness.

Pedagogical intuition is a quick, instantaneous adoption by the teacher of a pedagogical decision, taking into account the foresight of the further development of the situation without a detailed conscious analysis. If the teacher at later stages

can expand the rationale for this decision, then we can talk about intuition of a higher level; if he cannot explain his decision, then there is an empirical, worldly intuition. Practical thinking and worldly intuition can give good results, an example of which is folk pedagogy.

An intuitive way of pedagogical thinking is necessary for the teacher, because, as noted in the literature, the diversity and uniqueness of pedagogical situations, the limited time for searching and making decisions make accurate calculation impossible and intuitive anticipation of actions, pedagogical instinct is more accurate than logical calculations, replaces the teacher with logical reasoning, allows you to quickly see the correct solution.

An important feature of pedagogical thinking is pedagogical improvisation - finding an unexpected pedagogical solution and its instantaneous implementation, the coincidence of the processes of creation and application with their minimal gap.

The process of pedagogical improvisation consists of four stages. The first stage is pedagogical insight. In the course of a lesson or educational event, in response to a remark, question, act or when explaining new material, the teacher receives a push, an impulse from the inside, there is a flash that illuminates a new, unusual thought, idea. Such a moment of the arrival of a pedagogical idea, subject to its momentary implementation, is the beginning of improvisation. The second stage is an instant comprehension of the pedagogical idea and an instant choice of the way of its realization. At this stage, a decision is made: to be or not to be improvisation? The birth of an idea arises intuitively, and the path of its implementation is chosen intuitively and logically. The third stage is the public embodiment, or realization, of the pedagogical idea. Here the visible process of improvisation takes place, its visible, so to speak, surface part; right before the eyes of the audience (schoolchildren, teachers, parents) a subjectively or objectively new is born. This stage becomes central, the effectiveness of improvisation depends on it. No matter how brilliant ideas a teacher comes up with, no matter how many options he instantly calculates, they will not make much sense if he fails to publicly embody it in a pedagogically significant way. The fourth stage: comprehension, that is, an instant analysis of the process of translating a pedagogical idea, an instant decision to continue improvisation if a new idea is born along its course, or its completion with a smooth transition to the previously planned one. (23)

Psychological map of the state of the teacher's pedagogical activity (PD)

Continuation

In the course of the teacher's study of students and himself, a number of other professionally important psychological qualities are also improved.

Pedagogical observation, vigilance, pedagogical hearing - the teacher's understanding of the essence of the pedagogical situation by externally insignificant signs and details, penetration into the student's inner world by the subtle nuances of his behavior, the ability to read a person like a book by expressive movements.

Pedagogical optimism is the teacher's approach to the student with an optimistic hypothesis, with faith in his abilities, the reserves of his personality, the ability to see in each child something positive that you can rely on.

Pedagogical resourcefulness is the ability to flexibly rebuild a difficult pedagogical situation, to give it a positive emotional tone, a positive and constructive orientation.

Pedagogical foresight, forecasting - the ability to anticipate the behavior and reaction of students before the beginning or before the end of the pedagogical situation, to foresee them and their own difficulties.

Pedagogical reflection - the focus of the teacher's consciousness on himself, taking into account the students' ideas about his activities and the student's ideas about how the teacher understands the student's activities. In other words, pedagogical reflection is the teacher's ability to mentally imagine the student's picture of the situation and, on this basis, clarify his idea of ​​himself. Reflection means the teacher's awareness of himself from the point of view of students in changing situations. It is important for the teacher to develop a healthy constructive reflection, leading to the improvement of activity, and not to its destruction by constant doubts and hesitations. Pedagogical reflection is the independent appeal of the teacher to introspection without being required by the school administration.

End of work -

This topic belongs to:

Psychology of work of a teacher

A series of psychological science at school was founded in g.. m.. Markov a k.

If you need additional material on this topic, or you did not find what you were looking for, we recommend using the search in our database of works:

What will we do with the received material:

If this material turned out to be useful for you, you can save it to your page on social networks: