Personal professional development of a teacher. Professional growth and personal development of the teacher. Control questions and tasks

In the future, the teacher also acts as a subject of purposeful activity to improve his professional qualifications, increase the personal professional and pedagogical potential necessary for pedagogical creativity, including its highest level - the development and creation of author's pedagogical systems.

At the same time, it is impossible to understand the subjectivity of the teacher only as the ability for purely applied actions, "the humanitarian understanding of the meaning of the teacher's activities is associated with ideas about the personality as a whole, but not with the totality of roles, functions, qualities."

The culturological values of education make it possible to determine the value of a teacher's personality as a spiritual subject of culture, capable of creativity, self-improvement, self-transformation to solve the problems of increasingly complex creative pedagogical activity, the development and manifestation of relationships, a system of meanings, spirituality, morality, humanity.

Kolesnikova I.A. notes that the logic of training specialists in the field of "person-to-person" does not go from mastering individual operations, functions, types of activities to their summation, and, on the contrary, from the formation of integrative qualities to their concretization, development and expression in individual-creative norms.

The mechanism of professional and personal self-development and development was determined by N.K. Sergeev as a specific self-organization by a teacher of his personal educational and developmental space, in which he acts as a subject of professional formation and self-development. There is also the adoption and mastery of technologies and the content of modern education, the development of an individual and creative professional handwriting, the author's pedagogical system, and at the same time the individual and personal world of the teacher is a specific source of the latter, its target, substantive, procedural characteristics.

2. PROFESSIONAL GROWTH AND PERSONAL DEVELOPMENT OF THE TEACHER

Humanization of both general and professional education is associated with the development of a person's creative capabilities, the creation of real conditions for enriching the intellectual, emotional, volitional and moral potential of an individual, stimulating her desire to realize herself, expand the boundaries of self-development and self-realization. Such an ideal humanistic goal of education, the famous philosopher E.V. Ilyenkov, will make it possible to bring each person in his individual development to the forefront of human culture, to the border of the known and the unknown, the done and the undone. Transferring a person to a new level of mastering culture, changing his attitude towards the world, other people and towards himself, increasing responsibility for his actions and their consequences - the main result of the humanization of education. The idea of personal development deduces the goal of modern teacher education beyond the traditional notions of it as a system for the transfer of a certain amount of professional knowledge and the formation of the corresponding skills and abilities.

With the traditional approach, the teacher acts only as the basis for a highly regulated teaching activities... Within the framework of the humanistic approach, the goal of education is a continuous general and Professional Development the individuality and personality of all participants in the pedagogical process, including the teacher.

In this regard, the goal of the teacher's professional training is changing. In addition to professional knowledge, skills and abilities (professional competence), it also covers the general cultural development of the teacher, the formation of his personal position (motivational and value attitude to pedagogical activity). Moreover, this unity looks not as a sum of properties, but as a qualitatively new formation. It is characterized by such a level of development of the teacher's personality, at which actions and deeds are determined not so much by external circumstances as by the internal worldview, attitudes.

Entry into the profession, psychologists believe, is "growing" into a "super role" that largely predetermines a person's style and way of life. The general satisfaction of a person largely depends on how saturated his fundamental needs are: the need for creative self-realization, understanding and recognition of individual values by the closest environment of reference persons, in development and self-development, etc.

A person cannot “just live” and do his job, he must find a goal in which work and profession, and most importantly, he himself and his actions in the profession occupy a certain place.

In the event that the chosen profession does not contradict the formed personality traits and the professional formation of the personality corresponds to its main value ideas, then we can expect a value attitude towards professional activity in the future. In other words, in this case, the unity of personal development and professional growth of the individual is noted.

Consequently, the problem of choosing a profession and mastering an activity is part of the problem of the meaning of life.

In the scientific literature, the problem of professional compliance is associated with the presence of a certain potential of inclinations or abilities that can ensure the successful formation of the necessary professional knowledge, skills and abilities. There is practically no talk about the harmonious development of the personality, about professionalization as a process that largely determines this development. It is assumed that a person will be all right if, according to certain parameters, she meets the requirements of professional activity for the subject. However, in a number of cases, even with the required qualities, a person is unable to achieve such states as fertility (E. Fromm), self-actualization (A. Maslow), identity (E. Erickson). This is just the case when it was not a personality that took place, but a functionary, who is characterized by a dual role position: for work and for himself.

Personal development and professional growth of a teacher as an organic unity are possible when, in the process of "growing" into the profession (choice of profession, vocational training, teaching), a number of contradictions are purposefully resolved. First of all, this is a contradiction that arises in the individual consciousness between the standard of a professional's personality and the image of his inner, already existing - "I".

Improving education is impossible without understanding the teacher as an active subject who cognizes and transforms himself in the process of activity, since the teacher's subjectivity becomes the main prospect for the student's development.

Without self-education, the idea of personal and professional development of a teacher is practically impracticable. Sociologists consider the transformation of activity into self-activity (general sociological law), development into self-development, education into self-education as a prospect for the development of society.

Self-education is defined as being carried out by a person cognitive activity which:

1. carried out voluntarily, that is, by the free will of the person himself;

2. controlled directly by the person himself;

3. is necessary to improve the qualities of a person, and the person himself is aware of this and is aimed at it. It is necessary to know the conditions under which the process of self-education will take place effectively.

The teacher's self-education will be more productive if:

· In the process of self-education, the teacher's need for his own development and self-development will be realized.

· The teacher knows the ways of self-knowledge and introspection of pedagogical experience and ways of transferring it, since the pedagogical experience of a teacher is a factor in changing the educational situation. The teacher understands various aspects of his professional activity - both positive and negative, and recognizes his imperfection, and therefore is open to change.

· The teacher is reflexive, because it is pedagogical reflection (reflection is understood as a person's activity aimed at understanding his own actions, his inner feelings, states, experiences, analyzing this activity and formulating conclusions) is a necessary attribute of a professional teacher. When analyzing pedagogical activity, there is a need to obtain theoretical knowledge, the need to master diagnostics - self-diagnostics and diagnostics of students, the need to acquire practical skills in the analysis of pedagogical experience.

· The program of professional effective teacher development includes the possibility of both research and search activities.

· The teacher is ready for pedagogical creativity.

· The teacher clearly understands when the relationship between personal and professional development and self-development should be carried out.

Let's consider these conditions in more detail. A modern teacher is required to be ready to meet every professional situation with dignity, to be ready for retraining in rapidly changing conditions and a person's activity in such conditions, according to psychologists, can be aimed at better and more complete adaptation to the environment at the expense of their own reserves and internal resources, where self-development is a key factor in dynamic development.

Self-development is a person's own activity in changing himself, in revealing and enriching his spiritual needs, creativity, all personal potential, which integrates the activity of the subject, aimed at developing character, abilities and individuality. Self-development, according to Kant, is "the cultivation of one's own strength." For M. Mamardashvili, this concept is important "the act of collecting your life into a whole, as the organization of your consciousness into a whole." For the Western European ethical tradition, it is a culture of self-formation, which presupposes the development of free thinking on the basis of cultural continuity and affirms the significance of the creative over the historical. The development of such a culture is the guarantor of the preservation and improvement modern culture and civilization.

Professional development is, first of all, growth, formation, integration and implementation in pedagogical work of professionally significant personal qualities and abilities, professional knowledge and skills, active qualitative transformation by a person of his inner world, leading to a fundamentally new structure and way of life (L.M. Mitina). Professional self-development is a dynamic and continuous process of personality self-design.

There are different approaches to determining the stages of a teacher's professional growth. In the classification of R. Fuller, three stages are distinguished: the stage of "survival" - in the first year of work at school, the stage of adaptation and active assimilation of methodological recommendations - 2-5 years of work, and the stage of maturity, which usually occurs after 6-8 years and characterized by the desire to rethink their pedagogical experience, the desire for independent pedagogical research. Each of these stages has specific interests of teachers. So, the first stage is marked by personal professional problems, at which the idea of oneself as a professional is formed, and where there is an urgent need to understand oneself as a specialist. The second stage is characterized by the teacher's increased attention to their professional activities. The third stage is characterized by an increase in the creative need for work, when ideas about oneself and pedagogical activity require generalization and analysis. According to D. Bourdin, it is at this stage that it is possible to organize research activities teachers. The mechanism of development and self-development is, first of all, self-knowledge and self-analysis of activity. Self-knowledge is the teacher's activity aimed at realizing his potential and professional problems. Self-analysis, on the other hand, is hidden from direct observation, but an essential side of the teacher's professional activity and his life in general, it is such an analysis of pedagogical activity, when the phenomena of pedagogical reality are correlated by the teacher with their actions. Pedagogical Analysis carries out the following functions: diagnostic, cognitive, transformative, self-educational.

The practice of a teacher becomes a source of professional growth insofar as it is an object of structured analysis: unreflected practice is sometimes useless and eventually leads not to development, but to professional stagnation of the teacher. Reflection is understood as an important mechanism of productive thinking, a special organization of the processes of understanding what is happening in a wide systemic context, as well as the process of introspection and active comprehension of the state and actions of the individual and other people involved in solving problems. Therefore, reflection can be carried out both in the internal plane - the experiences and self-report of one individual - and in the external plane - as a collective thought activity and a joint search for a solution.

Pedagogical reflection in activity is a process of successive actions from difficulty (doubt) to its discussion with oneself and to the search for a way out of it. Reflection is a complex mental ability for constant analysis and assessment of each step of professional activity. With the help of reflexive abilities, which include a number of basic intellectual skills, you can manage your professional activities in conditions of uncertainty. The combined "key skills" constitute a certain reflexive technology, with the help of which the teacher's professional experience is improved.

Key Skills:

Ability to see the problem in a pedagogical situation in time and correctly formulate it in the form of pedagogical tasks

Ability to focus on the student as an actively developing subject of educational and cognitive activity, having its own motives and goals, when setting a pedagogical task

Ability to make every professional and pedagogical step an object of analysis

Ability to always accurately concretize and structure the problem

Ability to see new problems on the horizon of practice arising from previous experience

Ability to quickly look for ways to solve problems

Ability to concretize pedagogical tasks into step-by-step and operational ones, to make an optimal decision in conditions of uncertainty, to flexibly rebuild as the situation changes, that is, to think tactically

· Ability to constantly think "versionally", that is, to think with assumptions, hypotheses, versions

· Ability to be in the system of "parallel goals", and create a "field of opportunities" for pedagogical actions

Ability in a situation of limited time to make a worthy and the only right decision to get out of difficult pedagogical situations

Ability to clearly analyze the pedagogical situation in the dynamics of its development, to see near and distant results

Ability to use different theories to reflect on their own experience

Ability to competently analyze and accumulate in your experience best examples teaching practice

Ability to combine parts of theory and practice to obtain a coherent whole, with novelty knowledge

Ability to assess pedagogical facts and phenomena with an open mind, objectively

Ability to prove, reasoned, clearly and intelligibly express your point of view

The school develops, creating and mastering a new educational practice, that is, as a result of a controlled innovation process organized in it - the process of creating and mastering innovations, moving to a qualitatively new objectively necessary state, the mastering and development of innovations takes place, implying that teachers have the ability to produce new , highly developed creativity. A modern school can only be created by a teacher of a creative type, where creativity also means the creation of a new product, new technologies, techniques and methods, techniques, and the realization of the teacher's potential and abilities, his need for self-realization. "Creativity is any activity of a person who creates something new, no matter whether it is the creation of some thing of the external world or the construction of the mind or feeling that lives in the person himself." (L.S.Vygotsky). Pedagogical creativity has a pronounced personal originality, and the priority is the internal, meaningful side and this explains that the same techniques and methods have different effects for different teachers, because without creative awareness and endowing their own meaning with the content of education, methods, techniques, forms , technology, the teacher will not be able to educate and educate, but only to broadcast knowledge.

Based on the foregoing, it can be seen that the teacher needs to learn constructive skills to comprehend and rethink their activities through introspection of classes, pedagogical situations, educational results in general, and rethinking contributes to the process of subjectivation and increased responsibility for the results of their actions. It follows from this that the following personal functions and qualities are inherent in a creative teacher: possession of reflection, acceptance of the personal meaning of pedagogical activity, the ability to present his personal experience, etc. a pronounced heuristic moment, including guess, intuition, insight, contains elements of "contextual" research that has subjective knowledge, microdiscovery and is considered as an activity directed by teachers to solve various kinds of situational problems and tasks. The meaning of solving such problems is not only to discover something unknown for theory and practice, but also to solve specific problems of education.

It is important to determine the requirements for the search and creative activity of the teacher:

· Search activity should be aimed at solving specific and real problems of school life and be practice-oriented;

· Search activity should be carried out in the natural conditions of the educational process and be contextual in nature;

· Search activity should be carried out constantly, systematically; search activity should be optimistic, that is, include a positive attitude towards success and be continuous;

· Search activity should be aimed at ensuring that the result obtained determines the direction and nature of the next samples, and be “incremental” in nature;

· Search activity should be based on and taking into account the teacher's unique experience, his original system of professional "constructs", the peculiarities of the cognitive style and be individualized;

· Search activity should always be "versioned" in nature.

With the development of competence and improvement of skills, a teacher faces a number of tasks of both personal and professional development, while the levels of personal, moral and intellectual development significantly determine the success of pedagogical activity. A necessary condition for the education and self-education of a teacher is the relationship between professional and personal development.

Table 1 attempts to correlate the parameters of the teacher's personal and professional development.

Table 1

The relationship between the personal and professional development of a teacher

Options	Personal development	Professional Development
Values	Development and expansion of the system of personal value orientations as a system of moral ethical principles that determine activity	Development and expansion of the system of personal value orientations as a system of moral and ethical principles that determine professional activity
	Development of a tendency towards self-actualization and self-realization	Development of positive motivation for professional activity and improvement of one's skills, self-realization
I-concept	Development and deepening of an adequate and holistic self-image. Strengthening the positive (positive) self-concept.	Adequate formation of the self-concept of the teacher. Strengthening adequate and objective professional self-esteem. Strengthening positive security.
Perspective	Determination of directions and prospects for further internal growth	Predicting career growth and "creating" your own professional biography
Development Objectives	Activation of the development of the cognitive sphere as an ability for a more abstract and generalized understanding and differentiation, categorization of the phenomena of the surrounding world. Reflection of personal experience and own activities,	Correction, improvement of existing professional skills, skills, methods of activity based on the interiorization of new information. Reflection of professional activity, pedagogical experience

The teacher, when defining self-education programs, must take into account these interrelationships. We offer the following points for drawing up a teacher's self-educational activity program:

1. My values.

2. My goals.

3. My Self-concept.

4. My perspective (strategy).

5. My work tactics and development tasks and: cognitive, personal, etc.

The ability to "do oneself" in accordance with social and moral ideals, in which professional competence, wealth of spiritual life and responsibility would become natural conditions human life, the most pressing need of the day.

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

Today, external and internal sources self-development activity. External sources (requirements and expectations of society) are the main ones and determine the direction and depth of the necessary self-development. The teacher's need for self-education, caused from the outside, is further inflamed by a personal source of activity (beliefs, a sense of duty, responsibility, professional honor, healthy pride, etc.) - this need forms a system of actions for self-improvement, the nature of which is largely predetermined by the content of the professional ideal. In other words, when the teacher's activity is of personal, deeply realized value, then the need for self-improvement appears, then the process of self-development begins.

For the deployment of the processes of self-development and self-education, the level of self-esteem formation is of great importance. Psychologists point out two methods of forming correct self-esteem. The first is to correlate the level of your aspirations with the achieved result, and the second is to compare them with the opinions of others. If the aspirations are low, then this can lead to the formation of overestimated self-esteem. The study of the nature of the difficulties in the work of teachers showed that only those who set themselves high tasks have difficulties - as a rule, these are creatively working teachers. Those who do not have high claims are usually satisfied with the results of their work, they rate them highly, while the reviews about their work are far from desired. That is why it is very important for every person who has chosen a teaching profession to form in their minds the ideal image of a teacher.

If self-development is treated as a purposeful activity, then introspection should be its most important component. Pedagogical activity imposes special requirements on the formation of cognitive mental processes: thinking, imagination, memory, etc. , observation, etc.

An important component of professional self-development is the teacher's self-educational work.

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

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

The culture of thinking as a set of skills in analysis and synthesis, comparison and classification, abstraction and generalization, "transfer" of acquired knowledge and methods of mental activity into new conditions;

A stable cognitive process, skills and abilities to creatively solve cognitive tasks, the ability to focus on the main, most important problems at the moment;

Rational techniques and methods of independent work to obtain knowledge, perfect command of oral and written speech;

Hygiene of mental work and its pedagogically expedient organization, the ability to use your time wisely, to spend physical and spiritual strength.

Most efficient way professional self-education of a teacher - his participation in the creative search of the teaching staff, in the development of innovative projects for the development of an educational institution, author's courses and pedagogical technologies, etc.

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

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

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

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

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

Mastering such actions takes time and certain skills. Therefore, researchers distinguish the stages of professional self-development.

At the initial stage of mastering professional self-education, its goals and objectives are not specific, their content is not sufficiently defined. They exist in the form of an indefinite desire to become better in general, which appears when exposed to external stimuli. The means and methods of self-education have not yet been fully mastered. The process of self-education proceeds as an educational procedure, so the student needs help from a significant other (teacher).

At the second stage of mastering self-development, goal-setting becomes more definite and concrete. At the same time, the goals and objectives that the student sets for himself relate to the specific qualities of his personality. Much in self-development procedures depends on external circumstances. However, with the accumulation of experience, the procedures for the implementation of self-development are reduced. Prudence, self-instruction, self-criticism are essential manifestations of self-development at this stage.

At the third stage of self-development, the teacher independently and reasonably formulates his goals and objectives. At the same time, the content of self-development rises from private qualities to global or general professionally significant personality traits. Planning work on oneself, the selection of self-action means are easy. All the basic actions of self-development - goal-setting, planning, self-control, self-correction - are carried out automatically, naturally.

CONCLUSION

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

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

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

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Professional development and self-education of the teacher

The humanization of both general and vocational education is associated with the development of a person's creative capabilities, the creation of real conditions for enriching the intellectual, emotional, volitional and moral potential of an individual, stimulating her desire to realize herself, expand the boundaries of self-development and self-realization Such an ideal humanistic goal of education, the well-known philosopher E.V. Ilyenkov, will allow everyone to

a person in his individual development to the forefront of human culture, to the border of the known and the unknown, the done and the undone. Transferring a person to a new level of mastering culture, changing his attitude towards the world, other people and towards himself, increasing responsibility for his actions and their consequences - the main result of the humanization of education. The idea of personal development takes the goal of modern pedagogical education beyond the traditional ideas about it as a system of transferring a certain amount of professional knowledge and the formation of the skills and abilities corresponding to them.

With the traditional approach, the teacher acts only as the basis for strictly regulated pedagogical activity. Within the framework of the humanistic approach, the goal of education is the continuous general and professional development of the individuality and personality of all participants in the pedagogical process, including the teacher.

Entering the profession, psychologists believe, is "growing" into a "super role", which largely predetermines a person's style and way of life. The general satisfaction of a person largely depends on how saturated his fundamental needs are: the need for creative self-realization, understanding and recognition of individual values by the closest environment of reference persons, in development and self-development, etc.

A person cannot “just live” and do his job, he must find a goal in which work and profession, and most importantly, he himself and his actions in the profession occupy a certain place.

value attitude to professional activity. In other words, in this case, the unity of personal development and professional growth of the individual is noted.

Consequently, the problem of choosing a profession and mastering an activity is part of the problem of the meaning of life.

In the scientific literature, the problem of professional compliance is associated with the presence of a certain potential of inclinations or abilities that can ensure the successful formation of the necessary professional knowledge, skills and abilities. There is practically no talk about the harmonious development of the personality, about professionalization as a process that largely determines this development. It is assumed that a person will be all right if, according to certain parameters, it meets the requirements of professional activity for the subject. However, in a number of cases, even with the required qualities, a person is unable to achieve such states as fertility (E. Fromm), self-actualization (A. Maslow), identity (E. Erickson). This is just the case when it was not a personality that took place, but a functionary, who is characterized by a dual role position: for work and for himself.

The motives of the teacher's personal development. It was found that the majority of students entering pedagogical universities have an interest in the profession of a teacher or a tendency to pedagogical activity. At the same time, the determining factors that influenced the choice of profession are the first teacher or one or two teachers who taught the subject in the middle and senior grades, personal experience pedagogical work.

The motives for choosing a teaching profession in many ways predetermine the motives of teaching students of a pedagogical university. If we take into account that a motive is nothing more than a need, then for future teachers such a need may be "pure" cognitive interest, the desire to better prepare for independent professional activities, a sense of duty and responsibility, or

the desire through teaching to stand out among fellow students, to take a prestigious position in the team, to avoid complaints from teachers and parents, the desire to receive praise, an increased scholarship, etc.

The motives are divided into leading(long-term) and situational. In addition, distinguish external and internal motives. The activity of a teacher is a chain of different situations. In some situations, the goal of the activity and the motive coincide. Other situations are perceived as purposeful coercion, when the goal and motive do not coincide. In this case, the teacher may be indifferent and even negative to the goal of pedagogical activity. In situations of the first type, teachers work with enthusiasm, inspiration, and, therefore, productively. In the second case, with inevitable nervous tension and usually do not have good results.

Educational activity is very complex and therefore is usually caused by several motives, differing in strength, personal and social significance. The motivation of pedagogical activity is a common phenomenon: a teacher can work well for the sake of achieving high results, but at the same time satisfy his other needs (recognition of colleagues, moral and material encouragement, etc.).

The most important role is played by socially valuable motives of pedagogical activity. These include a sense of professional and civic duty, responsibility for the upbringing of children, honest and conscientious performance of professional functions (professional honor), passion for the subject of teaching and satisfaction from communication with children; awareness of the high mission of the teacher; love for children, a sense of calling.

The creative individuality of the teacher. The humanization of education largely depends on the teacher's orientation towards creativity in his activities. The level of creativity shows the measure of the teacher's realization of his capabilities and is the most important characteristic of his personality, which determines the author's pedagogical style.

The creative individuality of the teacher is characterized primarily by the need for self-realization, that is, the desire for the fullest possible realization of their potential in professional activity. The need for self-realization is characteristic of a person with a sufficiently developed self-awareness, capable of making a choice.

In this regard, the idea of the unity of the potential and the actual in the development of the personality of the teacher acquires theoretical and practical significance. According to this idea, it is necessary to take into account not only already manifested, existing, but also potential personality characteristics, those natural features that have not yet manifested. The form of the potential is the goals, aspirations, ideals of the personality, as well as the objective prospects and opportunities for its development.

S.L. Rubinshtein emphasized that a person as a person is characterized not only by what is, but also by what he wants to become, to which he actively strives, those. he is characterized not only by what has already taken shape and constitutes the content of his inner world and activity, but also what is the sphere of possible development.

The activities of innovative teachers, masters of pedagogical work proves that the brighter the individuality of the teacher, the more harmoniously professionalism and spiritual culture are combined in him, the more peculiarly he perceives, evaluates and transforms the surrounding reality, and therefore he is more interesting to students, has greater opportunities to influence development. their personalities.

Creative individuality is manifested not only in assimilation the culture accumulated by mankind and the development of an individual spiritual culture on this basis. It is primarily expressed in active transformative activities, in the processes of personal choice and personal contribution, full surrender of oneself.

Conditions for the development of the teacher's creative individuality. A number of studies have established a set of conditions necessary for the formation of professional self-awareness of a future teacher. They contribute to the emergence of a teacher's need for creative professional activity. Among the conditions are the following:

The turning of consciousness on itself as a subject of pedagogical activity;

Experiencing conflicts;

Reflection ability;

Organization of self-knowledge of professional and personal qualities;

Use of joint forms of activity;

Wide involvement of the future teacher in different kinds professional and regulatory relations;

Providing opportunities for the most complete comparison and assessment of professionally important qualities,

skills and abilities; the formation of a correct evaluative attitude towards oneself and towards others, etc.

As you can see, the most important place in the development of the creative individuality of the teacher is self-development. A student as an "author" of self-development must have the following properties: the ability to independently formulate self-development tasks and develop a strategy and tactics for achieving them; independently obtain educational and professional information and operate it in connection with the solution of theoretical and practical problems; look for new means of solving educational problems; gain new knowledge in communication with a group, classmates; to extract new knowledge necessary to solve their own problems, in communication with teachers, school teachers.

Creative self-improvement of a teacher involves realizing oneself as a creative individual, defining one's professional and personal qualities that require improvement and adjustment, and developing a long-term self-development program.

The need for self-improvement is based on the ideals of the individual.

Pedagogical ideal - this is the teacher's idea of what he should be in accordance with the pedagogical goal that he sets for himself. So, if the teacher is focused on the child and his interests, then his personal characteristics and methods of activity will be different than when focusing on the subject. The pedagogical ideal is a fusion of the social order of society and the pedagogical credo of the teacher himself. It manifests itself in his awareness of his mission, in the vision of himself in the pedagogical process.

The ideal of the teacher is concretized in the system of tasks that he has to solve on a daily basis. This is what gives the teacher's work a unique and at the same time creative character. In the process of transforming the pedagogical ideal into real activity, what is called pedagogical creativity takes place. Overcoming the contradictions between the pedagogical ideal and the real teaching practice and causes the need to add, transform, look for other ways of solving pedagogical problems. The source of pedagogical creativity lies in the daily resolution of emerging and cognizable contradictions.

Professional self-development of a teacher. K.D. Ushinsky's statement that the teacher lives as long as he studies in modern conditions takes on special significance.

Life itself has put the problem of lifelong pedagogical education on the agenda. A. Disterweg wrote, referring to the teacher: "He is only able to really educate and educate, while he himself works on his own upbringing and education." (Disterweg A. Fav. ped. op. - M., 1956. - S. 74).

The ability to "create oneself" in accordance with social and moral ideals, in which professional competence, a rich spiritual life and responsibility would become the natural conditions of human life, the most acute need of the day.

Professional self-development, like any other activity, is based on rather complex system motives and sources of activity. Usually, the driving force and source of self-education of the teacher is called the need for self-improvement.

Distinguish between external and internal sources of self-development activity. External sources(the requirements and expectations of society) act as the main ones and determine the direction and depth of the necessary self-development. The teacher's need for self-education, caused from the outside, is further supported personal source activity (beliefs, a sense of duty, responsibility, professional honor, healthy pride, etc.). This need stimulates a system of actions for self-improvement, the nature of which is largely predetermined by the content of the professional ideal. In other words, when pedagogical activity acquires a personal, deeply realized value in the eyes of the teacher, then the need for self-improvement appears, then the process of self-development begins.

For the deployment of self-development processes, the level of formation is of great importance self-esteem. Psychologists point out two methods of forming correct self-esteem. The first is to correlate the level of your aspirations with the achieved result, and the second is to compare them with the opinions of others. If the aspirations are low, then this can lead to the formation of overestimated self-esteem. The study of the nature of difficulties in the activities of teachers has shown that only those who set themselves high tasks have difficulties. These are, as a rule, creatively working teachers. Those who do not have high claims are usually satisfied with the results of their work, they appreciate them highly, while the reviews about their work are far from

desired. That is why it is so important for every person who has chosen the teaching profession to form in their minds the ideal image of a teacher.

If self-development is treated as a purposeful activity, then its obligatory component should be introspection. Pedagogical activity imposes special requirements on the development of cognitive mental processes: thinking, imagination, memory, etc. It is no coincidence that many psychologists and teachers, among the professionally significant qualities of a teacher's personality, name the ability to distribute attention, professional memory for faces, names, mental states, pedagogical imagination , observation, etc.

An integral part of professional self-development is self-educational work of the teacher.

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

A stable cognitive process, the ability and skills to creatively solve cognitive tasks, the ability to focus on the main, most important in this moment problems

Rational techniques and methods of independent work to acquire knowledge, perfect command of oral and written speech;

Hygiene of mental work and its pedagogically expedient organization, the ability to use your time wisely, to spend physical and spiritual strength.

The most effective way of professional self-education of a teacher is his participation in the creative search of the teaching staff, in the development of innovative projects for the development of an educational institution, author's courses and pedagogical technologies etc.

Evaluation of the effectiveness and the stage of self-development. Self-development has, as it were, a double pedagogical result.

On the one hand, these are the changes that occur in personal development and professional growth, and on the other, mastering the very ability to engage in self-development. It is possible to judge whether the future teacher has mastered this ability by whether he has learned to carry out the following actions (Elkanov S.B., 1989):

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

Planning: choose funds ;; and ways, actions and techniques of self-development;

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

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

Mastering such actions takes time and certain skills. Therefore, researchers distinguish the stages of professional self-development.

On initial stage mastering professional self-education, its goals and objectives are not specific, their content is not sufficiently defined. They exist in the form of an indefinite desire to become better in general, which appears when exposed to external stimuli. The means and methods of self-education have not yet been fully mastered. The process of self-education proceeds as an educational procedure, so the student needs help from a significant other (teacher).

On second stage mastering self-development, goal-setting becomes more definite and concrete. At the same time, the goals and objectives that the student sets for himself relate to the specific qualities of his personality. Much in self-development procedures depends on external circumstances. However, with the accumulation of experience, the procedures for the implementation of self-development are reduced. Prudence, self-instruction, self-criticism are essential manifestations of self-development at this stage.

On third stage self-development, the teacher independently and reasonably formulates his goals and objectives. At the same time, the content of self-development rises from private qualities to global or general professionally significant personality traits. Planning work on oneself, the selection of means of self-action is easy. All the basic actions of self-development - goal-setting, planning, self-control, self-correction - are carried out automatically, naturally.

Control questions and tasks

1. What are the tasks of pedagogical activity.

2. What is the difference between the professional suitability of a teacher and professional readiness?

3. What is teaching excellence?

4. What does the concept of "pedagogical" and "humanitarian culture" include? What is their ratio?

5. What personal characteristics must a teacher possess?

6 What skills are necessary for a teacher for teaching?

7. How are professional growth and personal development of a teacher connected?

8. Why does a teacher need creative skills?

9. What types of innovations do you know?

Literature

Elkanov S B. Fundamentals of professional self-education of a future teacher. - M., 1989.

Lvova Yu.L. Creative laboratory of the teacher. - M., 1985.

Kan-Kalik V. A. Nikandrov N. D. Pedagogical creativity.-M., 1990.

A. I. Mishchenko Introduction to the teaching profession. - Novosibirsk, 1991.

Fundamentals of pedagogical skills / Ed. I. A. Zyazyuna.-M., 1989.

Professional culture of a teacher / Ed. V. A. Slastenin. M., 1993.

V. A. Sukhomlinsky I give my heart to the children. - M., 1983.

Shitov E. N., Kotova I. B. The idea of humanization of education in the context of the development of domestic theories of personality. - Rostov n / a, 1995.

Section II

Lydia Myasnikova
Professional and personal formation and development of a teacher

Professional and personal formation and development of a teacher

The present time is characterized by an increase in the pace of life. Updating information, changing it qualitatively, simplifying methods of accessing data requires a person to be able to quickly navigate the social space and respond promptly to all transformations. The requirements for modern teacher... It is important for him not only to comply professional requirements but also raise the level of your own development, the flexibility of their thinking, to be in constant search for something new in the general cultural, scientific and professional region, taking into account the changing needs of the state, society, economy and labor market.

Professional development of a teacher is inextricably linked with such processes as self-education, self-education, self-development.

Self-education is a process of independent acquisition of knowledge, which involves the direct personal interest of the student.

Self-education is designed to perform the following functions (Knyazeva M.L.):

Extensive (accumulation, acquisition of new knowledge);

Indicative (defining oneself in culture and one's place in society);

Compensatory (overcoming training deficiencies, eliminating "White spots" in their education);

- self-development(improving your personal picture of the world, your consciousness, memory, thinking, creative qualities);

Methodological (overcoming professional narrowness, completing the picture of the world);

Communicative ( establishment links between sciences, professions, estates, ages);

Co-creative (accompanying, assistance creative work, an indispensable addition to it);

Rejuvenation function (overcoming the inertia of one's own thinking, preventing stagnation in a social position);

Psychological, psychotherapeutic (preserving the fullness of being, a sense of belonging to a wide front of the intellectual movement of mankind);

Gerontological (maintaining connections with the world and through them the vitality of the organism).

Thus, self-education is a necessary condition for the life of a modern educated person, an obligatory component of his professional success.

Self-education is a systematic human activity aimed at assimilating the experience of previous generations, forming a personality through independent work on oneself.

Self-education is inextricably linked with self-knowledge and awareness of the real and ideal I, my life experience and relationships with the outside world.

Experts identify a number of functions inherent in self-education:

Compensatory (expanding knowledge about yourself, your abilities and capabilities);

Adaptive (allows teacher timely adapt to the changing world, navigate in new conditions);

- developing(involves the formation of the ability to actively and competently participate in the transformation of oneself, one's teaching activities, continuous enrichment creativity personality).

Self-development Is a process of purposeful conscious change of one's personal sphere through self-awareness, self-esteem, self-organization and self-management.

According to the classification of E.A.Klimov, there are several stages professional development:

Option phase (selection period profession) ;

Phase of adeptness (stage of training of the selected profession) ;

Adaptation phase (entry into profession and getting used to it) ;

Interval phase (acquisition professional experience) ;

Mastery phase (qualified performance of labor activity);

Mentoring phase (broadcast a professional of their experience) .

The result of the professional and personal formation and development of the teacher is the mastery of pedagogical skills.

Pedagogical mastery is the highest level of fulfillment teaching activities manifested in the mastery educator the art of education and training and the pursuit of continuous improvement.

Outwardly, skill is expressed in the successful solution of various pedagogical tasks, in a high level of organization of the educational process. But its essence lies in those qualities of the teacher's personality that give rise to this activity and ensure its success. And these qualities must be sought not only in skills, but in that system of personality traits, its position, which create teacher the ability to act productively and creatively.

A high level of craftsmanship improves the quality of all work teacher, contributes to the formation professional position, which accumulates the highest levels of focus, knowledge and readiness for implementation professional activity... Extension pedagogical knowledge provides a tool for introspection of work teacher and identifying reserves of self-movement; a high level of abilities stimulates more and more vivid self-disclosure of personality.

Related publications:

Professionally significant qualities of an educator of a preschool educational organization V late XIX century in the research of P.F.Kapterev, an outstanding Russian teacher and psychologist, it is proved that one of the most important factors of success.

The program "I and YOU", aimed at the social and personal development of children The program "I and YOU" Prepared by the teacher of the inpatient department Dmitrieva Larisa Ivanovna Vyazma 2016 Explanatory.

Methodical theme: "Formation of cultural and hygienic skills in children 2 - 3 years old." Purpose: education of cultural and hygienic skills.

The program of professional and personal self-development of a teacher Topic: "Formation of values healthy way life based on cooperation of pupils with adults and peers ”Purpose: to provide.

Development of professional competencies of a teacher of a preschool educational organization Development of professional competencies of a preschool teacher educational organization(in the context of the implementation of the Federal State Educational Standard of preschool education).

Motives for choosing a teaching profession and motivation for teaching
Development of the teacher's personality in the system of teacher education
Professional self-education of the teacher
The basics of self-education of students of a pedagogical university and teachers

§ 1. Motives for choosing a teaching profession and motivation for teaching

The problem of motivation of pedagogical activity, as well as the problem of motivation of human behavior and activity in general, is one of the most complex and underdeveloped. There are practically no special studies that would track the relationship between the motives for choosing a teaching profession and the motivation for teaching activities.
An analysis of the factors influencing the choice of a teaching profession by applicants makes it possible to determine their importance and build a ranked range: interest in the academic subject - 27.2%;
desire to teach this subject - 16.2%; the desire to devote themselves to raising children - 19.2%; awareness of pedagogical abilities - 6%; desire to have a higher education - 13%;
the idea of public importance, the prestige of the teaching profession - 12.2%; striving for material security - 2.2%; this is how the circumstances developed - 4%.
If we unite those who have chosen a teaching profession in accordance with their propensities for learning and upbringing, their interest in children, then only slightly more than half of future teachers choose a profession, guided by motives that testify to the pedagogical orientation of their personality.
It should be noted that even in extremely difficult conditions of social and economic life in Russia there were wonderful enthusiastic teachers, whose choice of a teaching profession was conditioned by the motives of high social value. One of these was Nikolai Alexandrovich Dobrolyubov.
From the composition of N.A. Dobrolyubov, written by him when he entered the Main Pedagogical Institute in St. Petersburg:
"I was seized early by a noble determination to devote myself to serving my fatherland. For a long time strange dreams agitated an inexperienced mind, but finally I settled on the title of a teacher. Reflecting on this title, I felt within myself both the ability, and desire, and patience - all that is needed for this difficult task ... I am able to convey knowledge, because I am not deprived of the gift of speech, because I have a heart that often seeks to express itself, and what is more required from a teacher ... One thing confuses me: I am weak, young, inexperienced. How can I pass on new truths to a new generation, when I myself am just entering life, only still craving for enlightenment? continuation of several years to accustom oneself to the idea of being a mentor of youth ... "".

The choice of a teaching profession in accordance with this or that motive (for what?) Largely predetermines the motives of learning. If we take into account that a motive is nothing more than an object of need, or an objectified need, then for future teachers such subjects can be "pure" cognitive interest, the desire to better prepare for independent professional activity, a sense of duty and responsibility, or the desire through learning to stand out among fellow students, take a prestigious position in the team, avoid complaints from teachers and parents, the desire to earn praise, receive an increased scholarship, etc.
Proceeding from the expediency of distinguishing between the motives for choosing a profession and the motivation of pedagogical activity, it should be noted that they correlate like the past and the present. Just as the motives for choosing a teaching profession and the motives for studying at the institute were different in the past, so the motivation for teaching activities in the present also varies.
Motivation of pedagogical activity is subject to the general mechanism of motivation of activity and the formation of new motives. It received the name of the mechanism of transformation of a goal into a motive, or "shift of a motive to a goal" (AN Leontiev). Its essence lies in the fact that the goal, previously prompted to its implementation by some motive, eventually acquires an independent incentive force, i.e. itself becomes a motive. For example, a novice teacher got down to work, giving it all his strength, primarily because he was guided by ambitious feelings. But over time, he was carried away by the very process of communicating with children, his interest in teaching aroused. The implementation of the pedagogical process with all its complexities and at the same time attractiveness has turned from a goal into a motive for activity. The goal, as a rule, becomes more complicated and postponed.

The division of motives into leading (dominant) and situational (motives-stimuli), external and internal allows us to assume with a high degree of probability that both for future teachers, teaching and for working teachers, their activities proceed as a chain of situations, some of which act as purposeful attraction. The purpose of the activity and the motive coincide here. Other situations are perceived as purposeful coercion, when the goal and motive do not coincide. In this case, the teacher may be indifferent and even negative to the goal of pedagogical activity.
In situations of the first type, teachers work with enthusiasm, inspiration, and, therefore, productively. In the second case, it is painful, with inevitable nervous tension and usually do not have good results. But a complex activity, such as pedagogical, is usually caused by several motives, differing in strength, personal and social significance. The polymotivation of pedagogical activity is a common phenomenon:
a teacher can work well for the sake of achieving high results, but at the same time satisfy his other needs (recognition of colleagues, moral and material encouragement, etc.).
The socially valuable motives of pedagogical activity include a sense of professional and civic duty, responsibility for raising children, honest and conscientious performance of professional functions (professional honor), passion for the subject and satisfaction from communicating with children; awareness of the high mission of the teacher; love for children, etc. Nothing can justify the selfish, selfish motives of pedagogical activity that "keep" the teacher at school: salary, long vacations, the possibility of getting an apartment or other benefits, and so on.

§ 2. Development of the teacher's personality in the system of teacher education

Currently, there is a deepening of the contradictions between the requirements for the personality and activities of a teacher, and the actual level of readiness of graduates of pedagogical educational institutions to perform their professional functions; between the typical system of teacher training and the individual and creative nature of his activities. An inevitable consequence of the technocratic and extensive approaches in teacher education has become the alienation of the teacher from society and national cultures, from school and student. This led to a sharp decline in the social status and prestige of the teaching profession, the inconsistency of the teacher training system with public needs and the aggravation of educational problems.
These contradictions make it necessary to solve the related problems in pedagogical education:
problems of new goal-setting;
problems of the new structure of education;
problems of updating the content of education;
problems of updating organizational forms and methods.
These problems serve as the basis for a change in target orientation, the introduction of a multilevel pedagogical education system.
The objectives of the multi-level structure of teacher education are to expand the capabilities of educational institutions to meet the diverse cultural and educational needs of the individual and society, increase the flexibility of general cultural, scientific and professional training of specialists in the field of education, taking into account the changing needs of the economy and the labor market.
Multilevel pedagogical education, implemented by successive educational and professional programs of different content and terms of study, ensures the solution of the following tasks:
personality (student) - to make an individual choice of the content and level of education and professional training that meet intellectual, social and economic needs;
society (education system, school) - to get a specialist in a shorter time frame with the required qualification parameters;
teaching corps (faculty, college, university, institute) - to more fully realize the scientific and professional pedagogical potential.
Getting a pedagogical education is associated with the formation of a specialist different levels professional qualifications achieved subject to mastering the relevant programs (see diagram).
The basis of pedagogical education is basic higher education, implemented by educational and professional programs of the first and second levels. They provide the student's personality with the opportunity to master the system of knowledge about man and society, history and culture, to receive basic fundamental scientific training and the basics of professional pedagogical knowledge in the chosen direction of education.
The first level - general higher education - is achieved by mastering educational and professional programs of the first level within two years of study. It ensures the right of the individual to continue education at the level of basic higher pedagogical education in educational and professional programs of the second level. In addition, those who wish can continue their education in the field of work or change their educational and vocational orientation.

Functional and logical system of multilevel pedagogical education

On the basis of general higher education, a program of vocational and pedagogical training (up to 18 months) can be implemented, giving secondary specialized education. In addition, for those who wish, during a short period of study (from 3 to 6 months), vocational training can be carried out at the qualification level of a junior specialist, taking into account the chosen scientific direction. Persons who have mastered such professional programs can occupy positions of teaching and auxiliary personnel in an educational institution (laboratory assistant, assistant teacher, educator).
The second level of basic higher pedagogical education is designed for two years of study and provides for the implementation of an educational and professional program in one of the subject areas. Students who have passed state exams and received a basic higher pedagogical education are issued a bachelor of education diploma in the chosen direction.
In some areas, due to the peculiarities of the implementation of educational and professional programs of the second level, it is possible to combine them with a professional training program (training period is three years).
To obtain the qualification of a specialist on the basis of basic higher pedagogical education, an opportunity is provided to master professional programs in accordance with the future specialty, pass state exams and defend the final work within a year. After that, the graduate receives a qualification certificate in one or two pedagogical specialties.
Complete higher pedagogical education is based on basic higher education and represents the development and differentiation of professional and educational programs in areas of specialization. Due to the in-depth educational and professional program, the training of a specialist is provided mainly "on request". The main goal of this stage is to train a teacher-researcher focused on constructive, creative activity. The duration of study at the stage of complete higher pedagogical education is at least two years on the basis of a four-year basic higher education.
Persons who have received a complete higher pedagogical education are issued a Master of Education diploma in a specific area of science and a qualification certificate in the chosen specialty, which gives the right to carry out professional activities in any type educational institutions(schools, lyceums, gymnasiums, colleges, universities).
The flexibility and variability of the multi-level structure of pedagogical education allows any student, if necessary, to stop it upon reaching a particular level, and then continue education at the next level at any university of a similar profile.
One of the primary tasks of pedagogical education in connection with the introduction of a multi-level structure is a deep renewal of its content, in which three interrelated blocks can be distinguished: general cultural, psychological and pedagogical, and subject. Each of the named blocks is represented by a number of modules.

General cultural block, constituting 25% of the study time, is intended to ensure the development of the teacher's worldview, create conditions for his life and professional self-determination, mastering practical pedagogy, which is based on the general education of the teacher. Immersion
teachers in the context of universal culture, various languages, types of arts, methods of activity in all their originality requires the development of such elements of the general cultural block as ideological and methodological, axiological, historical and cultural, socio-economic, natural science, communicative.
Psychological and pedagogical block, constituting 18% of the study time, is aimed at the development of the teacher's pedagogical self-awareness, his creative individuality, manifested in the methods of analysis, design, implementation and reflection of pedagogical activity. Since the formation of the "I-concept" of a teacher is not a one-time act, this block can be represented by such modules as orienting, theoretical-methodological, activity.
Subject block, constituting 57% of the study time, is focused on mastering the logic of the deployment of the content of specific scientific knowledge as an integral part of human culture and as a means of developing the personality of students and communicating with them. It involves the development of such modules as general, associated with a specific area of scientific knowledge (humanitarian knowledge, natural science, etc.); integrated, uniting certain branches of the scientific direction into a single whole; special - in a specific area of scientific knowledge (narrow or broad profile), change and self-improvement. However, this need itself does not automatically grow out of the need to resolve the contradictions between the requirements that society imposes on the teacher and the present level of his development as a person and a professional. External sources of activity (demands and expectations of society) either stimulate work on themselves, or force the teacher to go to all kinds of tricks that remove these contradictions, at least in his mind. In psychology, many compensatory mechanisms for removing such contradictions are known: rationalization, inversion, projection, "escape from reality", etc.
The basis of professional self-education, as well as the basis of the teacher's activities, is the contradiction between the goal and the motive. To provide a shift of motive to a goal means to induce a true need for self-education. The teacher's need for self-education, aroused in this way, is further supported by a personal source of activity (beliefs; feelings - duty, responsibility, professional honor, healthy pride, etc.). All this gives rise to a system of actions for self-improvement, the nature of which is largely predetermined by the content of the professional ideal. In other words, when pedagogical activity acquires a personal, deeply realized value in the eyes of the teacher, then the need for self-improvement appears, then the process of self-education begins.

Professional ideal and means of professional self-education of a teacher

Psychologists point out two methods of forming self-esteem. The first is to correlate the level of one's aspirations with the achieved result, and the second is in social comparison, comparing the opinions of others about oneself. But when using these techniques, adequate self-esteem is not always developed. Low aspirations can lead to the formation of overestimated self-esteem, since difficulties in work usually have only those educators who set high goals for themselves. The method of forming self-esteem through comparing oneself and one's own results with the results of colleagues cannot satisfy a creatively working teacher.
The main way to form a teacher's self-esteem (including the future) is to measure their results with ideal personality and activities of the teacher-educator, and such work should begin as early as possible, from the first year. The simplest and at the same time the most reliable way of forming a professional ideal is reading special literature, getting acquainted with the life and pedagogical work of outstanding teachers. A correctly formed ideal of a teacher is a condition for the effectiveness of his self-education.
The external factors that stimulate the process of self-education include the teaching staff, the style of school leadership and the factor of free time.

A teacher, especially a beginner, getting into the teaching staff, where an atmosphere of mutual exactingness, adherence to principles, constructive criticism and self-criticism reigns, where they pay special attention to the creative searches of colleagues and sincerely rejoice at their findings, where one feels an interest in the professional growth of beginners, strives to meet the requirements of professional ideal. On the contrary, the absence of collectivistic principles among teachers, disregard for creative search and skepticism about the possibilities of self-education will inevitably kill the need for self-improvement.
If the school leadership does not create conditions for teachers under which each of them would have the opportunity to experience success, causing confidence in their own strengths and abilities, if their demands do not feel concern about the success of teachers, the desire to help, then in such a school they do not have a need for self-education.
Finally, the time factor. It is necessary for the teacher to read fiction, periodicals, visits to museums, theaters, exhibitions, watching films and television programs, studying special, as well as psychological and pedagogical literature.
The process of professional self-education is extremely individual. However, it can always be divided into three interrelated stages: self-knowledge, self-programming and self-action.
Professional self-knowledge the future teacher will be helped by a course in psychology. To identify general self-esteem, the traditional method of constructing ranked series of ideal qualities and characteristic for a particular person can be used, followed by calculating the coefficient according to the appropriate formula. " identifying the level of focus on the teaching profession, the area of preferred teaching activity (teaching or educational work) it is better to use projective techniques such as the "conceptual dictionary" verbal test.
To identify the level of sociability (sociability), the V.F. Ryakhovsky test is recommended2. Considering that the ability to communicate consists of private skills, and also depends on many factors, in-depth knowledge of oneself should go along the line of identifying the level of formed ™ perceptual skills, pedagogical skills and skills such as the ability to listen to the interlocutor, manage communication, speak in front of an audience and etc.
Professional self-knowledge also involves identifying the characteristics of volitional development, emotional sphere, temperament and character, the characteristics of cognitive processes (perception, memory, imagination, thinking), speech and attention as personality traits.
Process self-programming personal development is nothing more than the materialization of one's own prediction about the possible improvement of one's personality.
The construction of a self-education program is usually preceded by the development of a system of "rules of life", which gradually become the principles of behavior and activity of the individual. For example, never be late for anywhere; never answer anyone with a monosyllabic "yes" or "no" - look for other forms of answer; never refuse to help anyone, etc. Along with the self-education program, you can also draw up a plan for working on yourself: a maximum plan for a long period of time and a minimum plan (for a day, a week, a month).
For freshmen who have not yet accumulated sufficient experience of working on themselves, a program consisting of three sections seems to be more acceptable. Here is its simplified<лля удобства восприятия) вариант:

For obvious reasons, not all tasks and directions of work on oneself can be fixed in the program. Sometimes there is no particular need for this. The main thing is that everyone who has embarked on the pedagogical path develops his own set of life rules, principles and is strictly guided by them in life.

Means and methods self-action infinitely varied. Taking into account the peculiarities of his personality and specific conditions, each person chooses their optimal combination. A special place among the means of self-education is occupied by means of controlling one's mental state, i.e. means of self-regulation. These include various kinds of disconnection, self-distraction, muscle relaxation (relaxation), as well as self-belief, self-command, self-control, self-hypnosis, etc. In recent years, thanks to widespread popularization, methods and techniques of purposeful self-hypnosis with the help of special verbal formulas - auto-training are increasingly used.
Perfect mastery of the integral ability to think and act pedagogically cannot be ensured without special exercises aimed at developing observation, imagination as the basis for foresight and creative design of their actions and the actions of pupils. Scientific pedagogical thinking is expressed in the free operation of pedagogical facts, their decomposition into constituent components in order to penetrate into their essence, to establish analogies, similarities and differences in pedagogical phenomena. For this, the future teacher must learn to classify facts and phenomena, establish the causes and identify the motives of the behavior and activities of participants in social interaction, solve analytical, prognostic and projective problems.

§ 4. The basics of self-education of students of a pedagogical university and teachers

In a pedagogical university, yesterday's school graduates find themselves in new conditions that place high demands on them: to be able to rationally allocate and plan their time, organize their workplace, work with books and special literature, etc.

Mastering the skills of independent work and the skills of rational organization of educational work indicates the formation of a culture of mental work, which includes:

culture of thinking, manifested in the skills of analysis and synthesis, comparison and classification, abstraction and generalization, "transfer" of acquired knowledge and methods of mental activity in various new conditions;
stable cognitive interest, skills and abilities of creative solution of cognitive tasks, the ability to focus on the main, most important problems at the moment;
rational techniques and methods of independent work to acquire knowledge, perfect command of oral and written speech;
the hygiene of mental work and its pedagogically expedient organization, the ability to use one's time wisely, to spend physical and spiritual strength.

The most effective way of professional self-education of a teacher is the development of one of the scientific or methodological problems within the framework of a complex theme of the school.