Conditions for the development of a teacher. The professional development of a teacher is a condition for the development of the personality of a preschooler. Control questions and tasks
Professional development and self-education of the teacher
The 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, expanding 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 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 the continuous general and professional development of 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, abilities and skills (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.
Entering the profession, psychologists believe, is "growing" into a "super role", which largely determines the style and way of life of a person. 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 personal characteristics and the professional formation of the personality corresponds to its main value ideas, then we can expect in the future
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 some 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 exactly 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".
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 personality of the teacher. 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 primarily characterized 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 possibilities of 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,
abilities and skills; 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 pedagogical credo 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 assertion that a teacher lives as long as he studies, in modern conditions acquires 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 natural conditions human life, the most pressing 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 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 makes special demands on the development of cognitive mental processes: thinking, imagination, memory, etc. It is no coincidence that many psychologists and teachers, among the professionally significant personality traits of a teacher, 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.
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, 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 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 development projects 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, selecting means of self-action is easy. All the main actions of self-development - goal-setting, planning, self-control, self-correction - are carried out automatically, naturally.
Control questions and assignments
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
TOPIC: "PERSONAL AND PROFESSIONAL DEVELOPMENT OF TEACHERS IN THE CONDITIONS OF EDUCATION MODERNIZATION"
Drastic socio-economic changes taking place in Russian society, directly affect the sphere of education as part of its cultural and social life. Currently, education is undergoing a process of modernization - fundamental changes in the system of existing economic and social relations.
The main subject of the implementation of the ongoing changes in education is the figure of the teacher. Modernization concept Russian education indicates that qualified, up-to-date teaching staff play a key role in the modernization of education. Accordingly, requirements are put forward to improve the quality of education, the possibility of using innovative approaches in their own professional activities, the development of creative potential, and readiness for continuous personal and professional development.
Thus, at present, the requirements for the professionalism and personality of the teacher, for the development of his potential as an indispensable condition for the modernization of education, are significantly increasing.
For the effective implementation of the tasks of modernizing education, it is necessary to support the personal and professional development of a teacher through assistance in resolving these contradictions.
Personal and professional development is interpreted as a quantitative, qualitative change in the psychological characteristics of an individual associated with the performance of various actions by her in the process of professional activity. The problem of personal and professional development is being actively developed within the framework of the acmeological approach, which is based on the ideas of integrity, unity of personal and professional development of a person, and its essence lies in identifying the conditions for mobilizing a person's attitude to his highest achievements, to the most complete self-realization of the individual, which, in our opinion, it coincides with the requirements for a teacher in the context of education modernization.
Personal and professional development of a teacher in substantial measure is provided by initiative as a new author's action of the subject of professional activity, as a way of self-development. On the one hand, the true development of professionalism is unthinkable outside of personal development; on the other hand, there is a stable connection between personal and professional development: just as personality traits affect the process and results of professional activity, so the self-development of the individual is carried out under the influence of the specifics of the teacher's professional activity.
The personal and professional development of a teacher is inextricably linked, is an interdependent process with the dominant role of personal development. At the same time, the acmeological concretization of the development principle, as noted by A.A. Derkach assumes reliance on the following provisions:
Understanding development as improvement, movement to maturity, to the optimal highest level;
Recognition of the subjective nature of development;
Implementation of development (and its analysis) through contradictions resolved by the subject;
The development principle in acmeology takes into account the individual nature of development;
Development is viewed as the dynamics of the life path and activities in the life path and profession;
Acmeology takes into account the state of the potential and actual in the development of the personality - it is aimed at revealing its hidden, unrealized possibilities;
Acmeology does not consistently compare stages, but affects the personal stage in comparison with the ideal, with the perspective.
In the course of personal and professional development, the formation of professionalism takes place, which, within the framework of the acmeological approach, is considered as the unity of the professionalism of the activity and the professionalism of the individual. The teacher's professionalism is manifested in a high level of pedagogical activity and interaction, in the realization of the teacher's personality, in achieving high results of self-realization of the student's personality.
From the standpoint of the acmeological approach, the ability for self-realization, self-improvement, for the release of internal resources and the conscious overcoming of difficulties (external and internal) are distinguished as patterns and features of the development of the teacher's personality; the opportunity to be the subject of your own development. Thus, the leading determinant of personal development is the creative initiative and independence of the individual, and the main motive for the initiative of S.L. Rubinstein sees in self-improvement, self-realization, self-actualization of the personality.
Overcoming difficulties, from the point of view of L.M. Mitina, is another condition for personal development, because Overcoming them gives the teacher an opportunity to test their strengths, to believe in their potential capabilities.
L.I. Antsyferova connects personal development with the teacher's ability to be the subject of his own development, noting that personality development is “... this is not something that“ happens ”to a person; the personality is constantly in search and construction of those types of activity attitude to the world, in which the unique potencies of a particular individual can best manifest and develop. "
In research recent years, it is noted that no less important for progressive personal and professional development is the presence of an acmeological position, which manifests itself in the subjectivity of the teacher (his personal activity), adaptability (the ability to use the conditions of the surrounding reality for personal development), the desire to realize his potential in society, self-realization, and also the readiness of the individual to further improve his own professional activity through its management, and as a consequence - the orientation of this activity towards high achievements. All this is the determining conditions and indicators of the personal, and therefore professional development of the teacher.
At the heart of the professional development of a teacher, the movement towards professional skill, is an active subject position. In the development of a professional as a subject of activity, such tendencies as subjectivity, qualifications of a specialist, and his personal maturity are distinguished. The teacher goes through the stages of development of professionalism through the exacerbation and resolution of internal contradictions, stages and levels of professional development (self-determination, adaptation, self-expression, self-realization). The development of professionalism is influenced by external and internal conditions (the abilities and inclinations of the teacher himself, the features of the environment - cultural, family, professional, features of self-awareness and reflective competence); at the same time, progressive and regressive vectors of the teacher's development, the presence of professional destructions are possible.
V recent times a personality-oriented approach is a priority in vocational education... Many teachers and heads of educational institutions consider it to be the most modern methodological orientation in the pedagogical process.
It is customary to understand the personality-oriented approach as a methodological orientation in pedagogical activity, which allows, relying on a system of interrelated concepts and methods of action, to provide and support the processes of self-knowledge, self-construction and self-realization of the student's personality, the development of his unique individuality.
Educational programs for the development of professional competence of teachers are personal and developmental in nature and are aimed at:
Expansion of knowledge, abilities, skills related to age, pedagogical, social and differential psychology;
Creation of an adequate image "I am a teacher";
Increasing the confidence of teachers in their capabilities;
Formation of an individual style of pedagogical activity, the ability to exercise internal control in emotionally significant situations;
Mastering the skills of self-diagnosis and the ability to determine the emotional-value attitude towards the teaching profession;
Mastering the skills of communicative culture and psychopedagogical technique.
Development of the ability to live and navigate in a changing society;
Increasing psychological stability in the perception and assessment of personal and social problems.
Literature
Antsyferova L.I. Psychology of professionalism. - M .: Knowledge, 1996.S. 63-64.
Bogdanov E.N., Zazykin V.G. Introduction to Acmeology. - M .: KSPU im. K.E. Tsiolkovsky, 2011.145 p.
Vlasova T.A. Personality-oriented approach as a modern orientation in pedagogical activity [Electronic resource] Collection scientific materials scientifically - practical conference"VI Znamenskie readings". - Part 1. - Surgut, 2007.//www.Planetadissertachi.r
Guz V.V. Formation of professional and personal stability of the teacher: author. diss. ... Cand. ped. sciences. - M., 2007 .-- 20 p.
Derkach A.A., Zazykin V.G., Markova A.K. Psychology of the development of professionalism. - M .: Publishing house of RAGS, 2000.125 p.
Efremov O.Yu. Pedagogy: short course... - SPb .: Peter, 2009 .-- 256with.
Maksimova V.N. Acmeology: a new quality of education. A book for a teacher. - SPb .: Peter, 2012.
Mitina L.M. Psychology of development and health of a teacher: problems and solutions // Bulletin of education of Russia. - 2005. No. 7-8. S. 35-58.
Pautova L.E. Acmeological aspects of the creative activity of a higher school teacher // Akmeologiya. - 2008. - No. 1. S. 22-32.
Petrenko A.A. Education modernization concept. - M., 2010.
potential personality teacher professional
Psychologists, based on the position of S.L. Rubinstein, there are two models of teacher labor: a model of adaptive behavior and a model of professional development.
The adaptive behavior model is characterized by:
Passive, conformal acceptance of the goals and values of cereals by the teacher,
Submission to the environment, lack of desire for independence from outside influences,
Inability to behave flexible, subordination of professional activity to external circumstances,
Low level of development of professional identity,
Using the worked out algorithms for solving pedagogical problems.
The professional development model assumes:
The teacher's ability to go beyond the continuous stream of everyday pedagogical practice and see his professional work as a whole;
The ability to accept, understand, evaluate the difficulties of the pedagogical process, independently and constructively resolve them. Consider difficulty as a stimulus for one's own development;
Awareness of the teacher's potential, prospects for personal and professional growth;
Ability to search, creativity, willingness to make a choice;
Awareness by the teacher of responsibility for everything that happens to him and his pupils;
The ability to plan and set goals for professional activities, changing for the sake of achieving them oneself.
Professional development of a teacher is understood:
As growth, formation, integration and implementation in pedagogical work of professionally significant personal qualities and abilities, professional knowledge and skills,
As an active qualitative transformation of their inner world, leading to a new way of life - creative self-realization in the profession.
We emphasize that:
· Professional development is understood primarily as self-development, i.e. internal activity of the teacher in the qualitative transformation of himself, self-change;
· Professional development is inseparable from personal development and can be considered as a process of self-projection of the teacher's personality;
· The formation of his professional self-awareness is considered as a fundamental condition for the professional development of a teacher;
· The psychological mechanism for the development of self-awareness is the transformation of the teacher's own activity into a subject of practical education;
· The result of development is the teacher's creative self-realization, the formation of an individual style of activity.
Reflection
The concept of reflection arose in philosophy and meant the process of thinking of an individual about what is happening in his own mind. In the context of philosophical problems, reflection is usually interpreted as:
The ability of reason and thinking to address itself;
Analysis of knowledge in order to obtain new knowledge;
Self-observation of the state of mind and soul;
A way out of absorption in life activity into the mental plane, an exploratory act aimed at the foundations of one's own realization.
Reflection acted as one of the explanatory principles of the organization and development of the human psyche, and above all its higher form- self-awareness.
Analysis of works devoted to the study of reflection shows that it is investigated in four main aspects: cooperative, communicative, personal and intellectual.
Cooperative aspect
Reflection is interpreted as the “release” of the subject from the process of activity, his “exit” into an external position in relation to it (G.P. Shchedrovitsky).
In this case, the emphasis is on the results of reflection, and not on its procedural and psychological mechanisms.
Communication aspect
Reflection is considered as an essential component of developed communication and interpersonal perception, which is characterized as a specific quality of human cognition by man (A.A.Bodalev).
Personal aspect
Reflection is understood as the process of rethinking, the mechanism of differentiation in each developed and unique human "I" of its various substructures and integration of the "I" into a unique integrity.
Intellectual aspect
Reflection is defined as the subject's ability to distinguish, analyze and correlate his own actions with the objective situation (V.V.Davydov). Such an understanding of it serves as one of the grounds for revealing ideas about the psychological mechanisms of theoretical thinking and implementing them in developmental and educational psychology.
We understand reflection as a process of comprehension, rethinking and transformation by the subject of the content and forms of his experience, which give rise to an effective attitude of the individual as an integral “I” to his own behavior and communication, to the activity being carried out. Socio-cultural and material-ecological environment of a person.
Let's emphasize that:
· Professional pedagogical reflection is a complex psychological phenomenon, expressed in the teacher's ability to enter into an active research position in relation to his activity and to himself as its subject in order to critically analyze, comprehend and evaluate its effectiveness for the development of the student's personality;
· We are talking about a person's constant reflection on the methods of effective self-determination and self-construction in the context of ideals and values that are formed in culture; this kind of reflexive self-correction provides the creation of new ways of behavior, communication and activity, as well as semantic prospects for realizing the potential of the individual in creativity;
· Reflection is the main tool for the professional development of a teacher, the formation of his individual style of activity.
Reflexive learning
The main ideas behind the development of a reflective learning model are:
· Learning from experience;
· Learning based on continuous reflection.
The reflexive learning process can be described in sequential steps:
· Action;
· Mental return to action, situations and their specific description;
· Determination of the most significant features of the situation;
· Development of alternative courses of action.
· Implementation of alternative courses of action.
1.action
2. looking back at the action
3.Awareness of the essential aspects
4. development of alternative courses of action
5.Attempt to implement alternative way actions
A reflexive-innovative teaching model based on continuous systematic reflection can be represented by the processes of a holistic rethinking of experience.
Reflexive-innovative learning model
The basic principle is that the current situation and the experience of the subject of the decision cannot serve as a means or a clue for a creative solution.
The actual experience turns out to be only material for identifying the meaning-generating capabilities of a person, which provide a reflexive process-comprehension, rethinking and effective transformation of the reality of his life (S.Yu. Stepanov). As soon as such a rethinking occurs, then the prerequisite for the generation of a new one arises. The ability to rethink the experience of one's own activity is one of the main prerequisites for the further self-development of a person. By developing the reflexive abilities of a person, we thereby ensure the renewal of thinking, worldview, and the system of value orientations.
Psychological and pedagogical support of such processes is possible by creating a reflective and innovative environment. When creating it, one of the main principles of reflexive-innovative teaching is the principle of living knowledge and practical methods before their theoretical comprehension and analysis.
The next principle is that the reflexive-cognitive process as a whole and each of its elements separately should proceed from the interests of the participants in this process.
The creation of a reflective environment involves the use of various methods of teaching reflection and learning based on continuous reflection. One of these methods is the "Pedagogical Diary", variants of its use have been developed in the European (in particular the Dutch experience) of teacher training.
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, 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 implies 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 involvement in the 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 of the creative potential of the individual).
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).
Professional and personal development of a teacher - unique phenomenon by spiritual depth, emotional saturation and altruistic readiness to “give oneself to children”; it is the focus of moral commandments, treasures of thought, behavioral models.
The professional and personal development of a teacher is a significant indicator of the state of social and spiritual health of the educational system, a kind of personality-forming determinant of pedagogical activity
Without a doubt, the teacher in the Russian school is the central figure of the pedagogical process. This thesis is confirmed in numerous works by K.D. Ushinsky, dedicated to the “fighter of truth and goodness”, “the hope and glory of Russia” - to the Russian teacher.
Modern life dictates its own requirements: life is changing, students are changing, the teacher must also change. “If the educator (teacher) remains deaf and dumb to the legal requirements of the time, then he himself will deprive his school of vitality, he will voluntarily renounce that legal influence on life that belongs to him, and will not fulfill his duty: he will not prepare a new generation for life, but he will leave, in all its variegation, disorder and often ugliness, to educate the pupils of his non-modern school, ”wrote K.D. Ushinsky. A teacher should not only be modern and not only be able to keep traditions and look into the future, he should be “the ideal of a person”, no matter how loud it sounds.
The classic formula of a “perfect teacher”, and therefore a modern one, is love for work and love for children. “If you want to educate a student with science, love your science and get to know it, and the students will love you and science, and you will educate them,” wrote L.N. Tolstoy.
A.S. Makarenko argued that a teacher should have a “talent for optimism,” then, undoubtedly, he will reach pedagogical heights.
Becoming a teacher, according to V.A. Sukhomlinsky, it is unthinkable without educating the feelings of a teacher, believing that justice, cordiality, kindness, modesty, truthfulness, sincerity are not just the alphabet of human culture, but the basis of the teacher's professionalism.
The teacher must be a subtle psychologist and professional in the full sense of the word. A teacher, while educating, always educates himself. He must delve into the problem of the child being brought up deeper than the pupil himself in order to very accurately correct his behavior. A teacher cannot be a person who does not like children, does not know how to listen, a person who is not sensitive and insightful.
The development of a teacher as a professional is a constant desire and ability to surprise the student, stimulate his activity.
Currently, we can note the presence of a tendency - the development of a personality-oriented personality of a teacher, as well as problem-oriented, creative, productive activities of both teachers and students, and in this sense, information technology, multiplied by the achievements of psychology, can free teachers from storing a huge volume of often unnecessary information
So, let's take a closer look at some of the points - what should be a modern teacher, his professional and personal development.
We can rightfully say that because a given community is content with what kind of teacher it is possible to judge its cultural level and vitality. (M.M. Rubinstein.)
A modern teacher must love and understand his student, must be observant and demanding, must have communicative, constructive abilities, must be able to make educational material accessible to students, be creative, capable of organizing a children's team. The list of personal qualities of a teacher is very significant among them, such as: endurance and self-control, flexibility of behavior, citizenship, humanity, discipline, conscientiousness, ideological conviction, initiative, sincerity, decency, striving for self-improvement, etc. All these abilities and qualities together make up a unique, peculiar personality of the teacher. Harmony in the structure of the teacher's personality is achieved not on the basis of uniform and proportional development of all qualities, but primarily due to the maximum development of those abilities that create the predominant orientation of his personality, which gives meaning to the entire life and activities of the teacher.
Implementation modern politics in education is impossible without teacher, possessing high professionalism, creativity occupying leading intellectual positions in society.
A modern teacher, working on the intellectual richness of the content of education, a high level of teaching methods, striving to know, love the student and help him create himself, thinks over the degree of his participation in the renovation and development of the school. Therefore, the task of the management activities of the school administration is not only to form and develop a positive opinion of teachers about their abilities, but also to involve them in various types of innovative pedagogical activities, to help the teacher evaluate his “I”.
A teacher is a professional - this issue has always worried children and their parents, since a good education is one of the most significant spiritual values of modern society.
Pedagogical professionalism is defined through the concept of "pedagogical skill", which can be considered both as the ideal of pedagogical activity, encouraging teachers to self-improvement, and as a standard containing an assessment of the effectiveness of pedagogical work
There are various versions of the well-known codes of professional rules, with a kind of codes of pedagogical honor as guidelines, consciously and intuitively built by each teacher. Of particular interest is a similar set of rules by Sh.A. Amonashvili:
Be careful!
Make no mistake!
Do not harm!
Be the hope for the student!
Give yourself to children!
Know what you are striving for!
Constantly look for the wealth of his soul in the child!
Be patient in anticipation of a miracle and be ready to meet him in a child!
Pedagogical excellence is often perceived as the most important professional quality of the personality of a teacher and educator.
One of the most important criteria teaching excellence in modern pedagogy, the effectiveness of the teacher's work is considered, which is manifested in the one hundred percent academic performance of schoolchildren and the same (one hundred percent) interest in the subject, that is, the teacher is a master if he knows how to teach all children without exception. The teacher's professionalism is most clearly manifested in the good results of those students who are considered to be unwilling, unable, unable to learn.
1. The personality of the teacher in the traditional teaching system:
Most of all, when preparing for lessons, the teacher is preoccupied with finding the most effective options for presenting new material and the clarity accompanying the story.
At the same time, the presentation of information to students, defined by the framework of the program, almost always occurs in the form of a teacher's monologue. In this regard, many problems arise in the educational process. The main ones are: a low level of communication skills, the inability to get a detailed answer from a student with his own assessment of the issue in question. The teacher goes to the class with ready-made knowledge, he tries to include the student in his activities, to subordinate him to his regime. In such a system, there is a discrepancy between the attitudes of the teacher and the student, the teacher's attitudes are focused on the social order, on the unconditional passage of the programs.
In order to translate information into knowledge, the teacher must “force” the student to do a fairly voluminous work independently both in the classroom and at home, monitor and evaluate its effectiveness. The latter achieve what students learn new material, but at the same time a whole block of negative psychological consequences arises. The efforts of the teacher are spent on overcoming the reluctance of children to learn. Work turns into hard, sometimes overwhelming work.
Even D.I. Mendeleev suggested that the teacher, who was trying to hammer the maximum possible amount of educational material into the student's head, should not forget that the fireplace, filled to the brim with wood, does not burn, but smokes.
2. Formation and development of a teacher.
The first level presupposes mastering professional knowledge within two years and entitles each student who successfully unlearned in the first two years to move to the next level.
The second level is also designed for two years of study and provides professional training in one of the subject areas. Persons who have received a basic higher pedagogical education and passed state exams are issued a bachelor's degree.
To obtain specialist qualifications based on basic higher pedagogical education at the third level a student needs to master professional programs, pass state exams and defend his graduation work within a year. After that, he receives a qualification certificate in one or two pedagogical specialties.
Complete higher pedagogical education is based on the basic one and represents the development and differentiation of professional and educational programs in areas of specialization. The main goal of this stage is to train a teacher-researcher focused on further scientific and methodological work. Persons who have received a complete pedagogical education are issued a master's degree in a specific area of science, which gives the right to exercise professional activity in all types of educational institutions (schools, lyceums, gymnasiums, colleges, universities).
The state standards highlight the mandatory minimum of the content of higher pedagogical education, which consists of general cultural, psychological - pedagogical and subject interrelated blocks. General cultural, which makes up 25% of the study time, is designed to ensure the formation and development of the teacher's worldview, to expand his general education. Psychological - pedagogical (18% of the study time) is aimed at the professional education of the teacher, the formation and development of pedagogical skills, the development of his creative individuality. Subject (57% of the study time) is focused on mastering the content of specific scientific knowledge as an integral part of human culture, as a means of developing the personality of students and communicating with them.
There is a different understanding of the role of a teacher: some see him as a simple teacher of a specific academic subject, others as a teacher, educator and mentor of youth, a person who contributes to the formation of a student's personality.
Self-education in the broad sense of the word is the improvement of one's knowledge and skills in various areas of reality, and in the narrow sense - the improvement of special knowledge and skills in a specific field of activity. The content of self-education should correspond to the professional level of the teacher, his interests and inclinations. The main condition for pedagogical self-education is self-control. When starting pedagogical self-education, the teacher must study himself well, evaluate his capabilities, organize objective self-control at each stage of activity.
The teacher's professionalism also includes a number of personal qualities, since the moral, moral aspects of communication with students are of great importance not only in educational work, but also in the development of academic subjects. Therefore, a professional teacher should not only know the basics of ethics, but also be able to follow them.
The beginning teacher is invited to evaluate his personal and professional qualities and compare them with the opinion of experts (methodologist, head teacher), based on the following criteria: literary erudition, culture, erudition; respect for the personality of the student, the ability to establish spiritual contact with him; methodical skill; the culture of oral and written speech; aesthetic taste; artistic data; professionally significant personal qualities.
After that, he is asked to determine what qualities of his personality he considers professionally significant, and to designate his level of development as: sufficient, quite sufficient, requiring improvement. Together, these data will help the teacher compose a professional self-portrait, understand their strengths and weak sides and outline the ways of self-improvement and self-education, the most important forms of which are: work with a book, practical seminars, open lessons, scientific and practical research work. Each of these forms has its own specifics and features, but they all require a creative approach from the teacher and joint activities with colleagues.
Self-education begins from the moment a plan appears - a program to change your personality. In the process of professional self-education of a teacher, various techniques can be used, among them there are three groups:
Self-informing,
Self-inducement,
Self-organization.
Self-information is based on self-knowledge, since without accurate knowledge and assessment of his personality, a person cannot determine the direction of work on himself. Self-knowledge is based on the ability to critically assess the opinions of others: school administration, colleagues, school psychologist, students and their parents.
Self-motivation for self-education depends on the level of personality development. Its main forms are self-approval, self-encouragement and self-persuasion. Thanks to self-belief, images of the initial and desired professionally significant personality trait are formed in the teacher's mind. Teachers who have identified a self-education program but have difficulty in implementing it should rely on self-command and self-coercion forms of self-persuasion.
Revealing the ability of teachers for self-development, I. M. Kurdyumova and N. I. Kalinichenko found that most of all teachers value self-confidence and interest in work. The most common obstacles are the lack of time, health status and limited material resources. In the process of professional self-development, a teacher often has to overcome external and internal barriers, in particular, information. The teacher does not always know what is lacking in his activities to obtain better results (knowledge, the ability to see and solve psychological problems, ways of self-organization, self-government). A significant barrier is the lack of knowledge and skills in planning and organizing experimental research activities. Future teachers, as a rule, have a poor idea of the strengths and weaknesses of their personality, do not know and do not use potential opportunities. Most often, their attempts at self-development are aimed only at the accumulation of knowledge, and not at the development of the qualities necessary for everyday pedagogical activity. Such difficulties can significantly reduce the motivation for professional self-development.
Self-confidence is an important professional quality of a teacher. As a rule, students and novice teachers do not possess this quality to the proper extent. Lack of self-confidence most often stems from a lack of professionalism, a low level of competence, a fear of not looking the way we would like. Consider the tactics of developing this quality (confidence) in a student with heightened self-esteem. The sequence of actions will be something like this: first - the detection of the factor of discomfort, fixation in your mind of the state of shyness and stiffness in the process of pedagogical communication; further - the definition of an emotional attitude towards him, the experience of him as unpleasant.
Nowadays there is a lot of talk about the individual approach to the student, but not about the individual approach to the teacher. He is often viewed as a set of virtues, "he has 100% of them - an excellent teacher, 75% - good, 50% - mediocre, below 50% - bad." But after all, every teacher is a person with his own advantages and disadvantages, therefore it is important to know: what are the strengths and weaknesses of each of them.
An important indicator of the level of professionalism of a teacher is the development of his creative qualities, creative individuality, the ability to be not just a performer, but a subject of activity. Studies of the traits common to teachers who display the qualities of a creative individual show that they are united by an interest in people, they like to observe others, notice unique abilities, they are characterized by a wide range of hobbies. They show a sincere interest in teaching activities, build their work based on the characteristics of children, and not only on the requirements of the program. The formation of a teacher's creative individuality is a rather lengthy process that requires the development of the ability to independently find ways of acting, influence the behavior of children, and be responsible for the results of education and upbringing.
So, individuality and professionalism are two inseparable aspects of a teacher's personality, equally important for successful activity. It would be wrong to train and evaluate a teacher on only one of these qualities. Meanwhile, if the professional qualities of a teacher, at least to some extent, are formed during training at a university and in practical activity, then the formation of his creative individuality proceeds spontaneously. This process has not yet become the object of attention of schools and pedagogical universities.
Activities of a teacher;
- features of the teaching profession;
- working conditions of the teacher;
- basic requirements for the teaching profession;
- prospects for professional growth.
All of these personal and professional qualities constitute a model of the “ideal” or close to the ideal teacher. These qualities in themselves are attractive in any person, but for a teacher they are also professionally significant. The path to this ideal goes through constant self-esteem, overcoming one's weaknesses and shortcomings.
Literature:
- Kurdyumova I.M., Kalinichenko N.I. Professional development of teachers: the experience of the Moscow school // Pedagogy. 1998. No. 3.
- Shiyan O. M. Auto-pedagogical competence of a teacher // Pedagogy. 1999. No. 1.
- Makarenko A.S. On education // Ped. cit .: In 8 volumes. M., 1983.Vol. 5.
- Lizinsky V.M. A new teacher for a good school // Journal "Education of schoolchildren", M., 2012.
- Astashova N.A. Teacher: the problem of choice and the formation of values // Moscow-Voronezh, 2000.
- Amonashvili Sh.A. Unity of purpose. // M., "Education", 1987