What are the features of the teacher's activity. General characteristics of pedagogical activity

The teaching profession is special in its essence, significance and inconsistency. The activities of a teacher in terms of social functions, requirements for professionally significant personal qualities, in terms of complexity psychological stress close to the activities of the writer, artist, scientist. The peculiarity of the teacher's work lies primarily in the fact that its object and product is man, the most unique product of nature. And not just a person, not his physical essence, but the spirituality of a growing person, his inner world. That is why it is rightly believed that the teaching profession is one of the most important in modern world.

The specificity of the profession of a teacher is expressed in constant communication with children who have their own worldview, their rights, their own conviction. Because of this, the leading side of the pedagogical skill of the teacher is the ability to correctly direct the process of development of the younger generation, so organize all the activities of students so that each of them has the opportunity to fully develop their inclinations and interests. Pedagogical work as a specific social phenomenon is characterized by special functions and consists of the following components:

a) labor as an expedient activity;

b) the subject of labor;

c) means of labor.

But in such a general form, these components are inherent in any type of labor. In that case, what is the specific pedagogical activity?

Firstly, pedagogical work as a socially significant activity consists in the formation of the younger generation, its human qualities. Pedagogical work is a process of interaction between a person who has mastered culture (teacher) and a person who masters it (student). It largely implements the social continuity of generations, the inclusion of the younger generation in existing system social connections, the natural possibilities of a person in mastering a certain social experience are realized.

Secondly, the subject of labor is specific in pedagogical work. Here he is not the dead material of nature, not an animal or a plant, but an active human being with the uniqueness of individual qualities.

This specificity of the subject pedagogical work complicates its essence, since the pupil is such an object that is already the product of someone's influence (family, friends, etc.). Having become the object of the teacher's work, he at the same time continues to be an object that is influenced by other factors that transform his personality. Many of these factors (for example, the mass media) act spontaneously, multifaceted, in various directions. The most important of them, which has the greatest persuasiveness and visibility, is real life in all its manifestations. Pedagogical work presupposes the correction of all these influences coming from both society and the personality of the pupil. Finally, the means of pedagogical work by which the teacher influences the pupil are also specific. On the one hand, they are material objects and objects of spiritual culture, intended for the organization and implementation pedagogical process(drawings, photo, film and video materials, technical means etc.). On the other hand, a pedagogical tool is a variety of activities, which include pupils: work, play, teaching, communication, knowledge.

In pedagogical work, as in other types of labor, the subject of labor and its object (subject) are distinguished. However, the student acts in this work not only as its object, but also as a subject, since the pedagogical process will only be productive when it contains elements of self-education and self-education of the student. Moreover, the process of education and upbringing transforms not only the student, but also the teacher, influencing him as a person, developing some personality traits in him and suppressing others. Pedagogy - pure human form activity, born of the needs of social life, the needs of the development of human culture, which can be preserved and developed if society manages to pass it on to new generations. The pedagogical process in this regard is an indispensable condition for the existence human history, its progressive development, without which material and spiritual culture could neither exist nor be used.

The purpose of the pedagogical process determines not only its organization, but also the methods of training and education, the whole system of relations in it. Changes historical forms pedagogical activity is ultimately determined by the needs of society in certain types human personality, which dictates the goals and objectives of education, its methods and means, directs the activities of the teacher, although outwardly it may seem that the teacher himself chooses what he will teach and how. The result of pedagogical work is also specific - a person who has mastered a certain amount of social culture. However, if in material production, which is directed to nature, with the receipt of the product of labor, the process ends with this, then the product of pedagogical labor - a person - is capable of further self-development, and the influence of the teacher on this person does not fade away, and sometimes continues to influence him all over. a life. As we can see, the most important feature of pedagogical work is that it is a process of interaction between people from beginning to end. In it, the object is a person, the tool of labor is a person, the product of labor is also a person. This means that in pedagogical work the goals, objectives and methods of teaching and education are carried out in the form of personal relationships. This feature of pedagogical work emphasizes the importance of moral aspects in it.

The work of a teacher has always been highly valued in society. The importance of the work performed by him, the authority has always determined a respectful attitude towards the teaching profession. Even the ancient Greek philosopher Plato said that if the shoemaker is a bad master, then the state will not suffer much from this - the citizens will only be slightly worse dressed, but if the educator of children does not perform his duties poorly, whole generations of ignorant and bad people. The great Slavic teacher Jan Amos Comenius, who lived in the 17th century, is rightfully considered the founder of scientific pedagogy, wrote that teachers "have been given an excellent position, higher than which nothing can be under the sun" (Komensky Ya.A. Selected ped. op. M., 1955. P. 600). He argued that teachers are the parents of the spiritual development of students; The immediate concern of teachers is to set the students on a good example.

The importance of the teaching profession in society has always been important place in the works of great teachers, writers, public figures of our country. So, in the 19th century, K.D. Ushinsky, the founder of the Russian school of scientific pedagogy, emphasizing the high social role of the teacher in society, wrote: “The educator, standing on a par with the modern course of education, feels like a living, active member of the body, struggling with ignorance and the vices of mankind, an intermediary between everything that was noble and high in past history people, and a new generation, the keeper of the holy testaments of people who fought for the truth and for the good. He feels like a living link between the past and the future...” (Ushinsky K.D. On the Usefulness of Pedagogical Literature).

Considering pedagogy “in the broad sense as a collection of sciences directed towards one goal”, and pedagogy “in the narrow sense” as a theory of art “derived from these sciences”, K.D. Ushinsky in his work “Man as an Object of Education” wrote: “The art of education has the peculiarity that it seems familiar and understandable to almost everyone, and even an easy matter to others, and the more understandable and easier it seems, the less a person is familiar with it, theoretically or practically. Almost everyone admits that parenting requires patience; some think that it requires an innate ability and skill, i.e. skill, but very few have come to the conclusion that apart from patience, innate ability and skills, special knowledge is also needed ... ”(Ushinsky K.D. Selected ped. works: In 2 vols. M., 1974. Vol. 1. S. 229, 231).

K.D. Ushinsky stressed that the teacher must have a wide range of knowledge on various sciences that allows you to study the child in all respects. Importance in pedagogical heritage the great Russian teacher is assigned to the requirements for the personal qualities of the teacher. He argued that no statutes and programs can replace the individual in the matter of education, that without personal direct influence educator to pupil, true education, penetrating into character, is impossible. V.G. Belinsky, speaking about the high social destiny of the teaching profession, explained: “How important, great and sacred is the rank of an educator: in his hands is the fate of a person’s whole life” (Belinsky V.G. Selected ped. op. - M.-L., 1948, p. 43). The great Russian writer L.N. Tolstoy is known to have introduced huge contribution not only in literature, but also in the theory and practice of education. Experience in Yasnaya Polyana and is currently the subject of intense study. Speaking about the profession of a teacher, he wrote: “If a teacher has only love for the job, he will good teacher. If a teacher has love only for the student, like a father or mother, he will be better than the teacher who has read the whole book, but has no love either for the work or for the students. If a teacher combines love for work and students, he is a perfect teacher ”(L.N. Tolstoy, Ped. cit. - M., 1953. P. 342).

The ideas of progressive pedagogy about the social and moral role of the teacher were developed in the statements of famous public figures and teachers of the 20th century. A.V. Lunacharsky stated: “If the goldsmith spoils the gold, the gold can be poured. If precious stones deteriorate, they go to marriage, but even the largest diamond cannot be valued more in our eyes than a born person. Damage to a person is a huge crime, or a huge guilt without guilt. You need to work on this material clearly, having determined in advance what you want to make of it ”(Lunacharsky A.V. O public education. - M., 1958. S. 443). last decade in the history of our country is characterized by complex, sometimes contradictory processes. Spiritual landmarks that until recently seemed unshakable are fading into the past. With the liquidation iron curtain» The process of interpenetration of spiritual values, both from the West and from the East, is gaining momentum. The national school and pedagogy are actively included in the global educational space absorbing the positive experience of foreign pedagogy. At the same time, it is impossible not to admit that foreign pedagogical theories and technologies, which are not always adopted, are indeed progressive. At the same time, a huge stream of Western pseudo-culture falls upon students, which often forms a distorted idea of the essence of certain moral values. In these difficult conditions, the role of the teacher as a defender and conductor of moral values that have passed the test of millennia, including the characteristic values for Russia, is increasing more than ever.

With the advent of the teaching profession, however, it did not disappear from public life anywhere. family education, public education, spontaneous and casual education of children and youth.

As before, almost the entire society is engaged in a kind of pedagogical activity. Pedagogical component present in the activities of any management structure; the pedagogical function is realized by art; doctors, journalists, directors become teachers-educators. Pedagogical activity turns into an attribute of universal culture.

Thus, the purpose of pedagogical activity is to form relationships between people in various fields.

Let's highlight these areas:

1. Family, family relationships- a person is brought up primarily in the family, under the influence of parents, brothers, sisters and other relatives. At the same time, he has an impact on the people around him.
2. The sphere of self-education, the formation of oneself as a person, as a specialist. These processes begin around adolescence and then continue for most people throughout their lives.
3. Management sphere - in the collectives of enterprises. institutions and organizations; the person at the head of the team passes on his experience and knowledge to the young, leads them along.
4. The sphere of global interpersonal relations - the establishment of relationships, mutual understanding, cooperation, the ability to compromise, an agreement in the field of international, interpersonal relations.

We have identified areas in which general pedagogical activity is manifested. Its forms are quite versatile.

But along with general pedagogical activity, there is professional pedagogical activity. It is carried out by specially trained people - teachers.

Definition of pedagogical activity.

According to the psychologist L.M. Mitina, “pedagogical activity includes the professional activity of the teacher, aimed at solving the problems of development and education of the younger generation” Mitina L.M. The teacher as a person and professional. M.: - 1994, p.15..

Pedagogical activity is a type of professional activity, the content of which is training, upbringing, education, development of students (children different ages, students of schools, technical schools, vocational schools, higher educational institutions, advanced training institutes, institutions additional education etc.) Introduction to pedagogical activity. M., Academy. 2000, p.6..

Features of pedagogical activity:

1. Pedagogical activity is unique. Uniqueness is determined by its object. The object of pedagogical activity is a living developing personality. A characteristic feature of the object of pedagogical activity is that it acts simultaneously as the subject of this activity. Therefore, for the success of pedagogical activity, not only interest in it, enthusiasm for it, responsibility for it is important. But its success also depends on the attitude of the children themselves to the teacher, i.e. from their relationship.
2. Many means are used in pedagogical activity, but the main one of them is the word of the teacher. His word is at the same time a means of expressing and cognizing the essence of the phenomenon under study, a tool for communication and organizing the activities of schoolchildren. Using the word, the teacher influences the formation personal meaning, awareness of the significance of objects, processes and phenomena of the surrounding reality.
2. The results of pedagogical activity, firstly, “materialize” in the mental image of another person - in his knowledge, skills, and habits, in the features of his will and character; secondly, they are not immediately obvious, they can be distant in time. In the process of development of the child's personality, periods of progressive changes are observed, and there may be directly opposite ones. In some cases, there are difficulties in assessing the results of pedagogical activity from the current positions of society. For example, a teacher teaches moral values, landmarks that, from the standpoint of today's specific situation, turn out to be unclaimed.
3. Let's consider one more feature of pedagogical activity that is very relevant today. Modern market relations suggest considering pedagogical activity as a sphere for the provision of educational services. These services include training in additional educational programs, individual educational routes, tutoring, etc. - something that goes beyond the relevant educational standards.

The logic of building a market for educational services dictates the need to protect consumer rights. Among his rights are: the right to information about services, the right to choose a service, and the right to guarantee the quality of services provided. In the education system, these consumer rights are ensured by the action of educational programs and educational standards. A variety of programs and standards form the field of choice of educational services. Educational programs are created in order to inform the consumer about the essence of services. Programs and standards act as a guarantor of the quality of educational services. In this sense, educational services are understood as those that can be provided by state institutions to the population, institutions and organizations. Thus, educational services are provided to society through educational activities in educational institutions.

So, we come to the understanding that teachers are engaged in expediently constructed, organized pedagogical activity. But a significant part of society also takes part in pedagogical activity in some way. certain area. The question arises - can a mass profession be based on a single talent, vocation? Or can anyone do this?

There is a concept of medical contraindications to the choice of professions, types of work, forms of professional training. Such contraindications may be psychological plan. Contraindications are statements about which activities are not recommended or categorically unacceptable for certain health disorders, diseases, character traits.

These are the contraindications for the teaching profession that A.V. Mudrik.

If you have poor health and doctors believe that it will not improve, and you agree with them, it is better to choose more quiet work than the teacher's.

If you, despite long and hard work on yourself, have poor diction, then you better not go to the teacher.

If, despite all your efforts, you are unable to connect with people, then do not rush to enter a teacher training institution.

If people, younger or older, cause you persistent dislike or constantly annoy, then refrain, at least for a number of years, from entering the path of a teacher.

If your comrades say that you lack kindness, that you are often unfair, that you difficult character, think about whether you can get rid of these shortcomings before you become a teacher.

If you are captured by any idea, the realization of which is the conscious goal of your life, then do not rush to give it up and become a teacher.

But what if you are already studying at a pedagogical university?

There are two ways to correct the mistake: abandon the chosen path and try, after checking yourself well, to find your place; the second option is to force yourself to work hard to correct your shortcomings and work, work on yourself.

Pedagogical work is characterized by a very high nervous tension. In order to master the mass of children, to seize them with their pedagogical and educational influence, it is necessary, as I.A. Semashko, the People's Commissar of Health, to have exceptionally high neuropsychological stress. The work of the teacher is excessively large in volume, is associated with handicapped recreation and outdoor activities.

Contraindications to the choice of professions of this type(including teachers) are weak nervous system, speech defects, inexpressiveness of speech, isolation, self-absorption, lack of sociability, pronounced physical disabilities (sadly), sluggishness, excessive slowness, indifference to people "stupidity", lack of signs of disinterested interest in a person.

But what about someone who has already chosen the profession of a teacher, who has already become a student of pedagogical educational institution? No need to despair, you need to work hard and persistently on yourself. A lot can be changed if you know what needs to be changed, what needs to be worked on. To do this, the book contains various kinds of tests with which you can test yourself and find out what qualities of the teacher's personality you need to develop in yourself Mudrik A.V. Teacher: skill and inspiration. M., 1996. S.38..

But the most important contraindication is the lack of desire to work with people, focusing only on one's own Self.

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Introduction

1. The concept of teaching profession, pedagogical activity

2. Professional functions of a teacher

3. Style of pedagogical activity

4. Features of the teaching profession

Conclusion

Bibliography

Introduction

Among professions, the profession of a teacher is not quite common. Teachers are busy preparing our future, they are educating those who will replace the current generation tomorrow. They are, so to speak, working with "living material", the deterioration of which is equated almost to a catastrophe, since those years that were spent on training were missed.

The profession of a teacher requires comprehensive knowledge, boundless spiritual generosity, wise love for children. Only every day, with joy, giving oneself to children, one can bring them closer to science, make them willing to work, and lay unshakable moral foundations.

The activity of a teacher is every time an intrusion into the inner world of an ever-changing, contradictory, growing person. We must always remember this so as not to injure, not to break the fragile sprout of the child's soul. No textbooks can replace the commonwealth of a teacher with children.

Teaching is one of the most honorable and at the same time very responsible professions on Earth. The teacher has a large circle of responsibility for improving the younger generation, shaping the future of the country. The teaching profession is very important and valuable for each of us. After all, it was the teacher who taught us to write the first word, to read books.

Many of us remember the school with warmth and delight. However different teachers left a mark on our souls. You want to meet with some of them and even discuss life plans, you can congratulate someone on a holiday or go to him for a cup of tea, and it also happens that you don’t want to remember someone, but someone just disappeared from memory…

It is not enough for a teacher to know his subject well, he must be well versed in pedagogy and child psychology. Specialists in different areas many, but not everyone can become good teachers.

1. The concept of the teaching profession, pedagogical activity

Profession - kind labor activity, requiring certain knowledge and skills acquired as a result of special training, work experience.

Teacher - a person who conducts teaching or educational work (teacher, educator, lecturer, associate professor, professor, etc.)

The emergence of the teaching profession is objectively based on the need to transfer social experience to new generations. Society could not develop if the younger generation did not have the opportunity to creatively master the accumulated experience. The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical.

Pedagogical activity is a special kind social activities aimed at transferring from older generations to younger generations the culture and experience accumulated by mankind, creating conditions for their personal development and training certain roles in society.

Pedagogical activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, mass media. As a specific professional pedagogical activity, it takes place only in specially organized educational institutions.

The purpose of pedagogical activity is connected with the realization of the goal of education. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups and, on the other hand, the needs and aspirations of the individual.

The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation educational environment, organization of the activities of pupils, the creation of an educational team, the development of individuality.

The main functional unit, through which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual.

2. Professional functions of a teacher

Professional functions are those that are directly related to the educational educational activities teacher. There are as many of them as there are activities.

They concern relations with children (pupils) and their parents, with colleagues (teachers) and with the administration of the school, education departments, with members of the public and with various educational institutions other than the school. If we continue the presentation of the issue in this way, it will be difficult to "embrace the boundless" and come to any definite conclusions. Therefore, we will reduce the types of pedagogical activity into five groups, based on their leading content, which reveals the main direction of this activity.

Let us dwell on a brief description of the professional functions of a teacher in different types of pedagogical activity.

1. educational function. It is basic, constant in time, continuous as a process and the widest in terms of coverage of people. It never stops, applies to everyone age groups people and going strongly everywhere. “Educates every minute of life and every corner of the earth, every person with whom the emerging personality comes into contact sometimes as if by chance, in passing.” It is thanks to upbringing that the purposeful formation and development of a diversified and harmoniously developed personality takes place. Therefore, we have the right to consider this professional function of the teacher as the main and all-encompassing one.

2. Teaching function. Education as a section of the educational process belongs to the field of activity of a professional teacher. Systematic training can only be done by a sufficiently trained professional. And at the same time, education is the main means of education. By teaching, the teacher develops in the student mainly intellectual and cognitive abilities, and also forms his moral and legal consciousness, aesthetic feelings, ecological culture, diligence, spiritual world. Therefore, we will classify the teaching function of a teacher as one of the most important professional ones.

3. Communicative function. Pedagogical activity is unthinkable without communication. The teacher, thanks to communication, in the process of communication influences pupils, coordinates his actions with colleagues, parents of students, conducts all educational work. This means that the communicative function is professional and pedagogical. It is so important that in recent years research on the problems pedagogical communication and the pedagogy of communication are engaged in many scientific teachers (I. I. Rydanova, L. I. Ruvinsky, A. V. Mudrik, V. A. Kan-Kalik, etc.), psychologists (S. V. Kondratieva, K. V. Verbova, A. A. Leontiev, Ya. L. Kolominsky and others).

4. Organizing function. Professional educator deals with different groups of pupils, with his colleagues, parents of students, with the public. He has to coordinate different nature and each participant to find his place to the best way showed his abilities. The teacher decides what educational lesson or business should be organized, when (day and hour) and where (school, class, museum, forest, etc.) to conduct it, who and in what role will participate in it, what equipment (formatting) will be needed. good organization educational work provides a high result. That is why we consider the organizational function to be professional and pedagogical.

5. The correctional function is connected with the fact that the teacher constantly monitors, diagnoses the course of the educational process, evaluates intermediate results. Its result is not always and not immediately the same as it was mentally (ideally) conceived, what was expected. The teacher in the course of work has to make adjustments (corrections) to his actions and the actions of the pupils. If the educational process is not corrected on the basis of diagnostics, then its result will be unpredictable. This explains that the correctional function is also professional for the teacher.

In pedagogy and psychology, there are other judgments about the professional functions (and corresponding pedagogical abilities) of teachers. So, the studies of the psychologist N.V. are well known and widely recognized. Kuzmina, carried out back in the 60s. In her opinion, the main professional functions of a teacher are as follows: constructive, organizational, communicative and gnostic (initially it was not listed). With her point of view, our approach coincides in the communicative and organizational functions.

A completely different classification of the teacher's professional functions is proposed by the psychologist AI Shcherbakov. These are two large groups: a) general labor, which includes those functions that were studied by N.V. Kuzmina, gnostic ones are replaced by research ones and b) actually pedagogical. The meaning of such a classification is that the first group of functions can really be attributed not only to the teaching profession, but also to many others.

Of interest are the approach and judgments of scientists Yu.N. Kulyutkina (teacher) and G.S. Sukhobskaya (psychologist) about functional roles teachers. In his work on different stages of the educational process, the teacher acts as a practical performer own plans, then - in the role of a methodologist and researcher. Scientists rightly note that the same teacher, depending on the stage of educational work, acts in one, then in another, then in a third function.

These are some of the approaches of various teachers and psychologists to the consideration of the professional functions of a teacher. It remains to be said that the professional functions of a teacher can only conditionally be considered separately, but in fact they are interconnected. So, we have already said that the teaching function is a special case of the educational one, the communicative one serves all the others, the organizational one correlates with all the previous ones, and the correctional one is a condition for the success of all educational and upbringing activities and, therefore, is associated with the corresponding functions.

3. Style of pedagogical activity

Each person, depending on his individual psychological characteristics, and in particular on the type nervous activity, develops its own individual style of pedagogical activity. On the basis of a combination of dynamic, meaningful and productive characteristics of pedagogical activity, A. K. Markov, A. Ya. Nikonova identified four types of such styles: emotional-improvisational, emotional-methodical, reasoning-improvisational and reasoning-methodical. The teacher will have to determine his style and, if necessary, improve it. Here is the description of the emotional improvisational style given by the authors. “You have many virtues: high level knowledge, artistry, contact, insight, the ability to teach interestingly educational material. However, your activity is characterized and determined by shortcomings: lack of methodology, insufficient attention to the level of knowledge of weak students, insufficient exactingness, overestimation of self-esteem, hypersensitivity, causing the cup to be overly dependent on the situation in the lesson, etc.

On the material of the above characteristics, the dependence of the educational process on the style of the teacher is clearly visible. As a result, your students have a persistent interest in the subject being studied and high cognitive activity with fragile knowledge, insufficiently formed skills ... ”and a number of its individual psychological characteristics.

It is essential that the above characteristics of a teacher correlate with those features that determine the success of communication in general, according to V. Levy, V. A. Kan-Kalik. These features are; interest in people, quick and accurate reaction to the interlocutor, artistry, kind, optimistic, open, non-aggressive attitude towards people, lack of bias and anxiety. Obviously, it is the teacher, due to the specifics subject requiring the organization of pedagogical communication as a means (conditions) and goals of learning, it is necessary to purposefully form these qualities in oneself if they are not sufficiently identified.

4. Features of the teaching profession

A person's belonging to a particular profession is manifested in his features of activity and way of thinking. According to the classification proposed by E.A. Klimov, the pedagogical profession refers to a group of professions, the subject of which is another person. But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, heightened sense debt and responsibility. In this regard, the teaching profession stands apart, standing out in separate group. Its main difference from other professions of the "man-to-man" type is that it belongs both to the class of transformative and to the class of managing professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.

The main content of the teaching profession is relationships with people. The activities of other representatives of professions such as "man - man" also require interaction with people, but here it is connected with the best understanding and satisfaction of human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.

The peculiarity of training and education as an activity for social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not develop proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages).

The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.

The peculiarity of the teaching profession lies in the fact that it, by its nature, has a humanistic, collective and creative nature.

The humanistic function of the teaching profession

Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and the humanistic function is associated with the development of his personality, creative individuality.

On the one hand, the teacher prepares his pupils for the needs this moment, to a certain social situation, to the specific needs of society. But, on the other hand, he, objectively remaining the guardian and conductor of culture, carries a timeless factor. Having as a goal the development of personality as a synthesis of all the riches of human culture, the teacher works for the future.

Collective character pedagogical activity

If in other professions of the "person - person" group, the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the pedagogical profession it is very difficult to isolate the contribution of each teacher, family and other sources of influences into a qualitative transformation of the subject of activity - the pupil.

With awareness regular amplification collectivistic beginnings in the teaching profession, the concept of the total subject of pedagogical activity is increasingly being used. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense, the circle of those teachers who are directly related to a group of students or an individual student.

The creative nature of a teacher's work

Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of the teacher's work can be correctly assessed only by determining the level of his creative attitude to his activities. The level of creativity in the activities of the teacher reflects the extent to which he uses his abilities to achieve the goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.

Motives are what motivates a person's activity, for the sake of which it is performed. pedagogical educational personality

The creative potential of a teacher's personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only erudite and having special training teacher on the basis of a deep analysis of emerging situations and awareness of the essence of the problem by creative imagination and thought experiment is able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who have a conscientious attitude to work, constantly striving to improve professional qualifications, replenishment of knowledge and study of experience best schools and teachers.

The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results.

In modern scientific literature pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Turning to the solution of an innumerable set of typical and non-standard tasks, the teacher, like any researcher, builds his activities in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; an analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.

Communication is a concept used in social psychology in two senses: 1. To characterize the structure of business and interpersonal relationships between models. 2. To characterize the exchange of information in human communication in general.

However, the creative nature of pedagogical activity cannot be reduced only to solving pedagogical problems, because in creative activity in unity, the cognitive, emotional-volitional and motivational-need components of the personality are manifested. However, the solution of specially selected tasks aimed at the development of any structural components creative thinking(goal setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumeration of options, classification and evaluation, etc.) is the main factor and essential condition development of the creative potential of the teacher's personality.

Heuristics - a system of logical techniques and methodological rules theoretical research.

The experience of creative activity does not introduce fundamentally new knowledge and skills into the content of teacher training. But this does not mean that creativity cannot be taught. It is possible, provided a constant intellectual activity future teachers

and specific creative cognitive motivation, which acts as a regulatory factor in the processes of solving pedagogical problems.

Creativity is an ability that reflects the deep property of individuals to create original values, to make non-standard decisions.

These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, highlighting their components, identifying the rational foundations of certain decisions and recommendations.

Often the sphere of manifestation of creativity of a teacher is involuntarily narrowed down, reducing it to a non-standard, original solution of pedagogical problems. Meanwhile, the creativity of the teacher is no less manifested in the decision communication tasks acting as a kind of background and basis of pedagogical activity.

Each teacher continues the work of his predecessors, but the teacher-creator sees wider and much further. Each teacher in one way or another transforms the pedagogical reality, but only the teacher-creator actively fights for cardinal transformations and is himself a clear example in this matter.

Conclusion

It is not a fact that a great professional, a scientist will be able to teach children, especially at school. This requires a special warehouse of personality, the unique qualities of an educator.

Personal qualities necessary for a teacher:

propensity to work with children;

the ability to interest in one's plan, to lead oneself;

a high degree of personal responsibility;

self-control and balance;

tolerance, invaluable attitude towards people;

interest in and respect for the other person;

desire for self-knowledge, self-development;

originality, resourcefulness, versatility;

tact;

purposefulness;

artistry;

demanding of oneself and others;

observation (the ability to see trends in the development of the child, in the formation of his skills, abilities, the emergence of needs and interests).

For each individual, education has a more or less pronounced personal value. The process of obtaining education, which developed countries occupies a quarter of the life path modern man, makes his life meaningful and spiritual, colors it with a variety of emotions, satisfies the need for knowledge, communication, self-affirmation. In the course of education, the potential abilities of the individual are revealed and developed, its self-realization is carried out, and the “human image” is formed. With the help of education, a person adapts to life in society, acquires the knowledge and skills necessary for this.

List of used literature

1. Rakova N.A. Pedagogy modern school: Educational - Toolkit. - Vitebsk: Publishing house of the UO “VSU im. P.M.Masherov. - 215 p. 2009.

2. Sweet in V.A. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.I. Shiyanov; Ed. V.A. Slastenina

3. Dzhurinsky A.N. History of Pedagogy: Proc. allowance for students. pedagogical universities. M. : Humanit. Ed. center VLADOS, 1999.

4. Antigolova L.N. Ethico - psychological aspects teacher's work. Omsk. -2009.

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Tasks of pedagogical activity

The tasks of pedagogical activity, changing over the centuries with the development of society, always cover the sphere of education, upbringing, and training. The leading thinkers of different times note the social significance of pedagogical activity.

The main specific feature of pedagogical activity is its use by almost all people when performing various social roles: parent and relative, senior comrade, friend, leader, official, but this pedagogical activity is unprofessional.

Professional pedagogical activity is carried out by a specialist with a special, professional and pedagogical education; it is implemented in certain pedagogical systems, is the main source of livelihood and is paid accordingly.

The main components and content of pedagogical activity

The main components of pedagogical activity, which are equally important and represent dynamic relationships, are:

the production of knowledge, that is, research, the search for something new, the implementation of developments, the conduct of expertise, etc.;
transfer of knowledge in an organized educational process;
dissemination of knowledge (development and publication of textbooks, teaching aids, writing scientific articles);
education of students, the formation and development of their personality.

The main content of the teaching profession is the presence and use of special, subject knowledge, as well as multidirectional relationships with people (students, parents, colleagues). We note the requirements of dual training of a specialist in the teaching profession - the presence of special, subject knowledge, as well as the need for psychological and pedagogical training.

The peculiarity of the teaching profession is expressed in its humanistic, collective and creative orientation.

Three Characters of Pedagogical Activity

A feature of the teaching profession is also that it, in its essence, has a humanistic, collective and creative character.

The humanistic nature of the teaching profession is aimed at educating a person who is formed and develops as a person, he masters the achievements of mankind, and thereby ensures the continuation of the human race, there is a continuous succession of generations.
The collective nature of the teaching profession involves the impact on the student not only of an individual teacher, but also of the entire teaching staff of an educational institution, as well as families and other sources that provide a group, collective impact.
The creative nature of pedagogical activity is the most important specific feature, reflected in the degree to which the teacher uses his abilities to achieve the goals.

The formation of the creative potential of the teacher's personality is due to his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow finding and using original solutions, innovative forms and methods.

Pedagogical activity is distinguished by difficulty, uniqueness and originality, represented by a system and sequence of pedagogically expedient actions aimed at solving pedagogical problems within a certain time frame and in compliance with the principles and rules.

The goals of pedagogical activity

The implementation of pedagogical activity is preceded by the awareness of the goal, which sets the impulse for activity. Defining the goal as the expected result of the activity, the pedagogical goal is understood as the prediction by the teacher and the student of the results of their interaction in the form of generalized mental formations, according to which all components of the pedagogical process are correlated.

Determining the goals of pedagogical activity has a large theoretical and practical value, which is expressed as follows.

Clear goal setting influences development pedagogical theories, the purpose of pedagogical activity affects the awareness of what qualities of a person should be given preference to the formation, affects the essence of the pedagogical process.
The formulation of the goals of pedagogical activity directly affects the implementation practical work teacher. An important professional quality of a teacher is the design of the personality of pupils, which requires knowledge of what it should be and what qualities need to be formed.

The goals of pedagogical activity are based on the ideological and value orientations of society, which gives rise to traditional approaches to education and upbringing, focused on efficiency, maximizing the use of new generations in the interests of the state.

In modern society, production is being intensively improved, its technical level is increasing, which affects the presentation of high requirements for the level of preparedness of the younger generation. Informatization of society, implementation information technologies, the presence of dynamic processes in social sphere the life of society led to the formulation of the goal of pedagogical activity, in which, as an ideal modern education and education is a versatile and harmoniously developed personality. This represents the need for the development of the individual, society, state.

The content of the concept of “diversified and harmonious development of the personality” includes the need to ensure mental and physical development, spiritual, moral and artistic development, identifying inclinations and inclinations, developing abilities; joining to modern achievements science and technology; education of humanism, love for the motherland, citizenship, patriotism, collectivism.

Conclusion

Thus, main goal pedagogical activity in modern conditions is the formation of a diversified developed personality capable of realizing creative potential in dynamic socio-economic conditions both in their own vital interests and in the interests of society and the state.

Modern pedagogical science has singled out the traditional main types of pedagogical activity - teaching and educational work.

Educational work is aimed at organizing the educational environment and managing a variety of activities of pupils in order to solve problems harmonious development personality. Teaching is a type of pedagogical activity aimed at ensuring the cognitive activity of schoolchildren. The division of pedagogical activity into types is rather conditional, since in the process of teaching educational tasks, and when organizing educational work, not only educational, but also developing, as well as educational tasks. Such an understanding of the types of pedagogical activity helps in revealing the meaning of the thesis about the unity of education and upbringing. At the same time, for a deeper understanding of the essence of training and education, these processes in pedagogical science are considered in isolation. In real teaching practice a holistic pedagogical process implies a complete fusion of "educational education" and "educational education".

Pedagogical activity has its own subject, which is the organization of students' educational activities, which is aimed at mastering the subject socio-cultural experience as the basis and condition for development.

Means of pedagogical activity

The literature presents the main means of pedagogical activity:

scientific (theoretical and empirical) knowledge that contributes to the formation of the conceptual and terminological apparatus of students;
carriers of information, knowledge - texts of textbooks or knowledge reproduced in the implementation of systematic observation (on laboratory, practical exercises etc.) organized by the teacher, behind the mastered facts, patterns, properties of objective reality;
auxiliary means - technical, computer, graphic, etc.

The main ways of transferring social experience in pedagogical activity are the use of explanation, display (illustration), joint work, immediate practical activities students, etc.

Definition

The product of pedagogical activity is the individual experience formed by the student in the totality of axiological, moral and ethical, emotional and semantic, subject, evaluative components. The product of this activity is evaluated at exams, tests, according to the criteria for solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is expressed in intellectual and personal improvement, their formation as individuals, as subjects. learning activities.

So, we have considered the specificity of pedagogical activity, which consists in the presence of special professional knowledge, humanism, collectivity, and the presence of creativity. The main goal of pedagogical activity is the formation of a versatile and harmoniously developed personality. Types of pedagogical activity - teaching and educational work; Let us emphasize the relationship between the types of pedagogical activity. The means of pedagogical activity are: scientific knowledge, carriers of information, knowledge, aids.

Having much in common with other types of activity, pedagogical activity differs from them in some features. Let's look at them briefly.

Features of pedagogical activity

1. The object of pedagogical activity - an individual (a child, a teenager, a young man), a group, a team - is active. He himself seeks to interact with the subject, shows his creativity, responds to the assessment of the results of activities and is capable of self-development.
2. The object of pedagogical activity is plastic, that is, it is subject to the influence of the subject, it is educable. He constantly develops, his needs change (this is the reason for activity), his value orientations, motivating actions and behavior develop and change.
It is legitimate to assert that the process of development of an individual is never completely completed. The content of pedagogical activity is built according to the concentric principle, or rather, in a spiral.
3. Pedagogical activity and process are very dynamic factors. The subject, given the changing situation, is constantly looking for best option pedagogical actions, operations and means of pedagogical influences on the object of education. It combines science and practice, pedagogical creativity.
4. In addition to the subject-teacher, other, unregulated factors influence the development of the individual in pedagogical activity. For example, the surrounding social and natural environment, the hereditary data of the individual, the media, economic relations in the country, etc. This multifactorial influence on the individual often leads to the fact that the result of pedagogical activity is significantly at odds with the intended goal. Then the subject has to spend additional time and forces to correct the activity so that its product (result) corresponds to the goal.
5. The subject and result of pedagogical activity are not material, but an ideal product that is not always directly observable. Its quality and level is often determined indirectly, and not by direct measurement.
6. Pedagogical activity is a succession-promising activity. Relying on previous experience, the subject organizes it; at the same time, it focuses on the future, on the future, predicts this future.
7. Pedagogical activity has a search and creative character. This feature is explained and caused by several reasons: the activity of the object of activity, the multifactorial influences on the object, the constant changeability of the conditions and circumstances in which the teacher finds himself in his professional work(This has already been discussed earlier). He inevitably almost every time has to re-design methods of interaction with pupils from known and mastered techniques and means.
These are some of the features of pedagogical activity that distinguish it from other types. From this follows a number of features of the pedagogical process. Let's name some of them.

Nuances of the pedagogical process

Since pedagogical activity is a purposeful activity, the process is predominantly controlled. However, this process takes place not only in artificial conditions, that is, controlled, but also in spontaneous, uncontrolled conditions. Thus, there is a planned process aimed at achieving conscious purpose, as well as spontaneous, leading to a random result, i.e. desired or undesirable result, even neutral. And in this relationship, the controlled process does not always prevail, it happens that the unmanaged process wins. And one should not be surprised that the efforts of the teacher in educational work are sometimes supported, and sometimes destroyed by a spontaneous process. The teacher has to take into account this situation and conditions. And this is possible only with constant, rolling diagnostics.
The pedagogical process is a holistic process, simultaneously covering the physical, mental, social, and spiritual development individual. In addition, the individual, living among people, interacts with them, and with the group, and with the collective. And it is formed not in parts, but holistically.
Teachers in their activities will be successful with a humanistic approach to pupils. Humanization of the pedagogical process, relations with children means a respectful attitude towards children, the ability to appreciate in a child his unique identity, the formation of self-respect and dignity.
Pedagogical activity necessarily includes not only educational, but also a communicative process. Therefore, the culture of communication in this activity plays special role. It is able to create an atmosphere of trust, warmth, mutual respect, benevolence in the relationship between the teacher and the pupil. Then the word of the teacher turns out to be an effective tool of influence. But rudeness, cruelty, intolerance in the same relationships, tactlessness in communication form an unfriendly atmosphere. In such a situation, the word of the educator irritates the pupil, is perceived by him negatively, oppresses him. Communication itself becomes joyless, undesirable for both the teacher and the pupil, and the word becomes an ineffective or even destructive factor.
In pedagogical activity there is also a process and management management. Usually the process is built vertically: from top to bottom, from leader to subordinate, from teacher to student. This process contains significant opportunities for imparting to this activity an atmosphere of kindness, benevolence, genuine mutual respect in the relationship between leaders and subordinates. At the same time, it disappears psychological barrier between them; true cooperation is established between senior and junior, experienced and inexperienced members of the group. Of course, at the same time, the responsibility of the elders for the younger ones - moral, legal, psychological - remains, but it is softened, as if not noticed, and at the same time, as it were, is equally assigned to everyone.
The question of leadership style in general, the style of relationships between leaders and subordinates, is a special and big one. It is covered in more detail in another thread. Now let's just say that the democratic style, in contrast to the authoritarian and liberal, is more preferable. The style of management, which relies on the unquestioning, not allowing objections and discussions, the execution of an order, command, order, forms a passive, irresponsible, lack of initiative personality.

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