Julia Kurbatova
Essay "The skill of the teacher is the basis pedagogical activity»

essence pedagogical excellence is a kind of combination of personal culture, knowledge and outlook teacher, its comprehensive training with perfect mastery of the methods of training and education, pedagogical technique and experience.

very important role teacher in his pedagogical activity, and in particular his skill and acting skill. Social environment plays an important role in the development personalities: the level of development of production and the nature public relations determine the character activities and worldview of people. Only in the process of education and training, public life and activities, the acquisition of knowledge and skills in a person on basis makings are formed abilities. Acting skill helps the teacher catch the attention of children, win them over.

Mastery -"high and constantly improved art of education and training". Teacher - master you can become with certain inclinations towards the matter of education and with constant work on yourself. The skill of the teacher is a constantly improved art of education and development, accessible to everyone teacher who works on recognition and loves children, is fluent in modern teaching methods, practically understands the issues of general and especially child psychology. Pedagogical excellence manifests itself in professional competence teacher, providing a high level of professional self-organization pedagogical activity.

The skill of the teacher is expressed, first of all, in the ability to organize the educational activity in order to achieve the required level of upbringing, development and knowledge of pupils under all, even the most unfavorable conditions. Real teacher will always find a non-standard answer to any question, will be able to approach the pupil in a special way, ignite the thought, excite him.

Art teacher manifests itself in the ability to conduct classes, develop their abilities, independence, inquisitiveness, in the ability to effectively carry out educational work in the process of development and education, to form high morality, a sense of patriotism, diligence, and independence in a preschooler.

A task teacher - master- find a way to develop positive emotions in the very pedagogical process. It's simple tricks: change of methods of work, emotionality, activity of the teacher, interesting examples, witty remarks, etc. These techniques develop a steady, constant interest in developing activities.

The teacher is a master, owning the entire arsenal pedagogical means, selects the most effective among them. Probably mastering skill, teacher will know how to achieve best result in work, how to overcome the difficulties that arise daily in the practice of the educator.

And the difficulties there are many teachers, since the subject of education and training is difficult, and the scope activities very broad and multifaceted. teacher is constantly faced with the ever-changing world of his pupils, with the need to instantly make a decision, act. Almost a million reactions and a million influences are required from him every day.

After all teacher is not only a profession, the purpose of which is to transfer knowledge, but also the high duty of creating a growing personality, affirming a person in a person. This complex process presupposes the presence of certain vital qualities in the teacher.

It is difficult to imagine communication that would not carry a cognitive or educational charge at all.

Efficiency pedagogical impact will be largely determined by volitional properties teacher, his perseverance, initiative, purposefulness, determination and independence. Along with these properties, it is important for him to have self-control, discipline, flexibility of behavior, the ability to foresee the reaction of students when changing pedagogical situation , willingness to restructure the methods of influence, the ability to cooperate with pupils.

Emotional responsiveness, the ability to put oneself in the place of a preschooler, empathy, kindness, sincere generosity, along with such emotional properties as balance, self-confidence, self-control, self-regulation of emotional manifestations, constitute the necessary conditions pedagogical interactions with preschoolers.

Control pedagogical process requires teacher interest in social work, propensity for organizational activities, ability to reflect mental attitude groups, the presence of an attitude to achieve success, High Quality educational work, special sensitivity to interpersonal relationships, the ability to design and create pedagogical situations, adequately and quickly respond to their changes, exactingness, practical orientation of the mind, criticality, responsibility. An important component large group professionally- significant qualities teacher is communication - the quality necessary for enhanced implementation of any pedagogical activity. This is sociability, emotional expression, developed speech ( correct pronunciation, logic, harmony of presentation of thoughts, etc., pedagogical tact, the ability to read the state of mind of the student by facial expressions, facial expressions, gestures, posture, gait. teacher- not only a profession, the essence of which is to transfer knowledge, but also the high mission of creating a personality, affirming a person in a person. In this regard, it is possible to single out a set of socially and professionally conditioned qualities teacher: high civic responsibility and social activity; love for children, the need and ability for them to give them their heart; spiritual culture, desire and ability to work together with others; willingness to create new values ​​and make creative decisions; the need for constant self-education; physical and mental health, professional performance.

CONFIDENCE - lies in basis social activity teacher, its social and moral orientation. Face teacher determine the humanistic position, the desire to carry knowledge, an intolerant attitude towards shortcomings that destroy the dignity of a person, a heightened sense of duty and responsibility, the ability to carry culture, etc.

Professional orientation of the individual teacher includes an interest in the profession, pedagogical inclinations and intentions.

INTEREST IN THE PROFESSION - expressed in a positive emotional attitude towards children, parents, pedagogical activity in an effort to acquire knowledge and skills.

PEDAGOGICAL VOCATION - is formed in the process of accumulation by the future teacher of theoretical and practical pedagogical experience and self-assessment of their abilities. The basis of pedagogical vocation is love for children, this quality is a prerequisite for many professionally significant qualities.

PEDAGOGICAL DEBT AND RESPONSIBILITY (providing assistance within the limits of their rights and obligations). Manifestation pedagogical duty is the dedication of the teacher (regardless of time and health, pedagogical tact(a sense of proportion in relations with children, in influencing them). Pedagogical tact depends on personal qualities teacher, his outlook, culture, will, civic position and professional skill.

PEDAGOGICAL JUSTICE - a measure of objectivity teacher, the level of his moral upbringing.

basis moral orientation constitute:

SPIRITUAL NEEDS AND INTERESTS (culture scientific - pedagogical thinking) . AT pedagogy has an axiom: intellect is honed by intellect, character is brought up by character, personality is shaped by personality.

Can't imagine the face teacher as a standard model made up of accepted virtues. Future teacher should have guidelines in the form of desired properties characteristic of professional pedagogical self-education

SOCIABILITY. A closed teacher involuntarily erects a wall of mutual understanding between himself and his students, it is difficult for him to penetrate into the inner world of the child.

SELF-CONTROL. Strong tricks are needed by the weak teachers. Emotional teacher does not get irritated over trifles, does not abuse punishments. According to K. D. Ushinsky, teacher must have infinite patience. Liveliness of reaction and emotionality in working with children should be combined with endurance and self-control.

PERSISTENCE IN ACHIEVING THE GOAL. Persistence in demands. “A drop hollows out a stone not by its force, but by its frequent fall”- proverb.

OPTIMISM AND HUMOR.

Everyone must be taught... A woman must be educated, because all of humanity passes through her hands; stupid - a jug without a bottom, no matter how mine, it will not acquire a bottom, but it will be clean; gifted - the mind can pick up so much bad things that it can do a lot; those in charge - to lead well; subordinates - to reasonably obey; the rich, without wisdom, they are bran-fed pigs; the poor are donkeys forced to carry heavy things. Ya. A. Comenius

Teacher In ancient Greece, a teacher is a special slave who literally escorts to school a “GUIDE” TO LEAD, ACCOMPANY.

Educator is a general term used to refer to persons engaged in various types of educational activities PROFESSIONALS have special training NON-PROFESSIONALS parents, small group leaders, scientific schools

Pedagogical activity is a type of professional activity, the content of which is the training, upbringing, development and education of students; the art of managing the formation of the personality of another person by means of a specialty

The structure of pedagogical activity SUBJECT OBJECT MEANS PRODUCT TEACHER FORMATION AND DEVELOPMENT OF THE STUDENT'S PERSONALITY METHODS AND TECHNOLOGIES OF TRAINING AND EDUCATION, THE PERSONALITY OF THE TEACHER EDUCATION, EDUCATION OF THE PERSONALITY

The essential characteristics of pedagogical activity 1) the spiritual nature of the teacher deals with the highest value - the PERSONALITY of the student, who is the subject own activities self-development, self-improvement, self-training; without appealing to its internal forces, needs, the pedagogical process will not be effective

Developing mechanism It is important for the teacher not only to stand in a subjective position (to realize the meaning of his activity), but also to put the Other (student) in the position of realizing the activity

2. The joint nature of the “flow of all-encompassing reciprocity” implies a teacher and the one whom he teaches, develops, educates. The essence of pedagogical activity is in the transition of activity for oneself into activity for the Other. The motive of pedagogical activity is the interests of other people.

3. The humanistic nature of pedagogical activity Humanism is a worldview that is characterized by confidence in the unlimited possibilities of self-improvement of a person, the inexhaustibility of his emotional, cognitive, adaptive capabilities. The object on which pedagogical efforts are directed is not the personality itself, but the process of its development and improvement.

The humanistic approach to pedagogical activity is the recognition of complexity, inexhaustibility, inconsistency, constant variability of a person in a person “Man is what is possible”. C. Rogers

Irreducibility - the openness of a person as a system that is biologically and socially improved thanks to the environment, communication, language; - a person cannot be reduced to any function or set of functions; – personality is always more than business, status, profession

Inexpressibility Man, as a spiritual being, is essentially completely inexpressible; man is a mystery, the significance and depth of which depends on his spiritual development.

Indefinability The inexplicability of a person from the point of view of external conditions and internal laws its existence; internally, a person remains free, obeying his own laws and rules

Incompleteness of personality The formation of personality has a contradictory, discrete character. The personality is not complete, much is only outlined in it. She is in a state of self-construction, searching for her own face.

Acceptance and implementation of humanistic values ​​Values ​​- virtues ALTRUISM FRIENDLY DOMINANCE ACCEPTANCE and EMPATHY TOLERANCE Values ​​- life self-realization self-determination freedom support

The humanistic potential of pedagogical activity lies in creating opportunities for continuous development and personal growth teacher; activities that allow you to develop and realize your creative potential

4. Creative nature 1) the teacher projects the personality of the student, 2) makes independent decisions in unexpected situations; 3) selects and combines the most appropriate methods and forms of education; 4) produces ideas, creates new ways of pedagogical activity, corresponding to his pedagogical personality and characteristics of the audience.

Proximity to performing activity Reproduction in the individual consciousness of the results of scientific and artistic creativity(coincidence of product and process) Irreversibility Irreproducibility Unpredictability Improvisation

5. The organizational nature of pedagogical activity pedagogical activity is essentially managerial, in which the teacher acts as an organizer, manager; The teacher is called upon not only and not so much to transmit knowledge, but to organize the educational process, to create conditions for the student to improve himself.

The specifics of pedagogical activity Pedagogical activity managing the transforming process of transformation personality possessing special knowledge about the subject of his specialty establishing and developing optimal relationships between students subject-specialized human studies

EDUCATION is “a purposeful process of upbringing and education in the interests of a person, society, state, accompanied by a statement of the achievement by the student of the educational levels established by the state” . The Law on Education of the Russian Federation The process of building a person's image, the purpose of which is the ideal of the individual, the image of the goal of life that has developed in a particular culture. I. Ya. Lerner

the main task education is not to be content with the transmission of traditions and knowledge, but to improve the ability that enables a person to find unique meanings. V. Frankl

Education The mechanism for ensuring the preservation of the historical memory of the population IP Pavlov is a purposeful activity to form a system of personality traits, attitudes and beliefs.

Education from a humanistic position “ascent to subjectivity” (M. S. Kagan) “actualization of the human pupil” (I. A. Kolesnikova) qualities “in-axis - nutrition - nutrition of the spiritual axis of a person (Sh. Amonashvili) self-determination "(G. Batishchev) integrity, opportunities

purpose of education? ? ? the formation of a harmoniously and comprehensively developed personality, prepared for proactive social and professional activities in modern society.

Learning is the process of organizing and stimulating the active educational and cognitive activity of students in mastering scientific knowledge, skills and abilities teaching the transfer of knowledge, skills, experience of activities teaching the assimilation of experience through its perception, comprehension, transformation

DEVELOPMENT consistent quantitative and qualitative change in the physical, intellectual, emotional and value properties of the individual; occurs in the process of assimilation of values, norms, attitudes, patterns of behavior inherent in this professional community

Socialization is the process and result of the involvement of the individual in the system of social relations, social adaptation, adaptation to social conditions, individualization, awareness by the individual of his uniqueness, the ability to be himself.

Professionalization as part of socialization preparation of the individual for conscious choice professional path development of the professional orientation of the individual identification of cognitive and professional opportunities, interests of the individual formation of readiness for self-determination in the system of interpersonal and business relations

Cultural - humanistic function is not only to ensure the ascending reproduction of culture; BUT ALSO IN THE DEVELOPMENT OF A STUDENT AS A PERSON OF CULTURE.

Prognostic - predicting the result Analysis of the pedagogical situation Purpose and ways to achieve it Determination of stages and distribution of time Anticipation of the result

Constructive - designing the pedagogical process Selection and organization of the content of educational information Specification of goals based on the diagnosis of the needs and capabilities of students Determining pedagogical conditions (material, psychological) Planning their actions and the actions of the student

Organizational Creation of motivation for the forthcoming activity INTEGRATION AND ADAPTATION OF LEARNING MATERIAL TO THE LEVEL OF PREPAREDNESS OF STUDENTS Organization joint activities Stimulation of cognitive activity and creativity of students

Communicative - building interpersonal interaction Perception psychological state partner Communicative attack ESTABLISHING PSYCHOLOGICAL CONTACT MANAGING COMMUNICATION: distribution of attention, quick response to emerging barriers

Reflexive - summing up Control of the results of the educational process Analysis and evaluation of the results obtained Determination of the direction of correction of one's activities

Gnostic (research) systematic "pedagogical intelligence" Studying the age and individual-typological characteristics of students Studying the content and ways of influencing other people Studying the process and result of one's own activity, its advantages and disadvantages

A teacher's abilities are a factor in the development of students' abilities (N. V. Kuzmina) What abilities should a teacher develop in himself? Formulate pedagogical creed(motto) of a successful teacher.

Literature on the basics of ped. activities Introduction to pedagogical activity: textbook. allowance for students. higher textbook establishments; under. ed. A. S. Robotova. - M.: "Academy", 2007. Winter I. A. Pedagogical psychology: Textbook for universities. -M. : Logos, 2005. Klimov EA Pedagogical work: psychological components. M. "Academy", 2004. Moreva N. A. Fundamentals of pedagogical skill -M. "Enlightenment", 2006. Nikitina N. N., Kislinskaya N. V. Introduction to pedagogical activity: Theory and practice. M.: "Academy", 2004.

Khutorskoy A. V. Human-like learning in the classroom - the goals and objectives of the experiment // Internet magazine "Eidos" 2008. -12 www. eidos. ru/journal/2008/071211-htm http: //elite. far. ru/index. phtml? page=book 5314000822 http: //www. ido. rudn. ru/psychology/pedagogical_psychology/ 12. html http: //www. humanism. ru/pedagogika 4. htm http: //uchebauchenyh. people. ru/books/uchebnik/soderza nie. htm

Literature on pedagogical axiology Krylova N. B. Culturology of education - M., 2000. Pedagogy of understanding: textbook. allowance / Yu. In Senko, M. N. Frolovskaya. - M., 2007. Slastenin V. A., G. I. Chizhakova Introduction to pedagogical axiology: textbook. allowance. -M. , 2003. Starikova LD History of Pedagogy and Philosophy of Education. - Rostov n / a, 2008. Reader on pedagogical axiology: Tutorial/Comp. V. A. Slastenin, G. I. Chizhakova. - M. Voronezh, 2005.

Finish the phrase. . The purpose of pedagogical activity is. . . Its collaborative nature is manifested in. . . The unique nature of pedagogical activity is explained by the fact that. . . Universal character pedagogical activity is manifested in the fact that. . What is the essence of pedagogical activity?

? ? ? ? ? ? What is the specificity of pedagogical activity? What is the essence humanistic approach in pedagogy? There is an opinion that with the development of new information technologies, the teaching profession will disappear. Do you agree with this statement?

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

§ 1. The essence of pedagogical activity

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

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

§ 2. Main types of pedagogical activity

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

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

§ 3. The structure of pedagogical activity

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

§ 4. Teacher as a subject of pedagogical activity

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

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

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

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

Functions, goals of pedagogical activity have a deeply humanitarian basis. The work of a teacher is based primarily on love for life, children, and the world. An integral element of the profession is also responsibility for the quality of knowledge and the development of the child as a person. It is teachers who have a key influence on the moral foundations of public life. Let us consider further what the structure and functions of pedagogical activity are.

The role of the teacher

Any achievements in the economy of the state will not give the desired effect if the conditions are not provided in which the functions of socio-pedagogical activity will be implemented. The role of the teacher in the life of society is difficult to overestimate. Even if we do not take into account the educational aspect of the work, teachers act as a link between all members of society. In this regard, the teacher expresses the general needs and interests of the population, knows pressing problems modernity.

Pedagogical activity: essence, structure, functions

The job of a teacher is very specific. Pedagogical is a special kind of socially useful activity of adult citizens, consciously aimed at preparing children for life in accordance with existing political, economic, aesthetic, moral and other goals. Within the framework of this work, an objective process of education is organized. The functions of socio-pedagogical activity are focused on improving and accelerating the preparation of the younger generation for life. This is due to the fact that teachers, realizing the tasks assigned to them, use theoretical knowledge and practical experience within the system special institutions. Many authors consider the allocation of each function of professional pedagogical activity separately from others, while maintaining their relationship. Three components were formed in the general system of teaching: communicative, organizational and constructive. For the implementation of each function of pedagogical activity, pedagogical skills, abilities and aspirations play a key role.

general characteristics

The constructive functions of professional pedagogical activity fall into:

1. Operational. It involves planning own actions teacher and behavioral acts of students.
2. meaningful. As part of the implementation of this function of the teacher's professional and pedagogical activity, the selection and layout of materials, planning and construction of the entire educational process are carried out.
3. material. Within the framework of this direction, the design of the educational and methodological base of the entire process is carried out.

The organizational aspect provides for the implementation of a set of actions focused on the inclusion of children in various work, the formation of a team. Of particular importance is communicative pedagogical activity. The functions of pedagogical activity in this direction are focused on establishing expedient, from an educational point of view, relations between the teacher and children, colleagues, parents, as well as members of the public.

Important point

Types and functions of pedagogical activity are implemented in the presence of constant feedback. Due to it, the teacher receives timely information about the results of achieving the goals. In this regard, the control and evaluation component is also included in the set of elements from which pedagogical activity is formed. The functions of pedagogical activity are implemented by teachers of any specialty. Each of them must have the appropriate skills and qualifications.

The main functions of pedagogical activity

The educational process is implemented with direct subordination to the tasks and goals set by the teacher. The key functions of pedagogical activity are:

Key Aspects

Traditionally, there are two areas in which pedagogical activity is carried out. The functions of pedagogical activity are focused on teaching and education. The first direction involves the management mainly cognitive abilities and aspirations of children. Educational activities are focused on organizing the behavior of students. It involves solving problems for the harmonious development of the individual. By and large, these concepts can be called identical. Such an approach to considering the correlation of these areas of activity reveals the essence of the thesis about the unity of education and upbringing. Teaching, which is carried out not only within a lesson, but also within any organizational form, usually has a clear time frame, a specific goal and options for achieving it. The same cannot be said about education. This work does not directly pursue the achievement of goals, since this is not possible in an organizational form limited by time frames. In the educational process, it is possible to provide for an exclusively consistent solution of certain tasks. They, in turn, are aimed at achieving key criterion effective solution of the tasks is a positive change in the consciousness of children, which is manifested in behavior, emotional reactions, cognitive activity.

Teacher Culture

It acts as an integral element of the professionalism of the teacher. The formation of information culture contributes to the optimization of the educational process. With it, teachers get the opportunity to:

1. Apply new ways and methods of presentation, generalization of information. In particular, we are talking about academic performance, the level of knowledge of children.
2. Use more materials.
3. Develop and apply computer control and educational programs.
4. Improve skills through distance learning.
5. Use modern information resources in self-education.

How developed information culture depends on the efficiency with which the function of designing pedagogical activity will be implemented.

Personal qualities

They act as the foundation on which pedagogical activity is based. The functions of pedagogical activity cannot be implemented by incompetent specialists. In this regard, there are special requirements for teachers. paramount importance has a professional development as a teacher. It affects the level of development of the whole society as a whole. The very personality of the teacher and his knowledge act as a valuable capital. The content and functions of pedagogical activity presuppose the presence of certain orientations and knowledge that the specialist passes on to children. In this regard, the teacher is not only a personifier of normative work, but also an active participant who implements his skills for the benefit of society. To fully understand the essence, functions of pedagogical activity, a person must go through a certain path. The formation of his competence covers a long period.

Specialist Mastery

It is considered the highest level of pedagogical activity. Craftsmanship is characterized by high efficiency and creativity. Manifesting it, the teacher performs his work at the level of samples and standards, tested in practice and set out in methodological recommendations. At the same time, it must be said that the skill of a teacher is not directly related to the length of his experience. The main functions of pedagogical activity discussed above cannot be implemented without the ability of a specialist to build and set in motion the educational process. According to A. S. Makarenko, mastering the skill is available to absolutely every teacher, subject to purposeful self-development. It is formed, undoubtedly, on the basis of practical experience. However, it does not always become a source of teacher's skill. It can only be labor, the essence, goals and technology of implementation of which will be comprehended. The skill of a teacher is a complex of individual business qualities and competence of a specialist.

Components

The elements that form the skill of a teacher are:

1. Psychological and pedagogical erudition.
2. Teaching technology.
3. professional ability.

Teaching technique should be understood as various tricks individual impact of a specialist on children. The process of education can be considered from methodological, social and other points of view. The public position forms a set of values ​​that a specialist must convey to each child. To accomplish this task, it is necessary special training teacher. He must be able to operate with existing values, to be their bearer. As one of critical components skill is the ability to find the right tone to express your assessment.

Teaching ability

They represent a special mental property individual, which is expressed in sensitivity to current requirements educational system, to the specifics of their reflection by the respective students, as well as to the likely ways of influencing children to receive desired result. Communication skills are manifested in the ways of establishing relationships with each child on the basis of gaining trust and authority. They are provided by:

1. The ability to identify, that is, to identify oneself with children.
2. Differentiated sensitivity to the personal characteristics of students (their inclinations, interests, needs, etc.).
3. The ability to suggest.
4. Developed intuition. It acts as an important feature creative thinking and manifests itself in anticipation of the desired result in the process of choosing a strategy.

One of the methods of influence is suggestion. It can be beneficial if it is aimed at arousing imagination, self-confidence, the ability to overcome obstacles that arise, and self-affirmation through work. Suggestion can also be destructive. This manifests itself if it is aimed at relaxation, humiliation, disbelief in one's own abilities or strengths, or unreasonable narcissism.

Organizational skills

They are necessary for any teacher to realize their functions. Organizational skills are manifested in the teacher's sensitivity to productive and unproductive forms:

• interaction of children with objects of knowledge during the educational process and outside school hours;
• teaching children self-organization;
• building relationships in teams and groups, etc.

Competence

It is the ability to determine the correspondence between a situation and knowledge. Competence consists of a complex of interrelated qualities of an individual, which are formed in relation to a specific range of objects and processes necessary to perform productive and high-quality work. Key Development the teacher and his activities, thus, consists in a radical rethinking of the content of the pedagogical process, the forms of its organization. The specialist must have the ability to systematically, effectively, optimally predict and perform work in educational space taking into account their own interests and achievements of science. The professionalism of a teacher is enhanced by increasing competencies. It is determined on the basis of the analysis of educational events and situations. Characteristics are also important. There are three of them:

1. Reproductive.
2. Adaptive.
3. Locally modeling.

Each new level contains the previous one, which has undergone qualitative changes.

Competence Model

Pedagogical professionalism has a number of characteristics. Together, they form a model of competence. It provides efficient implementation pedagogical functions. These signs include:

1. Understanding the basics.
2. The ability to predict phenomena and processes that are in the zone of vision of a specialist.
3. Enabling intuitive processes.
4. Originality and novelty of activity, rejection of stereotypes.
5. Competent approach to the organization of work.

self-education

Skills and knowledge are the basis of any professionalism. However, over time, they become obsolete, and their assessment also changes. In this regard, to ensure effectiveness in the implementation of pedagogical functions, it is necessary to constantly improve the skills of specialists. At the same time, successful work at lectures cannot replace the self-education and self-education of teachers. Currently, a number of principles have been identified that contribute to the independent development of the teacher's competence. These include:

Communication

It acts as an integral element of a teacher of any specialty. This is due to the fact that the key tasks of the educational and upbringing process are solved exclusively in communication with children. Despite the fact that in the course of university training the basic elements are studied rather fragmentarily and superficially, many practicing teachers subsequently become brilliant masters. At the same time, they build communication, mainly intuitively, based on personal experience and common sense. Meanwhile, there are opposing views on the essence of the communicative function of the teacher and the ways of its implementation. In accordance with traditional approach, communication is considered as a certain impact aimed at transferring the necessary knowledge to children and forming the desired qualities in them. According to an alternative approach, priority is given to the interaction of participants in communication within the framework of equal dialogue and cooperation. Leading scholars point out that both of these approaches are open to criticism, because using either of them is likely to be taken to a dangerous extreme - liberal connivance or authoritarian diktat. According to analysts, an integrated approach will be considered the most optimal. It provides an opportunity to effectively implement pedagogical functions, taking into account the age, individual psychological, gender and other characteristics of students.

Conclusion

The implementation of pedagogical functions requires not only certain knowledge from a specialist. The effectiveness of achieving the goals set depends on many factors. Among them are personal qualities, and the level of competence, and the ability for self-development, self-education. The activity of a teacher is very laborious, requires a lot of time and mental costs. The implementation of the functions of pedagogical activity should be carried out according to a clear plan drawn up on the basis of the results of diagnostics, taking into account the characteristics of the children's team and using the experience of leading teachers of our time.

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Introduction

1. The essence of pedagogical activity

2. Main types of pedagogical activity

3. The structure of pedagogical activity

4. Functions of pedagogical activity

Conclusion

Bibliography

INTRODUCTION

A teacher of any level of the educational system is a representative of the most massive part of the humanitarian intelligentsia. To a large extent, the fate of education, culture, and the formation of future generations depend on it.

Outside of pedagogical activity it is difficult to imagine the development of society and individual person. Pedagogical activity can be considered as the most important attribute of human existence.

Outside of pedagogical activity, it is difficult to imagine the continuity of the educational process in its spatial and temporal characteristics. “The world in time and space is put under the sign of the school” (S. S. Averintsev). And the school is inextricably linked with the phenomena of "teaching - apprenticeship." The conjugation of pedagogical activity with these relations also largely determines its value, inherently humanitarian characteristics.

Pedagogical activity is a condition for the continuity of generations. It "grows" out of the culture of its era, is consistent with this culture, is aimed at its preservation and reproduction. But at the same time, it is a prerequisite and a condition further development culture, the emergence of fundamentally new phenomena in it. Real teachers are always concerned not only with the transfer, transmission of existing experience, accumulated knowledge, but also with the development of the creative potential of the personality of their students, their ability and ability to overcome the boundaries of the known, traditional. This makes it possible to go beyond educational standard, to create conditions for the successful development of those who are capable not only of reproducing activity, but also of creative activity. This gives rise to special sociocultural value pedagogical activity.

1. ESSENCE OF PEDAGOGICAL ACTIVITY

In the ordinary sense, the word "activity" has synonyms: work, business, occupation. In science, activity is considered in connection with the existence of a person and is studied by many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. In activity, one of the essential properties of a person is manifested - to be active. This is precisely what is emphasized in the philosophical definition of activity as “a specifically human form of an active relationship to the world around us” Philosophical Encyclopedic Dictionary. -- 4th ed. - M., 2003, p. 24. . As the psychologist BF Lomov noted, "activity is multidimensional" Lomov BF Methodological and theoretical problems of psychology. -- M.: Academy, 2004, p. 15. , therefore, there are numerous classifications of activities, which are based on its various signs reflecting various aspects of this phenomenon. They distinguish spiritual and practical, reproductive (performing) and creative, individual and collective, etc. There are also various types of professional activity.

Pedagogical activity --is a type of professional activity, the content of which istraining, education, education, developmentstudents (children different ages, students of schools, technical schools, vocational schools, higher educational institutions, advanced training institutes, institutions of additional education, etc.).

The goal of pedagogical activity is connected with the realization of the goal of education, which even today is considered by many as the universal ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

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

A.S. Makarenko paid much attention to the development of the problem of the goals of education, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "man-communist", etc. A. S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.

As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of the objective trends of social development and bringing the content, forms and methods of pedagogical activity in line with the needs of society, they add up to a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: Textbook. - 7th ed. - M.: Academy, 2007, p. 18-19. .

One of the most important characteristics pedagogical activity is its joint nature: it necessarily involves a teacher and the one whom he teaches, educates, develops. This activity cannot be an activity only “for oneself”. Its essence is in the transition of activity "for oneself" into activity "for another", "for others". This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).

Professional activity requires special education, i.e. mastering the system of special knowledge, skills and abilities necessary to perform the functions associated with this profession. You will master these knowledge and skills by studying theoretical and practical pedagogy, engaging in self-education and self-improvement in order to achieve high performance results, come to high level professionalism.

A person who is engaged in professional pedagogical activity can be called differently: educator, teacher, lecturer, teacher. Often it depends on the institution in which he works: the educator - in kindergarten, a teacher - at school, a teacher - at a technical school, college, university. The teacher is rather a generic concept in relation to all the others.

They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, leaders of circles), teach and educate at school (teachers, class teachers, teachers of after-school groups, additional education teachers). Thus, already in childhood, a growing person becomes the object of the pedagogical activity of many people. But now the person has become an adult: he entered a technical school, college, higher educational institution, courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers and educators.

Having received a profession modern man in the course of his life, he will have to replenish his knowledge more than once, improve his qualifications, change the profile of his activity, and perhaps, for various reasons, change the profession itself. He will have to study at various courses, at institutes for advanced training, receive new or additional education. And again he falls into the sphere of pedagogical activity Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy: Textbook. - 7th ed. - M.: Academy, 2007, p. twenty. .

Thus, it turns out that not a single person can live without becoming the object of pedagogical activity. This is an activity that is extremely necessary in any society, in demand by the entire course of the socio-cultural, civilizational development of mankind, and has an enduring value.

2. MAIN TYPES OF PEDAGOGICAL ACTIVITIES

Traditionally the main types of pedagogical activity, carried out in a holistic pedagogical process, are teaching and educational work.

Educational work- this is a pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of the harmonious development of the individual. BUT teaching- this is a type of educational activity, which is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. Such an understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.

Education, the disclosure of the essence and content of which is devoted to many studies, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I.Ya. Lerner, M.N. Skatkin, etc.), its integral components, along with the knowledge and skills that a person masters in the learning process, consider the experience of creative activities and experience of emotional and valuable attitude to the world around. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, a holistic pedagogical process in its content aspect is a process in which educative education and educative education are merged.

The identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work while observing all the requirements of modern production technology and labor organization; to prepare such a skilled worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, value the honor of his workshop, enterprise.

In the same way, if we consider the scope of duties of the educator of the extended day group, one can see in his activities both teaching and educational work. The regulation on after-school groups defines the tasks of the educator: instill in students a love of work, high moral character, habits of cultural behavior and personal hygiene; regulate the daily routine of pupils, observing the timely preparation of homework, assist them in learning, in a reasonable organization of leisure; to carry out, together with the school doctor, activities that promote the health and physical development of children; maintain contact with the teacher, class teacher, parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling the habits of cultural behavior and personal hygiene skills, for example, is already a sphere not only of education, but also of training, which requires systematic exercises.

So, of the many types of schoolchildren's activities, cognitive activity is not limited only by the framework of education, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved, first of all, by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create in the classroom an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that not teaching skills, but the skills of educational work are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers has as its goal the formation of their readiness to manage the integral pedagogical process Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: Textbook. - 7th ed. - M.: Academy, 2007, p. 20-23. .

3. STRUCTURE OF PEDAGOGICAL ACTIVITY

Like any kind of activity, the activity of a teacher has its own structure:

1. Motivation.

2. Pedagogical goals and objectives.

3. The subject of pedagogical activity.

4. Pedagogical means and methods for solving the tasks.

5. Product and result of pedagogical activity Zimnyaya IA Pedagogical psychology. - M.: Logos, 2004, p. 45. .

Each type of activity has its own subject, just like pedagogical activity has its own.

Subject pedagogical activity is the organization of educational activities of students, aimed at the development of subject socio-cultural experience by students as the basis and conditions for development.

means pedagogical activities are:

scientific (theoretical and empirical) knowledge, with the help and on the basis of which the conceptual and terminological apparatus of students is formed;

"carriers" of knowledge - the texts of textbooks or knowledge reproduced by the student during 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.

Ways transmission social experience in pedagogical activity are:

an explanation;

display (illustration);

joint work;

direct practice of the student (laboratory, field);

trainings, etc.

Product pedagogical activity - 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 the exam, tests, according to the criteria for solving problems, performing educational and control actions.

result pedagogical activity as the fulfillment of its main goal is the development of the student:

his personal development;

intellectual improvement;

· his formation as a personality, as a subject of educational activity Grigorovich LA, Martsinkovskaya TD Pedagogy and psychology. - M.: Gardariki, 2003, p. 64. .

pedagogical activity educational training

4. FUNCTIONS OF PEDAGOGICAL ACTIVITY

In a number of psychological and pedagogical works, two groups of pedagogical functions are distinguished - goal-setting and organizational-structural.

1. In target group are included following features:

orientation;

developing;

mobilizing (stimulating) mental development students);

informational.

This group of functions correlates with the didactic, academic, authoritarian, and communicative abilities of a person.

2. In organizational and structural group includes the following functions:

· constructive;

organizational;

· communicative;

Gnostic.

So, constructive function provides:

a) selection and organization of the content of educational information that must be learned by students;

b) designing student activities in which information can be assimilated;

c) designing their own future activities and behavior, what they should be in the process of interaction with students.

Organizational the function is implemented through the organization:

a) information in the process of communicating it to students;

b) various activities of students;

c) own activities and behavior in the process of direct interaction with students.

Communicative function assumes:

a) establishing proper relationships with students;

b) normal, business relationship with other teachers, with the school administration.

Gnostic(research) function provides for the study of:

b) age and individual psychological characteristics of other people;

c) features of the process and results of one's own activity, its advantages and disadvantages Bordovskaya N., Rean A. Pedagogy: Textbook. - St. Petersburg: Peter, 2008, p. 142-143. .

CONCLUSION

So, the meaning of the pedagogical profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

This activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the mass media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, engaging in self-education and self-education.

Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

BIBLIOGRAPHY

1. Bordovskaya N., Rean A. Pedagogy: Textbook. - St. Petersburg: Peter, 2008.

2. Borytko N. M., Solovtseva I. A., Baibakov A. M. Pedagogy. - M.: Academy, 2007.

3. Weindorf-Sysoeva M. E., Krivshenko L. P. Pedagogy. - M.: Yurayt-Izdat, 2005.

4. Grigorovich L. A., Martsinkovskaya T. D. Pedagogy and psychology. - M.: Gardariki, 2003.

5. Winter I. A. Pedagogical psychology. - M.: Logos, 2004.

6. Kotova I. B., Shiyanov E. N. Teacher: profession and personality. - Rostov - n / a, 2004.

7. Kuzmina N. V. Professionalism of the personality of the teacher and the master of industrial training. - M.: Pedagogy, 2000.

8. Lomov BF Methodological and theoretical problems of psychology. -- M.: Academy, 2004.

9. Pidkasy P. I. Pedagogy: Textbook. - M.: Higher education, 2008.

10. Podlasy I. P. Pedagogy. - M.: VLADOS, 2003.

11. Robotova A. S., Leontieva T. V., Shaposhnikova I. G. Introduction to pedagogical activity. - M.: Academy, 2000.

12. Sergeev I. S. Fundamentals of pedagogical activity: Textbook. - St. Petersburg: Peter, 2004.

13. Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: Textbook. - 7th ed. - M.: Academy, 2007.

14. Philosophical encyclopedic dictionary. -- 4th ed. - M., 2003.

15. Yakunin V. A. Pedagogical psychology. - St. Petersburg: Peter, 2003.

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