Information-theoretical component

Pedagogical skills

Professional and pedagogical orientation

General and pedagogical abilities

Special, methodological, psychological and pedagogical knowledge

Pedagogical technique

Gnostic

constructive

Organizational

Communicative

Individual style of activity

The leading place in the complex synthesis of properties that determine the teacher's pedagogical skills belongs to the personal component as the unity of its motivational and value component (professional and pedagogical orientation) and individual psychological characteristics (general and professional pedagogical abilities).

There is a fairly extensive list of those personal qualities that, according to various researchers, a master teacher should have. To important professional qualities, according to A.K. Markova, include:

pedagogical erudition,

pedagogical goal setting

pedagogical (practical and diagnostic) thinking,

pedagogical intuition,

pedagogical improvisation,

pedagogical observation,

pedagogical optimism,

pedagogical resourcefulness,

pedagogical vision,

pedagogical reflection.

The integrity of a personality presupposes its structural unity, the presence of those system properties that unite all others and are the basis of its integrity. In the structure of the teacher's personality, such a role belongs to professional and pedagogical orientation , which, according to V.A. Slastenin, forms a framework that holds together and unites all the main professionally significant properties of the teacher's personality.

The basis of the professional and pedagogical orientation of the teacher's personality is the system of its value relations to pedagogical activity, fixed in professional and value orientations. The presence of socially and professionally significant value orientations in a person ensures a conscientious attitude to business, encourages search, creativity, and to some extent compensates for insufficiently developed skills and abilities; the absence of a positive orientation can cause professional collapse, the loss of existing skills. Performing a prognostic, design function, professional value orientations allow the teacher to build a model of his activity, which becomes a guideline in his self-development and self-improvement.

One of the main professionally significant qualities of a teacher's personality is his "personal orientation". According to N. V. Kuzmina, personal orientation is one of the most important subjective factors in achieving the top in professional and pedagogical activity.

The choice of the main strategies of activity determines, according to N.V. Kuzmina, three types of orientation: 1) truly pedagogical, 2) formally pedagogical, and 3) falsely pedagogical. Only the first type of orientation contributes to the achievement of high results in pedagogical activity. "A truly pedagogical orientation consists in a stable motivation for the formation of the student's personality by means of the subject taught, for the restructuring of the subject, counting on the formation of the student's initial need for knowledge, the bearer of which is the teacher."

The success of the teacher's activity is also determined by the individual psychological prerequisites for the formation of pedagogical skills, which include, first of all, general and pedagogical abilities .

Capabilities - such individual psychological characteristics of a person, which are the most important condition for the successful implementation of a certain type of activity.

They are detected and manifested in the speed, depth and strength of mastering the techniques and methods of this activity. The set of abilities necessary for a teacher includes both general ones, which are required to perform any activity, and special ones, which ensure pedagogical activity. At the same time, special abilities themselves, being relatively independent formations, are an integral part of general giftedness and are largely determined by it. We must also remember that abilities are not something innate, they develop on the basis of inclinations in the process of a certain activity.

General abilities are determined, first of all, by the psychophysiological development of the personality: its temperament, character, intellect. According to V.A. Yakunin, intelligence is the most important factor determining the success of pedagogical activity. His research indicates that the level indicators of intelligence among master teachers significantly exceed those of non-master teachers. Intelligence plays a decisive role in the implementation of almost all types of teacher activity (prognostic, design and constructive, reflective and cognitive).

In its most general form pedagogical abilities were presented by V. A. Krutetsky, who gave them the corresponding general definitions:

1. Didactic abilities - the ability to convey educational material to students, making it accessible to children, to present material or a problem to them clearly and understandably, to arouse interest in the subject, to arouse active independent thought in students. A teacher with didactic abilities is able, if necessary, to reconstruct and adapt educational material accordingly, make difficult things easy, complex things simple, incomprehensible, obscure things understandable. Professional skill includes the ability not only to present knowledge intelligibly, to present the material in a popular and understandable way, but also the ability to organize independent work of students, independent acquisition of knowledge, intelligently and subtly "conduct" the cognitive activity of students, direct it in the right direction.

2. Academic ability - ability in the relevant field of science (mathematics, physics, biology, literature, etc.). A capable teacher knows the subject not only in the scope of the course, but much wider and deeper, constantly monitors discoveries in his science, is absolutely fluent in the material, shows great interest in it, and conducts at least very modest research work.

3. Perceptual abilities - the ability to penetrate the inner world of the student, pupil, psychological observation associated with a subtle understanding of the student's personality and his temporary mental states. A capable teacher, educator, by insignificant signs, by small external manifestations, catches the slightest changes in the internal state of the student.

4. Speech abilities - the ability to clearly and clearly express one's thoughts, feelings through speech, as well as facial expressions and pantomime. The teacher's speech is always distinguished by inner strength, conviction, interest in what he says. Expression of thought is clear, simple, understandable for students.

5. Organizational skills are, firstly, the ability to organize a student team, rally it, inspire it to solve important problems, and, secondly, the ability to properly organize one's own work. Organizing your own work involves the ability to properly plan and control it yourself. Experienced teachers develop a peculiar sense of time - the ability to properly distribute work in time, to meet the deadlines.

6. Authoritarian abilities - the ability to direct emotional and volitional influence on students and the ability to achieve authority on this basis (although, of course, authority is created not only on this basis, but, for example, on the basis of excellent knowledge of the subject, sensitivity and tact of the teacher etc.). Authoritarian abilities depend on a whole range of personal qualities of a teacher, in particular, his volitional qualities (decisiveness, endurance, perseverance, exactingness, etc.), as well as on a sense of personal responsibility for teaching and educating schoolchildren, on the teacher's conviction that he rights, from the ability to convey this conviction to their pupils.

7. Communication skills - the ability to communicate with children, the ability to find the right approach to students, to establish relationships with them that are pedagogically expedient, the presence of pedagogical tact.

8. Pedagogical imagination (or predictive abilities) is an ability that is expressed in anticipation of the consequences of one’s actions, in the educational design of the personality of students, associated with the idea of ​​​​what the student will become in the future, in the ability to predict the development of certain qualities of the pupil.

9. The ability to distribute attention simultaneously between several activities is of particular importance for the teacher's work. A capable, experienced teacher carefully monitors the content and form of presentation of the material, the deployment of his thoughts (or the thoughts of the student), at the same time keeps all students in the field of attention, sensitively reacts to signs of fatigue, inattention, misunderstanding, notices all cases of violation of discipline and Finally, he monitors his own behavior (posture, facial expressions and pantomime, gait).

At present, the concept of pedagogical abilities, developed by N.V. Kuzmina and her school, proves that the pedagogical system includes five structural elements (goals, educational information, means of communication, students and teachers) and five functional elements: research, design, constructive, communicative, organizational. The same elements are functional elements of individual pedagogical activity (gnostic, research, design, constructive, communicative, organizational), which allows us to speak of five large groups of common abilities of the same name that underlie them.

N. V. Kuzmina distinguishes two levels of pedagogical abilities: perceptual-reflexive and projective abilities. The first level of pedagogical abilities, according to N. V. Kuzmina, - perceptual-reflexive abilities - includes "three types of sensitivity": a sense of the object associated with empathy and an assessment of the coincidence of student needs and school requirements; a sense of proportion, or tact, and a sense of belonging. These manifestations of sensitivity are the basis of pedagogical intuition.

The second level of pedagogical abilities, according to N. V. Kuzmina, is projective abilities, correlated with sensitivity, to the creation of new, productive ways of learning. This level includes gnostic, design, constructive, communicative and organizational skills. The absence of each of these abilities is a specific form of inability.

Gnostic abilities are manifested in the rapid and creative mastery of the methods of teaching students, in the ingenuity of teaching methods. Gnostic abilities, according to N.V. Kuzmina, ensure the accumulation of teacher information about his students, about himself.

The gnostic component is a system of knowledge and skills of the teacher, which form the basis of his professional activity, as well as certain properties of cognitive activity that affect its effectiveness. The latter include the ability to build and test hypotheses, be sensitive to contradictions, and critically evaluate the results obtained. The knowledge system includes worldview, general cultural levels and the level of special knowledge.

General cultural knowledge includes knowledge in the field of art and literature, awareness and ability to navigate in matters of religion, law, politics, economics and social life, environmental problems; having meaningful interests and hobbies. The low level of their development leads to a one-sided personality and limits the possibilities of educating students.

Special knowledge includes knowledge of the subject, as well as knowledge of pedagogy, psychology and teaching methods. Subject knowledge is highly valued by teachers themselves, their colleagues and, as a rule, are at a high level. As for knowledge in pedagogy, psychology and teaching methods in higher education, they represent the weakest link in the system. And although the majority of teachers note the lack of this knowledge, nevertheless, only a small minority is engaged in psychological and pedagogical education.

An important component of the gnostic component of pedagogical abilities is knowledge and skills that form the basis of cognitive activity proper, i.e. activities to acquire new knowledge.

If gnostic abilities form the basis of the teacher's activity, then design or constructive abilities are decisive in achieving a high level of pedagogical skill. It is on them that the effectiveness of the use of all other knowledge depends, which can either remain a dead weight, or be actively involved in the maintenance of all types of pedagogical work. The psychological mechanism for the realization of these abilities is the mental modeling of the educational process.

Design ability are manifested in the ability to present the end result of nurturing education in tasks-tasks located in time for the entire period of study, which prepares students for independent problem solving.

Design abilities provide a strategic orientation of pedagogical activity and are manifested in the ability to focus on the ultimate goal, solve actual problems taking into account the future specialization of students, take into account its place in the curriculum when planning a course and establish the necessary relationships with other disciplines, etc. Such abilities develop only with age and as the teaching experience increases.

Structural Ability are manifested in the creation of a creative working atmosphere of joint cooperation, activity, in sensitivity to the construction of a lesson that is most consistent with the set goal of development and self-development of the student.

Constructive abilities ensure the implementation of tactical goals: structuring the course, selecting specific content for individual sections, choosing the forms of conducting classes, etc. Every teacher-practitioner has to solve the problems of constructing the upbringing and educational process at the university every day. There are several components of pedagogical excellence (D. Allen, K. Rain). The elements of this microcircuit can serve as indicators of the level of development of pedagogical activity:

1. Variation of the student's stimulation (can be expressed, in particular, in the rejection of a monologue, monotonous manner of presenting educational material, in the free behavior of the teacher in the classroom, etc.).

2. Attracting interest with the help of an exciting beginning (a little-known fact, an original or paradoxical formulation of the problem, etc.).

3. Pedagogically competent summing up the results of the lesson or its separate part.

4. The use of pauses or non-verbal means of communication (look, facial expressions, gestures).

5. Skillful application of the system of positive and negative reinforcement.

6. Statement of leading questions and verification questions.

7. Asking questions that lead the student to generalize the educational material.

8. The use of divergent type tasks in order to stimulate creative activity.

9. Determining the concentration of attention, the degree of student's involvement in mental work according to the external signs of his behavior.

10. Use of illustrations and examples.

11. Use of reception of repetition.

Communication skills are manifested in the establishment of contact, pedagogically expedient relationships. These abilities are provided, according to N. V. Kuzmina, by four factors: the ability to identify, sensitivity to the individual characteristics of students, well-developed intuition, suggestive properties. Let's add another factor of speech culture (meaningfulness, impact).

The level of development of communicative ability and competence in communication determines the ease of establishing contacts between a teacher and students and other teachers, as well as the effectiveness of this communication in terms of solving pedagogical problems. Communication is not limited to the transfer of knowledge, but also performs the function of emotional infection, arousing interest, encouraging joint activities, etc.

Hence the key role of communication, along with joint activities (in which it also always occupies the most important place) in the education of students. University teachers should now become not so much carriers and transmitters of scientific information as organizers of students' cognitive activity, their independent work, and scientific creativity.

The role of the teacher changes radically, and the role of the student increases dramatically, who not only begins to independently plan and carry out cognitive activities, but also for the first time gets the opportunity to achieve socially significant results in this activity, i.e. to make a creative contribution to the objectively existing system of knowledge, to discover what the teacher did not know and what he could not lead the student to, planning and describing his activities in detail.

In order to manage the process of development and formation of university students, it is necessary to correctly determine the characteristics of the personality traits of each of them, carefully analyze the conditions of their life and work, prospects and opportunities for developing the best qualities. Without the use of psychological knowledge, it is impossible to develop a comprehensive preparedness and readiness of students for successful professional activities, to ensure a high level of their education and upbringing, the unity of theoretical and practical training, taking into account the profile of the university and the specialization of graduates. This becomes especially important in modern conditions, the conditions of the crisis of society, when the crisis has moved from the sphere of politics and economics to the field of culture, education and upbringing of a person.

Organizational skills manifest themselves in selective sensitivity to the methods of organizing students in a group, in mastering educational material, in self-organization of students, in self-organization of the teacher's own activities.

Organizational abilities serve not only to organize the actual process of teaching students, but also to self-organize the activities of a teacher at a university. For a long time, they were assigned a subordinate role: the conditions for training specialists in universities traditionally remained unchanged, and in organizing the educational activities of students, preference was given to time-tested and well-mastered forms and methods. By the way, it has been established that organizational abilities, in contrast to gnostic and constructive ones, decrease with age.

ON THE. Aminov believes that the basis for the differentiation of pedagogical abilities is success. There are two types of it: individual (achievements of a person in relation to himself in time) and social (achievements of one person in relation to the achievements of other people). The first type is individual (resource) success, the second is competitiveness.

Under the actual abilities (terminal abilities), Aminov understands precisely those individual psychological characteristics of a person that not only ensure his success in any activity, but also increase his competitiveness, i.e. success in a situation of rivalry (competition) with others in any field. In increasing the competitiveness of a person, according to the classification of V. A. Bogdanov, a decisive role belongs to such a mental process as imagination, it is the ability to invent and implement something new that gives an advantage to one person over others. Therefore, the development of imagination (creativity) can be considered a key component of perceptual abilities.

The methods (psychological resources) by which a person achieves success in self-realization (personal growth) without competition with others, Aminov calls instrumental abilities, which are divided into two groups: general (perceptual) and special. The latter, according to N. A. Aminov, include emotional, volitional, mnemonic, attentional, imaginative (representations) abilities. The terminal ability (increasing competitiveness) for pedagogical activity implies the predominance in its structure of resistance to the development of the emotional burnout syndrome (depletion of emotional resources).

An important property of pedagogical activity is resistance to the "syndrome of emotional burnout" or psychophysiological exhaustion.

With reference to E. Mahler, N. A. Aminov gives a list of the main and optional features of this syndrome: 1) exhaustion, fatigue; 2) psychosomatic complications; 3) insomnia; 4) negative attitude towards customers; 5) negative attitude to work; 6) neglect of the performance of their duties; 7) increase in the use of psychostimulants (tobacco, coffee, alcohol, drugs); 8) decreased appetite or overeating; 9) negative self-esteem; 10) increased aggressiveness (irritability, anger, tension); 11) increased passivity (cynicism, pessimism, hopelessness, apathy); 12) feeling of guilt.

ON THE. Aminov emphasizes that the last symptom is characteristic only of people who, by virtue of their profession, intensively interact with other people. At the same time, he suggests that the "syndrome of emotional burnout" is more pronounced in teachers who show professional unsuitability. The quality of resistance to the development of this truly subjective syndrome (since it develops in the process and as a result of activity) is predetermined by individual psychophysiological and psychological characteristics, which largely determine the burnout syndrome itself.

Gnostic and reflective.

Levels of pedagogical skill

The levels of pedagogical skill are a continuation of the levels of work of the teacher.

2. Adaptive (low).

3. Locally modeling (average, sufficient). This level is characterized by high quality in certain areas of educational work with students.

4. System modeling (higher). This is a manifestation of a creative attitude to all types of activities, the implementation of a scientific search for ways to increase the effectiveness of the educational process.

The components of pedagogical excellence reflect a view of professional activity in terms of the skills necessary to perform professional functions.

Researchers understand the ability to effectively perform a system of actions in accordance with the goals and conditions for its implementation.

The following groups of skills are distinguished, which form the components of pedagogical skill:

1. Design;

2. Constructive;

3. Organizational;

4. Communicative;

There are several levels of mastery. The task of a pedagogical university is to help the student master the basics of mastery as the initial level of his professional training: to form an orientation, give knowledge, develop abilities, equip with technology.

The criteria for the teacher's skill can be:

• expediency (by direction);
• productivity (according to the result - the level of knowledge, education of students);
• optimality (in the choice of means);
• creativity (according to the content of the activity).

The structure of pedagogical skill is the ability to pedagogical activity. They indicate the features of the course of mental processes that contribute to the success of pedagogical activity. The analysis of pedagogical abilities is reflected in a number of studies.

It is important for us to select the leading abilities, without which the teacher as a master of his craft will not take place. If we talk about the general ability that unites all the leaders, then, from our point of view, it is most accurately defined by N.V. Kuzmina: this is sensitivity to an object - a growing person, a personality being formed. Based on the research of the named authors and others, it is possible to single out the following six leading abilities of the individual for pedagogical activity:

• communication, including disposition to people, goodwill, sociability;
• perceptual abilities - professional vigilance, empathy, pedagogical intuition;
• personality dynamism - the ability to volitional influence and logical persuasion;
• emotional stability - the ability to control oneself;
• translation of technical texts;
• optimistic forecasting;
• Creativity is the ability to be creative.

The ability for pedagogical activity, as well as for another, can be found in how quickly professional training goes on, how deeply and firmly the future teacher masters the techniques and methods of pedagogical activity. Apparently, the test of one's abilities should begin with communication, i.e. the ability to communicate. In general, each person has this ability, but it is expressed in different ways. For a teacher, a low level of communication destroys the environment of professional activity, creates barriers that prevent interaction with students. So, you should analyze whether you feel the desire to be in society, among other people (the desire for social kinship, that is, whether there is a disposition towards people).

Sociability includes not only the desire and need for communication, but also the ability to experience satisfaction from the process of communication. Goodwill and a sense of satisfaction from working with students, with people in general, keeps working capacity, creates nourishment for creative well-being.

Sociability is helped by developed perceptual abilities, among them - professional vigilance, observation. How can a teacher make an expedient decision if he is not able to quickly and correctly fix the internal state of students by the smallest external manifestations, to distinguish genuine attentiveness from simulations of attention, to understand the motives of actions. The ability to observe is a complex quality. It manifests itself not only in the ability to see, hear, but also in the presence of interest in what our attention is directed to, as well as in the intensive work of the mind to process information. How does observation develop? We see what we want to see - hence the beginning in sincere interest. Observation is also analysis, hence the constant questions to oneself in order to comprehend the perceived phenomena.

To be a master means to predict the course of the pedagogical process, possible complications, how to master the pedagogical instinct. There is nothing mystical in this. Such a capacity can be developed, although its formation is very difficult. It is very important for a teacher to analyze, predict, relying not only on logical constructions, but also on empathy - the ability of a teacher to identify (conditionally identify) himself with a student, take his position, share his interests and concerns, joys and sorrows.

The ability to understand a person in a teacher-master is interconnected with the ability to actively influence him - what could be called personality dynamism. Dynamism is the ability to persuade and suggest, it is internal energy, flexibility and initiative in a variety of influences. Vivid illustrations of the possession of these abilities are the activities of innovative teachers. Their lessons are energetic, their position is proactive, their word is able to penetrate into the depths of consciousness and subconsciousness. Consideration of the content of this ability is already a hint for finding ways to develop these personality traits.

Dynamism is associated with emotional stability, i.e. the sphere of influence, the field of attraction of a good teacher, as a rule, extends primarily to himself. Self-control, the ability to self-regulation create the emotional stability of the individual, the ability to control the situation and oneself in the situation.

Highlighting optimistic forecasting as the leading professional and pedagogical ability, we thereby emphasize the connection between the complex of abilities and the orientation of the personality of the teacher, based on the positive in the formation of the personality of each person.

KGKP "School of Arts of Akimat of Shemonaikha District"

DO teachers

Shemonaikha district

Prepared

head teacher for UMR

Rosina E.A.

01.11.2016

Shemonaikha

Professional skills of a teacher and his role in the formation of a competitive personality

Report at the district workshop

DO teachers

Shemonaikha district

prepared the head teacher for UMR

Rosina E.A.

Professional mastery is a high and constantly improved degree of mastery of a certain type of professional activity; characterized by the quality of work performance, high labor productivity, professional independence, work culture and creative attitude to work.

At the present stage of development of society, in particular, the education system, the problem of pedagogical skills is the most relevant. Today, a teacher needs to be mobile, to be able to adapt to the constantly changing conditions of professional and pedagogical activity in the framework of education reform. In this case, it is appropriate to talk about the skill of the teacher in solving the main professional and pedagogical tasks. Teaching excellence is a rather complex concept. It includes many components. Russian psychologist A. A. Bodalev defines pedagogical skill through such a concept as “pedagogical imagination”. It, according to the scientist, lies in the ability of the teacher to put himself in the place of the student and, in accordance with this, build his work.

According to A.S. Makarenko, pedagogical skill, based on skill, on qualifications, is knowledge of the educational process, the ability to build it, set it in motion. Quite often, pedagogical skill is reduced to the skills and habits of pedagogical technique, while these skills are only one of the outwardly manifested components of mastery.He argued that the pupils themselves value the teacher and consider him a master of his craft if they see and feel that he confidently uses his various knowledge and skills.

Mastering professional skills is available to every teacher, subject to purposeful work on oneself. It is formed on the basis of practical experience. But not every experience becomes a source of professional excellence. Such a source is only labor, meaningful from the point of view of its essence, goals and technology of activity. Professional pedagogical skill is an alloy of personal and business qualities and professional competence of a teacher-educator. The teacher-master favorably distinguishes from others, first of all, by the nature of constructive activity, taking into account both near and long-term prospects. So, when developing a lesson on a specific topic, the masters have in mind the entire system of knowledge of the student and the result that they want to get in a few years. Many teachers experience the greatest difficulties in organizational and communicative activities, but these difficulties are, as it were, programmed by the inability to foresee possible difficulties and prevent them by a system of measures. The ultimate goal of such a teacher is usually lost in the turmoil of everyday life, so the design is carried out taking into account only the immediate prospects. So, it turns out that the main reason for the difficulties in the implementation of organizational and communicative activities is the shortcomings in the development of constructive skills, in particular, prognostic ones. The fundamental difference in the structure of knowledge of ordinary teachers and masters is the constantly improving knowledge of the psychology of children and the skillful application of the methodology thanks to this knowledge. V.A. Sukhomlinsky wrote: “Do not forget that the soil on which your pedagogical skills are built is in the child himself, in his attitude to knowledge and to you, the teacher. This is the desire to learn, inspiration, readiness to overcome difficulties. enrich this soil, without it there is no school."

In the 21st century, there is a need to prepare a competitive personality, that is, a person who has universal knowledge that will help him independently think critically and creatively, develop beliefs and defend them, regardless of his chosen profession, confidently enter into social relationships, competently manage the economy, achieving high results with minimal time and money, capable of self-improvement, self-change, active adaptation in the labor market.

Competition as a personality trait is a tendency to compete, fight with someone to achieve better results, greater benefits, advantages.

Once two frogs got into a jug of milk. One stuck its paws together and sank, while the other floundered and knocked down a piece of butter. And she did not drown, but sat on him and jumped out. Then the frogs again fell into the same unfortunate jug. This pair of frogs, however, could not stand each other. To such an extent that, once in the pitcher, they immediately began to push, and then grappled for real. And thus quite quickly knocked down a hefty piece of butter. True, along the way, several small frogs drowned, accidentally ending up in the same jug - but who counts them? And those two frogs, having crawled out onto the oil, continued to fight, and in the end one threw the other out of the jug, and then jumped out herself to finally deal with the scoundrel. The jug from such shocks fell on its side and broke. Then the frogs, looking at the shiny oil and having estimated all the circumstances, decided to postpone the disassembly until better times. They took the oil, dragged it away, and sold it at a good price.

So the frogs got rich, went out to the Toads and bought themselves diamond warts. When they were asked how they got so high, both Toads said - “Competition! Oh, this life-giving competition!” Evil tongues, of course, spoke of “conspiracy”, “mutual PR” and so on. No matter what the evil tongues said. But the toads only grinned - they knew the truth. That there was no collusion, mutual PR, too, but only one pure anger. Well, greed, which defeated her in time. And only when they were alone, they looked at each other with hatred in their eyes and each thought about the other: “All this, of course, is good ... But what a pity that I didn’t drown this reptile then ...”

There is a large detachment of people who cannot live without competition. Bette Davis says: “I always wanted to win. Even when baking cookies. My cookie was bound to be the best ever made."

When competition becomes a manifest quality of a person, it means that a person is completely under the influence of the energy of passion, and in severe cases, the energy of ignorance and degradation. Competition is an objective reality of a society that lives according to the laws of passion. No one can cancel it, and there is no need to do it. From the spirit of competition, its fire cannot be hidden, not hidden. And you don’t need to run away from him like the devil from incense. But you don’t need to poke your head into it, you don’t need to cultivate competition in yourself. Tom Peters wrote: “You don't have to run the competition. You have to set your own race and run alone.” Compete only with yourself!

A significant indicator of the effectiveness of the upbringing process is the level of personal and professional self-development of the teacher, his level of competitiveness, since only a competitive teacher can educate a competitive student. From my point of view, you need:

Self-development of the teacher as an educator-researcher,

Building communication with children on humanistic principles.

Constructive self-change at the personal level (development of the cultural, moral, creative, psychological potentials of the teacher)

Improving professional skills

Mastering modern educational technologies, etc.

Increasing the educational potential of lessons and all types of extracurricular activities as a means of developing the student's competitiveness.

As part of solving these problems, our school of arts has been studying the meta-subject technology of education for the second year, organizing design and research work for students, a pedagogical council and open lessons were held, lesson analysis is being improved, modern priorities in work have been identified (in particular, since this year we introduced such a form of acceptance as an interview).

You have to work not for 12 hours, but with your head.

The teacher's innovative activity is a socio-pedagogical phenomenon that reflects his creative potential, going beyond the limits of normative activity.

Acmeology is a science that studies the patterns and factors for achieving the heights of professionalism, creative longevity of a person.

At the present stage of development of society, in particular, the education system, the problem of pedagogical skills is the most relevant. Today, a teacher needs to be mobile, to be able to adapt to the constantly changing conditions of professional and pedagogical activity in the framework of education reform. In this case, it is appropriate to talk about the skill of the teacher in solving the main professional and pedagogical tasks. Teaching excellence is a rather complex concept. It includes many components. Russian psychologist A. A. Bodalev defines pedagogical skill through such a concept as “pedagogical imagination”. It, according to the scientist, lies in the ability of the teacher to put himself in the place of the student and, in accordance with this, build his work. In pedagogical science, much attention is paid to the scientific basis of the teacher's skill. So, scientists-teachers A. S. Makarenko, V. A. Slastenin, L. F. Spirin see the basis of pedagogical excellence in the teacher’s ability to apply scientific theoretical knowledge in their practical activities, in other words, the ability to use their knowledge in solving pedagogical problems . Based on this, it can be argued that the list of requirements for a master teacher includes not only his practical skills, but also a fairly large stock of special knowledge. Therefore, in order to skillfully combine scientific theory with practice, the teacher needs to master the skills of theoretical thinking to perfection. The well-known Soviet teacher A. S. Makarenko saw the basis of pedagogical skill in the teacher's knowledge of his business. He argued that the pupils themselves value the teacher and consider him a master of his craft if they see and feel that he confidently uses his various knowledge and skills. A. S. Makarenko was sure that a teacher who does not know the basics of pedagogical skill is not able to solve pedagogical problems: “I have come to the conclusion from experience that skill, based on skill, on qualification, solves the issue.” Pedagogical skill is a harmonious combination of knowledge and skills of a teacher. In pedagogy, there are several points of view that consider the skill of the teacher from this position. The author of a large number of works in the field of pedagogy, V. A. Slastenin, classifies the skills of a teacher, primarily related to the synthesis of theory and practice, as follows: - The ability to correlate the theoretical content of the educational process with specific pedagogical tasks that the teacher needs to solve in the process of professional activity. - The ability to put into practice the existing knowledge, thereby bringing the entire pedagogical process into consistent motion. - The ability to understand the complex interrelationships of the components of the pedagogical process. Thus, in the process of solving professional problems, the key, basic and special competencies of the teacher are manifested, which in their totality constitute professional competence, which is commonly understood as “a specific ability necessary for the effective performance of a certain action in a particular subject area and including highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one's actions. Considering the issues of professional skills in pedagogical activity, scientists-teachers proposed such a concept as "pedagogical technique", which is defined as a set of knowledge, skills and abilities of a teacher, with the help of which he organizes complex work with children. The concept of "pedagogical technique" includes not only the theoretical base of the modern teacher and his practical experience, but also movements, gestures, facial expressions, and intonation. According to scientists, pedagogical technique allows the teacher to give students a model of social behavior, disciplines. For example, Doctor of Pedagogical Sciences Yu. P. Azarov noted the success of the implementation of pedagogical technology in cooperation with pupils. He considered this way of working with children economical (in terms of time) and the most effective. In addition, pedagogical skill also depends on the teacher's civic position, his personal and business qualities, the formation of professional self-awareness and professional and value attitude towards himself as a representative of the pedagogical profession. The teacher's professional value self-attitude determines his attitude towards himself in professional activity, namely, to the process of his professional development and self-realization in space and time of professional activity, recreating by integrating various aspects of his "I" in the profession (I-acting, I-interacting , I-a living organism, I-existing, I-realized), turning into a holistic image of "I-professional".

Thus, it is possible to determine the main components of the teacher's skill, necessary for him to solve professional and pedagogical problems:

1. Professional and pedagogical competence of the teacher.

2. Possession of pedagogical technique.

3. High level of general and pedagogical culture.

4. Humanistic orientation of activity (ideals, interests, values, humanistic relations).

5. Professional qualities (love for children, intelligence, responsibility, etc.).

6. Formation of professional self-awareness and self-attitude. 7. Creative pedagogical abilities.

Currently, in pedagogical practice, much attention is paid to the last component of pedagogical skill, since it is he who helps the teacher to apply his skills in a constantly changing environment. The creative activity of the teacher involves the flexibility of thinking, the ability to predict, generate ideas, reflection, striving for improvement. Basically, the activity of a teacher is heuristic, aimed at solving professional and pedagogical problems. According to scientists V. A. Kan-Kalik and N. D. Nikandrov, in the creative process of a teacher, different pedagogical tasks should be comprehended simultaneously or sequentially. First of all, it should be the general pedagogical task of all the activities of the teacher, which, ultimately, determines all the details of the creative process, acting as its general concept. Then the milestone pedagogical task associated with a specific stage of pedagogical activity in the educational or educational sphere should be comprehended. Finally, in each microelement of the pedagogical process, constantly emerging situational (private) pedagogical tasks should be comprehended. The issues of pedagogical skill in solving pedagogical problems were considered in their works by such well-known teachers as V. A. Slastenin, L. F. Spirin, O. K. Tikhomirov, A. N. Leontiev and others. Spirin considers the concepts of “pedagogical skill” and “pedagogical task” to be inseparable. The researcher claims that “... the road to professional mastery of solving pedagogical problems is not an easy one. The higher the skill levels, the more scientific knowledge is in the personal skill of each teacher, on the basis of which optimal (or close to them) solutions are found. The pedagogical task is an integral part, the foundation, the engine of the entire pedagogical process. Exploring pedagogical skills in solving pedagogical problems, we used the following definition of the task by B. F. Spirin and M. L. Frumkin: a task is “... the result of the subject’s awareness of the activity, the purpose of the activity, the conditions of activity and the problem of activity (task problems)” . In the works of V. A. Slastenin, we find the following definition of the pedagogical task: “Under the pedagogical task ... one should understand a meaningful pedagogical situation with a goal introduced into it in connection with the need to know and transform reality” . Thus, pedagogical skill lies in finding the most effective solution among existing ones, rational analysis and selection of solutions. Another important aspect of pedagogical skill is the ability of the teacher to involve the pupils themselves in solving the problem. The Soviet psychologist S. G. Kostyuk, for example, assessed the success of solving pedagogical problems largely from the standpoint of the active participation of students in activities led by the teacher. Consequently, the solution of the pedagogical problem is carried out not only by the teacher, but also by his wards (the organizing role of the teacher determines his skill). In pedagogy, there are several classifications of pedagogical tasks. We are interested in a classification based on pedagogical goals. In accordance with this, pedagogical tasks are divided into: - strategic (quite standard tasks that are solved by most teachers on a daily basis); - tactical (follow from the strategic, are part of the solution of strategic tasks); - operational (arise suddenly, at a certain, separately taken, moment of the teacher's activity). The effectiveness of the teacher's activity is determined, first of all, by how he manages to correlate the solutions of different types of problems in a complex. Of particular interest here are operational pedagogical tasks, since they are most often of a sudden nature and require the teacher to have a high level of development of theoretical and creative thinking, ingenuity, quick response, and immediate action. As a rule, with a high level of professionalism, a teacher can have in his arsenal a set of methods for solving problems and be able to apply it to the corresponding pedagogical situation. It is important to note that for the same pedagogical task, not one, but many solutions (normative methods) can always be found, depending on the personal and professional "I-concept" of the teacher. Skill in solving various pedagogical problems of different grades and levels of complexity also depends on the teacher's understanding and taking into account the individual psychological and age characteristics of children. If a novice and inexperienced teacher, as a rule, when solving a pedagogical problem, outlines many ways to solve it, then a fairly experienced teacher, a master, does not go through ready-made options, but outlines a real program of action each time anew, based on specific conditions. Thus, the teacher's professional skill mainly consists in his ability to make the most of his creative and theoretical possibilities for the most successful upbringing and education of students. The level of pedagogical skill can be assessed by the results, which are changes that have occurred not only with the pupils themselves, but also in the relationship between them.

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Pervuhina E.V. The skill of the teacher in solving professional and pedagogical problems // Young scientist. - 2014. - No. 1. - S. 562-564.

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Professional skill of a specialist
PROFESSIONAL SKILLS OF A SPECIALIST - a high level of activity in the course of performing his duties. It manifests itself in the precise, unmistakable movements and actions of a specialist, in the creative use and application of his preparedness. The internal basis of professional skill of a specialist is a system of knowledge, skills, abilities, qualities that meets the profession, its goals and objectives. The professional knowledge of a specialist is characterized by meaningfulness, breadth, strength, flexibility, depth, readiness for their correct use when changing situations of work activity. impossible without skills. Having skills, a specialist has the opportunity to focus on the main thing, to show creativity in his work, to perform it with high quantitative and qualitative indicators. The skills of a specialist must be strong, flexible, diverse, covering the most important operations typical of this specialty.

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Kohlberg's concept of moral development - L. Kohlberg's concept of moral development (from Latin morale - moral) is a genetic theory. In Kohlberg's research, subjects were given to assess situations that were difficult in terms of moral choice (is it possible to steal to save a person's life). At the same time, a number of levels and stages of moral development were identified. The preconventional level (hedonic) includes the following steps: 0. Moral evaluation is in the individual himself (it is good that it gives me something). 1. Fines and penalties. The value of human life varies depending on the value of things and the status or other attributes of a person. At this stage, the decision is based on specific prescriptions and prohibitions, which are not of a general nature, but are situational and not intended for everyone. 2. Instrumental goals. Human life is important because it is a factor in meeting the needs of other people. The conventional level (pragmatic, role-based conformism) includes the following steps: 3. Interpersonal relationships. The value of a person's life is determined by the feelings of the people associated with him. Actions are judged according to whether they please or help someone. 4. Law and order. Human life is inviolable by virtue of religious and moral laws. The most important thing is to be in agreement with authority. Everyone's duty is to maintain the general order, and not to satisfy their own needs. Postconventional level (self-sufficiency, moral autonomy) 5. Social contract. The value of human life is determined by the contribution of man to the overall progress of mankind. Particular importance is attached to public events designed to develop correct laws (constitution, elections, etc.). 6. General ethical principles. Life is a special value that determines the movement of mankind forward. 7. Human life is an element of the Cosmos. The main problem is not following the instructions, but finding the meaning of life. Literature. Kohlberg L. Stage and Sequence: The Cognitive Developmental Approach to Socialization // (Ed.) Goslin D.A. Handbook of Socialization Theory and Research. Chicago, 1969.
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Thomson (Thomson) Godfrey Hilton - Thomson (Thomson) Godfrey Hilton (1881, Carlight - 1955) - English teacher and psychologist. He was educated from 1900 to 1904 at the University of Durham (Bachelor of Sociology, 1904; Master, 1906; Doctor, 1913) and the University of Strasbourg (Ph.D., 1906). From 1906 he worked as an assistant at Armstrong College in Newcastle upon Tyne, University of Durham, from 1909 to 1920 he was a lecturer, from 1920 to 1925 he was professor of pedagogy and psychology and dean of the faculty of education, in 1923–1924 gave guest lectures at Columbia Teachers College, from 1925 to 1951. Thomson is professor of education at the University of Edinburgh and director of Maury Teachers College in Edinburgh. Since 1927 co-editor of the journals "Pedagogical Seminary and Journal of Genetic Psychology" and "Genetic Psychology Monographs", and since 1931 - "British Journal of Educational Psychology". Member of the British Psychological Society and the British Association for the Advancement of Science. He was the project manager for the creation of a test for the diagnosis of mental development and creative giftedness of children ("Moray House Picture Intelligence Test"). Known for his factor-analytical studies, in which he proceeded from the understanding of the factor as a descriptive category: behavioral elements can fall into the same factor due to the specific conditions of their development, therefore, factor analysis, as one of the possible classification schemes, allows only formulating hypotheses about this development. In his works, a different model of intelligence was laid down than that of Spearman and Thurstone: according to his ideas, cognitive achievements are due to the functioning of a large number of fairly independent elementary factors, and the correlation coefficients can be used to judge the degree of participation of these elementary factors in a holistic activity. As part of factor analysis, he studied the performance of specific tasks (cooking, driving a car, reading books) and the abilities required for this. Literature.
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The concept of inner speech by P.P. Blonsky - The concept of inner speech by P.P. Blonsky is a theoretical model of the genesis of inner speech, which occurs in parallel with the genesis of external speech and is conditioned by the child’s desire to repeat the words of adults addressed to him, which is observed already at the end of the first year of life and gradually becomes soundless.

Issues to consider:

Substantiation of the concept of "professionalism of the teacher".

The structure and content of the teacher's professional skills.

Psychological mechanisms of professional and personal development.

Stages of professional development of personality.

Teacher work models: professional development and adaptation.

Literature:

Andriadi, I.P. Fundamentals of pedagogical skill: Textbook for students. avg. ped. textbook institutions / I.P. Andriadi. - M., 1999. - 160 p.

Derkach, A.A. Acmeological foundations for the development of a professional / A.A. Derkach. - M., 2004. - 752 p.

Pedagogy of vocational education: Proc. allowance for students. higher textbook institutions / E.P. Belozertsev, A.D. Goneev, A.G. Pashkov and others; Ed. V. A. Slastenina. - 2nd ed., erased. - M.: Publishing Center "Academy", 2006. - 368 p.

Klimov, E.A. Pedagogical work: psychological components: Textbook / E.A. Klimov. - M .: Publishing house of Moscow University; Publishing Center "Academy", 2004. - 240 p.

Mitina, L.M. Psychology of work and professional development of the teacher: Proc. allowance for students. higher ped. textbook institutions studying special 031000 - Pedagogy and psychology / L.M. Mitina. - M., 2004. - 318 p.

Nikitina, N.N. Fundamentals of professional and pedagogical activity: Textbook / N.N. Nikitina, O.M. Zheleznyakova, M.A. Petukhov. - M., 2002. - 288 p.

Smirnov, S.D. Pedagogy and psychology of higher education: from activity to personality: Textbook for students. higher ped. textbook institutions / S.D. Smirnov. - M., 2003. - 304 p.

1. Justification of the concept of "professionalism of the teacher"

The professional activity of a teacher is specific in that the object of his work is the psyche of another person who is an active participant in the pedagogical process, who has his own goals, motives, his own logic of behavior, and is also in the process of formation and development.

The goals and objectives in the work of a teacher are diverse and vary from global goals set by the social order of society to specific and operational ones, determined by the capabilities of the contingent of students; pedagogical tasks are always non-standard and require a creative approach from the teacher.

Ways of activity in the teacher's work are included in the context of the teacher's highly normative social behavior, determined by the system of ethical norms. The main result of the teacher's work is the presence of positive qualitative changes in the mental (mental, personal) development of students: in providing knowledge, skills and abilities that correspond to educational standards accepted in society; in the formation of personality traits necessary for active life in society.

Pedagogical activity is multifunctional and includes many different types, areas of activity: teaching, developing, educational, diagnostic, correctional, consulting, managerial and organizational, reflective (experience analysis), self-educational.

The main content of the activity of a university teacher includes the performance of several functions - teaching, educational, organizational and research. These functions are manifested in unity, although for many teachers one of them dominates over the others. The combination of pedagogical and scientific work is most specific for a university teacher. Research work enriches the teacher's inner world, develops his creative potential, and increases the scientific level of knowledge. At the same time, pedagogical goals often prompt a deep generalization and systematization of the material, a more thorough formulation of the main ideas and conclusions. In this regard, all university teachers can be divided into three groups:

1) with a predominance of pedagogical orientation (approximately 2/5 of the total);

2) with a predominance of research orientation (approximately 1/5);

3) with the same severity of pedagogical and research orientation (slightly more than 1/3).

For the successful implementation of the above, the teacher needs to constantly improve himself as a professional, as a person, to determine the ways to achieve professionalism, the patterns and mechanisms for achieving the peaks of individual and collective activity, resulting in the achievement of professional excellence, a high level of professionalism.

Professionalism of the teacher - this is an integral characteristic of the teacher's personality, which implies that he owns the types of professional activities and that the teacher has a combination of professionally important psychological qualities that ensure the effective solution of professional pedagogical problems in teaching and educating (children, adult students).

The professionalism of the teacher must meet a number of criteria:

Objective criteria: the effectiveness of pedagogical activity (its main types - teaching, developing, educational, as well as auxiliary in the work of a teacher - diagnostic, correctional, consulting, organizational and managerial, self-educational, etc.).

Subjective criteria: a stable pedagogical orientation (desire to remain in the profession), understanding of the value orientations of the teaching profession, a positive attitude towards oneself as a professional, job satisfaction.

Procedural criteria: the use by the teacher of socially acceptable, humanistically directed methods, technologies in his work.

Effective criteria: achievement in pedagogical work of the results demanded by society (the formation of personality traits of students that ensure their preparedness for life in a rapidly changing society).

The basis of the professionalism and professional competence of a teacher is usually considered pedagogical skill - the possession of pedagogical skills and abilities that provide a competent and pedagogically appropriate organization of the pedagogical process. A higher level of professionalism is pedagogical skill , which is most often defined as a set of special skills that allow the teacher to effectively manage the educational activities of students.