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

The main content of the teaching profession is relationships with people. The activities of other representatives of the professions of the type "man - man" also require interaction with people, but here this is due to the fact that the best way understand and satisfy human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.

Thus, one of the features pedagogical activity is that its object has a dual nature (A.K. Markova): on the one hand, it is a child, a student in all the richness of his life, on the other hand, these are the elements of social culture that the teacher owns and which serve " building material"For the formation of personality. This duality of the nature of pedagogical activity often leads to the fact that a young teacher does not adequately understand the subject area of ​​his activity, in the center of which the child is, and unjustifiably reduces (reduces) it to working with educational material, to preparing and conducting lessons, forgetting that the latter are only an instrument of pedagogical activity, and not the essence of it... Therefore, the pedagogical profession requires complex teacher training - general cultural, human studies and special.

V. A. Slastyonin singles out its humanistic, collective and creative character as the main specific features of the teaching profession.

Humanistic function teacher's work is associated primarily with the development of the child's personality, his creative individuality, with the recognition of the right of a developing personality to be the subject of joint activity. All the activities of the teacher should be aimed not only at helping the child in solving the problems facing him today, but also at preparing him for the independent achievement of new, complex, promising goals that determine the path of his further development.

The collective nature of pedagogical activity. If in other professions of the "person - person" group, the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of influence in the development of the personality of the pupil. That is why today they are increasingly talking about the cumulative (collective) subject of pedagogical activity.

In psychology, a "collective subject" is an interconnected and interdependent group of people who perform joint activities.

Under the cumulative (collective) subject of pedagogical activity in broad sense refers to the teaching staff of a school or other educational institution, and in a narrower sense, the circle of those teachers who are directly related to a group of students or an individual student.

The main characteristics of the collective subject are interconnectedness and interdependence, joint activity and group self-reflection.

interconnectedness in teaching staff contributes to the formation of pre-activity, i.e. the formation of motivation to achieve a common goal, the formation of a common pedagogical orientation in other words, the formation of like-minded teachers. "The concept of "like-minded people" does not mean the rejection of one's personal views and pedagogical techniques. ... Like-minded people are people who think about one thing, but think differently, ambiguously, solve problems this one in their own way, from the positions of their views, on the basis of their discoveries. The more shades within any human community, the more vital it is. Therefore, the more teachers' thoughts about one fact, the deeper and more diverse this will be implemented one case" .

Joint activity as a characteristic of a collective subject, it implies not only joint activities, but also joint communication, communication, group behavior, intra-group relations. Pedagogical activity is impossible without the exchange of experience, without discussions and disputes, without upholding one's own pedagogical position. The teaching staff is always a team of people of different ages, different professional and social experience, and pedagogical interaction involves communication and relationships not only with colleagues, but also with students and their parents. Therefore, only if the teaching staff becomes a collective subject, is it able to translate existing contradictions into constructive joint activity, and not turn them into constant conflict. A.S. Makarenko argued: “The unity of the teaching staff is an absolutely defining thing, and the youngest, most inexperienced teacher in a single, cohesive team headed by a good master leader will do more than any experienced and talented teacher who goes against there is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, there is nothing more harmful ".

The most important characteristic collective subject is the ability of the group to self-reflection , as a result of which the feelings of "We" are formed (experiences of one's belonging to the group and unity with it) and the image-We (group representation of one's group, its assessment). Such feelings and images can only be formed in teams that have their own history, traditions, respect pedagogical experience accumulated by the older generation and open to a new pedagogical search, able to give a critical, objective assessment of their professional activity.

Thus, the totality of the characteristics of the collective subject of pedagogical activity makes it possible to judge psychological climate (atmosphere) in the teaching staff, on which the effectiveness of the teacher's work, his satisfaction with his own work, the possibility of self-realization and self-actualization in the profession largely depend.

Pedagogical activity as a creative process. The most important and backbone feature of pedagogical activity is its creative nature.

Starting with the classics of pedagogy and ending with the latest research on pedagogical activity, all authors in one way or another considered the activity of a teacher-educator as a creative process. Most complete this problem presented in the works of V. A. Kan-Kalik. He considers pedagogical creativity as a process of solving countless problems in changing circumstances.

It should be noted that in any human activity there are elements of creativity, i. any activity necessarily combines creative and non-creative (algorithmic) components. Algorithmic - involves standard situation, excluding the freedom of choice in solving the problem. Creativity takes place when the method of activity is not set in advance, but is determined by the subject of activity in accordance with the characteristics of the situation. However, the role of the creative component in different types activities are significantly different. The algorithmic component of pedagogical activity is represented by a set of normative psychological and pedagogical knowledge and experience. However, they are applied in constantly changing conditions, non-standard situations. Thus, a carefully developed outline of a lesson in a situation of "live" communication with students invariably undergoes changes. This is the specificity of pedagogical creativity. V. A. Kan-Kalik and N. D. Nikandrov note that "the very nature of pedagogical creative work is characterized by a number of parameters that in itself literally words have a normative character, which by no means excludes their heuristic origin, but presupposes some knowledge of this normativity. If this does not happen, then the results of pedagogical creativity cannot be effective enough, just as one cannot compose poetry without knowing the technique of rhyme, sizes, etc. ". However, most researchers note that it is in pedagogical activity that the creative component prevails over normative (algorithmic), since a constant choice of the optimal solution to the pedagogical problem is required.

What is the difference between pedagogical creativity and scientific, technical, artistic creativity? Answering this question, V. I. Zagvyazinsky pointed out the following features of the teacher's creativity.

• 1. Strictly limited, compressed in time. “The teacher cannot wait until he is “seen”, he must find the best method for the upcoming lesson today, and often make a new decision at the lesson itself in a matter of seconds if an unforeseen situation has arisen for him.”
• 2. Since pedagogical creativity is merged with educational process, it should always bring positive results. "Negatives are permissible only in mental tests and estimates."
• 3. Pedagogical creativity is always co-creation.
• 4. A significant part of the teacher's creativity is carried out in public, in public (the ability to manage one's psychophysical state).

The result of pedagogical creativity is also specific. N. V. Kuzmina notes that the "products" of pedagogical creativity are always pedagogical innovations aimed at improving pedagogical process or the educational system as a whole. The sphere of pedagogical creativity, and, consequently, the emergence of pedagogical inventions is unusually wide. They can be both in the field of selection and composition of information content in educational and extracurricular activities, as well as in the field of selection and organization various kinds activities, in the creation of new forms and methods of education and upbringing, in ways of solving pedagogical problems. However, most often they point to the subjectivity of novelty in pedagogical creativity (a discovery made by a teacher is important not so much for pedagogical theory or practice, but for him and his students in the course of solving a specific pedagogical problem).

Pedagogical activity, being creative in its essence, requires every teacher to take a creative approach to their professional activities. However, the degree of creative realization of a particular teacher depends on his motives, personal qualities, individual abilities, level of knowledge, general cultural and professional experience. Therefore, pedagogical creativity can be realized on different levels. V. A. Kan-Kalik and N. D. Nikandrov distinguish next levels pedagogical creativity.

• 1. The level of elementary interaction with the class. Feedback is used, influences are corrected but the results are corrected. But the teacher acts "according to the manual", but the template.
• 2. The level of optimization of activities in the lesson, starting with its planning. Creativity here consists in the skillful choice and expedient combination of content, methods and forms of teaching already known to the teacher.
• 3. Heuristic level. The teacher uses creative possibilities live communication with students.
• 4. The level of creativity (the highest) characterizes the teacher with complete independence. The teacher can use ready-made techniques, but put his personal beginning into them. He works with them only insofar as they correspond to his creative individuality, the characteristics of the personality of the pupil, the specific level of learning, upbringing, class development.

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

• Danilchuk D.I., Serikov V.V. Improving the professional orientation of teaching special subjects in a pedagogical university. M., 1987.
• Lvova Yu. L. Creative Lab teachers. M., 1980. S. 164.
• Makarenko A.S. Works. S. 179.
• Kan-Kalik V. A., Nikandrov N. D. Pedagogy of creativity // Library of the teacher and educator. M., 1990. S. 32.

Ministry of Education and Science of the Russian Federation

Kaluga State University them. K.E. Tsiolkovsky

Department of Pedagogy

on the topic Specificity pedagogical work

Kaluga, 2011

Introduction

Features of the teaching profession

.V.A. Sukhomlinsky about the specifics of the teacher's work

The teacher and the personality of the child

Conclusion

Bibliography

Introduction

Labor is an expedient human activity aimed at creating material or spiritual benefits necessary to meet the needs of each individual and society as a whole.

The work of a teacher has a number of features that are determined by the specifics of the educational process. During this process, the transfer of knowledge (i.e. systematized information) to students and the education of students are carried out.

The implementation of the educational process is possible when the teacher has a system of knowledge and is able to transfer this knowledge to students. Therefore, the most important requirement for personal and business qualities teacher, is professional competence, which means knowledge of the taught discipline and erudition. An incompetent teacher, who does not know the discipline he teaches well, can hardly transfer knowledge to students and arouse their interest in this discipline.

A characteristic feature of the educational process is the multifactorial nature of education. This means that the upbringing of a person is significantly influenced by the family, school, out-of-school institutions, means mass media, formal and informal contacts with other people. However, the teacher should not passively observe the impact of these factors on students. A good teacher acts as a coordinator, commentator and even an opponent in relation to the factors influencing students, so the teacher must be a versatile educated, erudite person. At the same time, the knowledge of the teacher should be systematically improved, and professional competence implies the will to development and self-improvement.

A necessary condition for the successful activity of a teacher is the presence of educational abilities. The educational abilities of a teacher are determined by the totality of his knowledge and skills in the field of education. In particular, the teacher should know what education is in a broad sense. social sense and in narrow pedagogical value; correlation of concepts personality formation , socialization and upbringing ; the essence and structure of education as pedagogical phenomenon, its logic of development; the role of the main institutions of education in the process of formation and socialization of the personality; the place of education in the totality of factors of personality formation and development.

The teacher should be able to determine the limits of the possibilities of education and pedagogical activity in the development of the personality of the student; coordinate purposeful formative influences of all social institutions education, ensuring the maximum realization of the potential of each of them; ensure the implementation of the functions of education in their logical sequence in a continuous educational and pedagogical process.

An important feature of the educational process is its duration. During this process, the teacher has to repeatedly meet with his students. Moreover, students grow up and the teacher has to not only repeat and consolidate the knowledge and skills acquired by the students, but also give them new knowledge based on the already laid foundation.

For the effective implementation of the educational process, the teacher needs high level moral and ethical maturity, because, communicating with a teacher, students perceive him not only as a carrier of knowledge, but also as a person. And educational role teacher can be reduced to zero if he does not have moral and ethical maturity.

The moral and ethical maturity of a teacher includes honesty, decency, observance of moral and ethical standards accepted in society, loyalty to a given word, etc. Exist various points view of the teacher's work. Some believe that the success of pedagogical activity depends only on the personal qualities of the teacher, and the methods used by him are of no particular importance. Others, on the contrary, focus on teaching methods and believe that the teacher is only a conductor of certain ideas, and his personal qualities are not of decisive importance.

This opposition is unjustified and pedagogical work gives best results when symbiosis is provided modern techniques teaching and talented activities of the teacher.

The quality of pedagogical work is largely characterized by psychological and pedagogical culture.

educational teacher moral Sukhomlinsky

1. Features of the teaching profession

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

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

a) labor as an expedient activity;

b) the subject of labor;

c) means of labor.

But in such general view These components are inherent in any kind of labor. In this case, what is the specificity of pedagogical activity?

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

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

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

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

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

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

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

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

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

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

. V.A. Sukhomlinsky about the specifics of the teacher's work

We are dealing with the most complex, priceless, expensive thing in life - with a person. From us, from our ability, skill, art, wisdom, depends on his life, health, fate, mind, character, will, civil and intellectual person, his place and role in life, his happiness.

The result of the teacher's work does not appear immediately, but through long time. Compare: a turner has turned a part, he sees final result of his labor. And the teacher?! (Tell about a student who in the colony "gave" literature lessons, lessons in kindness, humanism.) The idea of ​​a teacher's delayed influence on the student.

A child is brought up by a diverse environment, many factors, positive and negative, affect him. The mission (purpose) of a school, a teacher is to fight for a person, to overcome negative influences. This requires a smart, skillful, wise educator.

The teacher is not the only educator of the child in society, therefore, one should remember the multifactorial influence on the personality of the student. Here we see the "co-authorship" of the teacher, family and society in the upbringing of children.

The personality of a child can be compared to a block of marble, on which many sculptors and sculptors work.

The main sculptor is a teacher. He, like the conductor of a symphony orchestra, must unite and direct all influences on the student.

This is ideal, but in life it is very difficult and difficult.

The object of teacher's work is the spiritual life of the individual (mind, feelings, will, beliefs, consciousness). It is possible to influence these spheres only by the same. The personality of students can be formed only by the personality of the teacher - the personality of the creator, humanist, creator.

The object of our work is the constantly changing child, our work is the formation of man. This is a huge responsibility.

“And the teacher himself should burn with a constant desire to become better, more competent, more qualified. Such is the specificity, the originality of pedagogical work, responsible, difficult, complex, but priceless for society. Comments to the article. Plato (the ancient Greek philosopher) said that if the shoemaker is a bad master, then the state will not suffer much from this - the citizens will only be somewhat worse shod, but if the educator of children does not perform his duties well, whole generations of ignorant and bad people will appear in the country.

Let us dwell on one more feature of the teacher's work - this is the "polyfunctionality" (versatility, versatility) of the teacher's activity.

Scheme of roles-functions of the teacher in his activities

Another scheme of teacher roles is offered by psychologist Vladimir Levy.

Role recipe of the Teacher (according to V. Levy)

In order to productively and efficiently perform their many functions in the process of independent pedagogical activity, the future specialist needs versatile training.

3. The teacher and the personality of the child

In his professional activity, the teacher is primarily connected with the students. However, the circle of communication of the teacher is much wider. An important role in the upbringing of the younger generation is also played by the pedagogically competent interaction of the teacher with his colleagues, with the parents of students, with the school administration, and other persons who are somehow related to the education and upbringing of students. Despite the importance of interaction at all these levels, it should be said that the teacher-student relationship comes first in terms of importance, it is they who play a decisive role in the educational process. The structure of the "teacher-student" relationship is a system of social connections, starting from the simplest spatial, mental and social contacts to the most difficult social action and relationships that are sustainable.

The relationship between a teacher and a student is not chosen, but dictated by necessity: for the teacher - to work, teach, and for the younger generation - to study. The teacher does not choose students for himself, but enters into relationships with those who come to study. The student also does not choose a teacher for himself, he comes to a school where a certain group of teachers already works. It should be noted, however, that the law Russian Federation“On Education” (1992, 96) provides broad rights to teachers and students in terms of choosing an educational institution, if necessary, changing a school, class, etc., but in general, in mass educational institutions traditional forms of relationships between teachers and students prevail. The relationship between the teacher and the child must also be considered from the side of the content of education. The teacher is the bearer of a particular area of ​​scientific knowledge, in educational process he acts as an educator, a translator of the scientific worldview. At the same time, in interaction with students, he must also act as a highly moral person - the bearer of duty, conscience, honor, goodness, and justice.

A real teacher is an example for children and their parents, and the relationship between a teacher and a student acts as the basis for the process of education and upbringing. One of the prominent philosophers and educators of the past, John Locke, wrote about the significance of the teacher’s example: “His own behavior should in no case diverge from his prescriptions ... good rules and therefore he must always carefully protect his pupil from the influence of bad examples ... ”Author of“ Great Didactics ”Ya.A. Comenius also great attention paid attention to the relationship between teacher and students. He angrily spoke out against those teachers who are alienated from students, arrogant and disrespectful to them. The great teacher attached particular importance to the teacher’s benevolent attitude towards children and advised teaching children easily and joyfully, “so that the drink of science is swallowed without beatings, without screaming, without violence, without disgust, in a word, affably and pleasantly” (Ya.A. Komensky. Chosen. ped. works M., 1982. S. 543).

The whole set of service, ideological, moral relations is the essence and content of the educational process. Special place in these relations moral relations occupy. Modern level The development of education is characterized by the fact that the teacher's activity is considered not only as a simple process of direct influence on the personality of the child (transfer of knowledge, persuasion by personal example and other methods and methods of pedagogical influence), but also as the organization of active cognitive activity of the student himself. Learning is bilateral process, in which the teacher is assigned not so much the role of a translator of knowledge, but rather a leader, inspirer and organizer of the cognitive activity of schoolchildren. It is no coincidence that Ya.A. Comenius took the following words as the epigraph to his book "Great Didactics": "Let the alpha and omega of our didactics be the search and discovery of a way in which the students would teach less, and the students would learn more."

However, in the system of “teacher-student” relations, the interacting parties are not equivalent in terms of their content and the strength of their influence on each other: the teacher is their leading and most active side. It is the teacher's moral views and beliefs, feelings and needs, and most importantly, his actions that have a decisive influence on the moral relations that develop between them. If moral relations between a teacher and a student and a group of students develop incorrectly, then the teacher must first of all look for the reason for this in himself, since he acts as the leading subject of relations in the pedagogical process. Moral relations between the teacher and the student's personality perform a number of important functions for the pedagogical process. Let's name the main ones.

The moral relations of the "teacher-student" system are one of the essential conditions pedagogical process. Depending on the content, these relationships can either favor the pedagogical process or hinder it. Students, accepting the influence of the teacher and following his recommendations, must believe that the demands made on them are fair. The student's inner dislike for the teacher is easily transferred to all ideas emanating from him and can cause such a strong internal resistance in the student that the experienced pedagogical means do not give the desired effect, and sometimes they can even give a result opposite to the expected one.

Pedagogical work is aimed at the transformation of man. Children, being the object of influence, in the process of pedagogical influence exert a certain resistance, which, although akin to the resistance of any other material, but significantly exceeds it in the richness of forms and the complexity of manifestations. “Why in technical universities,” wrote A.S. Makarenko, - we study the resistance of materials, but in pedagogical schools we do not study the resistance of the individual, when they begin to educate her ?! (A.S. Makarenko. Pedagogical essays in eight volumes. T. 1. M .: Pedagogy, 1983. P. 85).

The brain of a child, a teenager is not always “wax”, from which it is possible to “sculpt” the personality we need. It can also be a hard alloy, which is difficult to process in the necessary way. It can be more plastic in the case of a good relationship between teacher and student. Friendly relations based on respect for the personality of the child make the process of education and upbringing more humane, and ultimately more effective. With the democratization and humanization of education in our country, progress in pedagogy is associated precisely with a decrease in the share of coercion of students in the process of their education and upbringing and with an increase in the share of other means in it (increasing motivation for learning, the desire to learn something new, etc.).

The moral relationship of the teacher with the student is the most important tool of education. These relationships from early school age they practically include students in a certain type of moral relationship, introducing them to moral experience - the experience of respect, honesty, goodwill, or the experience of disrespect, hatred and enmity. The established moral relations are also significant for the teacher, since they affect his attitude to pedagogical work, which in some cases can bring joy and pleasure, and in others it becomes an unpleasant and joyless duty for him. The core component that permeates the entire system of relationships between the teacher and the child is respect for the personality of each student.

Pedagogical specificity This requirement lies in the fact that respect is addressed not to an already established, formed personality, but only to one in the process of its formation. The attitude of the teacher to the student, as it were, anticipates the process of his formation as a person. It is based on knowledge of the development trends of the younger generation, which give grounds to project the socially significant personality traits of the child.

Practically none of the teachers openly raises objections to the moral requirement - respect for the student's personality. However, in practice, there is often a violation of this norm, which indicates the difficulties that the teacher has to overcome and which he cannot always successfully cope with. In addition, the attitude towards the student as a person requires the expenditure of nervous energy and additional time, since it does not tolerate a careless, superficial attitude towards a person. Therefore, respecting each student and seeing him as an individual is a difficult task for the teacher's mind and heart.

Conclusion

The word "teacher" has several close in meaning, almost synonymous terms: "educator", "mentor", "teacher". The latter should be considered in more detail. The word "teacher" is commonly used in both a broad and a narrow sense. In a broad sense, this is an authoritative, wise person who provides a huge impact on people. The word "teacher" refers to people who have created their own schools in the fields of science, literature, art. This high title is rightfully borne by A.S. Pushkin, K. Stanislavsky, L.N. Tolstoy, F.M. Dostoevsky and other representatives of culture.

We will refer to this word in its narrow sense to professionals who teach, educate our children and thus have a huge impact on spiritual development people, as well as to those people who teach adults.

Tall moral character, moral purity - the necessary qualities of the personality of the teacher. Whether the teacher wants it or not, he gives his pets daily lessons in morality. Consequently, a cynic, a morally unscrupulous person should not be a teacher. Responsibility, conscientiousness, diligence - this is a necessary “arsenal” of teacher qualities. The fact is that he evaluates his activity, its results, first of all, himself, and it is very important that this assessment be impartial, objective. The words of the poet are applicable to the activities of the teacher that “he is his own supreme court, he will be able to evaluate his work more strictly.

Of all the moral qualities, the most essential for a teacher is love for children. This requirement is formulated in any textbook of pedagogy, it can be found in the works of every outstanding teacher, but, perhaps, V.A. Sukhomlinsky: “What does a good teacher mean? This is, first of all, a person who loves children, finds joy in communicating with them, believes that every child can become a good man, knows how to be friends with children, takes children's joys and sorrows to heart, knows the soul of a child, never forgets that he himself was a child.

Each new generation, entering into life, must master the generalized experience of previous generations, which is reflected in scientific knowledge, morality, customs, traditions, methods and techniques of work, etc. The social purpose of the teacher is precisely to accumulate this experience in himself and pass it on to his pupils in a concentrated form. “An educator who is on a par with the modern course of education,” wrote K.D. Ushinsky, "feels like a living link between the past and the future." The teacher manages the process of forming the personality of each of his students, thereby largely determining the prospects for the development of society.

Bibliography

1. Slastenin V.A. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenin. - M.: Publishing center "Academy", 2002. - 576 p.

Grigorovich L.A., Martsinkovskaya T.D. G83 Pedagogy and psychology: Proc. allowance. - M.: Gardariki, 2003. - 480 p.

Pityukov V.I. Fundamentals of pedagogical technology. - M., 1997.

Talyzina N. F . T16 Pedagogical psychology: Proc. allowance for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 1998. - 288 p.

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Introduction to Psychological and Pedagogical Activities: Textbook Chernyavskaya Anna Pavlovna

2.2. Features of pedagogical activity

The social purpose of the teacher, his functions largely determine the characteristics of his work. First of all, it is the social significance of labor, which is set by the perspective direction of activity. The future of our society is being laid at the humble teacher's table today. Those children who come to your classes will determine the development of society in 20-30 years. What they will be depends largely on their teachers. This leads to the next feature - a huge responsibility. If the turner allows marriage, then society will lose only the smallest piece of material values, and the teacher's mistakes are the fate of people.

One of the features of pedagogical activity is the huge dependence of the results of labor on the personality of the worker. In this respect, the work of a teacher is akin to the work of an actor. Another great K.D. Ushinsky wrote that personality is formed by personality, character is formed by character. The personality of the teacher, his individual qualities are, as it were, projected onto hundreds of his students. This applies to both the advantages and disadvantages of teachers.

A characteristic feature of the teacher's work is the high level of his employment. The fact is that it is very difficult for a teacher to disconnect from their professional activities even outside the school. And it is not always easy to determine where work is and where leisure is. Let's say the teacher reads the magazine "Youth" or watches the program "Time". What is it - work or leisure? Probably both.

The assertion of the classic of German pedagogy A. Diesterweg that a teacher can teach others only as long as he is learning himself is absolutely true. Consequently, the great employment of the teacher is connected, first of all, with the need to constantly work on oneself, grow, and move forward. Stagnation, complacency are contraindicated for the teacher.

One of the arguments used by the "opponents" of the teaching profession, trying to dissuade young people from entering pedagogical educational establishments, is allegedly its monotony, monotony. These "experts" say that repeating the same thing from year to year is the lot of the teacher. Let's try to answer them. Ask any teacher about whether it is possible to give two completely the same lesson in two parallel classrooms. It is almost impossible: the classes are unique, and the lesson is creativity. In addition, the teacher both in the classroom and in educational work have to decide daily pedagogical tasks. These tasks are classified as creative, because there is not and cannot be an absolutely reliable formula, scheme, template for their solution. In each situation, the teacher is faced with the unique personality of the student, each personality is deeply individual. By creativity the profession of a teacher is on a par with the profession of an artist, actor, sculptor. Indeed, teachers, like sculptors, mold the soul of a person, shaping his personality. As actors, they are constantly in front of the audience, playing a role, however, always the same one – of themselves.

A feature of pedagogical activity is that it is carried out in the course of interaction between the teacher and the student. The nature of this interaction is determined primarily by the teacher. The optimal type of such interaction is cooperation, which implies the position of equal, mutually respecting partners.

And about one more feature of pedagogical work: a teacher is a profession of eternal youth. Despite his age, he lives by the interests of the younger generation, communication with which gives him the opportunity to remain spiritually young all his life.

Summing up this section, we note that the features of pedagogical work include: great social significance, promising orientation, high social responsibility, creativity, high level of employment, associated with the constant need to work on oneself, which determines the role of the teacher's personality in the results of pedagogical work, constant communication with young people.

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

Peculiarities

1. The object of pedagogical activity - an individual (a child, a teenager, a young man), a group, a team - is active. He himself seeks to interact with the subject, shows his creativity, responds to the assessment of the results of activities and is capable of self-development.

2. The object of pedagogical activity is plastic, that is, it is subject to the influence of the subject, it is educable. He constantly develops, his needs change (this is the reason for activity), his value orientations, motivating actions and behavior develop and change.

It is legitimate to assert that the process of development of an individual is never completely completed. The content of pedagogical activity is built according to the concentric principle, or rather, in a spiral.

3. Pedagogical activity and process are very dynamic factors. The subject, taking into account the changing situation, is constantly looking for the best option for pedagogical actions, operations and means of pedagogical influence on the object of education. It combines science and practice, pedagogical creativity.

4. In addition to the subject-teacher, other, unregulated factors influence the development of the individual in pedagogical activity. For example, the surrounding social and natural environment, the hereditary data of the individual, the media, economic relations in the country, etc. This multifactorial influence on the individual often leads to the fact that the result of pedagogical activity is significantly at odds with the intended goal. Then the subject has to spend additional time and forces to correct the activity so that its product (result) corresponds to the goal.

5. The subject and result of pedagogical activity are not material, but an ideal product that is not always directly observable. Its quality and level is often determined indirectly, and not by direct measurement.

6. Pedagogical activity is a succession-promising activity. Based on previous experience, the subject organizes it; at the same time, it focuses on the future, on the future, predicts this future.

7. Pedagogical activity has a search and creative character. This feature is explained and caused by several reasons: the activity of the object of activity, the multifactorial influences on the object, the constant changeability of the conditions and circumstances in which the teacher finds himself in his professional work(This has already been discussed earlier). He inevitably almost every time has to re-design methods of interaction with pupils from known and mastered methods and means.

These are some of the features of pedagogical activity that distinguish it from other types. From this follows a number of features of the pedagogical process. Let's name some of them.

Determining the structure of professional pedagogical activity, the researchers note that its main originality lies in the specifics of the object and tools of labor.

N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity; constructive, organizational and communicative.

Constructive activity is associated with the development of technology for each form of student activity, the solution of each pedagogical problem that has arisen.

Organizational activities are aimed at creating a team and organizing joint activities.

Communicative activity involves establishing communication and relationships between the teacher and students, their parents, and their colleagues.

Detailed characteristics the structure of pedagogical activity is given by A.I. Shcherbakov. Based on the analysis of the teacher's professional functions, he identifies 8 main interrelated components-functions of pedagogical activity: information, development, orientation, mobilization, constructive, communicative, organizational and research.

A.I. Shcherbakov classifies the constructive, organizational and research components as general labor components. Concretizing the teacher's function at the stage of implementation of the pedagogical process, he presented the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions.

I. F. Kharlamov among the many types of activities identifies the following interrelated activities: diagnostic, orientational and prognostic, constructive and design, organizational, informational and explanatory, communicative and stimulating, analytical and evaluative, research and creative.

Diagnostic activity is associated with the study of students and the establishment of their level of development, education. To do this, the teacher must be able to observe, master the methods of diagnosis.

Prognostic activity is expressed in the constant setting of real goals and objectives of the pedagogical process at a certain stage, taking into account real possibilities, in other words, in predicting the final result.

Constructive activity consists in the ability to design educational and educational work, to select content that is appropriate cognitive abilities students to make it accessible and interesting. It is connected with such quality of the teacher as his creative imagination.

The organizational activity of the teacher lies in his ability to influence students, lead them along, mobilize them for one or another type of activity, inspire them.

AT information activities the main social purpose teacher: transfer of the generalized experience of older generations to young people. It is in the process of this activity that schoolchildren acquire knowledge, worldview and moral and aesthetic ideas. In this case, the teacher acts not only as a source of information, but also as a person who forms the beliefs of young people.

The success of pedagogical activity is largely determined by the ability of a professional to establish and maintain contact with children, to build interaction with them at the level of cooperation. To understand them, if necessary - to forgive, in fact, all the activities of the teacher are communicative in nature.

Analytical and evaluation activity consists in receiving feedback, i.e. confirmation of the effectiveness of the pedagogical process and the achievement of the goal. This information makes it possible to make adjustments to the pedagogical process.

Research and creative activity is determined by the creative nature of pedagogical work, by the fact that pedagogy is both a science and an art. Based on the principles, rules, recommendations pedagogical science, the teacher uses them creatively every time. For successful implementation for this type of activity, he must master the methods of pedagogical research.

All components of pedagogical activity are manifested in the work of a teacher of any specialty.

Pedagogical communication (Kan-Kalik) is a system of interaction between a teacher and children, the content of which is the exchange of information, knowledge of the individual, and the provision of educational influence. The teacher acts as an activator of this process, organizes it and manages it.

Based on these definitions, three main features (sides) of communication can be distinguished: - communicative, perceptual, interactive. It is important to note the unity and interconnection of all three parties, their harmony.

With all the diversity pedagogical situations It is customary to distinguish three types of pedagogical communication

1 Socially oriented (lecture, speech on radio, television), where the speaker acts as a representative of society, collective, group, and the task that he solves is social task. It either encourages listeners to direct social activity or unites them around a socially significant idea, develops or changes their beliefs, attitudes. Such communication directly realizes public relations, social interactions are organized.

2 Group subject-oriented communication is included in the collective work and its direct service, helping the team to solve the problem facing it. The task solved in this type of communication is also social, the subject and purpose of such communication is the organization of collective interaction in the labor process, in our case, educational labor.

3. Person-oriented communication - communication of one person with another, this is the initial cell of communication, it can be. different: business-oriented, aimed at joint activities, and essentially coincide with subject-oriented, maybe. clarification of personal relationships and have no connection with the activity.

According to V.A. Kann-Kaliku, the structure of the process of professional and pedagogical communication includes:

1. Modeling by the teacher of the upcoming communication with the class (prognostic stage).

2. Organization of direct communication at the time of initial interaction (communicative attack).

3. Management of communication during the pedagogical process.

4. Analysis of the implemented system of communication and modeling it for future activities.

Often the very communication of the teacher with the student appears to him in a collapsed form, not differentiated by stages, the nature of the teacher's activity.

What does a teacher need at each stage?

The modeling stage requires knowledge of the characteristics of the audience: the nature of its cognitive activity, probabilistic difficulties, and the dynamics of work. The material being prepared for the lesson should be mentally presented in the situation of the upcoming interaction and thought out not only on behalf of the teacher, but also on behalf of the students, if possible in different versions.

The stage of “communicative attack” speaks for itself: we need a technique for quickly engaging the class in work, we need to master the techniques of self-presentation and dynamic impact.

At the stage of communication management, it is necessary to be able to support the initiative of schoolchildren, organize dialogical communication, adjust your plan, adjusted for real conditions.

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

Features of pedagogical activity

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

Nuances of the pedagogical process

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