Types of activity in which the type of the Moon reveals its qualities best Work that requires minimal interaction with other people; data collection (including secret); analytics; programming; Scientific research; archive business; library

Types of activity in which the Venus type reveals its qualities best Any unhurried work where help is required to others; gardening; caring for the sick, animals and children; all types of service; finishing work; household services;

Types of activity in which the Saturn type best reveals its qualities Work related to long-term planning; work related to managing the activities of a group of people; search for ways to develop, improve and modernize; management of middle and

THE TEACHER AS A SUBJECT OF PEDAGOGICAL ACTIVITY The teacher is the organizer of the life and activities of students. The content of students' activities follows from the goals and objectives of education and upbringing and is determined by the curriculum, subject programs and exemplary content.

29. Types of activity There are three types of activity that genetically replace each other and coexist throughout the life path: play, learning and work. They differ in final results (product of activity), in organization, in features

2.3. Activity. Activity structure. Activities Activity is the active interaction of a person with the environment in which he achieves a consciously set goal that arose as a result of the appearance of a certain need, motive. Motives and goals

The main types of pedagogical activity traditionally include educational work, teaching, scientific and methodological cultural, educational and managerial activities.
Educational work - pedagogical activity aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society.
Educational work is carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries, on which the levels and qualities of personality development are fixed, one can also talk about the relatively final results of upbringing, manifested in positive changes in the minds of pupils - emotional reactions, behavior and activities.
Teaching - the management of cognitive activity in the learning process, is carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal.
Modern domestic pedagogical theory considers training and education in unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the organization's functions, means, forms and methods of training and education. In the didactic aspect, the unity of education and upbringing is manifested in the common goal of personality development, in the real relationship between teaching, developing and educational functions.
Scientific and methodological activity. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child, the pedagogical process, and practice in the sense that he applies this knowledge. The teacher is often faced with the fact that he does not find an explanation in the scientific literature and ways to solve specific cases from his practice, with the need to generalize the results of his work. Scientific approach at work, thus. is the basis of the teacher's own methodological activity.
Scientific work teacher is expressed in the study of children and children's groups, the formation of their own "bank" various methods, summarizing the results of their work, and methodological - in the selection and development methodological theme leading to the improvement of skills in a particular area, in fixing the results of pedagogical activity, in the actual development and improvement of skills.
Cultural and educational activities are an integral part of the activities of a teacher. It introduces parents to various branches of pedagogy and psychology, students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, forms the need for psychological and pedagogical knowledge and the desire to use it both in parents and in children.
Any specialist who deals with a group of people (students), to a greater or lesser extent lesser degree organizes its activities, setting and achieving goals joint work, i.e. performs control functions in relation to this group. It is goal setting, application certain ways its achievements and measures of influence on the team are the main signs of the presence of control in the activities of the teacher-educator.
Managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher's motivation to work to achieve the goal, control.

5. The structure of pedagogical activity. The components of pedagogical activity, being interrelated and interdependent elements, differ from each other and have isolation to some extent, which allows them to be considered independently of each other. In pedagogical activity, the following components are distinguished: constructive, organizational and communicative.

The pedagogical profession imposes some requirements on the personality of the teacher, namely, he must have a stable social and professional position, which is expressed in his relationship to the world around him, the profession and the subjects of pedagogy. The position of the teacher reveals his personality, the nature of social orientation, the type of civic behavior and activity.

social position the future teacher is formed starting from childhood, continues to develop in the learning process in general education school and is the basis for the formation of attitudes and beliefs related to the teaching profession.

There are also professionally determined requirements for the teacher, they are divided into two groups. The first includes psychological, psychophysiological and physical readiness, and the second includes scientific, theoretical and practical competence as the basis of professionalism.

The professional readiness of a teacher is determined by the correspondence of his personal and professional qualities in the professiogram, which combines their idealized version into three interconnected complex: civil qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject.

The most important role in the activity of the teacher is played by his personal orientation, reflected in the professiogram and characterizing his socio-moral, professional-pedagogical and cognitive orientation.

The basis of all activities of the teacher is his ideological conviction, which determines his moral basis. The choice of the profession of a teacher should, first of all, be based on love for children, the desire to help them in self-improvement and self-realization by opening ways for them to achieve these goals. The professional orientation of the teacher acts as a core around which all his professional quality. An important and inalienable quality of a worthy teacher is his dedication, willingness to work in spite of time and territorial boundaries, putting his professional duty above all else.

The cognitive activity of the teacher is determined by his desire to master new knowledge, interest in new things in pedagogical science and the subject area of ​​the teacher, the ability to self-education. One of the main factors of cognitive interest is love for the subject being taught.

6. Professional competence and ped skill

7 Development of the personality of the teacher in the system teacher education.

For the successful implementation of pedagogical activity, the teacher needs to imagine in detail its structure, correlate with it the system of accumulated theoretical knowledge and gradually developing practical skills and abilities.

Psychological and pedagogical research (F.M. Gonobolina, N.V. Kuzmina, V.A. Slastenina, A.I. Shcherbakov, etc.) made it possible to establish that pedagogical activity is a multi-level system, to single out its components as relatively independent functional types activities of the teacher [the system is something integral, consisting of interconnected parts]. Based on research data by I.F. Kharlamov singled out and described in detail the following interrelated types of pedagogical activity:

Diagnostic;

Orientation-prognostic;

Structural design;

Organizational;

Information and explanatory;

Communicative and stimulating;

Analytical and evaluation;

Research and creative.

Let us consider in more detail the above-mentioned types of pedagogical activity and the requirements for the teacher, arising from the need for their effective implementation in the pedagogical process.

It is logical that the first in the nomenclature of components considered in the system of teacher activity is the structure diagnostic[Greek diagnosis - recognition, definition] of the actions of the teacher. Diagnostic activity teacher is associated with the study of individual psychological characteristics of students, their levels of development, learning and learning, upbringing and education, etc. This knowledge is necessary for the teacher to take them into account in the process of educational work in order to effectively implement it.

In order for psychological and pedagogical diagnostics, with which pedagogical activity begins, to be effective, to correctly build relationships and work with schoolchildren, the teacher needs to be observant, attentive, and master a variety of methods of psychological and pedagogical diagnostics. The most common among them are scientific pedagogical observation, pedagogical experiment, analytical study of the results learning activities students, school documentation; all kinds of questionnaires, psychological tests, etc.

Orientation and prognostic activity It is expressed in the teacher's ability to determine, on the basis of the results of psychological and pedagogical diagnostics, the goals and objectives of educational work, to predict its results. Pedagogical forecasting is based on reliable knowledge of the essence and logic pedagogical process, its patterns and principles, as well as the characteristics of the age and individual psychological development of children. It conditions proper management educational process.

In terms of the formation of professionally significant personal qualities, this type of activity requires the teacher to have a developed imagination, an abstract type of thinking and a high level of intellectual development, which largely determines the ability to anticipate the results of ongoing pedagogical work with students.

The teacher needs to develop special predictive skills, which include:

Formulation of diagnosed educational, developmental and educational goals and objectives;

Selection of methods to achieve them;

Anticipation of possible deviations in achieving the result, adverse events and the choice of ways to prevent or overcome them;

Mental (in an abstract, ideal form) study of the structure, individual components of the organized pedagogical process;

Preliminary estimate costs of funds, labor and time of participants in the educational process.

In order to correctly predict the goals and objectives, the content of the upcoming work, the teacher must master such methods of pedagogical research as modeling, hypotheses, thought experiment etc.

Orientation-prognostic activity entails activity constructive design. For example, if a teacher diagnosed insufficiently developed collectivist relations between students, predicted the strengthening of these relations as one of the means to achieve high results educational work with children, he needs on this basis construct and design the content of educational activities in this direction.

Structural and design skills are implemented by the teacher during specific training to the organization and conduct of training educational activities. First of all, it's skills. to plan the forthcoming work and on the basis of planning to build its specific content. We are talking about planning the content and activities of the participants in the pedagogical process (including their own activities), taking into account their needs, capabilities, interests, personality traits, means, experience (both their own and those of their pupils). The teacher plans lessons (lesson plans calendar plans), educational activities ( educational plans), your working day, etc.

Design skills include the ability to correctly identify and develop specific forms of educational activities, individual stages of the pedagogical process that require careful selection certain methods and methods of work.

It is equally important to be able to plan individual work with students to provide them with differentiated assistance if necessary, to stimulate the activity of students and contain negative manifestations in their behavior.

Careful planning based on the diagnosis and forecasting of the results of activities requires the work of the teacher with the parents of schoolchildren, with the public.

In the process of studying the psychological pedagogical theory and teaching and upbringing methods, you will get acquainted with various types of teacher work planning (learn how to draw up lesson plans, calendar plans for teaching schoolchildren, plans for educational work, plans for working with parents, with difficult-to-educate students, etc.).

Organizational activity the teacher is connected with the involvement of students in the planned educational work. It is expressed in the ability of the teacher to consult with students, involve them in the development of plans for future joint activities, set goals and objectives for them, distribute them to perform certain practical tasks, manage the process of fulfilling assignments.

It plays an extremely important role in pedagogical activity outreach activities teachers. After all, all education and upbringing in one form or another is based on information processes. At the same time, the teacher acts as the most important source of scientific, philosophical, moral and aesthetic information. Therefore, the quality of his pedagogical activity as a whole depends on how the teacher owns the educational material, psychological and pedagogical theory, and general cultural knowledge.

The high level of professional erudition of the teacher determines his good command of the practical side of pedagogical activity, which has a positive effect on the education and upbringing of schoolchildren. Unfortunately, we have to state the fact that there are many teachers who do not have a high level of professional knowledge, good informative training, and high erudition.

The effective implementation of the informative and explanatory activity of the teacher is largely due to the formation of his pedagogical speech. Pedagogical speech is the oral speech of the teacher in the classroom and outside it, to which, in addition to general cultural requirements, professional ones are made, aimed at solving pedagogical problems. In accordance with general cultural requirements, the teacher's speech must meet the norms of the literary language, be erphoepically correct, competent, and lexically rich. From the point of view of professional requirements, the teacher is obliged to express his thoughts, educational information in a logical and accessible way for students, must be able to talk about complex things simply, emotionally and figuratively. The depth and strength of students' assimilation of the reported information, their intellectual development, and the formation of consciousness largely depend on how developed the speech skills of the teacher are.

Communicative and stimulating activity of the teacher involves the impact on students, as a result of which they have a desire and need to actively participate in the pedagogical process. It is aimed at establishing pedagogically expedient relations between the teacher and pupils, pedagogical communication between participants educational process.

This type of pedagogical activity high requirements to those aspects of the teacher's personality that are associated with his personal charm, the ability to establish favorable relations with the participants in the pedagogical process, without reducing the requirements. Big role here they play out the ability to pedagogically expediently show their love for children, mental attitude, sensitivity and care for them. After all, nothing has such a negative effect on the quality of a teacher's professional activity as his callousness, dryness, official tone in communicating with the children.

All classical teachers of all times expressed their opinion about this side of pedagogical activity, starting with Ya.A. Comenius. Studying the history of pedagogy, you will get acquainted with the statements of all outstanding teachers that without true love for children, without true authority among pupils, without skillful maintenance of benevolent relations with them and tactful exactingness, real education and upbringing are impossible.

The communicative and stimulating activity of the teacher is connected not only with his personal charm, but also with huge amount special skills and abilities. The most significant among them are the ability to penetrate deeply into the spiritual world of the student, to establish a positive emotional and psychological climate in the process of communicating with schoolchildren.

In the structure of the teacher's activity, a large place is occupied by analytical appraisal activity. It helps the teacher to compare what was supposed to be achieved in the education and upbringing of students with what has been done in this direction. On the basis of such comparative analysis the teacher can correct his work and the work of schoolchildren, look for and outline ways to improve and improve the quality of the pedagogical process. Unfortunately, not all teachers strive for analytical and evaluative activities, many avoid the need to see mistakes, blunders in their work, noting only their successes. This leads to the inadequacy of professional self-esteem and negatively affects all types of pedagogical activity, the quality of the educational process as a whole.

Analytical and evaluative activity requires reflexivity from the teacher. Reflection in this context is understood as specific shape theoretical activity, aimed at comprehending and analyzing their own teacher's actions. G.M. Kodzhaspirova and A.Yu. Kodzhaspirov give the following definition of pedagogical reflection: “This is the ability of a teacher to give himself and his actions an objective assessment, to understand how children perceive him, other people, primarily those with whom the teacher interacts in the process of pedagogical communication. At the center of pedagogical reflection is the realization that what the student perceives and understands in the teacher and in relations with him, how he can tune in to the actions of the educator" [ Pedagogical Dictionary. - M., 2003. - S. 130]. Reflection is not only the teacher's knowledge and understanding of himself in the profession, but also finding out what how much and how other participants in the pedagogical process know, understand and appreciate him as a teacher. How do they see it personality traits and their significance for pedagogical activity, emotional reactions, professional ability, erudition, etc. It is very important for the teacher to establish for himself to what extent the results obtained are the result of his own activities. Only in the presence of reflection does he have the opportunity to improve his pedagogical activity, to carry out his own professional growth.

Traditionally, the analytical and evaluative activity of a teacher is associated with his skills and abilities to objectively, fairly and positively evaluate the results of students' activities. Today, the requirements for the level of formation of these skills have increased in connection with the transition of schools to a ten-point system for assessing the results of students' educational work. Significantly expanded criteria school grade. If earlier the main and practically the only criterion was the level of knowledge, skills and abilities of the student, then the current teacher must take into account when assessing attitude child to the work performed, the level creative activity, formation general educational skills. For appraisals to be effective, modern teacher it is necessary to be not only a trained subject specialist, but also a good practical psychologist.

An important place in the teacher's work is occupied by research and creative activity. Its essence and content are determined by the creative nature of pedagogical work. Pedagogy in theoretical and practical terms is both a science and an art. Based on the laws, principles, rules, recommendations developed in pedagogical theory, the teacher must use them creatively, in his own way, but with invariably good results. He cannot apply theoretical basis pedagogical science in practice, not conforming them to the specific circumstances in which he and his pupils find themselves. This requires the teacher to develop his research abilities, master the methods of pedagogical research (more specifically and in detail they will be discussed in the course of studying the foundations of modern pedagogy).

An equally important side of research and creative activity is the need to comprehend and develop something new in teaching practice that appears as it is improved and goes beyond the known and already described in the pedagogical theory. We are talking about pedagogical creativity and innovation as levels of pedagogical activity, which in varying degrees are manifested in the work of highly professional teachers (at present, the innovative pedagogical experience of V.F. Shatalov, Sh.A. Amonashvili, S.N. Lysenkova and others is widely known). In the work of teachers who are masters of pedagogy, research and creative activity covers the whole variety of types of pedagogical work, which allows them to achieve extremely high results in teaching and educating schoolchildren, to fully realize themselves in the profession.

Such are the essence and system of skills and abilities for each of the considered types of teacher's professional work. Their totality in pedagogical activity and close interconnection determine the most important professional features teacher.

24. The concept of pedagogical professionalism. Levels of pedagogical professionalism.

The pedagogical activity of the teacher, the implementation of all its types in the aggregate are realized in pedagogical practice at different qualitative levels. You couldn't help noticing this when you were still quite recently schoolchildren. Some teachers left a significant mark on your soul not only as highly professional teachers, but also as individuals who largely determined your future. Others were not even remembered, since their lessons and educational work, communication with students, although they were not unprofessional, were carried out at the level minimum requirements teaching profession, did not differ in liveliness and creativity. And the teachers themselves were not perceived by you as people whose positive example you would like to imitate. Unfortunately, some of you could be remembered by teachers whose teaching and educational activities can hardly be called pedagogical.

Everyone understands that unprofessionalism, dishonesty, dullness of teaching and upbringing are incompatible with pedagogical work. Everyone who has chosen way of life teaching profession, should initially focus on a high level of quality of their professional activities. There should not be pseudo-teachers in schools, because the price of unprofessionalism in working with children is too high: people's lives are broken, society is not developing successfully enough. By definition, a teacher does not have the right to pedagogical activity without having formed a sufficient level of its quality.

Under the professionalism of the teacher understand sufficient, high or higher quality levels of pedagogical activity.

Teachers are not born, they become in the process of great work on oneself. You are at the beginning of your professional path, therefore it is important to determine its most important milestones, stages professional growth, ways of formation of the professionalism.

In the psychological and pedagogical theory, the question of the qualitative levels of the teacher's professional activity has been quite specifically developed (Yu.P. Azarov, F.N. Gonobolin, I.A. Zyazyun, N.V. Kuzmina, A.K. Markova, V.A. Slastenin , I.F. Kharlamov and others).

In particular, I.F. Kharlamov identifies four main levels of teacher professionalism: pedagogical skill, pedagogical skill, pedagogical creativity and innovation.

As the initial, basic level of pedagogical professionalism, he considers pedagogical skill. This qualitative level of professional and pedagogical activity characterizes the preparation for pedagogical work of a special pedagogical educational institution. Pedagogical skill is typical for most beginners. labor activity teachers. Students and young teachers who are only taking their first professional steps can and should have a good command of psychological and pedagogical theory, basic pedagogical skills and abilities. However, their professionalism, although this does not mean professional failure, is limited by the lack of experience in pedagogical work and professional training.

Pedagogical skill is the initial, basic level of a teacher's professionalism, which is manifested in a fairly good application of psychological and pedagogical theory in practice, due to the formation of the main professionally significant personal qualities of a teacher.

This qualitative level of professional activity is manifested in a thorough knowledge of the subject in the specialty, psychology and pedagogy, in the formation of the system of basic educational skills and abilities, as well as in the developed professional and personal qualities of the teacher. The manifestation of the latter provides for the presence of individual psychological properties that are in demand by the profession, a professional and pedagogical orientation of the individual formed at least at a low level.

Provided that the teacher carries out self-educational activities, is engaged in professional self-education, consciously strives for professional improvement and is in such life circumstances that do not block his professional development, he can achieve pedagogical skill. The skill of a teacher is already high quality level of his professionalism(The essence of this level will be discussed in the next paragraph of our lecture). Due to the multitude of factors, both objective and subjective, that influence the formation of this level of professionalism, not all teachers achieve it. However, we need to realize that it is pedagogical skill that is almost the determining condition for the effectiveness of the pedagogical process, a high level of knowledge, skills and abilities of students, and the development of their personal qualities.

A.S. Makarenko believed that teaching skills can and should be learned. Such learning, in his opinion, consists “first of all in organizing the character of the teacher, educating his behavior, and then in organizing his special skills and abilities, without which no educator can be a good educator. He cannot work, because he does not have a voice, he does not know how to talk with a child and does not know in what cases how to speak ... The educator must behave in such a way that every movement educates him, and must always know what he wants at the moment and what he does not want (from the point of view of the performance of pedagogical work - note by the author, T.S.)” .

A.S. Makarenko was one of the first in Soviet pedagogy, at the beginning of the twentieth century, he determined the formation professional excellence teachers as an actual pedagogical problem. With his initiative in special training pedagogical institutions today a course has been introduced for students to study the basics of pedagogical skills. You will work on it in the future and study in detail not only the essence and structure of the teacher's pedagogical skills, but also its content, manifestations in pedagogical work, criteria and ways of becoming. The study of the basics of pedagogical skills is necessary in order to have guidelines for developing a high level of professionalism in real pedagogical practice.

A higher quality level of the teacher's professional activity - pedagogical creativity. It is expressed in the introduction by the teacher into the teaching and educational activities of certain own improvements in implementation new, created by him in the course of pedagogical practice methods and techniques of training and education without a radical restructuring of the pedagogical process.

Pedagogical creativity is possible only on the basis of mastering professional skills, which also involves a certain amount of creativity and requires the creativity of the teacher (the term “creative” means “creative”).

The highest level of teacher professionalism is pedagogical innovation(from lat. novator - updater. An innovator is a specialist who introduces and practically implements progressive and new in any activity).

Pedagogical innovation is the highest level of pedagogical professionalism, which includes the introduction and implementation of significantly new, progressive theoretical ideas, principles and methods in the process of education and upbringing, due to which the latter undergo a fundamental change, ensuring a high quality of education and upbringing of the younger generation.

Innovation in pedagogical work, in its essence, is the discovery of a fundamentally new, previously unknown at all. The use of innovations in pedagogical practice means fundamental changes that lead to a significant improvement in the educational process. Examples of innovative teachers in the practice of the modern school are rare, because it is quite difficult to create something truly new and progressive in the practice of teaching and education.

An example of pedagogical innovation was shown, for example, by a mathematics teacher from Donetsk, V.F. Shatalov. He achieved a high quality of teaching by applying the method of presenting the material large blocks, the use of a system of reference signals and notes in the process of teaching students, a significant increase in the share of independent work in the educational work of schoolchildren.

A well-known teacher-innovator I.P. Volkov, who developed a methodology for creative tasks to develop the abilities of students in the process of organizing their various activities outside of school hours.

Innovative is the method of advanced learning by S.N. Lysenkova (primary school teachers from Moscow). This technique It is characterized as a complex of methods of developmental education and allows not only to teach children qualitatively in a shorter time, but also to achieve great results in the personal development of students, in the development of their creative abilities.

The highest levels of pedagogical professionalism cannot be widespread. The formation of pedagogical creativity and innovation is possible only for teachers who have achieved pedagogical skills and happily embody in their personality pedagogical talent, research talent, a high level of intellectual development and great diligence and efficiency. The combination of such qualities is rare not only in the field of pedagogical activity, but also in any other. However, pedagogical skills as one of the essential conditions effective organization The pedagogical process can be mastered by many teachers (although by no means all). This circumstance dictates the need for us to comprehend the essence and structure of the teacher's pedagogical skills in order to form guidelines already in the first year of study at a pedagogical university. vocational training, and later, in the first years of independent pedagogical work - guidelines for the formation of a high level of teacher professionalism.

The essence and structure of pedagogical skill as a high quality level of teacher professionalism. The value of the teacher's professional skills in the process of teaching and educating students.

Of fundamental importance for revealing the essence of pedagogical skill, understanding its place in the system of pedagogical professionalism are the ideas of classical teachers on improving the art of teaching and education (J.A. Komensky, I.G. Pestalozzi, A. Diesterweg, K.D. Ushinsky and others .).

The classics of pedagogical thought proceeded from the basic position: real teacher, if he strives for the skillful fulfillment of his professional duties, he must bring teaching and educational activities to high degree perfection, deep knowledge of psychological and pedagogical theory, good command of pedagogical skills and abilities, being a deeply moral person, having well-developed professionally significant personal qualities. In the works of classical teachers, the term “pedagogical skill” is practically not found, they talked about improving the art of teaching and education.

At the beginning of the 20th century, the outstanding Soviet teacher A.S. Makarenko. He repeatedly emphasized that the success of education and upbringing can only be ensured by a teacher who shows a responsible attitude to the performance of his professional duties, diligence in work and pedagogical skill. A.S. Makarenko wrote: “I have come to the conclusion through experience that the solution to the issue of improving the quality of education and upbringing is skill based on the skill and qualifications of the teacher.”

The essential side of his beliefs on the problem of the professional skill of a teacher is that pedagogical skill “is not some kind of special art that requires talent, but it is a specialty that needs to be taught, how a doctor should be taught his skill, how a musician should be taught” . While some educators fetishize natural properties and the ability of the teacher, his talent, on which the possibility of mastering pedagogical skills allegedly depends entirely, A.S. Makarenko rightly believed that with the desire for successful pedagogical activity, many teachers can master the skill in its implementation.

In his writings, he revealed the relationship that exists between pedagogical talent and the skill of a teacher, expressing the idea that Talent in itself is worth nothing if pedagogical skill and mastery are not formed.

One of the first in Soviet pedagogy, he introduced the concept of "pedagogical technique", which was further developed in our pedagogy as a structural component and basis of pedagogical skill. From the beginning of A.S. Makarenko pedagogical skill is considered and developed in modern pedagogical science as an independent problem. The focus of scientists is the study of the personality of the teacher, the role of his professionally significant qualities in the pedagogical process. Much attention is paid to the problem of development and formation of pedagogical skills and abilities, as well as abilities for pedagogical activity (Yu.P. Azarov, F.M. Gonobolin, N.V. Kuzmina, V.A. Slastenin, I.F. Kharlamov, A .I. Shcherbakov and many others).

Disclosing the essence of the teacher's professional skills is somewhat contradictory. Because of this, various interpretations of it are in circulation today (there are at least ten of them). The essence of these contradictions lies in what initial provisions are taken as the basis for the disclosure of this complex concept.

Some authors take it as a starting point in determining the essence of the pedagogical skill of a teacher. professional and personal properties and qualities(A.I. Zyazyun, N.V. Kukharev, A.I. Mishchenko, V.A. Slastenin, A.I. Shcherbakov, etc.).

Other researchers highlight the essence of professional excellence in terms of perfection of pedagogical activity of the teacher(N.V. Kuzmina, A.K. Markova, I.F. Kharlamov, etc.) . Both approaches, of course, have the right to exist in pedagogical science and practice. However, the question cannot but arise as to which one is more correct.

According to the dictionary of V. Dahl, “craftsmanship is needlework, craft, skill, art”. This concept (skill), regardless of the teaching profession, generally initially means activity. Consequently, mastery is manifested not so much in the properties and qualities of the teacher's personality, but in his activity, for the implementation of which, of course, certain properties are also needed. But the latter are not the essence of pedagogical skill, but its prerequisites, the condition for its formation and development. To achieve a high level of professionalism, the teacher must first of all form and hone professional skills and abilities, developing both necessary condition for this certain personal qualities. These tasks, while closely related, are not identical.

I.F. Kharlamov in the article “On Pedagogical Excellence, Creativity and Innovation” expresses the opinion that it is necessary to reveal the essence of mastery “not through the properties of the teacher’s personality, but through his pedagogical activity”. The author notes that pedagogical skills should be considered in the system of improving the professional and pedagogical qualifications of the teacher as a whole. At the same time, it is necessary to take into account the fact that the teacher masters the skill gradually. certain time he works at the level of pedagogical skill, which is the basis, the foundation for the development of pedagogical skill. pedagogical skill as the initial stage The professionalism of a teacher should be formed during the training of a future teacher at a university. Mastering pedagogical skills occurs in the process of independent practical activity of the teacher, as it requires to some extent training in working with children, the accumulation of pedagogical experience.

It can be concluded that pedagogical skill is a high level of professional and pedagogical activity, at which the unity of polished skills and abilities of applying psychological and pedagogical theory in practice and formed personality traits teachers, which determine the effectiveness of the pedagogical process.

This understanding of the essence of pedagogical skill allows us to comprehend it as a complex activity-personal phenomenon of a teacher, to reveal in detail its internal structure.

A prerequisite for the development of a teacher's professionalism, and therefore for the development of his pedagogical skills, is professional suitability. At a high level of professional activity of a teacher, it has its own specifics. Along with the fully presented makings for the pedagogical profession, the intellectual abilities and pedagogical orientation of the teacher's personality should be clearly manifested (love for children, social and personal motives for choosing a profession, conviction in the personal and social significance of pedagogical activity, etc.). Scientists reveal the content of the pedagogical orientation of the individual in different ways, since the motives for choosing the teaching profession, the attitude of the teacher to his work largely depend on the characteristics of the time that determine the vision and understanding of the surrounding reality, on social conditions in which the formation of the future teacher takes place. However, an analysis of studies on this issue shows that there are the most general and dynamic characteristics of a pedagogical orientation, the presence of which predicts in further development professional skill. These include:

The formation of a humanistic worldview, love for children;

Attitude towards the chosen profession as a life calling;

A high level of self-knowledge, self-determination (that is, the meaningfulness of one's capabilities in the profession and the determination of ways for their development and improvement).

The second structural component of the teacher's pedagogical skills are professional knowledge.

Pedagogy in its broadest sense is a science that has absorbed ideas from various areas knowledge that allows to substantiate the goals, means, patterns and principles of training and education. It is closely connected with such sciences as philosophy, psychology, physiology, history, and with a number of anthropological sciences. In accordance with this, the knowledge of a professional teacher should be universal, that is, they should provide information in three areas:

- knowledge on the subjects taught by the teacher (subject);

- knowledge of the psychological-pedagogical cycle (psychological-pedagogical and methodical);

- bases of knowledge from various areas of life (culturological).

Scientists identify the specifics of the knowledge component in the structure of the teacher's pedagogical skills: complexity, consistency, intersubjectivity, high level of generalization.

Observations of the professional activities of teachers who have pedagogical skills make it possible to single out how very important characteristic this component personal coloring of the assimilation and reproduction of knowledge by the teacher. Knowledge is objectively necessary, it is essential tool professional activities of the teacher. In their absence, educational activities cannot be carried out. At the same time, knowledge must be subjectively significant. The teacher reaches the heights of professional mastery who, as it were, “passes through himself”, through the prism of his own personality, the things he studies in different areas sciences facts and develops on their basis own professional position, subjectively relates to the process of cognition. The personal coloring of professional knowledge largely determines the teacher's ability to present educational material and, in a dialogue with schoolchildren, to present their own ideas to them. own thoughts, feelings, feelings about this or that scientific fact, to show the significance of what he himself studied and studied by students for his own life, destiny. It brings into the learning process emotional aspect, serves as a means of advancing his students not only in knowledge, but also in spiritual development. The subjectivity of the teacher's knowledge largely ensures the educational and cognitive activity of students, which is one of the criteria for pedagogical excellence.

The formation of a teacher's knowledge in the totality of the above characteristics is possible only if there is professional and pedagogical orientation of his personality. It is the third component of pedagogical skill. If professional knowledge is presented as essential component, then the professional and pedagogical orientation plays a role in the formation and development of pedagogical skills backbone structure.

We already know from previous lectures what is the essence and content of this important component of a teacher's professionalism. We can comprehend the fact that it is presented both as part of the professional suitability of the teacher, and as a factor influencing the improvement of his professional activity.

The teacher's love for his pupils, the conviction of the importance of the work performed, the need to perform pedagogical work, etc. These are the conditions without which the effective professional activity of a teacher is impossible. The professional and pedagogical orientation of the personality of the teacher, as it were, connects all the structural components of pedagogical skill into a single system, many of them conditions. In particular, the pedagogical orientation of the teacher's personality determines the development, development and formation pedagogical abilities, which are fourth component in the structure of a high level of pedagogical professionalism.

We spoke in detail about the essence of the concept of "pedagogical abilities", about their types and significance in the work of a teacher in a lecture on the pedagogical potential of a teacher's personality. In the context of this lecture, it is necessary to emphasize the characteristics of the pedagogical abilities of a teacher working at the level of pedagogical skill. The most important such characteristic is their versatility and diversity, the ability of a teacher to develop precisely those abilities that are necessary in specific conditions of work with students, are most in demand for certain pedagogical circumstances and situations.

Dynamics of development and formation pedagogical abilities, excellence in their application can also be considered as characteristics of the highly professional activity of a teacher. The intensity and quality of the formation of pedagogical abilities is not found in all teachers, which is associated with their professional suitability and the full representation of the pedagogical orientation of the individual.

Deep professional knowledge of a teacher, professionally significant personal qualities, pedagogical abilities are the basis for development fifth component in the structure of pedagogical skills - pedagogical technique.

As noted above, A.S. Makarenko. He saw the essence of the problem in the fact that in his time “pedagogical theory was limited to declaring principles and general provisions, and the transition to technology was left to the creativity and resourcefulness of each individual worker. A.S. Makarenko was sure that in pedagogical educational institutions it is necessary to teach not only the theory and methodology of training and education, but also to teach future teachers to manage their internal emotional state, pedagogically appropriate facial expressions and pantomime, speech technique, general artistry.

In the future, questions of formation and development professional equipment teachers received their detailed development in pedagogical theory and practice (Yu.P. Azarov, V.M. Myndykanu, Yu.L. Lvova, N.E. Shchurkova and many others).

Based on the analysis of the results of the study of the essence and structure of the teacher's pedagogical technique, we come to the conclusion that pedagogical technique is outward manifestation, a form of professional skill of the teacher. Its essence is manifested in the teacher's possession of a set of special abilities and skills for organizing himself and others in the pedagogical process.

Pedagogical technique promotes unity internal content activities of the teacher and his external expression, the synthesis of spiritual culture and professional expressiveness of the teacher.

To effectively achieve the goals of pedagogical activity, solve critical tasks facing the teacher in the process of its implementation, the teacher needs to master, within the framework of pedagogical technology, a set of the following skills:

The skills and abilities of self-regulation of one's mental state, management of the internal emotional state, the formation of creative working well-being in the process of teaching and educational activities;

The ability to form a pedagogically expedient appearance(dress in accordance with the requirements of the profession, mimic and pantomimically expressively formalize their activities);

Skills and skills of speech technique (it is manifested in the set breathing and voice, in clear diction and the optimal tempo of the teacher's speech).

A detailed study of the essence and content of the teacher's pedagogical technique is carried out in the course "Fundamentals of Pedagogical Excellence". The development of the most important skills and abilities of pedagogical technology mainly occurs in the process of pedagogical practice.

Traditionally, the main types of pedagogical activity are teaching and educational work; in a professional school, it would be advisable to single out methodological work as well.

Teaching is a type of activity that is aimed at managing cognitive activity. Teaching is carried out mainly by a teacher of theoretical education, both in the learning process and outside of school hours. Teaching is carried out within the framework of any organizational form, usually has strict time limits, a strictly defined goal and options for achieving it. The teaching logic can be hard-coded. Master industrial training solves the problem of equipping students with knowledge, skills and abilities to rationally perform various operations and work while observing all the requirements of modern production technology and labor organization.

Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of pupils in order to solve the problems of professional development. The logic of the educational process cannot be predetermined. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. Education and teaching are inseparable from each other.

good master industrial training not only transfers its knowledge to students, but also guides their civic and professional development. This is the essence of the professional development of young people. Only a master who knows and loves his job can instill in students a sense of professional honor and arouse the need for perfect mastery of the specialty.

Methodical work is aimed at preparing, providing and analyzing the educational process. Teachers who carry out professional education must independently select scientific and technical information, methodically process it, transform it into educational material, plan it, choose effective means learning. Many teachers and masters are designers educational process in your subject. Methodical work generates in teachers a constant desire to improve their professional activities.

Production and technological activity. The master of industrial training is engaged in the development of technical and technological documentation, the performance of production work. The performance of this activity occupies a fairly prominent place for the teacher of a vocational school in planning and preparing lessons, equipping classrooms and workshops, getting acquainted with scientific and technical information, participating in scientific and technical societies, and managing technical creativity.

§ 1. The essence of pedagogical activity

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

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

§ 2. Main types of pedagogical activity

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

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

§ 3. The structure of pedagogical activity

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

§ 4. Teacher as a subject of pedagogical activity

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

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