Ways to develop a teacher's pedagogical skills. Ways to form and implement pedagogical skills

18.11.2023

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Pedagogical skills and ways of its formation

Moscow 2010

pedagogical teacher educational educational

Bibliography

1. Pedagogical skill and its importance. Features of pedagogical skill

Its more specific external indicators are: high level of performance, quality of work of the teacher; expedient actions of the teacher that are adequate to pedagogical situations; achieving the results of training, education, independent work of students; developing their ability to learn independently, acquire knowledge, and engage them in independent scientific research.

On the internal side, pedagogical skill is a functioning system of knowledge, skills, abilities, mental processes, personality traits, ensuring the fulfillment of pedagogical tasks. In this regard, pedagogical skill is an expression of the personality of the teacher, his ability to independently, creatively, and skillfully engage in teaching activities.

Since education, training, leadership act as a unity in the activities of a teacher, pedagogical skill has as its psychological basis a system of knowledge, skills, abilities, and professionally important qualities necessary for the successful and creative solution of the problems of education, training, management of the mental activity of students and the organization of their independent work .

The knowledge needed by a university teacher can be divided into two groups.

One of them includes:

1. Knowledge of the fundamentals of Marxist-Leninist theory;

2. Knowledge of your subject;

Psychological knowledge (knowledge of the essence and conditions for the formation of mental processes in students, personality traits, socio-psychological phenomena, psychological characteristics of the activities of students and teachers);

Pedagogical knowledge (knowledge of goals, laws, patterns, principles, methods of education and training of students, knowledge of methods of teaching their subject).

In the third issue of “Bulletin of Higher School” for 1974, an article by M.V. Pototsky “On the psychological foundations of a mathematical course,” in which he writes that the teacher’s ability to use knowledge of psychology becomes the number one problem in university education. Naturally, psychology should not act instead of mathematics, but to help it. Familiarization of the mathematician with the nature of the student’s thinking, with the capabilities of his memory, etc. will help him understand which method of presentation will be more acceptable for the student, what level of requirements will be available to him, what explanations to give him, what examples to give, what to interest him, etc. ., i.e., this will allow you to choose the best one from many ways of presenting mathematics. Another group of knowledge consists of:

Knowledge on the theory of management and management of the educational process at a university;

Knowledge of related scientific disciplines (for a teacher of pedagogy, related disciplines will be psychology, physiology; for a teacher of philosophy - psychology, logic, ethics, etc.);

Knowledge of the main achievements of science and technology, literature and art.

The first group of knowledge is necessary in the constant activity of the teacher, at the same time it ensures the effectiveness of the use of the second group, which, in turn, contributes to a more creative and in-depth use, especially for educational purposes, of the first group of knowledge.

Each lesson and teacher’s performance requires him not just to reproduce knowledge, but to transform it, generalize it, process it, use it taking into account specific conditions (topic, audience, achieving problematic learning, etc.), which is impossible without creative thinking, imagination, attentiveness and observation.

“Master of teaching,” writes V.A. Sukhomlinsky, “knows the ABCs of his science so well that in the lesson, during the study of the material, the focus of his attention is not the very content of what is being studied, but the students, their mental work, their thinking, the difficulties of their mental work.”

A teacher's skills are automated components of his teaching activities and actions; having reached a high degree of perfection and not requiring special effort or concentration in their implementation.

The most important skills of a teacher are:

Skills in studying students, their activities, states and qualities, relationships in teams, successes, achievements, difficulties, mistakes in studying, etc. This includes skills in observing the behavior of the audience and individual students, external expressions of attention, fatigue, interest, etc. . P.;

Skills in preparing and conducting various forms of classes (skills in studying literature, drawing up and using notes, skills in distributing attention, estimating time, etc.);

Speech skills (construction of phrases, free use of expressive means of language, pronunciation, stress);

Skills in managing collective and individual activities of students (managing attention, thinking, mental states), organizational skills (maintaining discipline, distributing tasks, etc.);

Skills of highly cultural external behavior (mastery of posture, gesture, facial expressions, eye expression, pedagogical tact in teaching, etc.).

A teacher's skills are one of the conditions for his creativity. If there is a lack of skills, for example, novice teachers may experience mental tension, stiffness or disordered activity during performances. Presentation skills, according to experienced professors, are very close to the skills of an artist.

A teacher's skills (primarily complex ones, not initial ones) are manifested in the correct use of knowledge and skills, especially in new and complex teaching situations. Skills allow, on the basis of acquired knowledge and skills, to perform certain types of activities in changing conditions. The more perfect the teacher’s skills, the more fluent he is in the various actions that make up his teaching activity.

The main skills of a teacher include the following:

the ability to transfer knowledge, present material clearly, monitor and evaluate the results of the work of students and one’s own work;

the ability to develop skills and qualities of students, take into account their individual and other characteristics;

The ability to manage the mental activity of students, organize their independent work and self-education;

The ability to control oneself, one’s mental state, external expression of emotions and feelings, demonstrate pedagogical tact, and others.

The teacher has to find himself in difficult situations and solve difficult pedagogical issues in the classroom. They arise unexpectedly, and a lot depends on how quickly they are resolved.

One day, at the beginning of class, a young teacher handed out graded test papers and began answering students’ questions. A student came up to his desk and asked why she got a D on her test. The teacher answered her and began talking with the second student. Suddenly the first one loudly declared that she did not agree with the deuce and would not leave the table until she received a positive assessment. The students laughed and began to wait for the teacher's answer, and he glanced at her and... returned to the interrupted conversation. It is difficult to say why the student sat down. Perhaps the laughter had an effect or the teacher’s reaction, or rather, its noticeable external absence, influenced him; in any case, the incident was settled. Apparently, in this situation the teacher found the right solution.

After the lesson, the teacher shared his impressions with his colleagues. One of them immediately said that he would have reprimanded the student properly. It is not known how it would have ended, the other objected, such a student would not remain in debt, and added that he would allow her to stand, but would draw her attention to the fact that, standing at the table, she would obscure the board, but if she moved away to wall or go into a corner, then there she will not disturb anyone and can stand as long as she likes. The third expressed dissatisfaction with the fact that only the student was condemned: the teacher, in his opinion, himself created the conditions for failure by handing out tests at the beginning of the lesson, and not at the end; in addition, his previous behavior obviously gave rise to such an outburst.

This example illustrates different ways to solve a pedagogical problem. The knowledge, skills, and abilities of the teacher make up the system and are manifested depending on his individual characteristics. Moreover, this dependence is so great that qualities and personality traits can determine the level of skill. What exactly is this dependence?

First of all, it is that without a communist orientation, the Marxist-Leninist worldview of a teacher, his success as an educator, teacher, and mentor is unthinkable. It is interesting to remember that A.V. Lunacharsky said in 1919 that he could not imagine a teacher who was not a socialist.

Mastery is achievable only with positive motivation for the teacher’s activities: interest, sense of responsibility, etc. Character traits such as independence, organization, honesty, hard work, observation, attentiveness, resourcefulness, and endurance are of great importance.

Mastery is impossible without the ability to dialectically process educational material, introduce something unusual, new, interesting into educational work, explain and present educational issues in an accessible and expressive manner, use expression adequately to the pedagogical goal, correctly perceive and evaluate the behavior of students, be able to convince, inspire and demand . A.M. Danchenko showed in his study of pedagogical abilities that a teacher needs to be successful: pedagogical imagination, thinking, tact, exactingness, sensitivity, self-criticism.

How are the level of skill and temperament of a teacher related?

Research by Soviet psychologists suggests that temperament influences the methods and style of a teacher’s activities, but this is not an obstacle to his achieving mastery 30. In other words, teachers with different temperaments can become masters of pedagogical work.

Thus, pedagogical skill is a unique expression of not only knowledge, skills, abilities, but also psychological processes, states and personality traits developed in accordance with the requirements of the profession.

It is worth highlighting and characterizing in some more detail such an essential part of pedagogical skill as mastery of pedagogical technique and pedagogical tact.

Pedagogical technology is a set of methods and techniques that increase the effectiveness of the applied principles, means and methods of education and training. K.S. Stanislavsky said that talent is not enough - you need technique. The teacher must have impeccable speaking technique. In addition to a wide range of both pitch and strength of sounds used in conversation, the teacher must have clear diction, pleasant timbre and expressiveness of speech. During classes, the teacher usually speaks louder than usual. The intensity of a healthy teacher's voice is usually within 65-74 decibels.

The teacher’s speech should be distinguished by clarity, expressiveness, clarity and accessibility of presentation. Too loud, shouting speech does not help to mobilize the attention of students; students begin to engage in extraneous conversations, and in general their attention is more distracted.

Quiet speech creates a more business-like atmosphere and makes students listen better to the teacher. In addition, it makes it possible to raise the tone in certain cases, and the resulting contrast attracts the attention of students. Such speech provides a rich opportunity for different intonations, which makes it more expressive.

A.S. attached great importance to pedagogical technology. Makarenko. He wrote: “One who does not have facial expressions, who cannot give his face the necessary expression or control his mood cannot be a good teacher. The teacher 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.”

The pedagogical tact of a teacher is the appropriateness of his actions and actions in relationships with students. It manifests itself in the correct approach to the audience, to individual students, in skillfully taking into account their condition, in observing the level of demands. Tact is incompatible with arrogance, lordliness, conceit, callousness, formalism, and ill will. Pedagogical tact requires humanism, respect for others, sensitivity, fairness, optimism, naturalness, sincerity, and attentive attitude towards students.

K.D. Ushinsky said that pedagogical tact, without which a teacher, no matter how much he studies the theory of pedagogy, will never be a good practical teacher, is, in essence, nothing more than psychological tact.

The teacher should take into account the fact that students highly value not only new and deeply scientific thought, but also bold, truthful, sharp words, sometimes concerning the students themselves, their scientific growth, moral character, attitude to educational and social work, industrial practice and other duties. They listen with great attention to fair, even harsh criticism addressed to them, especially if it comes from a teacher they respect.

Thus, pedagogical skill is based on a system of knowledge, skills, and abilities that are closely related to the professionally important qualities of a teacher, allowing him to carry out his activities at a high level of performance and effectively achieve the goals of educating and teaching students.

2. Ways to develop pedagogical skills

A.S. Makarenko argued that pedagogical skill is not a property of only talented people. A teacher achieves mastery after several years of work. How to speed up the process of achieving pedagogical mastery, how to develop it in future teachers who have begun teaching at a university?

Z.F. Esareva provides interesting data related to the pedagogical skills of teachers. Professors and associate professors have the highest level of ability to plan their course taking into account the students' specialty and establish connections between it and related sciences. Both skills are the result of a deep and comprehensive knowledge of their subject and related scientific disciplines. Professors, at a higher level than associate professors and assistants, have the ability to correlate the taught material with the development of students’ personalities; assistants have the least developed ability, and this indicates that they are less successful in realizing the state goal of educating future specialists. The low level of this skill also correlates with the low level of assistants’ ability to determine the most rational types of students’ activities and guide their independent work.

A comparative analysis of the degree of development of various design skills among teachers of different levels of experience showed that it is more difficult than others to develop the ability to constantly correlate their teaching activities with the ultimate goal of teaching and education at a university. Professors are inferior to associate professors and assistant professors in their perception of students' reactions to their teaching. Perhaps there is a certain stereotype in teaching activity that is increasingly difficult to overcome with increasing experience and increasing age of the teacher.

Research data show that professors pay more attention to the selection and composition of theoretical material, highlight key concepts and patterns in it, and less attention to the methodology of presenting the material; they do not always foresee the onset of fatigue among students.

The development of pedagogical skill, its growth depends on the characteristics of the individual and is characterized by a transition from the simple application of knowledge in the course of solving pedagogical problems (initial level) to their active and proactive implementation based on an in-depth study of the specific conditions of teaching one’s subject, conditions, experience and qualities of students (second level). level). And then usually comes pedagogical creativity, independence, originality, the most optimal use of one’s own capabilities and the capabilities of students (third level).

The formation of the pedagogical skills of a university teacher is associated with the constant improvement of the scientific content and methodology of lectures, the accumulation of experience in conducting seminars, practical classes, etc. A significant role is played by a deep understanding of the needs of students, the ability to instill trust and goodwill.

The skill of a university teacher is formed more successfully if mastery of the theoretical arsenal of a Soviet teacher, the necessary skills, abilities, pedagogical techniques, tact is accompanied by the creation in the mind of visual and conceptual elements of a holistic image of a master of pedagogical work. “I often ask myself when I am alone with my conscience,” writes A.A. Kosmodemyansky, - do I have the right to be called a teacher of higher education in the great scientific and moral sense, briefly called Teacher? And I resurrect in my imagination my best mentors, selecting and synthesizing their pedagogical findings and discoveries, mentally drawing the image of a real Teacher.

I am sure that innovation is a must for a Teacher. This newness can arise and grow from the depth of understanding of this science, from the creative contribution and great intellectual content of the personality of the scientist-teacher, from the ability to captivate to the heights of science and show those “blank spots”, the study of which the Teacher trusts and entrusts to his students. I think that, when ascending to the pulpit and communicating with a young student audience, the Teacher must sincerely believe that among his listeners there are highly gifted individuals who are more capable of this science than himself. The teacher must bring into the audience the passion and excitement of genuine creative inspiration, the warmth and love of his heart. One must be able to see the inclinations and abilities of students, gifted to them by nature, and awaken their desire for independent actions (i.e., specific scientific reflection), causing rapid growth and improvement of a talented human personality. The teacher should know that among student youth there are always “Platons” and “quick-witted Newtons” born on Russian soil, and his most important task is to awaken their intellect, convince them to believe in their talents and calling, and also try make daily, systematic work the highest pleasure for them. A teacher is a person of a developed mind, trained by reflection, with great love for humanity, and in particular for his student - one (but with his own specific traits) out of millions of our student youth.”

Comparing yourself and your real actions with such a model, establishing similarities and differences, making amendments to your activities is one of the prerequisites for self-improvement and the formation of pedagogical skills. Such an example can be the example of authoritative teachers - masters of pedagogical work, outstanding teachers - A.S. Makarenko, V.A. Sukhomlinsky and others.

To develop a teacher’s speech, it is necessary to analyze speech samples of outstanding speakers and tape recordings of their speeches, increase their active vocabulary, improve pronunciation, and pay attention to the language of their subject. A particularly important factor in the formation of pedagogical skills is the active work of both the future teacher and the teacher himself, their study of psychological, pedagogical, methodological literature, familiarity with the works of K.D. Ushinsky, A.S. Makarenko, V.A. Sukhomlinsky, S.L. Rubinshteina, A.N. Leontyeva, B.G. Ananyeva and others.

It is quite justified in the order of the Minister of Higher and Secondary Specialized Education of the USSR “On improving the training of personnel with a university education and on increasing the role of universities in the higher education system” in order to increase the theoretical level of teaching social, humanitarian, natural and other sciences in universities, regardless of their departmental subordination, staffing of departments is proposed to be done, as a rule, from among persons with a university education or an academic degree in the relevant specialty. This means that the most serious attention should be paid to the theoretical training of future teachers, who should have a good knowledge of psychology, pedagogy, and master the methods of teaching relevant disciplines at a university.

The work of the departmental team to improve pedagogical skills gives a lot for the growth of teachers. A.S. Makarenko noted that a teacher, as a rule, becomes a true master of his craft only in a good teaching team.

In the team there is a mutual enrichment of pedagogical experience, clarification of ways to solve pedagogical problems. This is facilitated by meetings of the department, methodological commissions, visiting and reviewing lectures, methodological conferences, seminars, etc.

In conclusion, it is necessary to emphasize the importance of an individual approach, taking into account the individual characteristics of the future teacher (by the teacher himself) to improve his teaching skills, accelerate the formation of positive traits on which compensation for shortcomings in teaching work depends.

Thus, for the formation of pedagogical mastery, it is necessary to master the sum of knowledge, skills, abilities, and develop professionally important personality qualities, which is achieved in the process of active activity, independent work, accumulation of teaching experience, holding special events on the scale of the department, university, etc.

Bibliography

1. Pedagogy and psychology of higher education. Series “Textbooks, teaching aids”. Rostov-on-Don: “Phoenix”, 1998.

2. V.M. Roginsky. ABC of pedagogical work. M.: Higher School, 1990.

3. Components of pedagogical skill. M.I. Stankin, 1996.

4. Fundamentals of teaching skills. Ed. I.A. Zyazyuna. Kyiv: Vishcha school, 1987.

5. “Bulletin of Higher School”, No. 3, 1974

6. Sukhomlinsky V.A. “On Education”, 1973

7. Makarenko A.S. “Methodology for organizing the educational process.”

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Essay

on the topic of:

"Pedagogical skills and ways of its formation."

Performed:

Moscow 2010

1 Pedagogical skill and its importance 2

1.1. Features of pedagogical skill 2

1.2. Ways to develop pedagogical skills 11

References 16

1. Pedagogical skill and its importance

1.1. Features of pedagogical skill

Pedagogical excellence is a high level of professional activity of a teacher. Outwardly, it manifests itself in the successful creative solution of a wide variety of pedagogical problems, in the effective achievement of the methods and goals of educational work.
Its more specific external indicators are: high level of performance, quality of work of the teacher; expedient actions of the teacher that are adequate to pedagogical situations; achieving the results of training, education, independent work of students; developing their ability to learn independently, acquire knowledge, and engage them in independent scientific research.

The internal side of pedagogical mastery includes knowledge, skills, abilities, professionally important qualities of a teacher, a positive attitude towards teaching work, interest and love for it, pedagogical and organizational abilities, character traits adequate to the requirements of the profession, manifestations of temperament, characteristics of mental processes, psychological readiness (long-term and situational) to activity.
Since education, training, leadership act as a unity in the activities of a teacher, pedagogical skill has as its psychological basis a system of knowledge, skills, abilities, and professionally important qualities necessary for the successful and creative solution of the problems of education, training, management of the mental activity of students and the organization of their independent work .
The knowledge needed by a university teacher can be divided into two groups.

One of them includes:

1. Knowledge of the fundamentals of Marxist-Leninist theory;

2. Knowledge of your subject;

Pedagogical knowledge (knowledge of goals, laws, patterns, principles, methods of education and training of students, knowledge of methods of teaching their subject).

In the third issue of “Bulletin of Higher School” for 1974, an article by M. V. Pototsky “On the psychological foundations of a mathematical course” was published, in which he writes that the teacher’s ability to use knowledge of psychology is becoming the number one problem in university education. Naturally, psychology should not act instead of mathematics, but to help it. Familiarization of the mathematician with the nature of the student’s thinking, with the capabilities of his memory, etc. will help him understand which method of presentation will be more acceptable for the student, what level of requirements will be available to him, what explanations to give him, what examples to give, what to interest him, etc. ., i.e., this will allow you to choose the best one from many ways of presenting mathematics. Another group of knowledge consists of:

Knowledge on the theory of management and management of the educational process at a university;

Knowledge of related scientific disciplines (for a teacher of pedagogy, related disciplines will be psychology, physiology; for a teacher of philosophy - psychology, logic, ethics, etc.);

Knowledge of the main achievements of science and technology, literature and art.
The first group of knowledge is necessary in the constant activity of the teacher, at the same time it ensures the effectiveness of the use of the second group, which, in turn, contributes to a more creative and in-depth use, especially for educational purposes, of the first group of knowledge.
Each lesson and teacher’s performance requires him not just to reproduce knowledge, but to transform it, generalize it, process it, use it taking into account specific conditions (topic, audience, achieving problematic learning, etc.), which is impossible without creative thinking, imagination, attentiveness and observation.
“A master of pedagogy,” writes V. A. Sukhomlinsky, “knows the alphabet of his science so well that in the lesson, during the study of the material, the focus of his attention is not the very content of what is being studied, but the students, their mental work, their thinking, the difficulties of their mental work.”

A teacher's skills are automated components of his teaching activities, actions; having reached a high degree of perfection and not requiring special effort or concentration in their implementation.

The most important skills of a teacher are:

Skills in studying students, their activities, states and qualities, relationships in teams, successes, achievements, difficulties, mistakes in studying, etc. This includes skills in observing the behavior of the audience and individual students, the external expression of attention< ния, усталости, заинтересованности и т. п.;

Skills in preparing and conducting various forms of classes (skills in studying literature, drawing up and using notes, skills in distributing attention, estimating time, etc.);

Speech skills (construction of phrases, free use of expressive means of language, pronunciation, stress);

Skills in managing collective and individual activities of students (managing attention, thinking, mental states), organizational skills (maintaining discipline, distributing tasks, etc.);

Skills of highly cultural external behavior (mastery of posture, gesture, facial expressions, eye expression, pedagogical tact in teaching, etc.).

The main skills of a teacher include the following:
the ability to transfer knowledge, present material clearly, monitor and evaluate the results of the work of students and one’s own work;
the ability to develop skills and qualities of students, take into account their individual and other characteristics;

The ability to manage the mental activity of students, organize their independent work and self-education;

The ability to control oneself, one’s mental state, external expression of emotions and feelings, demonstrate pedagogical tact, and others.

The teacher has to find himself in difficult situations and solve difficult pedagogical issues in the classroom. They arise unexpectedly, and a lot depends on how quickly they are resolved.
One day, at the beginning of class, a young teacher handed out graded test papers and began answering students’ questions. A student came up to his desk and asked why she got a D on her test. The teacher answered her and began talking with the second student. Suddenly the first one loudly declared that she did not agree with the deuce and would not leave the table until she received a positive assessment. The students laughed and began to wait for the teacher’s answer, and he glanced at her and... returned to the interrupted conversation. It is difficult to say why the student sat down. Perhaps the laughter had an effect or the teacher’s reaction, or rather, its noticeable external absence, influenced him; in any case, the incident was settled. Apparently, in this situation the teacher found the right solution.

First of all, without the communist orientation, the Marxist-Leninist worldview of the teacher, his success as an educator, teacher, and mentor is unthinkable. It is interesting to remember that A.V. Lunacharsky said in 1919 that he could not imagine a teacher who was not a socialist.
Mastery is achievable only with positive motivation for the teacher’s activities: interest, sense of responsibility, etc. Character traits such as independence, organization, honesty, hard work, observation, attentiveness, resourcefulness, and endurance are of great importance.
Mastery is impossible without the ability to dialectically process educational material, introduce something unusual, new, interesting into educational work, explain and present educational issues in an accessible and expressive manner, use expression adequately to the pedagogical goal, correctly perceive and evaluate the behavior of students, be able to convince, inspire and demand . A. M. Danchenko showed in his study of pedagogical abilities that for success a teacher needs: pedagogical imagination, thinking, tact, exactingness, sensitivity, self-criticism.

How are the level of skill and temperament of a teacher related?

It is worth highlighting and characterizing in some more detail such an essential part of pedagogical skill as mastery of pedagogical technique and pedagogical tact.
Pedagogical technology is a set of methods and techniques that increase the effectiveness of the applied principles, means and methods of education and training. K. S. Stanislavsky said that talent is not enough - you need technology. The teacher must have impeccable speaking technique. In addition to a wide range of both pitch and strength of sounds used in conversation, the teacher must have clear diction, pleasant timbre and expressiveness of speech. During classes, the teacher usually speaks louder than usual. The voice intensity of a healthy teacher is usually in the range of 65-74 decibels.
The teacher’s speech should be distinguished by clarity, expressiveness, clarity and accessibility of presentation. Too loud, shouting speech does not help to mobilize the attention of students; students begin to engage in extraneous conversations, and in general their attention is more distracted.
Quiet speech creates a more business-like atmosphere and makes students listen better to the teacher. In addition, it makes it possible to raise the tone in certain cases, and the resulting contrast attracts the attention of students. Such speech provides a rich opportunity for different intonations, which makes it more expressive.

Individual limits of vocal endurance are very different. Some people can stand talking for many hours every day without getting tired. Others experience hoarseness, pain in the throat and spasms after 2-3 hours of continuous conversation. The reason for this may be congenital inferiority of the speech organs or a general weakening of the body. But one cannot think that the teacher’s voice remains unchanged, that it cannot be trained and developed. The task of each teacher is to train the voice and position it correctly.
A. S. Makarenko attached great importance to pedagogical technology. He wrote: “One who does not have facial expressions, who cannot give his face the necessary expression or control his mood cannot be a good teacher. The teacher 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.”

K. D. Ushinsky said that pedagogical tact, without which a teacher, no matter how much he studies the theory of pedagogy, will never be a good practical educator, is, in essence, nothing more than psychological tact.
The teacher should take into account the fact that students highly value not only new and deeply scientific thought, but also bold, truthful, sharp words, sometimes concerning the students themselves, their scientific growth, moral character, attitude to educational and social work, industrial practice and other duties. They listen with great attention to fair, even random, criticism addressed to them, especially if it comes from a teacher they respect.

1.2. Ways to develop pedagogical skills

A. S. Makarenko argued that pedagogical skill is not a property of only talented people. A teacher achieves mastery after several years of work. How to speed up the process of achieving pedagogical mastery, how to develop it in future teachers who have begun teaching at a university?

The prerequisites for this are career guidance, the correct choice by the future teacher of his profession, a scientifically based selection of applicants for teaching work, as well as, and this must be emphasized, mastery of the system of necessary knowledge, skills, abilities, the formation of professionally important qualities, abilities and readiness to work at a university.
Z. F. Esareva provides interesting data related to the pedagogical skills of teachers. Professors and associate professors have the highest level of ability to plan their course taking into account the students' specialty and establish connections between it and related sciences. Both skills are the result of a deep and comprehensive knowledge of their subject and related scientific disciplines. Professors, at a higher level than associate professors and assistants, have the ability to correlate the taught material with the development of students’ personalities; assistants have the least developed ability, and this indicates that they are less successful in realizing the state goal of educating future specialists. The low level of this skill also correlates with the low level of assistants’ ability to determine the most rational types of students’ activities and guide their independent work.

The actual constructive activity of a university teacher is associated with preliminary thinking about the future pedagogical process, as well as with the implementation of a specific task in each lesson.
Research data show that professors pay more attention to the selection and composition of theoretical material, highlight key concepts and patterns in it, and less attention to the methodology of presenting the material; they do not always foresee the onset of fatigue among students.
The development of pedagogical skill, its growth depends on the characteristics of the individual and is characterized by a transition from the simple application of knowledge in the course of solving pedagogical problems (initial level) to their active and proactive implementation based on an in-depth study of the specific conditions of teaching one’s subject, conditions, experience and qualities of students (second level). level). And then usually comes pedagogical creativity, independence, originality, the most optimal use of one’s own capabilities and the capabilities of students (third level).
The formation of the pedagogical skills of a university teacher is associated with the constant improvement of the scientific content and methodology of lectures, the accumulation of experience in conducting seminars, practical classes, etc. A significant role is played by a deep understanding of the needs of students, the ability to instill trust and goodwill.

The skill of a university teacher is formed more successfully if mastery of the theoretical arsenal of a Soviet teacher, the necessary skills, abilities, pedagogical techniques, tact is accompanied by the creation in the mind of visual and conceptual elements of a holistic image of a master of pedagogical work. “I often ask myself, when left alone with my conscience,” writes A. A. Kosmodemyansky, “do I have the right to be called a higher education teacher in the great scientific and legal sense, briefly called Teacher? And I resurrect in my imagination my best mentors, selecting and synthesizing their pedagogical findings and discoveries, mentally drawing the image of a real Teacher.

To develop a teacher’s speech, it is necessary to analyze speech samples of outstanding speakers and tape recordings of their speeches, increase their active vocabulary, improve pronunciation, and pay attention to the language of their subject. A particularly important factor in the formation of pedagogical skills is the active work of both the future teacher and the teacher himself, their study of psychological, pedagogical, methodological literature, familiarity with the works of K. D. Ushinsky, A. S. Makarenko, V. A. Sukhomlinsky, S. L. Rubinshtein, A. N. Leontyev, B. G. Ananyev and others.

A comparison of the work of experienced teachers with the work of young ones shows that the formation of the personality of a university teacher and the increase in the effectiveness of his work is closely connected with the growth of his knowledge in the field of pedagogy and psychology, psychological and pedagogical understanding of personal teaching experience and the experience of other teachers.
It is quite justified in the order of the Minister of Higher and Secondary Specialized Education of the USSR “On improving the training of personnel with a university education and on increasing the role of universities in the higher education system” in order to increase the theoretical level of teaching social, humanitarian, natural and other sciences in universities, regardless of their departmental subordination, staffing of departments is proposed to be done, as a rule, from among persons with a university education or an academic degree in the relevant specialty. This means that the most serious attention should be paid to the theoretical training of future teachers, who should have a good knowledge of psychology, pedagogy, and master the methods of teaching relevant disciplines at a university.
The work of the departmental team to improve pedagogical skills gives a lot for the growth of teachers. A. S. Makarenko noted that a teacher, as a rule, becomes a real master of his craft only in a good teaching team.
In the team there is a mutual enrichment of pedagogical experience, clarification of ways to solve pedagogical problems. This is facilitated by meetings of the department, methodological commissions, visiting and reviewing lectures, methodological conferences, seminars, etc.

Some universities operate a seminar on psychological and pedagogical knowledge, designed for 72 hours a year. Currently, the role of retraining courses for university teachers has increased. The leading article of “Bulletin of Higher School” (1974, No. 4) emphasizes that in the conditions of rapid scientific and technological progress, the importance of periodic retraining of scientific and pedagogical personnel is constantly increasing. The state system for improving their qualifications has today become an indispensable element of the life of higher education. A new link in this system was the seminars of the leading staff of universities - rectors and vice-rectors, as well as heads of departments.
In conclusion, it is necessary to emphasize the importance of an individual approach, taking into account the individual characteristics of the future teacher (by the teacher himself) to improve his teaching skills, accelerate the formation of positive traits on which compensation for shortcomings in teaching work depends.

Bibliography

1. Pedagogy and psychology of higher education. Series “Textbooks, teaching aids”. Rostov-on-Don: “Phoenix”, 1998.

2. V.M. Roginsky. ABC of pedagogical work. M.: Higher School, 1990.

3. Components of pedagogical skill. M.I. Stankin, 1996.

4. Fundamentals of teaching skills. Ed. I.A. Zyazyuna. Kyiv: Vishcha school, 1987.

5. "Bulletin of Higher School", No. 3, 1974

6. Sukhomlinsky V. A. “On education”, 1973

7. Makarenko A. S. “Methodology for organizing the educational process”

Ministry of Education and Youth Policy of the Stavropol Territory

GBOU SPO "Grigoropolis Agricultural College named after Ataman M.I. Platov"

FORMATION OF PEDAGOGICAL EXPERTISE BY THE EXAMPLE OF TEACHERS OF ECONOMIC DISCIPLINES
Guidelines

Art. Grigoropolisskaya

The essence of pedagogical skill and its structural elements
The main ways of developing the pedagogical skills of a teacher.
1. Pedagogical creativity.
2. Pedagogical technology.
3. Teacher communication skills.
4. Teacher culture.
Formation of a teacher's personality.
Advanced pedagogical experience as a factor in the development of teaching theory and technology.

SECTION 2. GENERALIZATION OF ADVANCED PEDAGOGICAL EXPERIENCE OF TEACHERS OF ECONOMIC DISCIPLINES.

Conclusion

Literature

INTRODUCTION

The main target function of secondary vocational education is to organize and implement the training of highly qualified mid-level specialists.

Mid-level specialists have to solve intellectual problems (analytical, design, engineering, organizational), which require an informed choice of the decision to be made from possible options based on an analysis of the initial data and the tasks facing the specialist.

In pedagogy, education is viewed as the process and result of students mastering a system of knowledge, skills and abilities, the formation of a system of views, the development of cognitive abilities and personal qualities.

In the learning process, the content of education is realized, which is one of the main means and factors for the development of general cultural and professional qualities of students.

The content of education is historical in nature, since it is determined by the goals and objectives of education at a particular stage of development of society. This means that it changes under the influence of the demands of life, production and the level of development of scientific knowledge. The content of education is also related to the economic situation in modern society. Attitudes, value orientations, and psychology among students are changing.

To achieve the assigned tasks, each teacher needs to form and constantly improve his teaching skills, which is manifested in the professional ability to optimize educational activities, direct them to the harmonious development and improvement of the individual.

The problem of pedagogical skill occupies a prominent place in the research of Soviet and foreign scientists. In bourgeois pedagogy one can find many works devoted to the effectiveness of the teacher. However, their analysis does not allow us to speak about the truly scientific development of the problem. A great contribution to the development of problems of pedagogical activity and the skills of teachers was made by research carried out under the direction of N.V. Kuzmina, which made it possible to identify a number of patterns of pedagogical activity, determine criteria for the effectiveness of a teacher’s activity, and clarify and test the theoretical model of pedagogical activity.

Increasing the pedagogical skill of a teacher is inextricably linked with the improvement of his teaching activities in accordance with the pedagogical pattern and cyclicality: The main cycles of teacher development in the process of independent activity are: mastering the profession; its improvement; approval and verification of the work system; further improvement; generalization of experience; transfer of experience; summarizing. As it is not difficult to notice, improvement in activity occupies the most important place in these cycles. First of all, it is connected with the search for something new, with the creativity of the teacher. The connection between a teacher’s creative activity and his skill is confirmed experimentally.

Pedagogical skill largely depends on the personal qualities of the teacher, as well as on knowledge and skills. Each teacher is an individual. We talk about shaping the student’s personality and forget about the teacher. The teacher’s personality and its influence on the student are enormous; it will never be replaced by pedagogical technology. L.I. Tolstoy wrote: “If a teacher has only love for his work, he will be a good teacher. If a teacher has only love for the student, like a father and mother, he will be better than the teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for both his work and his students, he is a perfect teacher.”

Pedagogical activity is complex and multi-component. Of all its diversity, three can be distinguished: substantive, methodological and socio-psychological. They form the internal structure of the pedagogical process. The unity and interconnection of these three components make it possible to fully realize the objectives of the pedagogical system.

The diversity and complexity of the tasks of forming a new person make the problems of pedagogical mastery especially relevant for modern theory and practice of education. The classics of Russian and Soviet pedagogy have always posed the problem of developing pedagogical skills as one of the most important in the training of future teachers. L.S. Makarenko wrote: “I sought mastery, mastery: at first I didn’t even believe whether such mastery existed, or whether we should talk about the so-called pedagogical talent. But can we rely on the random distribution of talents? How many of these especially talented educators do we have? And why should a child who ends up with an untalented teacher suffer? Can we build the education of Soviet childhood and youth based on talent? No. We need to talk only about mastery, that is, about real knowledge of the educational process, about educational skill.”

The formation of pedagogical skills begins in the process of training in the teaching profession, continues and is improved in the process of professional pedagogical activity of the teacher. Of great importance in this process is the study of best practices, specific examples of the manifestation of pedagogical skills in the implementation of educational activities. “Nothing teaches a person like experience,” wrote A.S. Makarenko.

The purpose of this work is to consider the essence and structure of pedagogical skills, characterize a number of its constituent elements, study the pedagogical skills of teachers of economic disciplines of the Grigoropolis Agricultural College named after Ataman M.I. Platov". When writing the work, literary sources, materials summarizing the experience of technical school teachers, and analysis of lessons attended were studied.

SECTION 1. THEORETICAL FOUNDATIONS OF TEACHING SKILLS

1.1. The essence of pedagogical skill and its structural elements

Currently, in the pedagogical literature there are various characteristics of the concept of “teaching skill”, but there is no single definition that accurately and completely reveals its content and essence.

The pedagogical skill of a teacher, as a source of improving pedagogical theory and practice, has been studied by many authors. Also A.S. Makarenko and V.A. Sukhomlinsky developed methodological, organizational and methodological aspects of this problem. In the works of M.E.G. Dyachenko, A.A. Kandybovich, V.A. Slastenina, V.I. Zagvyazinsky, Yu.P. Azarova and others, the nature was explored and the main categories and essential characteristics of pedagogical skill were identified. M.I. Dyachenko and D.A. Kandybovich note: “Pedagogical skill is a high level of teacher activity. Outwardly, it manifests itself in the successful creative solution of a wide variety of pedagogical problems, in the effective achievement of the methods and goals of educational work. On the internal side, pedagogical skill is a functioning system of knowledge, abilities, skills, mental processes, personality traits, ensuring the fulfillment of pedagogical tasks.”

V.A. Sukhomlinsky defines pedagogical skill as the highest form of professional orientation of an individual, and the main indicator of mastery in any activity, in his opinion, is the possession of special generalized skills and.

A.I. Shcherbakov considers pedagogical skill as “a synthesis of knowledge, skills and abilities of pedagogical art and the personal qualities of a teacher.” The author attaches great importance to the personal qualities of a teacher for the development of pedagogical skill: “The formation of pedagogical skill is a process that has as its prerequisite and basis the formation of the personality as a whole.”

Currently, understanding the essence of pedagogical mastery occurs from the position of a personal-activity approach. I.N. Zyazyun characterizes pedagogical skill “as a complex of personality traits that ensures a high level of self-organization of professional pedagogical activity.” He lists such important properties as: the humanistic orientation of the teacher’s activities, his professional knowledge, pedagogical abilities and pedagogical techniques. Professional knowledge and professional competence are the foundation for the development of a teacher’s professional skills.

The third element of the structure of pedagogical mastery is the ability to teach. They point to the peculiarities of the course of mental processes that contribute to the success of teaching activities.

Pedagogical technique, the fourth element of pedagogical skill, represents a set of skills and abilities necessary to stimulate the activity of each student and their team as a whole. Pedagogical technique includes 2 groups of skills - the ability to manage oneself and the ability to interact in the process of solving pedagogical problems.

The first group of skills is control of your body, the ability to relieve muscle tension, emotional state, and speech technique. The second is didactic, organizational skills, mastery of contact interaction techniques, etc.

Pedagogical technique is based on knowledge and abilities, links all means of influence with the goal, and thereby harmonizes the structure of pedagogical activity. The criteria for a teacher’s skill can be: expediency (in terms of direction), productivity (in terms of the result - the level of knowledge and education of students), optimality (in the choice of means), creativity (in terms of the content of the activity).

The foundations of pedagogical mastery are laid in the process of pedagogical training and independent teaching activity. The essence of pedagogical mastery reflects these foundations and at the same time contains what is special that is characteristic of each individual.

1.2. The main ways of developing pedagogical skills

The problem of developing and improving pedagogical skills has a long history. Many outstanding representatives of humanity spoke and wrote about the essence of pedagogical skill and the ways of its formation.

The problem of improving pedagogical skills is central to pedagogical theory and practice and, above all, it is a problem of the personality and activity of the teacher, his creativity in teaching and raising children.

The central component of pedagogical skill is developed psychological and pedagogical thinking, which determines creativity in teaching activities. The thinking of a master of pedagogical work is based on developed pedagogical observation and creative imagination, which is an important basis for foresight, without which pedagogical creativity is impossible.

In the formation and improvement of pedagogical skills, an important place is occupied by psychological and pedagogical knowledge and skills, which give the teacher the opportunity to study students, identify the individual characteristics of each of them, and determine the most effective measures of pedagogical influence on both individual students and the team as a whole.

The teacher carries out direct pedagogical influence on students using numerous skills and abilities. Among the skills that are part of the structure of pedagogical mastery and require constant improvement, a special place is occupied by the ability to express one’s thoughts accurately, clearly, briefly and interestingly. A teacher striving to achieve pedagogical mastery must tirelessly develop and improve the culture of speech, the culture of presenting material to students.

Pedagogical skills are formed in the process of pedagogical activity and reflect its characteristics. Therefore, the structural components of pedagogical skill are common to all teachers.

At the same time, pedagogical skill is always individual, as it is determined by the individual characteristics of a teacher.

For the development of pedagogical mastery, which largely consists of practical skills and habits, habitual actions, direct communication with a master teacher and adoption of his living experiences is of great importance.

The following ways to improve teaching skills can be identified:

Acquiring knowledge in various areas of human activity and their constant improvement.
Self-improvement of various pedagogical activities: methodological, diagnostic, organizational, design, etc.
Mastering psychological techniques for studying an audience and maintaining students’ cognitive activity.
Development of thinking and speech.
Mastering the methodology of conducting various types of classes with different groups of students.
Improving and developing the personal qualities necessary for an innovative teacher.
Knowledge of the organization of the educational process and individual classes.
Studying advanced pedagogical experience and the experience of innovative teachers in order to increase the effective implementation of the educational process.

1.2.1. Pedagogical creativity

Pedagogical activity, like any other, has not only quantitative, but also qualitative characteristics. The content and organization of pedagogical work can be correctly assessed only by determining the level of the teacher’s creative attitude towards his activities, which reflects the degree to which he realizes his capabilities in achieving his goals. The creative nature of pedagogical activity is therefore its most important objective characteristic. It is due to the fact that the diversity of pedagogical situations and their ambiguity require variable approaches to the analysis of solving the problems arising from them.

Creativity is an activity that generates something new based on combinations of knowledge, skills, and products.

Creativity has different levels. One level of creativity is characterized by the use of existing knowledge and expansion of the scope of its application; at another level, a completely new approach is created, changing the usual view of an object or area of knowledge.

In pedagogy, a distinction is made between practical activity and scientific creativity, which involves, first of all, the discovery, identification of previously unknown patterns of teaching and upbringing, the development of highly effective theories and methods that allow solving the problems of a modern school, college, forecasting trends in its development, etc.

According to S.A. According to Smirnov, creative pedagogical activity consists of the following stages of the emergence of a plan, its elaboration and transformation into an idea-hypothesis, the search for a way to implement the plan and idea. Often the sphere of manifestation of a teacher’s creativity is reduced to a non-standard, financial solution to pedagogical problems. Meanwhile, the creativity of the teacher is also manifested in solving communicative problems, which serve as a kind of background and basis for pedagogical activity. In the sphere of personality, pedagogical creativity manifests itself as the teacher’s self-realization based on self-awareness as a creative individual, as the determination of individual paths for one’s professional growth and the construction of a self-improvement program.

Creativity in the practical activities of a teacher can manifest itself in non-standard approaches to solving problems: in the development of new technologies; methods, forms, techniques, teaching aids; in the effective use of existing experience in new conditions; in the ability to transform methodological recommendations and creative provisions into specific pedagogical actions.

Pedagogical activity has long been classified as creative. As in any type of creativity, pedagogical activity uniquely combines existing normative and heuristic elements.

A feature of pedagogical creativity is co-creation. It is connected with the creativity of the entire teaching staff and each student. To implement creativity in teaching, it is necessary to combine the creativity of the teacher with the creativity of students and other teachers.

Creativity is a necessary condition for the formation of the teacher himself, his self-knowledge, development and revelation as a person. Creativity, developing abilities, forms the pedagogical talent of the teacher.

1.2.2. Pedagogical technique

One of the means that increases the effectiveness of communicative action is pedagogical technology, which is a set of skills and abilities necessary to stimulate the activity of both individual students and the team as a whole.

Pedagogical technology skills are a necessary condition for mastering communication technology. A.S. Makarenko noted that he became a real master: only when he learned to say “come here” with 15-20 shades, when he learned to give 20 nuances in the setting of a face, figure, voice. From this confession of A.S. Makarenko, it is obvious that a special place among the skills of pedagogical technology is occupied by the development of the teacher’s speech as one of the most important educational means: correct diction, “set voice,” rhythmic breathing and reasonable connection to speech, facial expressions and gestures.

Pedagogical technique includes the ability to choose the right style and tone in communicating with students, managing their attention, pace of activity, and skills in demonstrating one’s attitude towards the actions of students.

An integral element of pedagogical technique is the teacher’s ability to manage his own attention and the attention of students. The teacher must be able to attract attention to students, to himself, to the material he is presenting, and with special techniques to maintain their attention during the teaching and educational process. All this requires special psychological knowledge and training.

An integral part of pedagogical technique is a sense of tempo in pedagogical actions.

It is necessary to correlate the volume and complexity of the task with the time that the teacher allocates to students to complete this task. An important tool of pedagogical communication is the teacher’s ability to outwardly express his feelings. The expression of his emotions at the time of communication with students should, first of all, be pedagogically appropriate.

A teacher seeking to achieve mastery in teaching must, through a system of special training, develop the ability to expressively demonstrate to students his personal attitude towards them, his feelings, demands, and will.

1.2.3. Teacher communication skills

An important component of the pedagogical process is fruitful communication between the teacher and students.

Communication in pedagogical science is understood as the interaction of people, the content of which is the exchange of information using various properties of communication, and the result is the establishment of relationships between people.

Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs of joint activities.

In communication, an important system of educational relationships develops that contribute to the effectiveness of education and training. In pedagogical activity, communication acquires a functional and professionally significant character. It acts as an instrument of influence, and the usual conditions and functions of communication receive an additional “load” here, since from universal aspects they develop into professional and creative components.

The specifics of pedagogical communication are determined by the different social role and functional positions of its subjects. In the process of pedagogical communication, the teacher directly or indirectly carries out his social-role and functional responsibilities for managing the process of teaching and upbringing. The style of communication and leadership significantly determines the effectiveness of training and education, as well as the characteristics of personality development and the formation of interpersonal relationships in the study group.

Nowadays, there are many styles of communication, such as: authoritarian, permissive, democratic, communication based on passion for joint creative activity, communication-distance, communication-intimidation, flirting.

Styles do not exist in their pure form. And the options listed do not exhaust the wealth of communication styles spontaneously developed over long-term practice. In its spectrum, a wide variety of nuances are possible, giving unexpected effects that establish or destroy the interaction of partners. As a rule, they are found empirically. At the same time, the found and acceptable communication style of one teacher turns out to be completely unsuitable for another. The style of communication clearly reveals the individual’s individuality.

The ability to communicate has always been considered the most important human quality. Optimal pedagogical communication between the teacher and students during the learning process creates the best conditions for the development of their motivation and creative nature of learning, for the correct formation of the student’s personality, provides a favorable emotional climate for learning and managing socio-psychological processes in teams. Incorrect pedagogical communication gives rise to fear, uncertainty, weakening of attention, memory, impaired speech dynamics and, as a result, the appearance of stereotypical statements by students, because their desire and ability to think independently decreases.

Pedagogical communication as a socio-psychological process is characterized by the following functions: cognition of personality, exchange of information, organization of activities, exchange of roles, self-affirmation, etc.

According to V.A. According to Kalika, the structure of the process of professional pedagogical communication includes: 1. Modeling of the teacher's upcoming communication with the group (prognostic stage). 2. Organization of direct communication at the moment of initial interaction (communication attack). 3. Management of communication during the pedagogical process. 4. Analysis of the implemented communication system and its modeling for future activities.

1.2.4. Teacher culture

The concept of teacher culture means not only knowledge of one’s subject and a broad cultural outlook, but also pedagogical technique and the teacher’s appearance.

The appearance of the teacher should be aesthetically expressive. The teacher must monitor his behavior, clothing, manners and habits, which have a certain influence on the formation of the student’s personality.

The aesthetic expressiveness of the teacher is reflected in how friendly his facial expression is, in his composure, restraint, in his movement, in his spare, justified gesture, in his posture and gait.

The teacher’s speech culture not only serves as one of the most important indicators of the teacher’s spiritual wealth, his culture of thinking, but at the same time is a powerful means of personality formation. V.A. Sukhomlinsky called speech culture a mirror of a person’s spiritual culture and the most important means of ennobling his feelings and thoughts. This allows us to consider the teacher’s speech culture among the most important components of his professional training. A high culture of speech lies in following the norms of language, the ability to clearly and clearly express one’s thoughts.

Pedagogical culture is manifested in broad education, intellectuality, a high sense of duty and responsibility. In this regard, pedagogical education should be aimed at broad general cultural training.

A teacher who strives to achieve mastery in his work must not only be highly educated in a number of human science disciplines, but also constantly deepen this knowledge in the context of a specific professional field of knowledge.

1.3. Formation of a teacher’s personality

The personality of the teacher plays a decisive role in teaching and education. K.D. Ushinsky said: “In education, everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality. No statutes or programs, no artificial organism of an institution, no matter how cunningly invented, can replace the individual in the matter of education...”

The personality of the teacher is both a source of developmental influence of teaching, and a model, a standard of attitude to work, dedication to the idea, and an instrument of persuasion and suggestion, that is, it plays a decisive role in the fulfillment of all pedagogical tasks. The creative side of teaching is also closely connected with the personality of the teacher. Pedagogical creativity is unthinkable without a broad outlook, culture, without the development of abilities and aspiration to search for more advanced teaching systems.

The orientation of the teacher, his personality, is determined, first of all, by his worldview and moral ideals, which are the foundation of such defining abilities of the teacher as the ability to sensitively grasp the requirements of the time, understand the social order of society, the desire to seek and find effective ways and means of solving problems posed by society before the educational institution, which, first of all, is expressed in the desire for the comprehensive and harmonious development of each student in relation to the highest social value.

The orientation of the individual also includes recognition for pedagogical work - a system of motives according to which work is recognized as the only possible one for a given individual. A master's degree in teaching can only take place if there is a pedagogical vocation.

The personality of the teacher is characterized by a special pedagogical passion, focus on optimal results of education and training, deep respect for the personality of the child, teenager, and faith in his capabilities.

Pedagogical passion is one of the most important prerequisites for pedagogical excellence. It is only important that the entire pedagogical process is in the teacher’s field of vision, so that the teacher is able to put his passion at the service of the common cause.

An overview of the world of art, live impressions from meetings with people, observations, achievements of science and technology - everything that the teacher absorbs becomes a source of development of imagination, fantasy, constructive thought, turning into building material for future classes. That is why the formation of a teacher’s personality is impossible only within a narrow subject-methodological framework; it requires a wide general cultural baggage, continuously replenished and enriched.

The pedagogical and methodological side of classes largely depends on the degree of mastery of the teacher in this science, the basics of which she teaches. The teacher must be able to see the whole of science and related areas, must be able to convey to students the logic of its movement and development, the dialectics of the phenomena being studied. Only solid scientific and subject knowledge allows you to freely operate with educational material, which is a source of education and good manners.

Purposefully develop the need, look for something new, work more efficiently today than yesterday, develop better character traits and creative abilities, improve professional skills, strive to find your own face, your own manner, your own style, keep up with the times, this is how you can briefly formulate the meaning of the requirements, addressed to the personality of the teacher.

1.4. Advanced pedagogical experience as a factor in the development of teaching theory and technology

Advanced pedagogical experience, innovative experience is the pedagogical creativity of practical workers in educational institutions.

Pedagogical experience can be widespread and advanced. Mass pedagogical experience is the typical work experience of an educational institution and an individual teacher, which characterizes the achieved level of practical training, education and implementation of the achievements of pedagogical science. The words “best pedagogical experience” are used in a broad and narrow sense. In a broad sense, excellence is understood as the high skill of a teacher. Although his experience may not contain anything new or original, he is a model for teachers who have not yet mastered teaching skills. In this sense, what the master teacher has achieved represents advanced experience worthy of dissemination.

Advanced experience in a narrower and stricter sense includes only those practices that contain elements of creative search, novelty, originality, what is otherwise called innovation. Such pedagogical experience is especially valuable because it opens up new paths in educational practice and pedagogical science. Therefore, it is innovative experience that is subject to analysis, generalization and dissemination in the first place.

It is often difficult to draw a line between simple pedagogical skill and innovation, because, having mastered well-known principles and methods, the teacher usually does not stop there. Finding and using more and more original techniques or in a new way, effectively combining old ones, the master teacher gradually becomes a true innovator.

Improving pedagogical skills occurs in the process of self-education of the teacher, thanks to his efforts aimed at improving the culture of work and, first of all, the culture of thinking, subject to a reflective look at his own work.

The study of best practices involves integrating into a specific system of effective methods of teaching, developing criteria for the optimal results of learning, education and development of students, methods of monitoring and evaluating the results achieved in comparison with the goals and objectives of the educational process.

But the study of experience is not an end in itself, since it is not the experience itself that is transferred, but a thought, an idea derived from the experience. Therefore, studying the practice of advanced, innovative experience is an important, but not the only task of pedagogical science. Another important task is to reliably forecast emerging trends both external to the education system and pedagogical science.

When studying the educational process in a particular educational institution, it is necessary to take into account what is new in science and in practical activities in recent times and what young specialists are preparing for:

expansion of creative activity of people in various fields of work;
expanding connections between science and life, with practice;
strengthening the independence and initiative of people in their areas of activity;
continuous improvement and updating of knowledge;
increasing people's consciousness and reducing the role of administrative regulation of public life and work activity.

There are certain criteria for selecting best practices. The main thing is the generalization, disclosure and analysis of the experience of many talented teachers and people.

standing on the positions of progressive modern pedagogy. The main criteria for choosing experience are:

novelty of ideas, forms, methods of work of a teacher or teaching staff;
effectiveness of experience (confirmation by positive results over several years);
the possibility of creative application of this experience by other teachers and teams (depending on their individual, personal qualities, on the organization of the educational process).

You cannot teach the teaching profession, but you can learn it. Whether a teacher becomes a master or not depends not only on the education system, but primarily on the efforts of those who study. Training will be successful if you rely on the following principles.

The principle of a holistic approach to learning is that knowledge is acquired as practically lived experience.
The principle of active communication consists of developing a system of tasks aimed at stimulating activity.
The principle of dismemberment of pedagogical actions with the aim of consistently mastering individual techniques.
The principle of conjugation of exercises aimed at the development of pedagogical technology, and tasks for the creative use of skills in microteaching, and hence the rigidity and variability in the organization of educational work.
The principle of the aspect approach, accounting for specialty.
The principle of connecting knowledge and skills with practical exercises

Aesthetic feelings are the most important component of pedagogical skill.

It is unnecessary to prove that dry, dispassionate, purely “informational” lessons, both scientifically and educationally, turn out to be ineffective. Therefore, the teacher’s ability to express his feelings, to make them tangible and attractive for children, plays such an important role.

To convey his feelings, the teacher uses, first of all, intonation and phonetic means of speech, as well as gestures, facial expressions, expressive posture, etc.

Using the language of feelings, the teacher evokes empathy in students, as if charging them with his own attitude towards certain views, actions, and moral values. By achieving such sensory harmony, he gets the opportunity to actively influence the student’s sensory world - a kind of catalyst for his cognitive and practical activities.

A teacher of any subject should know that personal beliefs do not exist outside of feelings. Convictions are stronger the more they are filled with such positive feelings as the beautiful and sublime in unity with knowledge. On their basis, such a personal ethical formation as conscience is formed.

In pedagogy, there is a law that determines the effectiveness of teacher’s work: the formation of different types of human experience is directly proportional to the sensory responsiveness of the individual to situations of their transmission and assimilation. Positive feelings are the most productive basis for the formation of various psychophysiological attitudes, stereotypes of behavior and practical action, which determine the needs and interests of the individual.

For the practical educational work of a teacher, it is important to know the types of feelings, their characteristics, and the specifics of their manifestation. It is known that the spiritual world of a person is, first of all, the most diverse and continuous experiences, an ocean of feelings. They are associated with thinking, will, morality, knowledge, culture, and worldview. Feelings permeate all human attitudes and attitudes. In the words of the outstanding Russian teacher K. D. Ushinsky, nowhere is personality manifested as holistically as in feelings: “In them one can hear the character not of a separate thought, not a separate decision, but of the entire content of our soul and its structure.” In other words, the fullness of human existence is expressed in feelings, and not only in its individuality, but also in its historicity.

The pedagogical skill of the teacher is based on the harmony of thinking and sensuality, “head” and “heart”. Ignoring this unity is always fraught with educational costs, manifested in inertia, rudeness, and cruelty of students.

Feelings can be divided into primary And secondary. Primary human feelings, formed and developed at the biological stage of evolution, do not take his consciousness beyond the limits of feelings - instincts and sensations. They act only as a prerequisite for human consciousness. Secondary, so-called human feelings arise not only on a biological, but also on a social basis.

Basically, pedagogical and psychological science differentiates human feelings according to the subject that causes them. For example, it talks about the existence of moral, labor, intellectual, practical, aesthetic (caused by art) feelings. However, defining feelings by objects of the surrounding world means impoverishing their content, turning them into mechanical manifestations that limit the richness of human spirituality.

There is another approach to feelings. B. Spinoza reflected it most fully: “Apart from feelings of pleasure or displeasure (positive or negative), no others exist.” The outstanding physiologist I.P. Pavlov also spoke about this, calling these feelings sthenic and asthenic.

It seems to us that the unity of positive and negative feelings can be defined by the concept of “aesthetic feelings” and it can be argued that there are no other feelings besides aesthetic ones. There are many areas that cause them: work, art, religion, human relationships, etc. positive aesthetic feelings include the beautiful and the sublime. TO negative- ugly and base. Transitional between them or intermediate - a feeling of tragic and comic.

Formally and logically, feelings can be defined as follows. If the perceived world (nature, art, various types of human creative action) corresponds to the ideals of the perceiver and at the same time causes a moderate positive experience, then these feelings can be called beautiful. If the intensity of positive experiences is noted, such feelings are called sublime. If the perceived world does not correspond to the ideals of the perceiver and causes moderate negative feelings, then these feelings ugly. When negative experiences are excessive, base feelings. The experience of the death of a person close to one’s ideals evokes a feeling tragic, and experiencing spiritual shortcomings and shortcomings of people is a feeling comic. The relationship between feelings and their intensity are reflected in diagrams 1 and 2.

Although the diagram cannot reflect the entire variety of connections, especially spiritual and psychological, it still clearly shows the logical interdependence from the individual to the general and vice versa. The presence of positive and negative experiences as a certain unity according to the law of unity and struggle of opposites causes interdependent feelings of a positive and negative orientation.

If we agree on the coordinate axis (diagram 2) from the zero point O (the point of sensory indifference) to place the development of sensory experiences of a positive and negative orientation, then we will see schematic quantitative parameters of feelings. The sublime is a quantitative increase in the beautiful, and the base is an increase in the ugly. It is hardly possible to find clear boundaries for the transition of one sensory state to another, taking into account the uniqueness of human individuality. Still, one can assume many experiences of the feeling of beauty from the zero point O to A, or the feeling of the sublime from A to B. This multiplicity is reflected by the abundance of the conceptual language apparatus, reflecting the emotional and sensory states of the individual.

Sensory experiences reflect the norm of human life, when a person can control feelings and keep them in check. When feelings control a person, it usually ends in illness. Death is also possible. Such conditions can be called stressful.

The nature of human feelings is determined by higher nervous activity. Feelings always manifest themselves in external and internal changes in the body. Outwardly, they are expressed in posture, in changes in the tone of the neck muscles, in the dynamics of gestures, facial expressions, breathing, voice intonation, in eye movements, blinking pupil width, in the color and moisture of the skin, in laughter or crying. Internally - in a significant change in the activity of the endocrine glands, abundant release of adrenaline into the blood, expansion of the coronary vessels of the heart, increased blood clotting, inhibition of the digestive system, etc.

Not only should all teachers, without exception, know about all this, but they should also have mastery of methods for developing children’s aesthetic feelings, especially positive ones. The success of pedagogical action is based on them, and only on them. And only teachers can properly organize the aesthetic education and upbringing of a child, having learned the laws of pedagogical influence on his spirituality. Back in 1918, the declaration of the State Education Commission emphasized: “... by aesthetic education we should not mean the teaching of some simplified children's art, but the systematic development ... of feelings and creative abilities, which expands the opportunity to enjoy beauty and create it. Labor and scientific education, devoid of this element, would be soulless, for joy in life through admiration and creativity is the ultimate goal of both labor and science.”

References:

Zyazyun I. A. Fundamentals of pedagogical mastery. - M., 1989. - P. 18-24.
Spinoza B. Ethics. - M. - L., 1932. - P.91.
Danilov N.V. Entertaining physiology using examples of art. - Rostov, 1984. - pp. 45-52.
Revolution – art – children. – M., 1966. – P. 102.

8.1. Characteristics of a teacher’s personal qualities that influence the effectiveness of teaching activities

Underestimation of a teacher’s personal qualities has a negative impact on the results of his work. Moreover, one of the defining components that effectively interacts in the psychological structure of a teacher’s activity, in the system of interpersonal relationships “teacher-student”, is missing.

In fact, in pedagogy the main attention is paid to improving methods of teaching, educating and developing students, as well as developing their skills. Of course, the importance of both cannot be diminished. However, it is known that the same method in the activities of different teachers gives rise to far from adequate results.

Teaching methods interact in close connection with the personal qualities of the teacher.

In class, these qualities are manifested in the following skills:

– see and affirm the capabilities of the trainee, see him as a person, instill faith in success;

– compress, concentrate information, but so that it is accessible to weaker students and sufficient for strong ones;

– be flexible and be able to compositionally rearrange the lesson taking into account emerging situations;

– be friendly, but also demanding;

– mobilize attention and maintain students’ interest in learning;

– anticipate difficulties in learning, aim to overcome these difficulties;

– see shortcomings in your own work and ways to overcome them.

The sensitivity of the teacher when developing the skills of students is manifested in the fact that he looks for (finds) something positive, special or remarkable in each of his answers. The teacher understands that each student is a unique individual.

The teacher’s ability to put the student in a responsible position is carried out not with the help of shouting, ordering or moralizing, but with the help of faith in his success.

In the interacting system of pedagogical activity, it is possible to identify groups of these qualities (supporting components).

TO first include his individual qualities that are difficult to formulate or impossible to form.

Another group personal qualities of a teacher is based on psychological mechanisms interacting with students, and third– at the reflective level of pedagogical abilities. In the complex structure of the communication process, the indicated supporting components of the group are considered by us as conditional.

In the structure of a teacher’s individual personal qualities, we highlight the following (first group):

- emotional sensitivity;

– a sense of delicacy;

- sense of humor;

- manifestation of intuition.

But each of the identified personal qualities of a teacher has its own complex structure. Mental sensitivity presupposes not only kindness, humanity, the ability to penetrate into the mood of the student, into his perceptual abilities, to see his difficulties in learning, but also to come to his aid in a timely manner.

The teacher’s spiritual sensitivity is also manifested in his ability to maintain an emotional background in the process of communicating with students, in the ability to empathize and, for this purpose, predict relevant situations.

The teacher’s sense of delicacy is manifested not only in his friendly attitude towards students, but also in his exactingness.

A teacher’s sense of humor is based on his ability (ability) to maintain the emotional state of the individual, on the ability to inspire the individual to self-improvement. But humor can also have a negative aspect. Unhealthy humor (a kind of ridicule) humiliates and even “kills” a person.

Finally, the sense of intuition (a stock of previously unrealized or unconscious impressions) is manifested in the teacher’s ability to extrapolate the student’s behavior not only in the current or predicted situation, but also in the unforeseen.

Co. second group personal qualities of a teacher based on psychological mechanisms of interpersonal understanding, we include the following:

– reflection;

– identification;

– empathy;

– decentration.

The basis of these qualities is the psychological attitude - the teacher’s predisposition to the behavior of the students. Typically, the attitudes are not recognized by the teacher, but he evaluates the status of autonomous and dependent, interval and external students differently.

In this regard, teachers divide students into promising and unpromising and strive to justify their attitudes. In the behavior of such teachers, students identify the following qualities: rudeness, bias, irritability, etc.

A teacher’s negative attitude (i.e., an unconsciously bad attitude towards students) is determined by the following characteristics:

– a “bad” student is given less time to think about an answer than a “good” student;

– if an incorrect answer is given, he does not ask a leading question, does not give any hints, but immediately asks another student or gives the correct answer himself;

– a “bad” student is criticized more often for an incorrect answer;

– less likely to praise a “bad” student for the correct answer;

– does not notice the raised hand, tries not to react to the “bad” answer;

– looks into the eyes of the “bad” person less than the “good” person, smiles less often;

– calls him less often, sometimes doesn’t work with him at all in class.

At the same time, each of the identified personal qualities of a teacher is characterized by its own characteristics.

Reflection (double understanding)– the ability to see oneself through the eyes of the learner. In the process of diagnosing this quality, we were convinced that students see not only positive things in the teacher (erudition, intelligence, culture, tact, etc.), but also highlight what he certainly needs to reconsider in himself (dictatorial tone, ability to fight back, vague, “movement” without recoil, etc.).

Identification– the ability of the teacher to mentally put himself in the place of the student and, based on the awareness of his problems, explain his behavior. Indeed, many students cannot learn better because teachers do not know how to concentrate (compress) educational information for each of them. In other words, overload interferes. Others ran the material. Still others do not believe in the support of teachers: they are perceived as negative.

Empathy– the ability to comprehend the emotional state of each student. After all, his physiological state manifests itself unpredictably (lethargy, memory loss, irritability, excitability). Society also influences (family, environment, team). The structure of character (the system of relationships as a whole) also affects the student’s behavior. Without taking all this into account, interested communication between “teacher and student” is impossible.

Decentration– the teacher’s ability to abandon his egocentric assessments of the student and the ability to appreciate him through his own eyes. At the same time, the teacher, as a rule, shows the subtlest sensitivity: he is ready to temporarily “be contaminated” by the behavior of the student, so that later, having achieved trust, he can wash himself off with him.

Reflection, identification, empathy, decentration are lifetime psychological formations. A teacher who is demanding and responsible in his work, if he is also an organized person, will be able to develop the described qualities in himself.

basis third group The personal qualities of a teacher is the reflexive level of pedagogical abilities.

In psychology, abilities are the individual mental properties of a person, which are the conditions for the successful performance of one or more types of activity. Pedagogical abilities are determined in the same way as individual mental properties of a person, but at the same time they highlight essential features in them: special sensitivity to the object, means, conditions of pedagogical activity and methods of mastering it.

There are two levels of pedagogical abilities: reflexive and projective. The reflective level of pedagogical abilities is associated with special sensitivity to the object of pedagogical influence, i.e., to the student.

Projective – to ways of influencing them. It is quite clear that both identified levels of teaching abilities of master teachers manifest themselves in inextricable unity.

The following personal qualities are distinguished at the reflective level of pedagogical abilities:

– sense of object;

- sense of tact;

- knowing of limits;

– sense of belonging;

- sense of direction.

The sense of object is manifested in the teacher’s ability to select information (for example, for a lesson) that evokes the greatest emotional response in students. At the same time, we emphasize that it is not at all necessary to oversaturate classes with only such information. Sometimes, 5–10 minutes are enough to create catharsis (purification through compassion) in a lesson that students remember for the rest of their lives.

A sense of tact is manifested in the following personal qualities (skills) of a teacher:

1) be demanding, but not cause alienation among students;

2) be able to encourage (praise) students, but not be cloying;

3) be kind, but without weakness (not kind);

4) be strict, but without being picky;

5) have a sense of involvement, but do not replace the responsibilities of the student;

6) be able to predict the emotional response of students, but not ignore their focus on overcoming difficulties;

7) be attentive to the student, but at the same time maintain a sense of proportion.

The sense of tact, as a rule, manifests itself in close connection with the sense of delicacy.

A sense of proportion helps the teacher to see the changes that occur in a person under the influence of various influences. The teacher is able to predict and diagnose the intellectual development of the student and the value (moral) orientations being formed.

The sense of involvement is manifested in the fact that the teacher anticipates the reaction of students to his actions. This feeling is organically connected with the feeling of empathy.

Finally, a sense of direction allows the teacher to constantly rely on the capabilities of the students, take them into account and master ways of transferring them to a higher level of development.

The projective level of pedagogical abilities presupposes the teacher’s sensitivity to the goals of the activity, to the composition of the content of educational and educational information, to ways of gaining authority among students, to ways of including them in various types of activities and encouraging them to achieve results in them, to the shortcomings of their own activities and ways to overcome them .

Although pedagogical abilities are formed on the basis of inclinations, they are also lifetime formations. The teacher can easily master them.

We have characterized the most important personal qualities of a teacher that are part of the psychological structure of productive pedagogical activity. The attention shown to the predicted qualities is also explained by the fact that both young and experienced teachers mainly experience difficulties not in choosing methods of teaching, educating and developing students, but when faced with problems of a psychological nature (choosing effective measures of pedagogical influence, understanding the motives of actions and behavior students, establishing interested communication with them). At the same time, we do not limit the list of characterized personal qualities of a teacher.

The stability of the teacher’s personal qualities is reflected in the stability of the students’ knowledge and attitudes, which indicates negative feedback. Positive feedback is accompanied by oscillatory phenomena and contributes to the accelerated development of students, and also indicates the teacher’s advancement to the highest levels of pedagogical skill and to levels of pedagogical preparedness.

8.2. Contents of professional pedagogical training for teachers

During preparation for activity and in the process of it, teachers develop and form a professional orientation of the individual, that is, a personal desire to apply their knowledge, experience, and abilities in the field of their chosen profession.

The professional orientation of an individual expresses a positive attitude towards the profession, inclination and interest in it, the desire to improve one’s training, satisfy material and spiritual needs by working in the field of one’s profession. Professional orientation presupposes understanding and internal acceptance of the goals and objectives of professional activity, related interests, ideals, attitudes, beliefs, and views.

An ideologically consistent orientation has the greatest social value. Once formed and become a personality trait, such a professional orientation affects the level of current motives and the effectiveness of activities in general.

One of the prerequisites for the successful formation of a professional orientation is positive motives for choosing a profession. The motives for choosing a profession and the motives for improving professional activity are organically connected in the general structure of the personality.

A constant prerequisite for the successful formation of a professional orientation is the study of the dynamics of its content. What goals has the teacher previously set and is currently setting? How does he manifest himself in various activities? What is his attitude to the profession, characteristics of interests, attitudes, ideals?

The following stages of development of a person’s professional orientation are distinguished:

identifying interest in the profession as a reflection of the need to acquire it;

formation of sustainable interest in professional activity and its object;

formation of determination in mastering the basics of pedagogical skills as the foundation of readiness to carry out teaching activities;

the formation of a complex of qualities of professionally significant personality traits, united by a pedagogical orientation;

formation of the need for pedagogical activity and responsibility for its implementation.

The professional and pedagogical orientation of an individual is formed mainly in the process of preparing and carrying out the activities of a teacher. What components of activity must he master in order to successfully carry out his functions? Let's consider this issue in more detail.

In the structure of the conscious, purposeful activity of a person solving certain professional problems, components are identified that are formed in the learning process, and then they are improved under the influence of practical activity and professional experience. These are skills and abilities. It is generally accepted among educators and psychologists that a skill is broader than a skill - it includes a number of skills.

By skill in the generally accepted understanding we mean the ability to effectively carry out a system of actions in accordance with the goals and conditions of its implementation (B.F. Lomov, E.N. Kabanova-Meller, V.I. Zykova, etc.). The peculiarity of the skill is that it is formed without special exercises in performing the action and is based on existing knowledge and skills. Skill is most clearly demonstrated in the correct application of knowledge and skills in a new, complex environment, so it allows a person to work creatively.

Each qualified specialist must have the range of professional skills he needs. It is determined by the program and curriculum, as well as qualification characteristics. These regulatory documents are drawn up for each specialty, therefore, within each specialty, the basic skills that a future specialist must master are defined.

A young specialist, starting work, goes through some adaptation period, where professional skills are refined and improved, but students should not suffer from the fact that the teacher has not yet mastered teaching skills. A particularly important role in mastering them is played by a professionogram, which provides clear guidelines in the training of specialists.

Analyzing the literature on the problem of professional skills of a teacher, we will especially highlight the professiogram proposed by V.A. Slastenin, which shows an interesting approach to the classification of skills. The teacher constantly solves less or more complex pedagogical problems, and his activity itself is a process of solving standard and original problems. Each stage of a pedagogical task requires certain general pedagogical skills, although the division into stages is very arbitrary, and a number of skills are used not at one, but at several stages.

First stage. Analysis of the pedagogical situation, design of results and planning of pedagogical influences.

This stage includes the formation of the following skills:

analyze and evaluate the state of actually existing social and pedagogical phenomena, the causes, conditions and nature of their occurrence and development;

identify the level of training and education of students;

design the development of the individual and the team;

predict the results of training and education, difficulties and mistakes that students may encounter;

identify and accurately formulate a specific pedagogical task, determine the conditions for its solution;

plan your work to manage the educational and extracurricular activities of students;

anticipate the nature of student responses.

Second phase. Design and organization of the educational process.

At this stage the following skills are formed:

select, analyze and synthesize educational material in accordance with the goals of training and education, taking into account the level of learning ability and education of students;

distinguish between science and educational subject, carry out didactic processing of scientific material and teaching material;

transform educational material and non-adapted texts taking into account the experience of students and in accordance with specific didactic tasks;

it is advisable to divide pedagogical activity into operations, place people correctly and ensure their effective interaction;

identify and set in motion the potential educational opportunities of various types of activities of students;

give instructions to individual students and the team, change their logic in accordance with the put forward goal of education;

plan the structure of students’ actions and pedagogical guidance of their activities;

it is pedagogically advisable to apply teaching and educational methods;

stimulate and organize various forms of student activity;

master the techniques and means of pedagogical technology in changing conditions;

determine changes in the mental state of students by external manifestations and actions, understand and explain the characteristics of their behavior in specific life situations;

mentally put yourself in the position of a student;

captivate students, interest them in new perspectives;

take into account the relationships, personal likes and dislikes of students when grouping them to perform a common task;

quickly make decisions and find the most powerful means of pedagogical influence;

find the best form of requirements and vary them depending on the individual characteristics of the students;

establish pedagogically appropriate relationships with individual students, small groups and teams;

find contact, common language and the right tone with different people in different circumstances;

win over students,, if necessary, rebuild relationships with the team and individual students, find an individual approach to them;

regulate intra-collective relations, see in students the manifestation of mental processes, properties and states, socio-psychological attitudes and motives of behavior;

reveal positive and negative socio-psychological phenomena in the audience, the nature of intra-collective, inter-collective and interpersonal relationships.

Third stage. Regulation and adjustment of the pedagogical process.

This stage presupposes that the future teacher has the following skills:

make reasonable adjustments to the assigned pedagogical tasks;

ensure adaptation of external influences or their neutralization;

navigate changing conditions and rebuild your activities depending on them;

regulate, direct and develop intra-collective relations, eliminate emerging conflicts, establish relationships of friendship and camaraderie among students;

carry out ongoing instruction and operational control of the work of trainees;

complicate the requirements and stimulate the progress of work, taking into account its development trends.

Fourth stage. Final accounting, evaluation of the results obtained and identification of new pedagogical tasks.

At this stage the following skills are required:

analyze the results obtained in comparison with the initial data and the given pedagogical goal;

identify the comparative effectiveness of the applied methods, means and organizational forms of educational work;

analyze the reasons for achievements and shortcomings in professional and pedagogical activities;

analyze on a scientific basis and generalize the experience of your work and the experience of other teachers;

correlate your experience with pedagogical theory, set yourself a research task and apply appropriate methods;

Based on the analysis of the achieved results, put forward and justify the next pedagogical tasks.

We see that the presented professionogram touches on many aspects of a teacher’s activity, being a qualitative and descriptive model of a specialist in the education system.

Developed under the leadership of V.A. Slastenin’s teacher’s professiogram includes the following sections:

1) personal and professional-pedagogical qualities;

2) basic requirements for psychological and pedagogical training;

4) volume and content of special training.

The classification of general pedagogical skills as the basis of a teacher’s professional skills was discussed above.

It is also necessary to determine the content of methodological training, which includes the formation of the following skills:

knowledge of the tasks of teaching the subject at the present stage of development of the education system;

deep and comprehensive knowledge of currently existing programs, textbooks and teaching aids;

knowledge of the theoretical foundations of teaching methods;

functional mastery of teaching methods and many others.

The concept of N.V. is of fundamental importance for understanding the nature of pedagogical skills. Kuzmina. Analyzing the psychological structure of pedagogical activity as a system and sequence of actions aimed at achieving goals through solving pedagogical problems, N.V. Kuzmina identifies constructive, organizational, communicative and gnostic components in it. Each of these components presupposes a certain group of pedagogical skills.

It is important how prepared the teacher is to perform his functions. Readiness to carry out teaching activities acts as an indicator of mastery of the basics of professional skills.

Forming readiness for professional activity is the goal and result of a long process of specialist training. This process can be considered as the formation of his readiness to perform professional functions.

The concept of readiness is considered by various authors non-identically: as the presence of an ability, as a personality quality, as a temporary situational state, as an attitude, etc.

Various types of readiness are identified: psychological, moral, practical, professional, etc. Different interpretations of the phenomenon of readiness and its types are due to the specifics of the activity studied in each specific study (readiness for sports competitions, for operator work, etc.), and features of the authors' theoretical concepts.

Some of them consider readiness for activity in a personal aspect, others - in a functional-psychological one. However, despite different conceptual approaches, all researchers consider readiness as a social prerequisite for human activity.

Pedagogical activity requires a young specialist to have a system of professional knowledge and skills, which are a necessary component of readiness. However, their presence is only a necessary condition for successful activity and does not directly affect the activity of its subject.

The active position of the teacher largely depends on the system of his motives, attitude to the tasks, content and object of the activity. Its deep motivation is closely connected with the entire social development of the individual and is a powerful subjective factor in labor productivity.

Readiness for teaching activity at the level of professional skill is determined by a number of general pedagogical skills. Compared to skills, skills have greater mobility, they are conscious in nature of performing an action with a possible transition to creativity. Changing the requirements for the nature of skills is a response to the growth of scientific information and the rapid replacement of old knowledge with new ones.

Under these conditions, equipping a person with not so much technology (skill), but rather a method of performing actions, becomes important. If such an approach is important in teaching any type of activity, then it is even more necessary when preparing a teacher. After all, more often than a worker in any other profession, he has to update his knowledge, revise his work methods, and acquire new skills.

In the process of psychological and pedagogical training, knowledge and skills are mastered, and pedagogical experience is accumulated. However, the modern system of human sciences has proven that experience, knowledge and skills do not directly predetermine the development of personality.

Determination in mastering the basics of teaching skills should have a very specific guideline. One of the most important components of the foundations of mastery is the content of professional education in general and that part of it that is focused directly on professional pedagogical activity in particular.

8.3. Teaching activities of the teacher

The concepts of “teaching” and “educational activity of a teacher” are not identical. The concept of “teaching” is a learning activity that involves the transfer of knowledge on a specific academic subject. “Teaching” includes both general didactic provisions of educational activities and methods of teaching the relevant subject.

The concept of “teaching activity of a teacher” refers to his activities in the process of any organized cognition, including those carried out in the process of teaching each subject. In terms of its semantic meaning, the concept of “learning activity” is broader than the concept of “teaching”.

At the same time, the concept of “teaching” is more specific, associated with a specific subject or course. The teaching activity of a teacher is the central link that ensures the functioning of the educational system, i.e., its initially given driving force.

Components of the educational process and levels of their relationships

Learning can be viewed as a system. It combines a set of components: teacher, student, content, teaching methods, forms of organization of training, teaching aids, methods of stimulating and motivating the individual in the learning process, goal and result.

Each of these components has the following general properties. Each component consists of several elements that have relatively independent meaning.

In each specific case, a component can be represented in the system by some of its own elements. In addition, the component is able to perform its functions only in the current system, and outside the system it has only potential capabilities.

Some elements of the educational process are of a primary nature (without them the educational process is impossible), while others are secondary (they are involved in the educational process selectively). The components of the teacher, the student and the content of education (the object of educational and cognitive activity) are primary; they are united under the concept of the didactic basis.

Teaching methods, forms of organizing training, teaching aids and methods of stimulating and motivating the learner’s personality are considered secondary components. They are united under the concept of “didactic superstructure”. The purpose and outcome of learning are system-organizing factors.

Let us briefly describe the components of the didactic basis. The teacher plays a major role in organizing learning, connecting and integrating all components into a system focused on achieving a specific goal. He is the representative of society and the bearer of its demands.

Let us determine the relationship between the activity of a teacher and its “poles” - the teacher as a person and the object of activity, which contains three elements: the activity of the student and its two “poles” - the student as a subject and the object of his knowledge - the content of education.

Through activities in the learning process, the teacher as a person (the first “pole” of his activity) is connected with all the elements of its second “pole”. But not all types of it “bring” the personality (of the teacher) to the elements of the second “pole”. There is only one type of direct connection with all elements of the teacher’s object of activity - the organization of educational and cognitive activity.

Everything that is done in the educational process by the teacher is aimed at ensuring that the link functions as best as possible: subject (learner) – activity (educational-cognitive) – object (content).

The subject here is the “pole” of activity, but it is he who carries it out. Since an activity can be carried out only with a conscious attitude of the student towards it, it is necessary to consider consciousness in learning as the most important condition for learning.

The learner as a subject must realize the importance of learning and build his teaching on this conscious attitude to educational and cognitive activity and to the object of knowledge (the content of education).

The attitude towards knowledge and its acquisition constitutes the essence of the consciousness of teaching. At different stages of the student’s development, this conscious attitude should be formed through various specific tasks of developing and nurturing the motives of learning.

Consequently, the success of learning depends primarily on the extent to which the student as a subject has formed a conscious attitude towards learning. This attitude has to be formed mainly in the learning process. Since the main thing for the student as a subject is his educational and cognitive activity, because through it he is connected with the object of knowledge, then the attention of the teacher as a subject is directed primarily to it. It is the main element of “attracting the attention” of both subjects in learning.

One of the “poles” of the student’s activity and one of the elements of the “pole” of the teacher’s activity is the content of education. The attitude towards content in education is twofold: on the one hand, it is known (for society and its representative in the educational process - the teacher) and quite specific for each stage of education; on the other hand, it is something unknown that the learner has to learn in the learning process.

In this regard, the attitude towards the educational material is different for both subjects. For the teacher, this is what needs to be conveyed to the student, and for the student, the educational material is the main object of his activity. This is where the different place of educational material in the activities of the teacher and the student is revealed.

Let us analyze the connections between the main components of the system, i.e., the components of the “didactic basis”. Are these component connections equivalent? Apparently not. And here it should be noted that the connections related to activities will be more significant, because they ensure the functioning of the system.

The following levels of connections can be established (i.e., their hierarchy): first (highest) – connections related to two activities simultaneously (teacher and student); the second – connections related to the student’s activities; third - connections related to the activities of the teacher.

The hierarchy of elements of the “didactic basis” allows us to establish the following:

First level– the connection between the activities of the teacher and the activities of the student.

Co. second level The following connections include:

a) between subject 1 (learned as an individual) and educational and cognitive activity;

b) between subject 2 (teacher as a person) and educational and cognitive activity;

c) between educational and cognitive activity and the object of knowledge (content of education).

TO third level include the following connections:

a) between subject 2 (the teacher as a person) and the activities of the teacher;

b) between subject 1 (the student as an individual) and the activities of the teacher;

c) between the activity of the teacher and the object of knowledge of the student (the content of education).

Fourth level connections:

a) between subject 1 (learner as a person) and subject 2 (teacher as a person);

b) between subject 1 (the student as a person) and the object of knowledge (the content of education);

c) between subject 2 (the teacher as a person) and the student’s object of knowledge (the content of education).

These connections are established between the individual elements of the components of the “didactic basis”.

Analysis of these connections allows us to draw the following conclusions: 1. Connections between elements of the fourth level do not allow the cognitive process to occur and can only play an auxiliary role (connections of an “auxiliary” nature).

2. The third level of connections between elements is also outside the cognitive process, although it is mandatory to ensure this process (connections of a “preparatory” nature).

3. The first and second levels of connections between elements can ensure the cognitive process, and without them it is impossible, therefore they can be called “basic” connections. Moreover, in these “main” connections we can distinguish the connection of the first level - between the activities (teacher and student), which we will call “central”, since it ensures an organized process of cognition and is the most important among all. So, four levels of connections between the elements of the main components have been established and their role in the cognitive process has been determined.

Establishing this hierarchy of connections will help in revealing the essences in the system of organizing cognitive activity and determining patterns, and will also allow, in the constructive part, to pay attention to the most essential in practical developments (including methodological ones).

The presence of a teacher, a student and an object of his knowledge makes the educational process possible. In order for this process to occur, it is necessary (in the most general sense) to have two activities: the teacher and the student. They are limited to certain forms, carried out through various methods and using a variety of means, as well as with the involvement of stimulating influences in this process to activate it.

Components of a secondary nature appear: organizational forms of training, teaching methods, teaching aids and methods of pedagogical stimulation in the learning process. With their help, that is, through them, the educational process is possible. We classify these components as a “didactic superstructure”. The reason for this is the secondary nature of their origin. The components included in the “didactic superstructure” also consist of elements. They are interconnected and have relationships with the components of the “didactic basis”.

Types of teaching activities of a teacher

The teaching activity of a teacher is an activity that is aimed at developing a system of knowledge, skills and abilities of students, including at the same time the goals of development and education of the individual. It consists of different types.

To ensure the closedness and cyclical nature of the educational process, the teacher’s activities should include the following:

planning;

organization of educational and cognitive activities;

presentation of information;

formation of skills and abilities;

systematization of knowledge, skills, abilities;

stimulation and motivation of the student’s personality in educational activities;

pedagogical diagnostics;

monitoring the progress of training, checking and assessing the mastery of educational content;

adjustment of the educational process;

analysis of training activities and their results.

Each of these types of activities is necessary, and they are all interconnected and have common interpenetrating characteristics. However, in the interests of knowledge, we allow their conditional differentiation in order to determine which of them is the basis that ensures the relationship between the activities of the teacher and the student and all components of learning in unity.

Planning should cover the entire process of joint activity between the teacher and students, including a comprehensive analysis of the content, the formulation of the goal and the corresponding modeled results, ways and means of achieving the goal - teaching methods, didactic means used, the logical sequence of presentation of educational material and various possibilities for forming a system of knowledge and skills , skills, activities of the teacher and students at all stages.

In this case, the teacher is based on documents and methodological instructions, takes into account modern achievements of pedagogy and related sciences, the pedagogical experience of previous generations, contemporary teachers and personal. He needs to correlate instructions, recommendations, general provisions of a theoretical and practical nature with a specific learning process in a specific audience.

Planning– an important type of activity of a teacher, aimed at developing a system of knowledge, abilities, skills and permeating this entire process. However, it cannot be the basis for ensuring the interrelated activities of the teacher and the student in the learning process, since it is carried out at the stage preceding learning, before their direct contact.

Submission of information- a type of activity of a teacher, which involves him acting as an intermediary between the amount of knowledge accumulated by society and those to whom it is transmitted - the students. The transfer of knowledge, which has several stages and levels and is associated with certain methods and levels of content acquisition, must be didactically prepared.

However, despite the importance of this type of teaching activity, it cannot ensure a constant relationship between the activities of the teacher and students.

Firstly, other sources of information are also used in the learning process; secondly, the teacher’s performance as a source of information does not cover the entire process of forming a system of knowledge, skills and abilities, but is only an integral part of it; thirdly, the teacher’s activity here has a direct connection with the content of education (its corresponding preparation and presentation) as an element of the object of his activity.

Formation of skills and abilities– this type of activity of a teacher that is associated with the transfer of experience in carrying out activities. In this case, first of all, the experience of carrying out activities in a particular area, already mastered by humanity, is formed. Here we can distinguish such levels of mastery of skills as performing actions according to a model, i.e. in a familiar situation, and performing actions in a new situation.

Mastery of skills and abilities occurs on the basis of knowledge, and they ultimately must represent a system that is the core of the result to which the teacher’s implementation of his educational function leads. This type of teaching activity of the teacher is very important, but it cannot ensure the relationship between the activities of the teacher and students at all stages of education, since it covers only one link of the educational process.

Systematization of knowledge, abilities, skills– a type of activity of a teacher aimed at forming a system of all constituent elements of educational content. First of all, we note that the teacher needs to bring knowledge into the system. To do this, it is not enough to achieve their systematicity, that is, for students to assimilate educational material in its logical connection and continuity.

It is necessary to purposefully form in the minds of students a system of knowledge that represents their totality in accordance with the structure of scientific theory (concepts, basic provisions or laws, consequences). This process is complex and requires repeated transformation of the information received by students.

Receiving information from a teacher (or from a textbook), the student must transform the linear connections between the elements of the material (content-logical connections) in his mind into volumetric connections (this is the nature of the connections between the elements of science), and then, when presenting, expanding the knowledge, transform the volumetric ones again connections into linear ones, which characterize the logic of material deployment.

In addition, skills and abilities are based on knowledge and they in their entirety must be systematized. Application of knowledge in practice, competent and effective implementation of activities are possible when a person has formed a system of knowledge, skills and abilities. The teacher should pay due attention to this type of teaching activity.

This type of teaching activity of the teacher, for the same reason as the previous one, cannot ensure the relationship between the activities of the teacher and the students.

Stimulation and motivation of educational activities– a type of teaching activity of a teacher, which consists in influencing an individual in order to enhance his activity in the learning process. Learning is carried out more successfully if the student has motives as internal motivators of activity in educational activities.

Forming them is painstaking and complex work. The teacher can use the entire arsenal of opportunities available to him for pedagogical stimulation of students, that is, the use of external incentives for individual activity in learning.

It is believed that among the methods of stimulating and motivating the activities of students, two groups can be distinguished: methods of forming interests among students and methods of forming duty and responsibility in learning.

Stimulating the activities of students during the learning process as a type of learning activity under consideration extends to all stages and levels of content mastery. It is aimed at activating the student, creating favorable conditions for the relationship between the teacher and students, choosing and using means of development, and forming the main thing in learning - cognitive activity.

Stimulation covers the entire set of influences on the individual associated with the attitude towards learning, its state in the learning process and the ability to perform various levels of cognitive activity.

This type of activity has direct access not to educational and cognitive activity, but to another element of the object of the teacher’s activity - to the student as a person. Therefore, stimulation cannot be taken by us as the basis for ensuring the relationship between the activities of the teacher and students.

Pedagogical diagnostics– a type of teaching activity of a teacher, which consists in establishing the states of both individual elements and the entire educational system as a whole, as well as the reasons that cause them. It seems appropriate to single out this part of the teacher’s activity, due to its significance, sufficiently large volume, complexity and specificity, as an independent type of teacher’s teaching activity.

And although diagnosis in its accepted meaning is known as a branch of medicine that studies the signs of diseases, methods and principles by which a diagnosis is established, its original meaning, defined by the translation from Greek - “able to recognize”, gives rise to the introduced term “pedagogical diagnosis”.

A teacher, like a doctor, is forced to “define, recognize” (diagnosis) the state of the educational process and the reasons for its deviation from what was modeled during planning. Based on the results of the students’ activities and observation data of the pedagogical process, the teacher establishes its state according to certain indicators, i.e. the position in which the pedagogical process is located at a given point in time.

By analyzing the indicators, he finds out the reasons for the deviation that occurred. They may be associated with the wrong choice of methods, techniques, means and organizational forms of training, unsuccessful logical construction of the material, inept application of methods of pedagogical influence, unsuccessful organization of educational and cognitive activity, the initial level of knowledge of students, insufficient condition for mastering new educational material or its application each student and other reasons, both internal and external.

After identifying the reasons that hinder the achievement of the goal, the teacher determines how to eliminate them, i.e., outlines what changes need to be made to the developed model for conducting the educational lesson.

Thus, pedagogical diagnostics consists of establishing the state of the pedagogical process using certain indicators, identifying the reasons that caused any deviations from the model of the educational process developed during planning (if any are observed) and determining the necessary changes in the ways and means of achieving results.

Pedagogical diagnosis as a type of teaching activity of a teacher is associated with all other elements of the object of this activity: educational and cognitive activity, the personality of the student and the content of education. It can be carried out either at a separate stage or penetrate into others, combined with various types of teacher activities.

Pedagogical diagnostics helps to find out how correctly the organization of educational and cognitive activities and the purposeful orientation of other types of educational activities have been carried out, what mistakes were made during the planning and implementation of the developed program, as well as to outline changes in the further organization of the cognitive process of students.

Monitoring the progress of training; checking and assessing content mastery as a type of activity of a teacher are important not only for students, but also for the teacher himself. They are carried out during observation of the cognitive activity of students and its results. This allows you to compare actual and simulated results and notice deviations from the developed program.

Testing the assimilation of content can be carried out at various stages of training: immediately after the presentation of educational material, in the process of improving knowledge, abilities, skills, after studying a question, topic, section, course. As the experience of advanced, creative teachers shows, it is desirable to test, if possible, the knowledge of each student in each lesson on each topic.

Without this, it is impossible to determine the degree of achievement of the goal, the initial level for the further process of acquiring knowledge by students, and shortcomings in the activities of the teacher and students. However, monitoring the progress of learning and checking the mastery of content are not the basis on which the activities of the teacher and students in the educational process are built.

This type of activity is no longer associated with the process of acquiring knowledge itself, but with its result, with the assessment of the student’s activities. Its significance lies in the fact that on this basis it is possible to regulate learning.

Correction of the educational process by the teacher is carried out provided that the reasons for the deviation from the model of the educational lesson developed during the planning process are identified.

The teacher, taking into account the course of the cognitive process and any deviations from the plan, analyzes the current situation and develops tactics for further conducting classes. Then the training is adjusted: the activities of the teacher and students are changed, other didactic means are used, tasks and organizational forms of training are varied, and individual assistance is provided.

Regulation of training is not necessarily a sign of unsuccessful planning, since when developing a model of a training session, it is impossible to take into account all the factors and conditions for conducting training in each specific case.

All types of teaching activities of a teacher are interconnected and are often used in combination in pedagogical reality. These combinations are very different. The teaching activities of teachers are most effective when a certain orientation of all types of activities is carried out by the dominant type.

This helps to orient all types of teacher activities and components included in the educational process in a certain direction in order to achieve the required result.

An important feature of this approach is that the dominant type strengthens, makes other types of teaching activities of the teacher more focused and at the same time strengthens and becomes more effective due to “support” on their part. In addition, in this way the relationships of all other types are strengthened through the organization of cognitive activity of students.

Thus, the hierarchical structure of the teacher’s teaching activity, based on the identification of its dominant type and a certain orientation of the others, allows the teacher to strengthen the focus of the entire learning process, constantly be connected with all elements of the object of his activity and make the most of all the capabilities of each component of the educational process to achieve the goal - formation in students of a system of knowledge, abilities, skills and methods of carrying out educational and cognitive activities, as well as the development and education of the student’s personality on this basis. With this approach, learning can be considered as a system for organizing the cognitive activity of students.

8.4. Indicators and levels of pedagogical excellenceFundamentals and essence of a teacher’s pedagogical skill

Pedagogical activity is carried out in various directions, which means that mastery can be demonstrated in each of them. Therefore, we can talk about pedagogical mastery in a broad sense, or about the mastery of education, or about the mastery of teaching, or about the mastery of organizing and managing the educational process.

In each of these areas, like every outstanding teacher, there is specificity in the skill - something that is characteristic of the high level of activity of this teacher, and something common that is inherent in any mastery of pedagogical work. However, the lack of special developments devoted to this issue is a hindrance in mastering the skill by a wide range of teachers, especially young ones.

What is the content of pedagogical skill, what levels does it have, and how can one master it? - questions that many teachers want to answer not only on the basis of their practice, but also using the recommendations of pedagogical theory.

The question on which attention is focused here can be formulated as follows: what needs to be mastered and in what way can this be done, that is, how to rise to the level of mastery in learning?

It is with the answer to this question that, in our opinion, the search for opportunities to increase the effectiveness of training is primarily connected. It is necessary to begin with identifying the foundations and essence of pedagogical skill.

The essence of pedagogical mastery should be reflected, first of all, in the definition of this concept. Therefore, let's take several definitions available in pedagogical sources.

The pedagogical encyclopedia gives the following definition: “Pedagogical skill is a high and constantly improved art of education and teaching, accessible to every teacher who works by calling and loves children.” Here the essence is reflected in the words “the high and constantly improving art of education and training.”

This means that this is a certain level of pedagogical activity. Next, we name those conditions, those prerequisites that contribute to the achievement of this level: the calling of the teacher and a clearly expressed positive attitude towards the object on which his activity is directed. This is how the structural components are reflected here.

It is necessary to recall that mastery is “high art in some field” (Ozhegov S.I. Dictionary of the Russian Language. M., 2000. P. 332). This means that this is a high level of activity, leading to high results in this area. If, for example, for an artist, sculptor, writer, the result is a consequence only of his activity, then for a teacher everything is much more complicated.

In pedagogical activity, the result is a consequence of the activity of both the teacher and his student. This means that the essence of pedagogical skill must be determined through the level of activity carried out by the teacher, leading to a high result.

Under what conditions is this possible? Answering this question, we must inevitably reveal the structure of pedagogical skill.

It can be noted that there is no consensus in the approach to the issue of the structure of pedagogical skills. To develop a certain position, you can, of course, follow the path of generalizing the main provisions described in the pedagogical literature and partially outlined here. But generalization alone is not enough to solve this issue in a fundamentally new way. To do this, we need starting positions that would more accurately reflect the actual pedagogical reality and bring existing knowledge into a certain system.

Let us formulate these initial positions in general in the form of the following provisions.

Firstly, it is necessary to distinguish between the “essence of pedagogical skill” and the “foundations of pedagogical skill”.

Secondly, the foundations of pedagogical skill have their own components, which must be clearly defined in order to form them as the foundation on which the skill of those who carry out professional teaching activities or are preparing for it is based.

Thirdly, the components of the foundations of pedagogical skill (in each pedagogical action - their elements) are organically combined by the master teacher in the practical implementation of his activities together with the activities of the student in the learning process.

Let us dwell on each of these provisions. The pedagogical literature does not share the foundations and essence of pedagogical skill, and this is important for understanding its structure.

Moreover, the fundamentals and essence are sometimes identified, just as the indicators and criteria of pedagogical excellence are identified.

This happens, apparently, because the essence of pedagogical skill, being based on its fundamentals, at the same time absorbs them into itself, embracing and combining in each specific case what can bring the greatest benefit to solving the pedagogical problem.

The essence of pedagogical skill is its meaning, essence, content. And therefore, the definition of pedagogical skill should first of all reflect its essence.

In addition, the definition may indicate on what pedagogical skill is based, which is its foundation, since these foundations are actively manifested and function in the process of activity.

The foundations of pedagogical mastery are the main thing on which it is built, without which pedagogical mastery is impossible. The fundamentals of pedagogical skill are its base, foundation. The foundations of pedagogical skills must be laid initially during teacher training. Without such foundations there is no good teacher, without them one cannot count on success in learning. But the foundations themselves may be laid, but this does not mean that a person automatically becomes a master teacher. The master teacher confirms his high professional level every day with his activities. And if this is not the case, then the fundamentals remain just “potential opportunities.”

Carrying out teaching activities at a high level, based on a creative combination of initial components and leading to the achievement of the necessary results in specific learning conditions, is the essence of pedagogical mastery in teaching.

The foundations of pedagogical mastery are a condition without which it does not exist, but their presence is only its foundation, a necessary prerequisite.

What is pedagogical skill based on, i.e. what components form its basis? First, let us analyze and summarize those provisions that were given from various sources. The authors in some cases call them as components of pedagogical mastery, in others - as components of the structure of pedagogical mastery. These components for all authors are knowledge, skills, and abilities, which are not always interpreted in the same way both in content and in scope.

Let's consider what content of a professional pedagogical nature needs to be mastered in order to have one of the foundations for the formation of pedagogical skills. The structure of the professional and pedagogical content is identical to the content of general education.

Let us consider how we imagine the content of the professional pedagogical education of a master teacher. It should cover both sides of these types of content. One is the common elements of these types that any specialist should master. The second is special elements of types of educational content. In this case, these are elements of a professional and pedagogical nature.

They can be divided into four groups:

I. Specific elements of the first type of educational content represent professional pedagogical knowledge. The levels and methods of mastering and demonstrating this knowledge are: a) perception, understanding, memorization; b) use of knowledge in a familiar situation; c) application of knowledge in a new situation.

II. Specific elements of the second type of content cover the experience of carrying out professional and pedagogical activities. Below are the levels and ways of mastering this experience and its manifestation:

a) empirical implementation of professional and pedagogical activities;

b) implementation of methods of professional and pedagogical activity according to the model;

c) application of methods of professional and pedagogical activity in a new situation.

III. Specific elements of the third type of content are the experience of creative pedagogical activity. Below are the levels and how to master them:

a) developing the ability to identify and formulate problems;

b) partially search pedagogical activity;

c) search (research) activity.

IV. Specific elements of the fourth type of content represent the experience of manifestation of personal qualities and professional and pedagogical orientation.

We can distinguish the following levels, methods of formation and manifestation of these content elements:

a) the formation of an internal model of behavior (IMP) in accordance with the norms of communist morality and pedagogical ethics;

b) professional pedagogical behavior based on VMP;

c) a creative attitude towards teaching activities, the formation of a pedagogical credo.

1) system of professional and pedagogical knowledge;

2) a system of professional and pedagogical skills and abilities;

3) experience in creative teaching activities;

4) formed personal professionally significant qualities of a teacher.

This is a general approach that can be used at the stage of training future teachers, while they do not yet independently perform pedagogical functions.

It is not possible to master all the components within the walls of an educational institution, so the process of developing mastery continues during the period of independent teaching activity, especially intensively in the first years.

What do you need to know to competently carry out teaching activities? The system of professional and pedagogical knowledge should cover the following components: content of students’ education; the personality of the trainees and the characteristics of their activities; pedagogical activity; knowledge of oneself as a person and as a teacher; pedagogical process.

Such a system covers: knowledge of the object at which the teacher’s activity is directed (the content of education, the student as an individual and his educational activities); knowledge of one’s professional activities in all its diversity; knowledge about oneself as a subject carrying out activities (about oneself as a teacher and about oneself as an individual with all its advantages and disadvantages, psychological characteristics, social manifestations and possibilities); knowledge of the learning process and means of implementing pedagogical communication at each of the three levels - general pedagogical, didactic and methodological.

The absence of knowledge of any of these components reduces the teacher’s ability to organize the pedagogical process in specific conditions. Without this knowledge in a certain system, achieving a level of mastery is apparently impossible or very difficult. Knowledge in a purely theoretical sense (I know - and nothing more than that) and knowledge transmitted or transmitted to others, having gone through a system of organizing their assimilation by others, are different knowledge.

A special study can be conducted on each aspect of a teacher’s knowledge, and not all issues in this problem have yet been resolved. From the point of view of the lack of development of the issue, “knowledge of pedagogical activity” deserves special attention. This is important for solving the problem of teaching skills and increasing the effectiveness of teaching. Therefore, in the future, special attention will be paid to this important issue.

Professional pedagogical skills and abilities should cover the same components as knowledge, i.e., in the most general form, these should be the following skills and abilities:

1) selection, didactic organization and transmission of the content of education as an object of activity for students;

2) communication with students; using development and upbringing opportunities in the learning process, transferring from the level of “object of education, upbringing” to the level of “subject of education, upbringing”; developing students’ experience in carrying out activities and organizing these activities to master the content;

3) organization and implementation of the teacher’s own activities in the learning process;

4) formation of oneself as an individual and a teacher, development of professionally significant qualities and pedagogical abilities, professional, pedagogical and social orientation of the individual, orientation-value relations of the individual;

5) organization of the pedagogical process: creating tools for pedagogical influence as a system as a whole in order to solve the problems of education, upbringing and development of students in the learning process.

Abilities and abilities, being an integral part of the foundations of pedagogical skill, are so important that some researchers consider the level of skills to be decisive in the skill of a teacher.

Of course, skills and abilities play a significant role in any professional activity. And first of all, because they are the fruit of practical activity (educational or independent professional).

And here again we are faced with the situation that was in the case of knowledge. One thing is the skills acquired in the process of preparing for professional activity, and another thing is the skills acquired in the process of independent activity during training, when the content transmitted by the teacher became the property of the students.

In the first case, a person gains experience in carrying out activities according to a model (there may even be some skills and abilities developed independently without the presence of anyone, for example, from the field of pedagogical technology).

In the second case, the experience of carrying out activities according to the model is supplemented by the experience of activity in a new situation and the experience of creative activity.

As the analysis of the statements of practicing teachers, the study and generalization of research by educational theorists and, finally, our approach to this issue shows, it is advisable to highlight these three aspects.

Firstly, the civic and professional-pedagogical orientation of the individual, which are leading in the general structure of the individual’s orientation for the teacher; secondly, the personal qualities of the teacher, including professionally significant ones, the importance of which for pedagogical influence is noted by both teachers and students themselves; thirdly, pedagogical abilities that help a person master a profession and carry out professional teaching activities at a high level.

These components, related to aspects of the teacher’s personality, are the basis of the teacher’s internal behavior model. The personal aspect of the foundations of pedagogical skill is nothing more than the conscious and unconscious pedagogical influence of the teacher’s personality on students, contributing to the achievement of the final goal. This impact manifests itself in different ways.

In some cases, students feel it and do not hide it (they like the teacher, they love him and sometimes that’s why, for example, they study well), in others there is an unconscious influence on the inner world of both the teacher and the students, which can be a decisive factor in the formation of personality .

In the structure of pedagogical mastery, the basics are what is common to any master teacher, being his professional foundation. The essence, reflecting these foundations, at the same time contains something special, specific, which is characteristic both for various pedagogical systems and various educational subjects, and for each individual.

Particularly important here is the individuality of the individual. It gives the teacher’s skill that originality, which allows us to say that each master teacher is wonderful in his own way.

Therefore, it is possible to form the foundations of pedagogical excellence, that is, the foundation on which the highest level of professional activity will be achieved. From the experience of a master teacher, you can convey an idea, and not try to repeat everything the same way as he does.

In the process of carrying out professional activities, a teacher increases knowledge, develops professionally significant personal qualities, and accumulates teaching experience. To improve professional level, it is important that these components are combined in activities. This is how they merge in pedagogical experience. And the more he “absorbs” knowledge and personal qualities, the more he acts as an alloy of knowledge, skills, abilities and personal professionally significant components, the higher the level of implementation of teaching activities.

Thus, the foundation of pedagogical skill that needs to be formed covers the following main components: the personality of the teacher, knowledge, and teaching experience. Each component can be mastered.

Consequently, the foundations of pedagogical skills can be formed by every teacher. And they will serve as the basis that will make it possible to rise to the level of pedagogical excellence.

The mastery of a teacher in teaching is the high art of carrying out teaching activities based on knowledge, personal qualities and pedagogical experience, manifested in the complex solution of problems of education, upbringing, and development of students.

Is it possible to teach a teacher mastery? You can teach the basics of pedagogical skills, while mastery is a high level of activity carried out by an individual on these basics. Without the fundamentals, pedagogical mastery is impossible. As an exception, an option is possible when, for example, personal aspects are so strong that they quickly lead to pedagogical mastery with a temporary lag in the development of other aspects.

The fundamentals of pedagogical skills may be formed by a teacher, but he does not use them in teaching work for some reason constantly or does not apply them in individual cases. For example, a bad mood or some personal experiences that a teacher cannot cope with can have such a strong negative impact on his work that he conducts a lesson at a low level, despite having all the basics of teaching skills.

Indicators and levels of teaching skills of teachers

Carrying out teaching activities at a low or average level in the presence of the fundamentals of pedagogical skills is not uncommon. PM indicators should reflect the level of implementation of teaching activities and its results, and not what is the initial level for this level, its basis.

The basics of PM, implemented in activities, are already a manifestation of professionalism. But its level can be judged by how pedagogical tasks are solved and, ultimately, what results will be achieved.

How can one determine the level of professional skill?

Determining the level of pedagogical skill continues to be an underdeveloped problem, although quite interesting approaches to its development have emerged.

Depending on the results, four skill levels can be distinguished:

1) reproductive (the teacher knows how to tell others what he knows, and in the way he knows);

2) adaptive (the teacher is able not only to convey information, but also to transform it in relation to the characteristics of the object with which he is dealing);

3) locally modeling (the teacher is able not only to transmit and transform information, but also to model a system of knowledge on certain issues);

4) systematically modeling knowledge (the teacher knows how to model a system of activities that forms a system of knowledge in his subject).

Determining the level of pedagogical excellence is impossible without establishing its indicators and formulating criteria.

By indicators of pedagogical skill one can judge its level. The lack of development of many issues leads to the fact that teachers include in indicators of pedagogical excellence everything that is somehow connected with it and has an impact on increasing the effectiveness of teaching, on its effectiveness and positive impact on students. And this includes the actual indicators of pedagogical skill, its foundations and criteria, and the conditions for successful learning, etc.

The criteria for teaching excellence are its distinctive features that can be used as a measure for assessing pedagogical excellence.

What should the criteria for a teacher’s teaching activity be related to? Apparently, with the most important components of the educational process, that is, with the components of the didactic basis.

The task is to highlight the most significant things that are reflected in the teaching activities of the teacher in connection with each component of the didactic basis. This is significant and will be a distinctive feature that can be used as one of the measures for assessing a teacher’s skill. It is very important that together these criteria make it possible to carry out a comprehensive assessment of the teacher’s teaching activities.

Thus, the listed criteria are necessary and at the same time sufficient to determine the level of the teacher’s teaching activity.

The proposed system identifies five criteria for the teaching activity of a teacher. Rating on a 10-point scale for each of them gives five indicators that can be combined into a generalized functional indicator of teaching skill.

A comprehensive indicator of a teacher’s mastery in teaching covers a generalized functional indicator and a generalized performance-personal indicator.

The generalized functional indicator is the sum of points according to five criteria: mastery of content and its didactic organization; organization and implementation of teacher activities; organization of student activities; stimulation and motivation of the student’s personality; structural and compositional construction of an educational lesson.

Each criterion is scored on a 10-point scale. Let us reveal these criteria through primary characteristics.

I.Mastery of content and its didactic organization:

1. Knowledge of the content of education (knowledge of the content and its application in practice).

2. Scientific content, its novelty and use of the results of your research.

3. Availability of content.

4. Developmental and educational nature of the content.

5. Selection of the content that is optimal in terms of volume and highlighting the main, essential content in it.

6. Reliance on the known (updating previous knowledge), connecting new material with previously studied material.

7. Establishing intra-subject and inter-subject connections.

8. Combination of abstract and concrete in content.

9. Variety of means of conveying content.

10. Orientation of content towards the formation of a system of knowledge, skills and abilities.

11. Organization and implementation of teaching activities of the teacher:

1. Mastery of all types of learning activities and their combination.

2. Orientation of the teaching activity of the teacher towards the organization of cognitive activity of students.

3. Demonstration of constructive, gnostic, organizational and communication skills.

4. Pedagogical technique (speech, gestures, establishing contact with the audience, form and structure of presenting information, technique of using teaching aids, the ability to focus attention on the entire audience, attention to the respondent, the ability to listen, etc.).

5. Scientific organization of pedagogical work.

6. Selection of optimal forms, methods, means of teaching and the nature of guiding the educational work of students at each stage of the training session.

7. Pedagogical tact. The ability to control yourself and your mood.

8. The ability to restructure one’s activities. Improvisation.

9. Creative attitude to activity. Creative use of teachers' experience. Own pedagogical findings.

10. Use of personal qualities and capabilities in teaching activities. Individual style of teaching activity.

III. Organization of educational activities of students:

1. Clear formulation of the goal, setting objectives and communicating them to the trainees.

2. Construction of training as a system for organizing the educational activities of students at different stages of the training session. Selection of the most rational types of activities for students to master educational material.

3. Selection of teaching methods in accordance with the assigned tasks, content and capabilities of the trainees.

4. The system of organizing independent classroom and extracurricular educational activities, the formation of cognitive independence.

5. Taking into account the individual characteristics and capabilities of students. Individualization and differentiation in the organization of educational activities.

6. A combination of individual, group and collective forms of student activity.

7. Teaching methods of cognitive activity. Fostering a work culture for students.

8. A variety of means of organizing educational activities.

9. Taking into account the difficulties encountered when mastering the content and didactic preparedness to overcome them.

10. Prompt adjustment of educational activities.

IV. Pedagogical stimulation and motivation of students’ educational activities:

1. Using the possibilities of pedagogical influence on the personality of the learner of the components of the educational process (personality of the teacher, content of education, forms, methods, means of teaching).

2. Formation of teaching motives.

3. The use of methods to stimulate educational activities (pedagogical requirements, encouragement, punishment, competition, public opinion).

4. Formation of cognitive interest.

5. The combination of control and self-control in the learning process as a stimulating influence.

6. A combination of exactingness and respect for the student’s personality. Reliance on the positive qualities and characteristics of the student.

7. Microclimate. The relationship between the teacher and students, the style of communication and leadership in the learning process.

8. Formation of duty and responsibility in teaching.

9. Nurturing a creative attitude towards educational work.

10. Professional guidance and the formation of a person’s professional orientation in training.

V.Structural and compositional structure of the training session: 1. Performing the main functions of a teacher in the learning process (comprehensive solution to the problems of education, upbringing and development).

8. Selection of the most appropriate structure of the training session in accordance with the tasks being solved and the characteristics of the educational material.

3. Purposeful relationship and interaction of the main components of the educational process (teacher - students - content).

4. Selection of means of pedagogical communication (forms, methods, teaching aids, methods of pedagogical stimulation and motivation). The expediency of their use in accordance with the goal and content of the training session.

5. Clarity and consistency of transition from stage to stage, connecting the links of the educational process with each other.

6. Rational distribution of time between the stages of the training session. Choosing an appropriate pace of learning, eliminating waste of time.

7. Prompt adjustment of the training session.

8. Increasing the information content of training (increasing the amount of knowledge acquired at the same time).

9. Creating optimal conditions for learning.

10. Summing up the results of the training session and focusing on independent work.

The criteria for teaching activities allow us to evaluate the functional aspect of a teacher’s activity in teaching.

The generalized performance-personal indicator is associated with the results of professional activity related to both students and teachers. It covers learning success; comprehensive solution to the problems of education, upbringing and development of students; the degree of transfer of the student from the level of “object of training and education” to the level of “subject of training and education”; improving your professional activities; professional, pedagogical and social significance of the teacher’s personality.

A detailed disclosure of these criteria through primary indicators and their assessment is given below:

1. Success of training:

develops students' interest in their subject; achieves solid and deep knowledge; develops strong skills and abilities; teaches to apply knowledge, skills, abilities; forms a system of knowledge, skills, and abilities.

2. Comprehensive solution to the problems of education, upbringing and development of students:

teaches to overcome difficulties, to show perseverance and strong-willed efforts in solving problems of education, upbringing, development;

forms a scientific worldview;

forms the team and personal qualities of students;

develops abilities and fosters a creative attitude towards academic work;

forms responsibility for the results of educational activities and behavior.

3. The degree of transfer of the student from the level of “object of training and education” to the level of “subject of training and education”:

teaches methods of educational activities;

forms cognitive independence;

forms motives for learning;

instills skills and abilities of self-education and self-education;

forms an active life position and the need for self-education and self-education.

4. Improving professional activities: constantly improves knowledge, skills, and abilities; constantly searches for new things in work, shows creativity; studies the experience of other teachers;

analyzes and summarizes personal work experience; takes responsibility for activities and their results.

5. Professional, pedagogical and social significance of the teacher’s personality:

formation of professionally significant personal qualities and value orientations and relationships;

actively participates in community work;

the experience of this teacher is used by others.

When assessing the results of a teacher’s professional activity, the following points can be used: 2 – clearly expressed, 1 – present, 0 – absent.

Performance and personal indicators are also associated with the main components of the educational process. The following are associated with students, their educational activities and the systemic-structural combination of components: the success of training, a comprehensive solution to the problems of education, upbringing, development of students, the degree of transfer of the student from the level of “object of training and upbringing” to the level of “subject of training and upbringing”.

Thus, these performance-personal indicators cover all components of the didactic basis, and through them the relationship with all components of the didactic superstructure can be traced. They are a reflection of the influence of all components of the educational process on the final result of the teacher’s professional activity.

The maximum number of points for the functional aspect is 50, for the performance-personal aspect – 50. The maximum comprehensive indicator is 100 points. Using it, we will highlight the levels of professional activity, the levels of the teaching activity of the teacher (functional aspect), and the levels of the effective-personal aspect.

8.5. Diagnostics of pedagogical creativityInterpretation and justification of the essence of the concept of “pedagogical creativity”

What is pedagogical creativity? We do not find an unambiguous definition of the essence of this concept in scientific works. S.L. Rubinstein characterizes creativity as “the activity of a person who creates new material and spiritual values that have social significance.”

Here the main criterion is the product of creativity, and the activity that generates it is defined as creative. But what then should we call the activity that gave rise to its product, which is not yet socially recognized?

V.A. Kan-Kalik and N.D. Nikandrov consider pedagogical creativity as “the most complex transformation of man by man.” Other researchers see in creativity the most pronounced freedom of manifestation of the human spirit, which is difficult or not at all amenable to scientific analysis.

In some sources, creativity is considered as a human activity consisting in the creation of certain material or cultural values in any branch of production, science, literature, art, etc. or as an activity that generates something qualitatively new and is distinguished by uniqueness, originality and socio-historical uniqueness.

If we proceed from the general idea of creativity, then we cannot disagree with the selected approaches to revealing the essence of this concept. Indeed, creativity is the most complex transformation in human activity and is often difficult to analyze scientifically.

It is also known that creativity is assessed by its material and cultural (or spiritual) significance. There is no doubt that creative activity is capable of generating in its final product something qualitatively new, inimitable, unique, and of social significance. At the same time, the highlighted features of creativity do not allow us to consider its essence in all its manifestations and diversity.

In order to more specifically reveal our approaches to the essence and content of the interpreted concept, we will take as the starting premises the justification of Yu.A. Samarin as the most recognized, and therefore, perhaps, included in the pedagogical encyclopedia.

He defines the essence of the concept of “creativity” as the highest form of human activity and independent activity. Substantiating a number of aspects of the creative process, he agrees with K.S. Stanislavsky, who considers creativity as the tension of all spiritual forces of a person. Of course, if Yu.A. Samarin, substantiating the essence and content of the concept of creativity, did not further dwell on revealing its main aspects (as well as its foundations); such an interpretation would seem to us both incomplete and vulnerable. Namely.

Can creativity be considered as a form if it is known that the form itself does not interact? When using the same forms, different teachers get different results. Forms interact only in close connection with the personal qualities of the teacher.

If we place human activity, characterized by activity and independence, at the center of the concept of creativity, then in such an interpretation we will rather talk about certain properties of the individual, or rather, about her abilities in a certain type of activity. Therefore, creativity is not some form, the highest or, say, average. Creativity is an activity based on the ability to create, create, and transform.

However, the abilities of the individual are not only formed in activity, but can also be destroyed in it. This is when the activity is not accompanied by purposefulness, perseverance, and tension of all the spiritual powers of a person. Therefore, the components of creativity, according to K.S. Stanislavsky, if we take into account the specifics of pedagogical activity, seem to us to be especially significant.

This is the subtlety of observation, and selective memorization of the essential, and volitional efforts, and meaningful attention, and special sensitivity, and inspiration, and emotional uplift, and mental activity as the basis of imagination and logical inference. The fusion of mind, feelings and actions gives rise to creativity.

We condition our approach to the genetic substantiation of the essence of any concept, including the concept of “pedagogical creativity,” by seeing (or highlighting) the structural cell of the process in which it manifests itself (or interacts).

Pedagogical creativity is considered as an activity based on abilities that ensure the success of forecasting, reconstructing and correcting productive pedagogical activity and its results. It is easy to notice that in the said justification of the essence of the concept of creativity of a teacher, all its components are clearly presented: a fusion of intellectual and motivational skills, volitional efforts and emotional state.

What is the novelty of the teacher’s creativity?

Let's look at this using the example of solving situational, tactical and strategic problems.

Already in the process of solving situational pedagogical problems, a creative teacher introduces new elements and techniques into interaction with students. He constantly, depending on the predicted and unforeseen situation, combines, selects, reconstructs methods and forms of influence, the content of information.

By solving tactical pedagogical problems, innovative changes are introduced both into teaching methods and into the system of interaction with students as a whole. Let these methods and innovative improvements be observed from colleagues, taken from psychological and pedagogical literature, but they are new in the activities of this or that teacher. And this is his creativity.

In the context of solving strategic pedagogical problems, when the goal of the activity is the formation of a holistic creative personality, the teacher’s creativity is fully manifested in creating an image of the result, in selecting, combining, correcting and reconstructing the process leading to this result.

At the same time, the effectiveness of innovation is determined by the time period and energy consumption of both the student and the teacher. In this case, the direction of creativity is clearly visible. It is aimed primarily at the learner and the teacher himself. There is an outlet for self-creativity.

The main mental new formations are creative thinking, mobile memory, creative imagination combined with innovation, intellectual and motivational skills. Their most active formation occurs in interaction with a creative teacher who charges students with his optimism and determination.

What drives the teacher’s creativity or what is the motive for his activity? Research has proven that the main motive for productive pedagogical activity (including creativity) is the individual’s dissatisfaction with the result obtained in relation to both the potential capabilities of students and their own capabilities and moral and psychological attitudes.

Knowing the potential capabilities of each student allows a creative teacher to build in his mind an optimistic image of the desired result.

The basis of the creative process is imagination. In the activities of a creative teacher, imagination is based on the ideas of psychological and pedagogical science and practice, and one’s own experience.

Professional competence (from the Latin “competens” - “appropriate”, “capable”, “possessing competence”, “knowledgeable”) of a teacher is considered as a high level of his preparedness, conditioned by knowledge of the strategy of productive pedagogical activity, the interacting structural components and criteria for measuring the degree of its productivity.

This is the relevant knowledge and experience of a teacher who is able to anticipate possible results, diagnose them, analyze the pedagogical situation and model a more effective system of actions in the process of achieving the desired results, adjust his own activities and justify ways of its further improvement. It is easy to see that each of the designated structural components of a teacher’s professional competence presupposes and contains elements of creativity.

The unity and mutual influence of a teacher’s professional competence and creativity can be convincingly traced provided that pedagogical activity can be represented as the implementation of its main functions in it (Latin “functio” - “execution”, “compliance”, “completion”, “display”): presentational , incentive and corrective.

The presentation function is implemented as a presentation (presentation) of the content of education to students. An effective solution to the problem is impossible if the teacher does not have the ability to convey to students what he knows (in our interpretation we are talking about the reproductive level of pedagogical activity), cannot reflect what is essential in his own work and transform information in relation to the characteristics and capabilities of students (adaptive level), is not able to mentally anticipate the future development of the system (extrapolation level). In this regard, both the creativity of the teacher and his professional competence are clearly visible.

The incentive function lies in the teacher’s ability to encourage students to master the educational information predicted by him. Without mastering the reflexive and projective levels of pedagogical abilities (which indicates the professional competence of teachers), creative (interested) interaction in pedagogical activity will definitely not work out.

Moreover, the intense function is closely intertwined with the process of illumination (insight), which, in turn, gives rise to synergy (gr. “synergeia” - “cooperation”, “commonwealth”) and, therefore, co-creation.

The corrective function consists of correcting and comparing quality indicators in activities and processes on the way to them. Diagnostic indicators of the emerging relationships between the teacher and students, between the head of the system and teachers, as well as between the leader and students are the basis for a creative rethinking of the activities of both.

It should be borne in mind that the nature of the creative interaction between the teacher and students, between the management of the system and teachers depends on the extent to which one or another function occupies a leading place. If, for example, the teacher (or the head of the system) focuses on the incentive function, then the motivation of students (or teachers by management) can be carried out through problematic questions or catechetical (gr. “katechesis” - “instruction”, “teaching”) moral teachings.

If the activities of a teacher (or leader) evenly emphasize the presentational, intense and corrective functions, then the process of their interaction can also be carried out in the form of a creative conversation (verbal form) or in the form of a mental dialogue (heuristic or Socratic form) with a forecast for creativity.

Characteristics of the main structural components of pedagogical creativity

A creative teacher is a thinking, constantly positive person. But, as you know, an “empty” head does not think. Therefore, the first and necessary condition for creativity is the breadth of the creator’s horizons. In our case, this is a huge supply of ideas and free orientation in them. And for this you need to know the achievements, first of all, of modern psychological and pedagogical science and advanced pedagogical experience.

Research shows that new knowledge, new or improved experience are not formed in an additive way (i.e., not by simple summation, superimposition of new knowledge on existing knowledge), but through the reconstruction of what is already known, by rejecting established or traditional ideas, through posing new questions , putting forward and testing hypotheses.

The breadth of a teacher’s horizons means not only the active stock of his knowledge, but also the “fullness” of the subconscious, that is, the development of his intuition. Understanding the latter as a bridge between the subconscious and consciousness and taking into account that the subconscious is also filled in the process of all human life, we consider intuition as a bridge into the creative process.

The structural component of creativity is the originality and mobility of the teacher’s thinking, combined with the subtlety of observation. It is known that many great discoveries were made thanks to the divergent thinking of the creator. In his creation he proceeded from the illogical, from the paradoxical, from the absurd.

The subtlety of observation certainly presupposes concentration of attention, training and selective memorization of the essential, the main thing. The ability to highlight the main thing, to see innovative ideas in science and experience ensures success in the teacher’s self-creativity, makes him wise and more perfect intellectually, emotionally, sensually, spiritually.

Understanding the various approaches to the content of pedagogical creativity, as well as based on the considered structural components, we can identify the main features of a teacher’s creativity.

These include the following:

– mastery of methods of scientific analysis and synthesis;

– ability to implement science into practice;

– vision of the fundamental ideas of implementation;

– ability to develop scientific and practical methods (tools) for implementation;

– the ability to see ideas in the experience of other teachers, guided by which they successfully move to the heights of professionalism;

– the ability to use the experience of other teachers in relation to the conditions of their own activities;

– the ability to predict and extrapolate productive teaching activities, create pedagogical innovations and technologies;

– forecasting optimal results in activities by means of insightful movement into the “unknown” (“leap into the unknown”);

– the ability to adjust and reconstruct one’s own activities in connection with changing social and regional conditions;

– the ability to create an optimistic image of a result in your mind and achieve the most adequate result in practice;

– manifestation of flexibility in teaching work: the ability to make optimal decisions in specific situations;

– going beyond the boundaries of the formed knowledge system (considering a phenomenon from new angles, the ability to restore connections between phenomena, the ability to see common features between individual facts, etc.);

– the ability to resist pedagogical conservatism, overcome unjustified or harmful stereotypes in education;

– the ability to transfer knowledge to various pedagogical situations and conditions;

– the ability to develop in the student the desire for innovative productivity in activities.

The object of pedagogical creativity and its end result is the student. And since pedagogical activity is characterized by a double orientation (the qualities of a teacher at some stage of his activity become the qualities of his students), then in pedagogical work it is very important to distinguish between the objective and subjective sides of creativity.

The objectivity of creativity is assessed by the final results of pedagogical activity (the depth of students’ knowledge, interests and value orientations, the degree of preparedness for self-education, for self-improvement). The subjective side of creativity is based on its process.

Of course, the process of activity on the way to a given product is constantly being improved, so the “final” in it is considered as constantly adjusted and complicated.

Based on this, an objective point of view about creativity is certainly determined by scientific novelty or discovery in activity or research, invention or rationalization of processes, optimal solution of pedagogical problems. In other words, the content of creativity (its volume or scale) may be different, but social value and novelty are required.

Since the subjective point of view about creativity is determined by the process itself, there may not be any novelty here: qualitative indicators were obtained on the basis of existing pedagogical discoveries. However, one should also take into account the fact that a creative teacher could reach the result in his own way, without knowing about this or that famous discovery before him. In this case, he is certainly characterized as a creative person.

It is also noted in evaluations of the process that individual methods in it are not always correctly assessed by contemporaries: a shadow is also cast on the resulting final product (we are talking about the attitude towards the experience of A.S. Makarenko and V.A. Sukhomlinsky, the rejection of the experience of innovative teachers and so on.).

That is why, characterizing the various aspects (structure) of the creative process, we also highlight a number of additional ones:

posing a question that requires a creative answer (the respondent’s focus on seeing the problem);

systematization of the necessary knowledge (personal or generalized experience) to substantiate the hypothesis;

vision of the strategy of productive pedagogical activity (anticipation, extrapolation, comprehension in the process of forecasting super-tasks, etc.);

generalization of knowledge in the form of conclusions and hypotheses (under observation and experiment);

registration of emerging ideas in the form of logical and graphic structures or scales;

testing the value of the results obtained in different situations and in different educational systems.

It is easy to notice that when defining the aspects to be characterized, we constantly focus on the “leap forward”. And we do this deliberately and not without reason, that is, for a number of reasons: firstly, because the teacher’s creativity and his insight are manifested in inextricable unity, and secondly, because the object of activity (the students), being at the same time a subject (he is able to understand, accept or resist the teacher), is more successfully formed provided that he feels (sees) his own intellectual and moral growth. Otherwise, standing still, without a leap (movement) forward, the personality seems to fade, or even degrade. This applies not only to the student, but also to the teacher.

We emphasize that all aspects of creativity are closely interconnected, although they may be distant in time. In the real process, a big role in creativity is played not only by the “leap forward”, “leap into the unknown”, not only by the intellect, but also by the personality of the teacher, such qualities as determination (not stopping halfway), courage of thought (not following established approach, for example, to defining concepts, but to find one’s own), namely to look beyond predecessors or colleagues, courage (top-class teachers knew how to resist pedagogical conservatism, go against the grain, break what most of their contemporaries believe in). A creative personality, as a rule, is also not characterized by indecision, timidity, and cowardice.

The degree of manifestation of creativity, its “increase” in activity is measured in the conditions of the teacher’s (or educational system’s) advancement to the highest levels of professionalism.

Manifestation of pedagogical creativity at various levels of pedagogical activity

The levels of pedagogical activity are largely determined by the levels of teacher preparedness. It is known that pedagogical creativity at different levels of teaching activity manifests itself in different ways. However, it is certainly determined by the goals and methods of solving a countless number of pedagogical problems. We chose the ability to formulate goals and find optimal ways to solve pedagogical problems as the basis (or criteria and characteristics) for determining the levels of pedagogical activity in relation to the levels of pedagogical creativity. Why?

Firstly, because the choice of criteria or basis is the main issue and an indispensable condition for the comparative assessment of alternatives. And secondly, because the goals of any activity are always predicted to achieve a certain result in it. In pedagogical activity, we repeat, this is bringing students closer to self-education and self-improvement. In turn, quality indicators in activities are achieved by solving a certain number of pedagogical problems.

At the same time, it is known that pedagogical work on the path to results is characterized by exceptional diversity, dynamism and focus. Therefore, in the process of pedagogical activity it is constantly important to keep in mind where, when, how and why, first of all, qualitative indicators appear in the activities of the teacher or the educational system as a whole.

With this approach, the levels of creativity in relation to the levels of activity are characterized differently. For example, the creativity of the teacher in the lesson of Yu.K. Babansky reduces it to four levels.

First level creativity, according to Yu.K. Babansky, is defined as the elementary interaction of the teacher with the class. However, at the same time, the teacher already uses feedback and, acting “according to the manual” or the experience of others, adjusts his work on the way to the result.

Second level Yuri Konstantinovich determines the optimization of activity in the lesson, starting with its planning: creativity is manifested in the choice of an appropriate combination of content, methods and forms of teaching students already known to the teacher in order to prepare the latter for independent analysis of the products of activity.

Third level he defines it as heuristic: the teacher, by skillfully posing the question, uses the creative capabilities of the students. They, on the basis of their own observations, knowledge and life experience, comprehend the genetic basis of new concepts.

Fourth level characterized as the highest: the teacher shows complete independence in choosing methods of interaction with students: the teacher works with them to the extent that they are able to show creative independence in accordance with the specific level of their training and education.

In the proposed Yu.K. Babanskiy’s classification of teacher creativity levels in the classroom and the comparative assessment of alternatives can be considered by analyzing the complication of tasks (pedagogical tasks) for students and through feedback.

It is also noteworthy that already at the first level of creativity, the teacher in his activities relies on feedback and, taking into account the results obtained, strives to adjust his own activities. The creativity of the teacher is manifested in the transformation of the process of activity on the path to the result.

At the second level, the teacher’s creativity is based on the choice of an appropriate combination of content, methods and forms of teaching, which becomes possible based on an analysis of the process and results of previous activities. However, he is aware of the forms of interaction between “teacher and student.”

At the third level, the teacher stimulates the activities of students using heuristic methods, and they identify skills in the genetic substantiation of concepts (which is especially important to keep in mind in the process of developing students’ creative skills).

The second comparative assessment of alternatives to a teacher’s creativity when determining the levels of his activity is the choice of methods for formulating and solving pedagogical problems.

The professionalism of a teacher includes, firstly, his ability to measure the results of his work and justify the process that influences the achievement of quality indicators in activities. And secondly, the professionalism of a teacher is a concentrated indicator of various levels of creativity, ensuring his success in business.

At the same time, what is especially significant, as a leading feature (alternative) in the totality of various levels of professionalism (including levels of pedagogical creativity), we consider the teacher’s ability to study quality indicators in practical activities.

This is explained by the fact that the formation of a master teacher, a teacher-creator, begins with the ability to analyze one’s own activities and its results. From analyzing the effectiveness of solving situational pedagogical problems, the teacher rises to the comprehension and analysis of tactical tasks, and from them to the awareness and forecasting of strategic pedagogical tasks. On this path, the teacher constantly reconstructs his own activity, its content and, most importantly, corrects the image of the result.

The basis for identifying the levels of professionalism of teachers is the ability to analyze, research activities and their results. These skills are formed in activities on the basis of increasing the scientific-theoretical and psychological-pedagogical training of the teacher.