Purpose of customized forms methodological work- provide assistance to a specific teacher in solving those problems that only cause him difficulty or that are the subject of his interests.
Traditionally, such forms of work as individual consultations, conversations, mentoring, mutual visits, and self-education are distinguished.
The basis of methodological work is observation educational- educational work in groups. It must be purposeful. The more specific the goal is, the clearer your recommendations will be to help improve the quality of work. It should be taken into account that there should be no more than 2-3 recommendations, which are of a significant nature, and taking them into account in further work will help solve the problems that the teacher has. Observing the process of interaction between the teacher and children during games, classes, and other activities with specific purpose(for example, analysis of the nature of the teacher’s appeal to children in Everyday life), you will certainly notice other problems, but let that be the goal of follow-up.
Observation educational- educational process with children the most is given great place in the work plan of a senior educator. His presence in the group should not be an event, but a normal working atmosphere of the preschool institution. An indicator of the systematic nature of this aspect of a leader’s activity is an invitation to educators to attend this or that lesson, this or that routine moment. This can only be achieved through a kind, attentive attitude towards the teacher, and business recommendations that help improve the teacher’s work efficiency in a fairly short period of time. Each observation should end with a conversation between the senior teacher and the teacher, which is held at the end of the teacher’s working day. When leaving the group, it is enough to thank him, say goodbye to the children, and you can schedule a time for the teacher to talk. Where this work takes on the character of a system, educators themselves come to certain time to the methodological office to talk with the senior teacher. Such a conversation is of a business nature.
Conversation- one of the most frequently used individual forms of methodological work in working with teachers. The purpose of the conversation is to clarify the teacher’s positions and views on the process of raising and educating children, to identify the teacher’s level of self-esteem, development pedagogical reflection, expressing wishes and recommendations aimed at improving the observed aspects of teaching activity.
The senior teacher must prepare well for the conversation if he wants to get some results. You cannot hope that somehow everything will work out by itself; you need to carefully think through the issues that you want to discuss with the teacher. The art of conducting business conversations must be learned.
There are a few important things to remember recommendations on conducting business conversations. Their universal nature is based on the fact that in any conversation you must skillfully adapt to your interlocutor at the moment, regardless of what is being discussed.
1. Listen carefully to the interlocutor to the end. The conversation always begins with statements from the teacher about the nature of her activity, why she used certain techniques, what worked and what didn’t, and why. In other words, self-analysis of your activities must be carried out.
2. Never discount the importance of your interlocutor's prejudices. Don't allow your opinion to be formed before you have carefully weighed all the facts.
3. Avoid misunderstandings and misinterpretations. If there is any ambiguity, immediately ask your interlocutor directly what exactly he means? Do not allow insufficiently clear terms or omissions in the conversation. The presentation must be clear
systematized, concise and above all understandable and simple. This applies to both the teacher and the methodologist.
4. Respect your interlocutor. Conversation technique is the art of communicating with people. Nothing affects the atmosphere of a business conversation more negatively than a contemptuous gesture, a grin, etc.
5. Whenever possible, be polite, friendly, diplomatic and tactful. Politeness does not reduce the certainty of the recommendation or advice, but in many ways prevents the interlocutor from developing internal resistance. Of course, politeness should not develop into cheap flattery. You should always be careful to be polite in moderation. Friendly disposition increases the chances of successful completion of the conversation.
6. Be adamant if necessary, but keep your cool when the temperature of the conversation rises. Do not perceive it as a tragedy if the interlocutor gives vent to his anger. An experienced and seasoned person in discussions will remain firm and will not be offended, but will be able to calm the interlocutor with confidence in tone and softness of speech.
7. Any possible way try to make it easier for your interlocutor to understand your recommendations and suggestions. Try not to give the impression that your interlocutor has given in under your pressure. Success will come when the interlocutor accepts your proposals because you gradually convinced him that you are right. Therefore, do not rush - give your interlocutor enough time and facts so that he gradually becomes convinced of the correctness of your ideas.
8. The success of a business conversation largely depends on how correctly you understood the character traits of your partner and chose the right tone of conversation with him.
The senior teacher should be a good psychologist, know that one teacher should be encouraged to talk with words of approval, a nod of the head, a smile, another should be guided, not allowed to be distracted by other topics, a third should be interested, give the conversation an attractive form, etc. How many people there are, so many features must be taken into account when preparing a business conversation.
An important factor in increasing professional level teachers is self-education . It is defined as purposeful cognitive activity controlled by the individual himself; acquisition of systematic knowledge in any field of science, technology, culture. A constant desire for self-improvement should be the need of preschool teachers. Organizing self-education is one of the main and difficult tasks of a senior teacher at a preschool institution. Modernization of the preschool education system, providing the right to choose variable programs and methods of education and training, the development of proprietary programs and methods is a good incentive for organizing this work.
Self-education as a permanent activity of a teacher includes research work on a specific problem; visiting libraries, studying scientific, methodological and educational literature; getting to know the work of your colleagues, exchanging opinions on organizational issues pedagogical process, methods of raising and teaching children; development and practical testing of a system of work for a specific section of the education and training program; creating your own teaching aids, attributes for children's games, etc. The direction and content of self-education are determined by the educator himself in accordance with his needs and interests. Each teacher is obliged, during the academic year or other, to long period to study in depth either a problem in which he feels certain difficulties in solving, or one that arouses the greatest interest.
At this stage, the senior educator helps to identify the problem, the topic of self-education. Carrying out observations of different aspects of the pedagogical process, pedagogical analysis By monitoring the work of teachers, the senior educator helps to highlight the issues that are most relevant to everyone. Individual conversations with teachers and answers to questions from specially designed questionnaires can help. It is also possible to carry out such a form of work as educators giving themselves “grades” for one or another section of work, which are necessarily analyzed by the senior educator and correlated with his own observations. It is important not only to convince the teacher to study a problem in depth, but also to constantly monitor how this work is progressing. The senior educator has the opportunity to involve educators in speaking at a meeting of the Council of Teachers on the topic of self-education, 51
conducting individual or group consultations, organizing an exhibition of manuals, materials, etc., produced by them in the methodological room. The results of self-education work are a source of replenishment of the teaching cabinet various materials. These could be lesson notes, plans for collective activities, didactic games, recommendations for carrying out certain regime moments, compiling a card index on a specific topic and much more.
The results of self-education work must necessarily become the property of the team. At the end of the school year, for example, an exhibition of works by teachers and children on self-education topics can be held, a round table can be organized to share experiences, or a “creative lounge” can be held, etc. It is necessary to develop certain requirements for the design of materials so that in the future they can be used by all kindergarten employees. It is necessary to provide for certain measures to stimulate the most efficient work teachers during the school year. The result of self-education can be the development of advanced pedagogical experience for preschool teachers.
Topic 2. Innovative activities in preschool educational institution in conditions social partnership
Topic 5. Peculiarities modern approaches and pedagogical technologies of preschool education
Exercise. Analyze the specialists’ work plan. Suggest topics for classes and excursions.
How it is done professional development pre-school specialists?
Highlight the features of modern approaches and pedagogical technologies in the field of preschool education
| Integrated planning of specialists in MDOUMonths | Topic, purpose of integrated classes | Group teachers | Specialists | Musicians | |||||||
| Cognitive activities | Excursions, walks | Integrative classes | "Music living room" | ||||||||
| September | “We are together again” (“Friendship”) Goal: developing the communicative abilities of preschool children | "What is friendship?" (proverbs, sayings, stories, poems, tales about friendship) | Organizing round dances during walks and bonding games | "Wider circle" | “Music has connected us...” (round dances, music games for approach) | ||||||
| October | « Golden autumn» Goal: to draw children's attention to beauty autumn nature | “The time of year is autumn. Three autumns" | Excursions and walks around the neighborhood, to the park | “The sky was already breathing in autumn” | Musical works about autumn. (P.I. Tchaikovsky, Vivaldi) | ||||||
| November | “Kindness” Goal: introducing children to kindness as a human character trait | “Kindness, kind person, kind fairy-tale characters” (kindness as a character trait) | Excursion to the city exhibition hall (kind faces) | "We do good" | How music affects a person's character | ||||||
| December | "Hello, New Year! Goal: to introduce children to the history of the New Year holiday | “How we celebrated the New Year in Rus'” (about the Christmas tree, Santa Claus, the old and New Year, New Year’s | Excursions to city squares where Christmas trees stand | "Winter's Tale" | Musical works about winter | ||||||
IN educational practice on various levels(state, regional, school) traditional compulsory forms of education and methodological work with teachers have become widespread. Despite their inherent shortcomings (frontality, inflexibility, pursuit of the number of methodological activities, lack of efficiency in assistance, ossification of forms), the system of continuous professional development for teachers would be incomplete without them.
IN modern school such traditional forms of methodological work are used (note that the council, school teachers’ council, instructive meetings are not always the proper forms methodological activities, but they perform m methodological functions)
The school council functions according to. Regulations on it, consists of teachers, parents, high school students, meets once a quarter to solve problems important for the school, analyze the educational process in the school and the activities of individual teachers, namely: the state of the educational educational process at school in light of the requirements. Law "On Education", the state of educational and educational work in the 9th, for example, class si, organization summer holiday children, etc.
The pedagogical council consists of teachers, it also exists in accordance with. According to its regulations, it meets 4-5 times a year, and in some educational institutions monthly. At its meetings, the pedagogical council discusses such issues as: the state of labor training at school and tasks for its improvement; the state of teaching and the level of knowledge, skills and abilities of students in mathematics, the work of methodological associations at school and ways to improve it; aesthetic education of students by means academic disciplines: opportunities, problems and prospects and many others.
Instructional and methodological meetings at school are held as necessary; for this, one day a week is allocated (for example, Thursday), which is called a methodological day? The school administration tries to carry out methodological work with teachers on this day. At production and methodological meetings, the following issues are discussed: the condition of student notebooks, compliance with the language regime at school, legal educational work, work with parents, preparation for subject olympiads and competitions, the work of teachers in preparing students for exams, organizing summer holidays for students etc.
Methodological associations of teachers (school and interschool), in vocational schools they are called methodological commissions and regional methodological sections, which work according to annual plan work and related instructions. At meetings of subject commissions, reports on topical issues of training and education are heard and discussed; a review of the latest specialized literature is made; books, articles from magazines and newspapers are discussed on current topics; mutual visits to lessons are organized; open lessons are held and discussed, the use of visualization in educational process, applications. TSO and computer ov; consultations are organized for young teachers; teachers' reports on implementation are heard individual plans self-education.
In addition to the above-mentioned traditional forms of methodological work, schools also hold subject weeks, workshops, conferences, interdisciplinary conferences, psychological and pedagogical seminars, pedagogical skills competitions, individual methodological consultations, methodological exhibitions, design of methodological rooms or corners, schools of excellence, publication of a methodological bulletin, information days, spivb essay of leaders with teachers on the results of work during the academic year, mentoring, internships, course retraining, self-education.
. Self-education- This traditional form methodological work of the teacher. In the 60-70s, teachers wrote widespread plans for self-education for a year, then for six months (for it is clear that it is necessary to provide for at least a year new literature impossible), later the writing of self-education plans was canceled, since mass methodological work with teachers contributed to self-education.
. Individual self-education- this is a systematic study of new psychological, pedagogical, scientific literature, participation in the work of school, district, interschool, regional (v. VET) method of associations, seminars, conferences, pedagogical x readings (held once every two to three years at the state level, once a year - at the district, regional level, once a year during winter holidays at the school level. vocational school). Teachers methodically develop problems of improving teaching and education, conduct experimental research, prepare reports, appear on radio and television; schools organize reviews of pedagogical literature and methodological journals, collections, etc.
. Scheme of motivational management in the self-education system
. Motivation labor activity teacher at all levels of education consists of four blocks, which today are not sufficiently implemented: material interest, the essence of work, relationships in a team, self-realization in creativity
This motivational model has a classical character and is suitable for normal conditions of the functioning of society or for a period of society emerging from a crisis. It also works during a crisis, but its effectiveness will be incomplete
. Motive as an internal stimulator of individual activity and social communities should be distinguished from external pathogens - stimuli. Stimulation is carried out through orders, instructions, incentives, threats, sanctions
. Material interest will be when wages correspond to labor contribution. The equalizing principle of calculating wages based on the number of hours worked without taking into account the quality of work and its final results - main reason the fact that material interest has never been used in our country as a lever of influence on the activity of educators, teachers, professors.
The essence pedagogical work is now taking on concrete shape. Collaboration with students, achieving real and visible results makes the work of a teacher much more attractive than it has been so far
Relationships in the team: collectivism relationships are strengthening due to common interests to improve final results, assessing the work results of each teacher helps to satisfy the need for respect from others; competitive relations arise between members teaching staff in connection with the development of social comparison of skin achievements.
Self-realization in creativity and free time. The implementation of the motivational capabilities of the three previous blocks cannot but awaken in the teacher the desire to seek and find new ways of working with students in order to achieve dynamic goals. The consequence of such interest may be a reduction in the time required for students to master program disciplines compared to standard periods, individualization of training, a general shortening of the period a student spends at a given level of education, and others. Along with the effect of self-realization in creativity, the stimulating power of the time freed up for the teacher is triggered; he uses the beat in his own way. Based on measuring the results of teachers’ work through assessing the level of knowledge (skills, skills), level of creative, moral and physical development students arises new area motivational influence, the use of which constantly intensifies the activities of teachers, educators, teachers.
Requirements for organizing self-education: the connection between self-education and practical activities teacher, systematic and consistent self-education, continuous improvement its content and forms, a multifaceted approach to learning problems, publicity and visibility of the results of self-education, the creation of necessary conditions for self-education (a day free from lessons, the presence of a pedagogical or methodological office, timely information from the library about new pedagogical literature, etc.), access to materials on advanced pedagogical experience, completeness of self-educational work at each stage (reports, speeches, participation in Pedra di, conferences, etc.
Open lessons aim to improve the skills of all teachers. Main tasks: putting into practice the work of all teachers of advanced pedagogical experience and achievements of pedagogical science, aimed at solving the problems assigned to them national school tasks. It is necessary to ensure that open lessons are useful. For this purpose, school leaders
Vocational schools, methodologists, experienced teachers should prepare open lessons, provide teachers with consultations and methodological assistance can be given as an example. Rostov. All-Union Conference (Russia, Rostov-on-Don) with developmental education. It was held in 1980 and took 1.5 years to prepare. The conference began with the fact that about 1000 teachers participating in the conference attended lessons on problem-developmental character, of which 75 were held in total, and they took place in schools and. Vocational schools in Rostov-on-Don (Russia) and in regional centers. Only after the conference participants saw with their own eyes the effectiveness of problem-based learning and studied the materials of numerous stands, after discussing the lessons attended, which were attended by the ministers of education, their deputies, academicians, and teaching scientists (they spent 1.5 years preparing these lessons), a plenary session of the conference took place, then sectional work (in subjects), and then recommendations were adopted for the introduction of problem-based developmental education.
Analysis requirements and discussion open lessons: purposefulness of discussion, scientific analysis, integrity combined with goodwill when expressing critical comments, combination of lesson analysis with conclusions and recommendations, summing up the results of an open lesson to qualified specialists.
Conducting open lessons, or even better - their systems - effective form methodological improvement of teachers (even when the lesson is prepared and taught by a not very experienced teacher)
Non-traditional forms of methodological work in the 90s became so widespread and widespread that they can be classified:
1. According to the method of collective creativity, these are fairs pedagogical creativity, festival pedagogical ideas and finds, panoramas methodological ideas, pedagogical scatterings, clubs creative teachers, methodical tournaments and opening days, creative portraits and laboratories, pedagogical schools.
2. Forms that unobtrusively guide teachers to active work, - these are business games / pedagogical consultations, gatherings, methodological rings, methodological auctions /, brainstorming, the “Best Teacher of the Year” competition, etc.
3. Forms that enhance the scientific focus of the work are problem-based seminars, creative groups, creative scientific discussions, educational seminars on the pedagogical methodology, consultations with scientists, author’s schools of excellence, pedagogical collective affairs, a pedagogical tournament on topical issues. scientific topic, public research institute, creative laboratories.
4. Forms that enhance the practical orientation of the work are consultation workshops, seminars, beginner teacher schools, pedagogical representation, etc.
5. Shapes that combine traditional job with leisure, is small academy folk pedagogy, pedagogical gatherings, parties, panorama lesson, presentation of pedagogical novelties, pedagogical portrait T creative team etc. The most widespread are such non-traditional forms of methodological work with teachers as: methodological festivals; panoramic and non-standard lessons; satellite seminars, methodological dialogues, rings, bridges, brainstorming sessions, methodological auctions; pedagogical consultations and trainings; methodological gatherings; pedagogical. KVN; problem tables; psychological and pedagogical discussions; pedagogical tournaments (see table 6 6).
2.4. Individual forms of methodological work
Individual methodological work– this is the teacher’s self-education, which allows him to choose a study mode that is convenient for him and the questions necessary for study. Pedagogical self-education ensures independent, targeted acquisition of knowledge in the field of the taught subject, pedagogy, psychology and mastery of teaching and educational methods. Individual methodological work, which is the main form of improving pedagogical skills, is carried out according to the following main directions:
1) study of scientific, educational methodological literature, regulatory documents related to practical activities;
2) creation of comprehensive methodological support for teaching subjects and professions;
3) study and implementation of modern teaching technologies in the educational process;
4) analysis, adjustment, development of educational program documentation;
5)participation in work pedagogical council, methodological commissions, seminars, pedagogical readings, creative associations of teachers, etc.
Methodological independent work is planned by each teacher for a year. The goals and content of the methodological work of teaching staff must be interconnected with the goals of the educational institution.
Individual methodological work with teaching staff is carried out by the director, deputy directors, methodologist, chairmen of methodological commissions and heads of other methodological departments to assist them in improving pedagogical and professional skills, in developing educational program documentation, designing training sessions, creating educational and methodological complexes, in the development of original educational programs, teaching aids, etc.
Activities of the teacher in scientific and methodological support:
1.Develop educational program documentation.
2. Compose educational and methodological complexes, develop their main components.
3.Introduce modern technology into the educational process. ped. technologies, automated training systems, El. Training aids, training complexes.
4.Create and develop the material and technical base of the educational institution (office).
5. active participation in the work of the pedagogical council, medical commissions and other associations.
2.5. Forms of collective methodological work are pedagogical councils, methodological councils, methodological commissions, creative groups, pedagogical workshops, experimental laboratories, etc.
Pedagogical Council is organized as a permanent collegial body to discuss and resolve current issues in all areas ( academic work, educational and ideological management, educational activities, administrative, extra-budgetary, organizational management, innovation) activities of the educational institution. It determines the goals, forms and content, but at the same time the methodological service educational institution influences the decisions of the pedagogical council. The composition of the pedagogical council is determined annually by order of the educational institution. The operating procedure of the pedagogical council is determined by the Regulations on the pedagogical council, approved by order of the Ministry of Education. Materials about the work of the pedagogical council are documented in the book of minutes of the pedagogical council and are stored in the educational institution for 10 years. The decisions of the teaching council are binding on all members of the teaching staff.
Commission method are created when there are three or more teachers (industrial training masters) of a certain subject (profession) or related subjects (groups of professions). If there is not enough teaching staff to create a methodological commission in an educational institution, cluster methodological commissions of teaching staff in relevant subjects (professions) from several educational institutions can be created. If necessary, interdisciplinary (interprofessional) methodological commissions can be created. Management methodological commissions are chaired by chairmen elected from among the most experienced and qualified teaching staff of the educational institution. Compound methodological commissions, chairmen are approved by the director and formalized by order of the educational institution. The heads of the educational institution are members of methodological commissions according to the profile of their teaching activities.
Meetings of methodological commissions are held monthly. The work plans of the commissions are integral part plans for the methodological work of the educational institution and are drawn up for the year. Materials on the work of methodological commissions are documented in protocols that reflect decisions and recommendations on the issues discussed. They consider the following issues: analysis of the quality of the activities of all members of the commission, organization and conduct of subject weeks, identification of innovative experience, its generalization, development and transfer. In order to create conditions for the development of professional skills of teaching staff, organizing a general discussion of current problems of pedagogy, didactics, methodology, open lessons, seminars, workshops, business games, round tables, scientific and practical conferences, etc. can be held within the framework of methodological commissions. .
Teacher's workshops– these are unique author’s classes, when teachers, masters of their craft, pass on their practical experience to other members of the teaching team. An educational institution may employ one, two, etc. pedagogical workshops. From year to year, these workshops can change: new masters grow in the team - the opportunity to create a new creative workshop arises. Pedagogical workshops are schools of mutual growth.
Creative groups are created for:
1.development of a new educational program documentation;
3.development of test tasks for quality control vocational education etc.
The most pressing problems for the solution of which creative groups can be created include the following: methodological support of the educational process; developmental education technologies; development of technical creativity of students; development of educational program documentation. Based on the results of the work of creative groups, reports, proposals, and methodological recommendations are drawn up, which are heard at a meeting of methodological commissions, pedagogical and methodological councils, at which the results of the group’s activities are assessed and a decision is made on the implementation of proposals and recommendations into teaching practice.
Experimental laboratories are created on the basis of any office to start some research (innovative). Then the results of the study are tested and the overall result is brought up for discussion on the faculty. advice (whether the research conducted is effective or whether it can be implemented throughout the educational institution).
Modernization staffing educational process of a preschool institution within the framework of the Federal State Educational Standard is aimed at a consistent transition from the traditional educational process to an activity-based one, and the question methodological support in preschool educational institutions today is especially relevant, as it is an integral component of a unified system continuing education, a system for increasing the professional competence of teaching staff. It significantly affects the quality and effectiveness of training and education, on final results preschool work, so we consider it as important factor management of the educational process. However, in our kindergarten there was a real problem of insufficient effectiveness of management actions to improve the professional competence of teachers. The passivity of teachers, their lack of interest, and insufficient activity in work at teacher councils, consultations, and seminars were significant problems. And we were faced with questions: How can we ensure that every teacher becomes an active, interested participant in the pedagogical process? How to get rid of the passivity of individual teachers? How to transfer them from reproductive activity to research? Constantly in search of non-standard approaches to organizing direct methodological work, optimal forms and the most effective methods of training educators, we came to the conclusion that enhancing the creative activity of teachers is possible through non-traditional, interactive methods and forms of working with them. Many major methodological innovations involve the use of interactive methods training.
The value of this approach is that it provides feedback, exchange of opinions, and forms positive relationships between employees. The core of these forms of work with teachers are collective discussions, reasoning, and argumentation of conclusions. The value of interactive methods is to achieve such important goals such as:
1. Stimulating interest and motivation for self-education;
2. Increasing the level of activity and independence;
3. Development of skills of analysis and reflection of one’s activities;
4. Development of the desire for cooperation and empathy.
A developing environment and finding new ways to implement the educational process made it possible to unite teachers into a team of like-minded people.
We also use it with the teaching staff following forms works:
- Pedagogical workshops, where the goal is to exchange the work experience of teachers with different qualification categories.
- Master Class; transfer of their experience by highly qualified teachers.
- Consultations for young teachers: the goal is assistance in adaptation and familiarization with the system of work aimed at improving the pedagogical literacy of young specialists and educators who have a break in work.
- Methodological association. The purpose of which is; increasing the professional level of teachers.
- Seminars - workshops, business games, mutual screenings, creative reports, presentations.
During the academic year at the preschool educational institution we conduct various shows – competitions: preparation for the new academic year, « Best corner health”, exhibition of group photo newspapers “Ah, summer”, “The best corner on life safety”, etc.
Widely used various shapes individual work with teachers. For example, interviews at the beginning and end of the year, visiting and analyzing classes for the purpose of assistance, because The methodological service does not functionally replace administrative bodies. Our work uses one of the modern trends - micro group work. Uniting teachers into problem groups for a certain fixed period helps solve, perhaps small, but specific task, i.e. V in this case there is a refusal to solve certain global, abstract pedagogical problems in favor of real difficulties.
When working with teachers we also use multimedia presentations - this is one of modern methods working with teaching staff, helping to solve many problems, namely:
— the possibility of accurate, accessible and vivid transmission of information,
— simultaneous use of various forms of reference information: audio, video images, text animation,
— quick way implementation information technologies in all types and areas of educational work of preschool educational institutions.
Thus, multimedia presentations not only form the information culture of teachers, but also help improve the quality of the educational and management process.
The activities of our kindergarten teachers and specialists are clearly coordinated, conditions have been created for professional growth. We have close contacts with SIPCRO and CSO, on the basis of which over the past 4 years more than 80% of our teachers have completed various courses advanced training.
And in conclusion there is one truth: “In different eras something different is always known because they act differently” (I. F. Gerbard). Each teacher at the Zvezdochka kindergarten is given a difficult but solvable task - to “find yourself in time.” The task of the methodological service is to create conditions for the successful solution of this problem.
The type of methodological activity is sustainable procedures for planning, designing, selecting and using teaching aids specific subject, determining their development and improvement. On the types of methodological activities performed by teachers of vocational education institutions, N.E. Erganova attributes:
Analysis of educational program documentation, methodological complexes;
Methodological analysis of educational material;
Planning a system of theoretical and practical training lessons;
Modeling and design of presentation forms educational information at the lesson;
Designing students' activities to form technical concepts And practical skills;
Development of teaching methods in the subject;
Development of types and forms of control of professional knowledge, skills and abilities;
Management and assessment of student activities in the classroom;
Reflection on one’s own activities when preparing for a lesson and when analyzing its results.
The main forms of methodological work of a teacher in a vocational educational institution are shown in Appendix 1.
There are two complementary forms of methodological work in educational institutions of the vocational education system - collective and individual. Each of them has its own clearly defined functional purpose and clearly expressed goals.
Collective methodological work, first of all, is expressed in the active participation of members of the teaching staff in the work of the pedagogical council - the highest body of the educational institution. Collective types of methodological activities also include participation in the work of methodological commissions, in instructional and methodological meetings, pedagogical readings, scientific and practical conferences, seminars and workshops.
The pedagogical council, according to the Charter of the educational institution, has the right to decide all issues of the life of the school, but - in relation to methodological activities - these are, first of all, issues related to the organization of the educational process. The ultimate goal of all activities of the teachers' council is to increase the growth of teaching skills: and improve the effectiveness of teaching activities.
The issues considered at associations of teachers and masters, which are traditionally called methodological commissions, are also devoted to the same goal. Dealing with private problems related to development specific activity masters and teachers, the methodological commission mainly covers all areas of its work:
1) study and development of educational and methodological documentation;
2) improving the quality of educational work;
H) improving the pedagogical qualifications of masters and teachers.
The first direction covers:
· study of new educational program documentation and adjustments to the current one work program(if necessary);
· discussion of lists of training and production work by profession;
· discussion of checklists and qualification works;
· discussion of educational and didactic support and educational and technological documentation, evaluation criteria for typical work, student standards, etc.;
· discussion of detailed internship programs, etc.
The second direction includes:
· conducting and analyzing open lessons;
· organizing mutual visits to classes by members of the commission;
· exchange of experience (reports from experienced experts) of educational work in the group;
· brainstorming individual directions improving the process of industrial training;
· review of passports of complex methodological equipment of specialized and standard educational workshops and classrooms;
· analysis of the results of industrial training and development of measures to improve its quality;
· discussion of the progress of preparation and conduct of final final exams etc.
The third area of activity of the methodological commission pursues the organization of systematic improvement of the qualifications of its members. This involves activities of this kind:
· reviews of new editions of pedagogical and methodological literature;
· discussion of specific publications on issues innovative technologies, ways to improve industrial training, current problems of the relationship between theory and practice, etc.;
· organization of reviews and competitions of educational workshops, competitions professional excellence, exhibitions of rationalization proposals of employees and students, shows of technical creativity in groups, etc.;
· discussion of abstracts and reports prepared for pedagogical readings, conferences of engineering and teaching staff, etc.;
· listening to reviews of scientific and technical information, etc.
Thus, methodological work in an educational institution is a system of interrelated measures aimed at improving the qualifications and professional skills of teachers and industrial training masters, including managing their self-education, self-education, and self-improvement.
Also to the forms of collective methodological work of L.P. Ilyenko says:
Work on a single methodological topic;
Pedagogical workshop;
Theoretical seminars (reports, messages)
Disputes, discussions;
Methodical weeks;
Competitions of pedagogical excellence;
Creative reports;
Business games, role-playing games;
Discussion of best teaching practices
Thematic teachers' council;
Pedagogical readings;
Exhibitions of advanced teaching experience;
Individual work allows the teacher to independently and objectively determine his weak sides, plan work according to your personal schedule, quickly monitor and adjust the learning process. Group forms, not being so mobile, cover a much larger volume of knowledge and introduce best practices in a concentrated form, contribute to the unification of teachers into a team, finding optimal solutions to pedagogical problems.
Individual forms include:
Self-education;
Studying documents and materials of professional interest;
Reflection and analysis of one’s own activities;
Accumulation and processing of material in disciplines (sciences) related to pedagogy: psychology, valeology, teaching methods;
Creating your own folder of achievements (portfolio);
Creation of a methodological piggy bank;
Development own funds visibility;
Work on your own methodological topic that is of interest to the teacher;
Development of your own diagnostic materials, monitoring on a specific issue;
Preparing a speech at the teachers' council on the problem;
Attending classes and extracurricular activities with colleagues;
Personal consultations;
Interview with the administration;
Individual work with a mentor (mentoring);
Performance individual tasks under the control and support of the head of the methodological association.
Active forms of organizing methodological work include:
1) discussion. The purpose of the discussion is to involve listeners in an active discussion of the problem; identifying contradictions between everyday ideas and science; mastering application skills theoretical knowledge to analyze reality;
2) methodical ring. The goal is to improve the professional knowledge of teachers and identify general erudition. The form of implementation is group work (opponents, support groups for opponents and an analysis group). For example, a methodological ring on the topic “Activation of students’ cognitive activity in the classroom” involves a competition of the following methodological ideas:
· application of game tasks;
· usage active forms training;
· organization of group interaction among students;
· increased role independent work students in the learning process, etc.;
3) methodical gatherings. The goal is to form the correct point of view on a certain pedagogical problem; creation of favorable psychological climate in this group of listeners. Form of holding: round table;
4) methodological dialogue. The goal is to discuss a specific problem, develop a plan joint action. The form of the event is a round table. Methodological dialogue is conducted between the leader and students or between groups of students on a specific problem;
5) business game. The goal is to develop certain professional skills and pedagogical technologies;
6) training. The goal is to develop certain professional skills and abilities. Training (English) - a special training mode, training, can be an independent form of methodological work or used as a methodological technique when conducting a seminar;
7) pedagogical KVN. This form of methodological work helps to activate existing theoretical knowledge, practical skills, and create a favorable psychological climate;
8) methodological bridge. The purpose of the methodological bridge is the exchange of advanced pedagogical experience, the dissemination of innovative technologies of teaching and education;
9) brainstorming. This is one of methodological techniques, promoting the development of practical skills, creativity, and the development of the correct point of view on certain issues pedagogical theory and practice. This technique is convenient to use when discussing methods for covering a certain topic, for making decisions on a specific problem;
10) solution pedagogical tasks. The goal is to get acquainted with the features of the pedagogical process, its logic, the nature of the activities of the teacher and students, and the system of their relationships. Completing such tasks will help you learn to identify the essential and most important from the variety of phenomena. The teacher's skill is manifested in the way he analyzes, explores pedagogical situation how he formulates, on the basis of a multilateral analysis, the goals and objectives of his own activities;
11) methodological festival. This form of methodological work, used by methodologists of the city, district, and school leaders, assumes a large audience, aims to exchange work experience, introduce new pedagogical ideas and methodological findings. At the festival one gets acquainted with the best pedagogical experience, with non-standard lessons that go beyond traditions and generally accepted stereotypes. During the festival there is a panorama of methodological discoveries and ideas.
Thus, methodological work in a vocational education institution in all its diversity of types and forms is a system of interrelated measures aimed at improving the qualifications and professional skills of teachers and industrial training masters, including managing their self-education, self-education, and self-improvement.
innovative college of Economics teacher