Svitelskaya Tatyana Petrovna,
English and German teacher, specialist
Introduction…………………………………………………………………………………3
1. Innovation and potential……………………………………………………………..4
2. Realization of innovative potential……………………………6
2.1. Factors influencing teaching potential……………….6
2.2. Means of realizing the innovative potential of a teacher……..7
3. Obstacles to the development of innovative pedagogical potential and overcoming them……………………………………………………………9
List of references………………………………………………………10
Appendix A -A set of questionnaires to determine the level of innovation of teachers…………………………………………………………………………………...11
Introduction
Innovation is an inseparable part of modernity. The age of development of new technologies could not but affect the educational system.
A huge amount of research and rethinking of educational activities as a tool for preparing the new generation for implementation in the living space has led to a revision of both the goals of the educational system itself and the means of their implementation.
Among the closely related triangle “teacher - knowledge - student”, special attention has always been paid to the methods and technologies of interaction between teachers and students. Thus, the innovative potential of the former often plays a decisive role in the process of perception and assimilation of the material transmitted by the latter.
In the development of this project, the following tasks were set, with the solution of which further work was built:
1) definition of innovation potential as a concept;
2) identifying factors influencing the innovative potential of teachers;
3) determination of means for realizing pedagogical potential;
4) identifying ways to develop innovative teaching potential;
5) development of a system for interaction of qualified personnel to develop the innovative potential of a teacher.
Thus, this project is aimed at identifying all the factors that influence a teacher’s desire to develop his own skills and teach him new ways of professional activity.
1. Innovation and potential.
Modernization of the educational system requires teaching staff to comply with and constantly develop their creative potential. The teaching staff of a school has a great influence on the development of students’ personalities, so the ability of teachers to be innovative today is considered one of the most important pedagogical characteristics.
According to the definition of the pedagogical terminological dictionary , innovation potential is a description of an organization’s capabilities to achieve goals through the implementation of innovative projects.
Whereas Innovation is the creation, distribution and application of a new means (innovation). Activities to search and obtain new results, ways to obtain them
Innovation is neoplasm, renewal (the appearance of new forms or elements of something).
In some cases, innovative potential is identified with scientific and technical potential and is presented as “accumulated a certain amount of information about the results of scientific and technical work, inventions, design developments, samples of new equipment and products.”
Another approach to understanding the essence of innovative potential is the resource approach, according to which innovative potential is considered as a set of various types of resources that ensure the implementation of innovative activities by a market entity.
In the field of education, there are also many opinions regarding what innovation capacity is.
The pedagogical terminological dictionary explains innovative pedagogical potential as a set of sociocultural and creative characteristics of a teacher’s personality, expressing readiness to improve teaching activities, and the presence of internal means and methods that ensure this readiness. This also includes desire.
As a pedagogical category, this term is relatively young, and this has led to the existence of different approaches to defining this concept. The modern dictionary of pedagogy interprets the term “pedagogical innovation” as follows: innovation in teaching activities, changes in the content and technology of teaching and upbringing, with the goal of increasing their effectiveness. It follows from this that the creation of innovations in one’s professional activities is not categorical for the innovative potential of a particular teacher. Innovative potential can and often comes down to transformations and changes in the way of activity and approach to it.
So, despite the existence of a number of definitions, the concept of innovation potential is quite vague and differs for different areas of application.
2. Realization of innovative potential
2.1. Factors influencing teaching potential
Researchers have developed a whole complex for calculating the relationship between a teacher’s desire for self-development, his readiness, desire to move away from standard-type lessons and factors contributing to this.
So, if we consider the personality of the teacher himself, then we can use a set of questionnaires to determine the level of innovation of teachers, to reveal the overall picture of the potential of the team and each teacher individually. (See Attachment)
Having analyzed existing studies (Kornilova T.I., Zueva E.N., etc.), interviewed some colleagues of various pedagogical categories and based on personal experience, the following were considered factors influencing the development of innovative pedagogical potential:
1) teacher’s workload: availability of time for self-development, requirements in each specific educational institution for maintaining documentation, etc.;
2) working environment: technical equipment, the opportunity to exchange experience both with colleagues of “related” cycles of subjects, and with teachers not directly related to this academic discipline, communication with the methodological association, etc.;
3) the potential of students: from the students’ already developed skills, existing knowledge, students’ aspirations in studying the discipline, the perception of the teacher himself and the readiness to perceive innovations...
Accordingly, there is a need to develop solutions taking into account the above issues.
However, before putting forward relevant theories and proposals, it is necessary to understand by what means innovative potential is realized in teaching activities.
2.2 Means of realizing the innovative potential of a teacher
Having studied the materials on the study of pedagogical innovative potential, we come to the conclusion that the most clear definition of methods for its implementation was given by E.M. Gorenkov. In the works of this teacher-researcher, it is believed that the innovative potential of the teaching staff is revealed in the ability for self-development and the implementation of innovative ideas, projects and technologies.
The concept of a pedagogical innovative idea contains the ideas of a new approach to the implementation of educational goals.
An innovation project is a project containing a technical, economic, legal and organizational justification for the final innovative activity.
The result of the development of an innovative project is a document that includes a detailed description of the innovative product, justification for its viability, the need, possibility and forms of attracting investments, information about deadlines, performers and taking into account the organizational and legal aspects of its promotion.
Implementation of an innovation project is the process of creating and introducing an innovative product to the market.
The goal of an innovation project is to create new or change existing systems - technical, technological, informational, social, economic, organizational and achieve, as a result of reducing resource costs (production, financial, human), a radical improvement in the quality of products, services and a high commercial effect.
This activity is an example of the development and phased implementation of the formulated pedagogical idea. Most often, the result is the emergence of innovative technology.
Pedagogical technology is a body of knowledge about the methods and means of implementing the pedagogical process.
Those. the implementation of the emerging innovative idea takes place through the use of innovative technologies, which in turn are a positive result of the developed innovative projects.
At the moment, there are an innumerable number of such technologies, classified according to various criteria and already practically used in teaching. However, their quantity and diversity are another obstacle to their development and practical application.
In this work, special attention was not paid to various technologies as such, because The main activity is considered to be the organization of the optimal way to familiarize a modern teacher with such technologies.
3. Obstacles to the development of innovative pedagogical potential and overcoming them
Among the potential obstacles to the development of pedagogical innovative potential, the following factors should also be considered: a certain phobia of meeting innovation, lack of teaching experience, the problem of independence and creativity, poor motivation for professional growth and lack of technical means.
Taking into account the above factors, as a result of work on this project, ways to familiarize teachers with emerging innovative technologies were analyzed, and a system was identified and modeled to facilitate the implementation of this task;
Thus, the following patterns were derived that contribute to the development of innovative pedagogical potential:
1) reducing the need for independent search and testing of innovative technologies leads to an increase in the teacher’s desire for self-development;
2) access to them without leaving the workplace will make the need to use innovations less painful and forced;
3) mutual exchange of experience with colleagues and specialists helps enrich the teacher’s experience.
As a result of this project, the following proposals are made:
· at the school level, create a system of organized attendance at lessons of colleagues, both related cycles and other educational subjects (1-2 per week);
· at the district level, on a methodological day, attend master classes or consultations with a methodological office (once a month);
· stimulate the use of innovations with incentives, while creating technical conditions for the use of innovative technologies.
4. isokgd.ru/.../awbwkyyknfazd%20xamjqxvpl%20rhvhdmjgskdtgns.
5. Grebenyuk, O. S., Rozhkov M. I. General fundamentals of pedagogy: Textbook. for higher education students institutions / O. S. Grebenyuk, M. I. Rozhkov. - M.: Publishing house “Vlados-Press”, 2004
6. Danko, M. Innovative potential in the industry of Ukraine /M. Danko // Economist. – 1999. – No. 10. – P. 26-32.
7. Emelyanov, S. G. Methodological foundations for studying the innovative potential of the region / S. G. Emelyanov, L. N. Borisoglebskaya // Innovations. – 2006. – No. 2. – pp. 20-32
8. Terminological dictionary "Pedagogical technologies" (Source: O.S. Grebenyuk, M.I. Rozhkov General fundamentals of pedagogy)
Appendix A -A set of questionnaires to determine the level of innovation of teachers
Questionnaire No. 1: Teachers’ receptivity to new things
1. Do you constantly monitor advanced pedagogical experience in your activities, strive to implement it taking into account the changing educational needs of society and the individual style of your teaching activity?
2. Do you constantly educate yourself?
3. Do you adhere to certain pedagogical ideas and develop them in the process of teaching?
4. Do you collaborate with scientific consultants?
5. Do you see the prospects for your activities and predict them?
6. Are you open to new things?
Determine your receptivity to new things using the following rating scale: always – 3 points, sometimes – 2 points, never – 1 point.
The level of receptivity of the teaching staff to innovations is determined by the formula: K = Kfact: Kmax, where K is the level of receptivity of the teaching staff to innovations; Kfact – the actual number of points received by all teachers; Kmax – the maximum possible number of points.
The following indicators are used to assess the level of IPPC:
critical level – K< 0,45;
· low level – 0.45< К < 0,65;
· permissible level – 0.65< К < 0,85;
· optimal level – K > 0.85.
Questionnaire No. 2: Information readiness of the teaching staff
1. From what sources do you get information about innovations:
· at meetings and seminars;
· from the media;
· from books on innovation issues;
· at meetings at school;
· from communication with colleagues at school;
· from communication with colleagues from other schools.
The qualification readiness of the teaching staff for mastering innovations is determined by the formula: K = Kfact: Kmax, where K is the level of qualification readiness of the teaching staff for innovations, Kfact is the number of teachers with the highest, 1st and 2nd qualification categories, Kmax is the number of members teaching staff.
The following indicators are used for assessment:
critical level – K< 0,45;
· low level – 0.45< К < 0,65;
· permissible level – 0.65< К < 0,85;
· optimal level – K > 0.85.
Questionnaire No. 3: Motivational readiness of the teaching staff to master innovations
If you are interested in innovation, apply innovation, what motivates you?
to that? Please select up to three answers.
1. Awareness of the inadequacy of the results achieved and the desire to improve them.
2. High level of professional aspirations, strong need to achieve high results.
3. The need for contacts with interesting, creative people.
4. The desire to create a good, effective school for children.
5. The need for novelty, renewal, change of scenery, overcoming routine.
6. Need for leadership.
7. The need for search, research, better understanding of patterns.
8. The need for self-expression, self-improvement.
9. Feeling of one’s own readiness to participate in innovative processes, self-confidence.
10. The desire to test in practice the acquired knowledge about innovations.
11. The need for risk, overcoming routine.
12. Material reasons: salary increase, opportunity to pass certification, etc.
13. The desire to be noticed and appreciated.
Note. The stronger the teachers’ motives related to the possibility of personal self-realization, the higher the level of innovative potential of the teaching staff.
Questionnaire No. 4: Anti-innovation barriers of teachers that impede the development of innovations
If you are not interested in innovation and do not apply innovations, then what are the reasons for this:
1. Poor awareness among the team about possible innovations.
2. The belief that you can teach effectively the old way.
3. Poor health, other personal reasons.
5. Little work experience, which does not work out in the traditional way.
6. Lack of financial incentives.
7. Feeling of fear of negative results.
8. Lack of help.
9. Disagreements, conflicts in the team.
Note. The fewer innovation barriers teachers have, the higher the level of IPC.
Questionnaire No. 5: The level of innovation of teachers in the school community
Which group of teachers do you think you belong to? Choose one of the answer options.
Group A. You are absorbed in innovations, are constantly interested in them, are always the first to perceive them, boldly implement them, and take risks.
Group B. You are interested in innovations, but do not follow them blindly; you calculate the feasibility of the innovation. Do you think that innovations should be introduced immediately after they appear in conditions similar to yours?
Group C. You perceive innovations moderately. Don't strive to be among the first, but don't want to be among the last either. As soon as the new thing is accepted by the majority of your teaching staff, you will accept it too.
Group D. You doubt more than you believe in new things. You prefer the old. You perceive something new only when it is accepted by the majority of schools and teachers.
Group E. You are the last to embrace innovations. Doubt innovators and initiators of innovation.
Note. The smaller the groups D and E, the higher the level of IPPC.
The IPPC development program is a mechanism that ensures the effectiveness of management functions. The results of its implementation in school practice are:
at the preparatory stage - the motivational readiness of the teaching staff to master innovations;
· at the organizational stage – theoretical readiness;
· at the practical stage – practical readiness;
· at the control and evaluation stage - achieving agreement between the desired and actual levels of IPC.
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Bibliography:
- aspu.ru/images/File/ilil_new/Gorenkov_uchitel.pdf
- didacts.ru/dictionary/1006/word/inovacionyi-potencial-pedagoga
- didacts.ru/dictionary/1010/word/inovacija
- isokgd.ru/.../awbwkyyknfazd%20xamjqxvpl%20rhvhdmjgskdtgns.
- Grebenyuk, O. S., Rozhkov M. I. General fundamentals of pedagogy: Textbook. for higher education students institutions / O. S. Grebenyuk, M. I. Rozhkov. - M.: Publishing house “Vlados-Press”, 2004
- Danko, M. Innovative potential in the industry of Ukraine /M. Danko // Economist. – 1999. – No. 10. – P. 26-32.
- Emelyanov, S. G. Methodological foundations for studying the innovative potential of the region / S. G. Emelyanov, L. N. Borisoglebskaya // Innovations. – 2006. – No. 2. – pp. 20-32
- Terminological dictionary "Pedagogical technologies" (
Our rapidly developing social reality places high and often contradictory demands on such an area as vocational education, and therefore on pedagogy. This determines the special importance of the dialectical flexibility of scientific concepts that serve to reveal the pedagogical phenomena being studied. Some of these concepts require a deeper and more comprehensive consideration than is currently available.
Among concepts of this kind is “pedagogical potential” - a concept that, in our opinion, has not yet received its exhaustive analysis.
The phrase “pedagogical potential” is used quite often in the scientific literature. However, the analysis shows that different authors, using this term, give it different meanings. At the same time, a number of authors propose concepts that are close in meaning to pedagogical potential and even use this term - but without revealing its content. An example is the work of N.A. Aminov, E.N. Volkova, E.F. Zser, L.G. Popova, Yu.I. Turchaninova.
However, the above are enough to conclude that pedagogical potential is understood by researchers, firstly, as something self-evident, and secondly, its accomplishment is ambiguous. The works mentioned above and similar to them (in relation to the issue of interest to us) contribute to the development of the problem of pedagogical potential, but concern its individual aspects; the problem as a whole is not posed. The authors of these works, speaking about pedagogical potential, mean their subject of research, i.e. there is a reduction of the concept of “pedagogical potential” to pedagogical abilities, orientation, subjectivity, etc. But none of these elements exhausts the system. By exerting mutual influence, elements can cause the phenomenon of compensation, but the possibilities of compensation for different elements are not the same. The possibilities for the development of elements and the difficulties associated with their development are also unequal. Only a holistic understanding of pedagogical potential provides the basis for a conclusion about the pedagogical status of someone who wants to become a teacher (for example, a student at a pedagogical institute) or a working teacher.
Our understanding of a teacher’s pedagogical potential can be represented within the framework of V.S. Merlin’s theory of integral individuality.
As is known, V.S. Merlin distinguishes the following hierarchical levels in the large system of integral individuality:
System of individual properties of an organism. Its subsystems:
a/ biochemical, b/ general somatic, c/ properties of the nervous system /neurodynamic/;
System of individual mental properties. Its subsystems:
a/ psychodynamic /temperament properties/, b/ mental personality properties;
System of socio-psychological individual properties. Its subsystems:
a/ social roles in a social group and team, b/ social roles in socio-historical communities.
Superimposing V.S. Merlin’s scheme on the pedagogical potential allows us to see the following in it. Firstly, these are neurodynamic properties, the carriers of which are the inclinations: the establishment that persons with high pedagogical potential are characterized by a combination of weakness, lability and activation of the nervous system. This triad gives rise to the ability to resist the emergence of the syndrome of “forced communication” (a term introduced by Estonian psychologists who studied the activities of video trainers, leading to “emotional burnout” of the teacher).
Secondly, these are the mental properties of the individual: the orientation that motivates the teacher’s pedagogical activity, his professional experience and the PVC that some of the individual’s relationships have become.
Thirdly, these are psychodynamic properties. They are present in the pedagogical potential in the form of PVC, which have become the corresponding properties of temperament.
Thus, from the point of view of the theory of integral individuality, the pedagogical potential of a teacher is a system, the hierarchical levels of which are its neurodynamic, psychodynamic and personal properties.
Within the framework of the theory of integral individuality, one can consider the teacher’s pedagogical potential somewhat differently, namely, as a structure that includes psychodynamic, instrumental and motivational characteristics. The intellectual characteristics of teaching potential are represented by the professional experience of the teacher and some personal qualities.
Instrumental characteristics of pedagogical potential are pedagogical abilities. They play a special role in the structure of the pedagogical potential and are its core. L.D. Kudryashova, who owns the original psychological theory of abilities, specifically draws attention to this fact.
The professional activities of teachers are traditionally one of the main objects of scientific and pedagogical research. And this is natural, since the teacher has always been and remains a key link in education. It is possible to change the educational paradigm, the education system and its regulatory framework, the content of education and its methodology, the methods and technologies used in teaching and upbringing, etc. However, the quality of education will ultimately be determined by Who And How implements these “scientific concepts” in everyday educational activities. In other words, the qualitative characteristics of teachers’ professional activities are largely the determining factor in the quality of education.
For example, T.L. Bozhinskaya, revealing the prospects for improving the pedagogical potential of regional culture in modern Russian education, defines pedagogical potential as a dynamic functional system that combines personal resources (patterns of behavior, knowledge, attitudes, relationships that form forms of translation of human experience), ensuring the upbringing and education of the individual, his adaptation and development in culture. The pedagogical potential of regional traditional culture lies in the traditions of moral, spiritual, patriotic, labor, aesthetic, and environmental education. Pedagogical potential accumulates these resources of regional culture and ensures the effectiveness of professional teaching activities.
However, it should be emphasized that the effectiveness of pedagogical activities will be ensured by the pedagogical potential of regional culture only if it is be used subjects of this activity. To do this, he must be appropriately instrumentalized, otherwise the “pedagogical potential of regional culture” will remain unclaimed and will not be “broadcast” to subjects of culture and education.
The same applies to the pedagogical potential of the family, the media, art, tourism, etc.
As for the pedagogical potential of various educational phenomena, they possess it immanently, in their essence, another question is to what extent.
One way or another, the study of the pedagogical potential of cultural, social, educational structures and objects is a self-important area of scientific and pedagogical research, which is becoming increasingly developed.
Along with this, the field of research is also actively developing pedagogical potential as a characteristic of a person, most often a teacher. However, this concept, although used quite often in scientific and educational literature, has not yet received its exhaustive disclosure. According to some authors, this phrase is usually used as a figurative metaphor.
Our analysis of various sources does not allow us to agree with this. It clearly demonstrates that the pedagogical potential of a teacher, teacher as an independent phenomenon is increasingly attracting the attention of researchers, acquiring theoretical, even methodological and scientific-practical significance, and the concept of “pedagogical potential” is accordingly filled with scientific meanings, acquiring terminological status in the conceptual apparatus of pedagogy .
As stated in one source, in the most general view teacher's pedagogical potential denotes the totality of the capabilities of a person engaged in teaching activities. However, the specificity of the concept of “teaching potential” is that it allows us to consider the teacher’s capabilities not only as they are now, but also from the perspective of their formation and development prospects, since it concentrates three aspects:
· past– a set of qualities and properties accumulated by a person in the process of personal and professional development;
· the present– updating opportunities and their application in professional and pedagogical activities;
· future– trends in future professional and personal development.
In terms of content, pedagogical potential is considered as a set of natural (psychophysiological) and acquired (social) qualities combined into a system that determine the teacher’s ability to perform his duties at a given level. The natural, psychophysiological component of pedagogical potential is makings. Their significance is determined by the fact that not every person can become a good teacher, much less achieve professional excellence. Hardly anyone today doubts this. The set of components of the social component, which historically changes depending on ideas about what a teacher should be, includes: abilities, professionally important qualities, teaching experience, pedagogical motivation, pedagogical orientation of the individual; professional training in itself, a priori, is not a factor in the development of pedagogical potential : To perform this function, it must have certain characteristics.
The same applies to other forms of continuing teacher education, which are declared to contribute to the professional development of teachers, including their teaching potential.
The multivalency of the term “pedagogical potential,” which can be used to characterize objects of various kinds, has led to the emergence of a number of terms that are generally synonymous with it, but at the same time clarify, more clearly demonstrating its conceptual content, such as “professional teaching potential », « professional and pedagogical potential of the teacher», « teacher's professional potential" Although these terms are more “cumbersome”, they are convenient in that they unambiguously reflect the correlation of the concept with the personality of the teacher, thereby eliminating the possibility of discrepancies.
Summarizing different approaches to understanding the professional potential of a teacher, we can highlight the following main positions:
· In the understanding of some researchers, the professional potential of a teacher is that part of internal personal resources person (such as needs, abilities, value orientations, attitudes, personal qualities and properties, motives, knowledge, skills, etc.) that he has in stock, and therefore, under certain conditions, they can manifest themselves in professional activities, but due to certain reasons of an objective or subjective nature they are not used to the fullest or are not used at all. That is, potential is what is not presented to others, what is hidden in the depths of the human personality, not implemented in any activity manifestations, at least in the professional sphere. In this sense, potential is opposed to personal characteristics, manifested and objectively recorded in various forms of activity and professional pedagogical activity of the teacher.
· According to other ideas, the professional potential of a teacher is understood as the whole a complete set of internal personal resources(opportunities) - both those that are actively implemented in professional activities, and those that can be realized if desired and necessary, and even those that have not yet been formed in the personality structure, but can be formed on the basis of available resources and opportunities.
Obviously, these are different concepts in scope and content - the first is part of the second and is covered by its scope. At the same time, in theoretical and research terms, these approaches, with all their differences, are both legitimate and productive, since they are ultimately aimed at one goal - to comprehensively study this phenomenon, “to identify the place of human potential, his capabilities in educational system and the role of a teacher’s professional and pedagogical potential in the organization and implementation of professional activities,” since, as O.O. Kiselev, “the system of relations of all subjects of education and the effectiveness of pedagogical activity as a whole depend on the magnitude, quality of pedagogical potential and the opportunity to realize it to the maximum.”
/ O.O. Kiseleva. – M., 2002. – 378 p. Number of views of the publication: Please waitIV. True or false?
1. This is how you should address the student: “Well done, I appreciate you.”
free!"
2. This is not the way to address a student: “You must do this.”
bark because I said so.”
3. Success in communication between a teacher and students does not depend on
teacher's abilities.
4. A student cannot be forced to do something he doesn’t like.
doing it with full effort.
5. In case of violation of discipline, it is advisable to distract
student, switching his attention to a new task.
6. For a teacher, being angry is the same as being sick.
7. A smile cannot express a calm attitude towards a person.
student's kaze, ability to control oneself.
8. You can’t get angry when you hear a student make a joke about your hell.
res.
9. High school students characterize the teacher according to the first
impression.
10. Unfunny teachers cannot use humor in
your work.
V. You can learn about the attitude of students to their teacher
by asking them the following questions:
1. Are you willing to go to the teacher with your questions?
2. Does the teacher take part of the blame for poor learning?
student behavior?
3. Do teachers use pronouns too often?
eat "I"?
4. Does a teacher go to hell with a complaint about bad behavior?
ministry?
5. All answers are correct.
VI. Teachers are most objectively characterized by:
1. Strong students.
2. Weak students.
3. "Middle peasants."
4. Colleagues, administration.
5. Parents.
It is not the isolated qualities of a teacher that matter, but their complex, an integral system. The systemic nature of teaching excellence is reflected in the new integrated concept - professional potential of a teacher (PPP), The advantage of confogo is that it combines many diverse and multi-level aspects of teacher training and activities.
Professional potential (from the Latin ro1eps!a - generalized ability, opportunity, strength) is the main characteristic of a teacher. This is a set of natural and acquired qualities combined into a system that determine the teacher’s ability to perform his duties at a given level. The professional potential of a teacher can also be defined as the teacher’s ability to implement it, projected towards a goal: in this case, accordingly, we are talking about the relationship between intentions and achievements (Fig. 10). Professional potential can also be defined as a base of professional knowledge and skills in unity with the developed ability of a teacher to actively think, create, act, bring their intentions to life, and achieve designed results.
Professional potential is defined as a system of natural and acquired qualities during professional training:
PPP= Pnep + Pchip+ Pdsp+ PDPD,
PPP - professional potential of the teacher;
Pnep - the unchangeable part of the potential, determined by the general innate abilities of the individual;
Pchip - partially changeable (progressive) part of the potential, due to the natural special abilities of the individual, the development of the latter in the process of professional training and practical activity;
Pdsp - potential component added by special training at a university (special);
PDPD - part of the potential acquired in the process of practical activity of a teacher.
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The PPP system contains structural parts, which are understood as major areas (aspects) of teacher training and their professional activities. The components are identified according to the areas of scientific research that develop the problem of a teacher’s professional potential (Fig. 11).
The general structure of the concept of “professional potential” is quite complex and multifaceted. On the one hand, the PPP contains the relationship between orientation as an inclination towards teaching activity and the actual situation of activity. This approach emphasizes the importance of acquired and natural ability to engage in teaching activities. On the other hand, PPP reflects the teacher’s attitude towards professional activity. This means that abilities alone, even when they exist, are not enough to perform professional duties well. On the third hand, PPP is interpreted as an opportunity to perform one’s work at the level of requirements imposed by the teaching profession, in combination with an individual understanding of the essence of the pedagogical process - the style of teaching and educational activities. Finally, on the fourth side, the training program is a concentration of acquired qualities, i.e., a system of knowledge, abilities, skills, ways of thinking and acting acquired during the training process.
The closest general concept to PPP is pedagogical professionalism. Professionalism comes down to the ability to calculate the course of pedagogical processes, foresee their consequences, while relying on knowledge of general circumstances, conditions and specific causes. In other words, professionalism is the ability to think and act professionally.
Using the concept of professional potential helps to understand the hierarchy of concepts and its components, to achieve the correct identification of general conditions and specific factors.
The general structural components of pedagogical professional potential are intellectual, motivational, communicative, operational (or actually professional), and creative. Cultural, humanistic, activity-based and other components, usually highlighted in pedagogical manuals, should be considered as the general conditions in which the professional activity of a teacher takes place.
1In the context of modern art education, the concept of “pedagogical potential of Russian folk culture” is considered and its etymology as a cultural-pedagogical phenomenon and holistic education that has its own specificity is revealed. The relevance of realizing the pedagogical potential of Russian folk culture in the development of the creative abilities of a teenager is substantiated. The main approaches to the study of the pedagogical potential of Russian folk culture are analyzed. The main essential characteristics of this potential are highlighted: communication, situationality, contextuality. The components of the pedagogical potential of Russian folk culture: teaching, developing, educating and value-normative, have been identified and described. The functions of the pedagogical potential of Russian folk culture are highlighted: epistemological, axiological, regulatory-normative, creative. The value-semantic content of the selected functions is described. A logical connection between the components and functions of the pedagogical potential of Russian folk culture has been established.
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The change in the guidelines of socio-political development today places new demands on modern education, on the professional pedagogical activity of the teacher and the portrait of the student. There is a pronounced tendency to include education in the context of culture in general and folk culture in particular. In the conditions of sociocultural modernization, humanitarization and ethnicization of education, one of the pressing problems is the creative self-determination of the adolescent’s personality. In this regard, the problem of developing a teenager’s creative abilities on the basis of the pedagogical potential of Russian folk culture acquires particular relevance.
In order to most fully reveal the essence of the pedagogical potential of Russian folk culture, let us turn to the etymology of this concept. Potential (from Latin potentia - strength, power) is sources, opportunities, means, reserves that can be used to solve a problem, achieve a certain goal; the capabilities of an individual, society, state in a certain area. The concept of “potential” as a pedagogical category is characterized by the presence of those opportunities and means that have an educational orientation.
The growing interest in the study of the pedagogical components of culture and the desire of scientists to effectively use various possibilities and resources of folk culture to achieve pedagogical goals have led to the identification and active research of a special cultural and pedagogical phenomenon - the pedagogical potential of culture (L.M. Biryukova, O.O. Kiseleva, E.A. Myasoedova). The pedagogical potential of individual cultural phenomena, such as language, tradition, folklore, folk art culture, Russian traditional culture, the media and its influence on the formation and development of personality, is presented in a wide range of studies (L.I. Levkina, E.B. Makushina, G.N. Manasova, I.A. Orekhova, T.Ya. Pristavkina, A.A. Stolitsa, O.Ya. Fishukova, M.A. Chistyakova, L.A. Shestakova). Scientists I.V. Vlasyuk, V.A. Mitrakhovich, M.A. Skrybchenko, pedagogical potential is understood as a set of opportunities, abilities, and resources. V.A. Mitrakhovich describes pedagogical potential as an attribute of being and a set of parameters inherent in any system, the action of which can be aimed at the formation of any personality quality under certain pedagogical means and conditions. M.A. Chistyakova uses the concept of “pedagogical potential” in relation to an object - as something embedded in the integral structure of traditional folk culture and its samples, various artifacts. T.L. Bozhinskaya understands pedagogical potential as integral education with a pronounced prognostic orientation, using the necessary resources of regional culture and ensuring the effectiveness of professional pedagogical activity. O.M. Pozdnyakova interprets the concept of “pedagogical potential” as a dynamic, conditionally realizable system of cultural phenomena (artifacts), uniting values, norms, methods and patterns of experience transfer, ensuring a person’s personal development. In this context, the bearer of the pedagogical potential of Russian folk culture is an ethnocultural artifact. N.V. Eremina understands the pedagogical potential of folk culture as the value content of tradition as opportunities that are present in its means, forms and are realized in a community of different ages. A.B. Teplova calls pedagogical potential the educational opportunities inherent in the means of folk pedagogy - maternal folklore and traditional folk toys, the values and meanings that they are able to convey to the child, as well as the forms of meaningful pedagogical activity that they initiate.
In the framework of our research, by the pedagogical potential of Russian folk culture we understand a complex, synthetic system of various parameters (norms and meanings, artistic and figurative expressiveness of Russian folk culture as a means of developing the creative abilities of a teenager, a system of spiritual and moral values that has developed in Russian folk culture) , a set of forces inherent in folk culture, the action of which is relevant or can be actualized in specially created conditions and in the presence of certain factors to achieve any pedagogical goals.
Our analysis and systematization of scientific pedagogical, cultural, philosophical knowledge about the phenomenon of pedagogical potential in general and Russian folk culture in particular allowed us to conclude that the pedagogical potential of Russian folk culture is a multifaceted phenomenon that has a unique original specificity (this specificity is determined by essential characteristics of Russian folk culture - value and normative conditioning, traditionalism and ethnoculturality; as well as the mentality of the Russian people, their worldview) and unique nature. Pedagogical potential is a complex structured formation within an integral system; an integral quality that can pedagogically influence the subject when activating the mechanisms of meaning formation. An important characteristic of these pedagogical forces is that they contain a unique source of new opportunities for the implementation of pedagogical activities. Hidden, non-actualized forces, when environmental, external conditions and internal factors change, can move from potential to actually acting. That is, pedagogical potential is characterized not so much by its current state as by its development capabilities in the long term. The potential necessarily inherits the characteristics, essential characteristics and specifics of the object (subject) within which it is found. Thus, the pedagogical potential of Russian folk culture has absorbed the distinctive, original ethnic features of Russian folk culture, and thus adopted some of the properties and essential characteristics of this culture.
The pedagogical potential of Russian folk culture has such a characteristic as communicativeness, i.e. the development of personality and its creative abilities can only occur in the process of communication with Russian folk culture, comprehending which, a teenager begins to think, analyze any problem, and actively reflect. The realized pedagogical potential of Russian folk culture becomes the engine of the mechanisms of creative self-development of the individual. In turn, the educational process, which involves the joint creative activity of the teacher and the student, as well as the individual creative activity of the student, aimed at the creative self-realization of the individual, activates and develops this potential. Russian folk culture has pedagogical potential because it includes the teenager and the teacher in a special kind of developmental educational activity.
It should be noted the dynamic nature of the pedagogical potential of Russian folk culture. This potential is not static. It can be at rest, or it can actively form and develop under the influence of any conditions and factors. Consequently, we can conclude that the pedagogical potential of Russian folk culture is an integral system, including a number of components, capable of development and self-development.
Situationalism is also the most important characteristic of the pedagogical potential of Russian folk culture, because this potential can work in certain specially created conditions, pedagogical situations and in the presence of a number of mandatory factors that will contribute to the maximum disclosure of this potential.
The contextuality of the pedagogical potential of Russian folk culture lies in the fact that this potential must be realized within the framework of the individual personal development of each child individually. It cannot be the same for all schoolchildren due to their individual differences, breadth of life experience, character traits, level of development of creative abilities, behavior, etc. The pedagogical potential of Russian folk culture is revealed and works differently for each teenager. Consequently, this potential will be realized individually for each person in the process of developing the creative abilities of the individual, self-development and self-education. Thus, the pedagogical potential of Russian folk culture for one teenager can be fully revealed, for another it can show itself partially from one side, for a third it cannot manifest itself at all.
The specific features and nature of the pedagogical potential of Russian folk culture are determined by the specifics of Russian folk culture as an ethno-pedagogical phenomenon, its value-semantic content, ethnological and ethnographic characteristics, internal ideological philosophical component, the mentality of the Russian people, customs and traditions.
Russian folk culture, which has a number of constant components—a system of values, norms and meanings, characteristic forms and patterns of behavior in society, a ritual and ceremonial system, ethnic symbolism—is a complex phenomenon that has a strong impact on the formation and development of the personality of a modern teenager. This influence, if it is not pedagogically designed and ordered, is mainly of a spontaneous nature, as a result of which a teenager, finding himself face to face with Russian folk culture, most often does not understand it, moreover, tries to distance himself from it. As a result, Russian folk culture becomes for a teenager a kind of abstract phenomenon, which he can comprehend by becoming familiar with it and accepting traditional cultural values. In this regard, competent implementation of the pedagogical potential of Russian folk culture in the educational process is a necessary condition and guarantee of the success of the harmonious creative development of the student.
By realizing the pedagogical potential of Russian folk culture, we understand the use of the capabilities, means and resources of Russian folk culture in the educational process, the reproduction of traditional values, norms and meanings by subjects of education. The specific educational and sociocultural environment makes adjustments and provides additional opportunities, conditions, rules and norms in the form of private principles for the functioning of the educational space of the institution. Creatively effective, productive transformative activity presupposes the individual’s ability for self-development and self-improvement. In this sense, creative activity is a process and a result of personal self-improvement. Realization of the pedagogical potential of Russian folk culture in the educational process will make it possible to launch those personal mechanisms that will be effective drivers of the processes of creative self-development of a teenager.
The pedagogical potential of Russian folk culture is a systemically organized phenomenon, in the structure of which four components are distinguished:
a) teaching - ensures that teenagers acquire deep, systematized knowledge in the field of Russian folk culture and fine arts; skills and abilities in the field of artistic creativity; competencies necessary for schoolchildren for their artistic and creative activities;
b) developing - ensures the effective improvement of various areas of schoolchildren’s activities, in particular artistic and creative activities, as well as the individual and personal qualities of adolescents;
c) educating - ensures the formation of spiritual, moral, volitional qualities in adolescents; careful and respectful attitude towards the surrounding reality, domestic and world cultural heritage; moral beliefs; ways of behavior of a citizen of his Fatherland, patriotic feelings for his Motherland;
d) value-normative - ensures the formation of a certain worldview of a teenager; value orientations and attitudes towards phenomena and objects of reality and the cultural heritage of their homeland; patterns of behavior in society, in one’s own country, in the multicultural space of the whole world; the process of internalization of ethnocultural values by a teenager as core formations of a universal human value system.
1) epistemological (acquisition by teenagers of deep knowledge in the field of Russian folk culture, its traditions and value-semantic sphere);
2) axiological (formation of an emotional and value-based attitude towards Russian folk culture, its examples, as well as a careful and reverent attitude towards the cultures of other peoples);
3) regulatory-normative (harmonization and regulation of relationships between members of a given ethnic group, relationships of adolescents with each other in the sociocultural environment and with representatives of other ethnic communities);
4) creative (updating artistic traditions, techniques, means of artistic and figurative expression in the work of a modern teenager).
Each function reflects the multifaceted nature of solving various pedagogical problems and emphasizes the completeness and versatility of the content of the pedagogical potential of Russian folk culture and the process of developing the creative abilities of a teenager based on this potential. Let's take a closer look at the functions we have highlighted.
By epistemological function we understand the generalization and systematization of knowledge about the phenomenon of Russian folk culture, its components, and specific features. Understanding the uniqueness of Russian folk culture entails broadening the teenager’s horizons, his value-semantic sphere. The implementation of this function occurs through increasing and enriching the range of ethnocultural knowledge of a teenager, as well as through overcoming stereotypical thinking and false ideas in the field of Russian folk culture. This function allows a teenager to form a system of necessary knowledge and ideas about the original specifics of Russian folk culture. Studying the foundations of Russian folk culture, its historical roots, rich history; understanding the mechanisms of its functioning and role in modern society will effectively influence not only the increase in the level of erudition of the student, but will also allow him to form the correct attitude towards Russian folk culture, devoid of stereotypes, frameworks and some bias. Also, the epistemological function contributes to the formation of a teenager’s tolerant attitude towards different cultures, because Having the necessary knowledge in the field of ethnic culture, a teenager is able to independently analyze, systematize his ideas about the cultures of the peoples of the whole world and form a respectful and caring attitude towards the ethnocultural world heritage. Familiarity with artistic traditions and the peculiarities of Russian folk culture allows us to form an attitude towards it as an unconditional universal value. Thus, the implementation of the epistemological function is the most important condition for the operation of other functions, because it is aimed at building the necessary theoretical base, on the basis of which a student can independently choose value guidelines in the field of folk cultures in general and Russian folk culture in particular; make judgments about Russian folk culture, form their own worldview.
The axiological function of the pedagogical potential of Russian folk culture is aimed at the formation of a certain emotional and value perception of Russian folk culture, its samples and artifacts. This will allow the student to perceive Russian folk art and its specific products as an integral and important part of the global cultural heritage. The experience of emotional and value perception and attitude to the processes and phenomena of Russian folk culture contributes to the teenager’s analysis and correlation of the semantic traditional content of Russian folk culture with universal human values, norms and meanings, as well as with his individual life experience.
The regulatory-normative function of the pedagogical potential of Russian folk culture is manifested in the system of requirements and norms of behavior with all representatives of a given ethnic group. Teenagers, as carriers of Russian folk culture, must accept a system of norms and principles, observe them and broadcast them to their peers. This function regulates relationships among teenagers, creates a favorable psychological climate, creates a positive atmosphere, devoid of any contradictions, aggressive influences and unrest. The light, open atmosphere promotes teenagers’ creativity, creativity, and the creation of unique original art projects. The regulatory-normative function is supported by systems of norms, which include law, a set of ritual and ritual rules and traditions, morality, and etiquette. The regulatory-normative function regulates the behavior of subjects of education by establishing their mutual rights and obligations. It is associated with the definition of various aspects and types of pedagogical activity.
The creative function of the pedagogical potential of Russian folk culture is manifested in the observance of the artistic traditions of Russian folk culture when creating a work of art, the interpretation of these traditions, and their actualization in the work of a teenager. The key condition for the implementation of this function is the creation by the teacher of such original educational programs and methods that are based on the traditions of Russian folk culture and at the same time contribute to the creation by teenagers of their own original works of art, and not simply imitation of examples of Russian folk culture. It is important to reveal the creative potential of Russian folk culture, to bring the teenager closer to the understanding that the artistic traditions of folk culture are not a stationary and ossified phenomenon that does not change over time, but a living, dynamic, constantly evolving phenomenon that always corresponds to its era. By applying these traditions in their creativity, a teenager can create unique art objects.
Thus, the pedagogical potential of Russian folk culture is a complex phenomenon, including such components as teaching, developing, educating and value-normative. The pedagogical potential of Russian folk culture provides the teenager with the necessary basis for the development of his creative abilities, high personal culture, moral qualities; carried out through the implementation of functions: informational, axiological, regulatory, normative and creative. The implementation of the highlighted functions of the pedagogical potential of Russian folk culture in the educational process of an educational institution will significantly improve the quality of art education for modern teenagers.
Reviewers:
Borytko N.M., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy, Volgograd State Social and Pedagogical University, Volgograd;
Stolyarchuk L.I., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy, Volgograd State Social and Pedagogical University, Volgograd.
Bibliographic link
Gavrilova A.O. THE ESSENCE OF PEDAGOGICAL POTENTIAL OF RUSSIAN FOLK CULTURE // Fundamental Research. – 2015. – No. 2-19. – P. 4280-4285;URL: http://fundamental-research.ru/ru/article/view?id=37944 (access date: 03/12/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"