Personal potential of a teacher. Ways to achieve professional success and self-realization

It is not the isolated qualities of a teacher that matter, but their complex, an integral system. The systemic nature of teaching skills is reflected in a new integrated concept - teacher professional potential (PPP), the advantage of which is that it combines many diverse and multi-level aspects of teacher training and activity.

Professional potential (from Latin potencia - 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 realize it, designed for 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 a teacher;

Pnep is an unchangeable part of the potential, determined by the general innate abilities of the individual;

Pchip is a 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 - component of potential added by special training at a university (special);

PPD is part of the potential acquired in the process of practical activity of a teacher.

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.

Gashkova Nadezhda Vladimirovna

The national educational initiative “Our New School” notes that the key feature of a modern school should be teachers who are sensitive, attentive and receptive to the interests of schoolchildren, capable of helping children find themselves in the future, become independent, creative and self-confident people. Such professionals are open to everything new, have a deep command of psychological and pedagogical knowledge, and are masters in other fields of activity.

The quality of solving the main problems of education largely depends on the professional level of the teacher, therefore creating conditions for the development of teacher potential and the teacher’s involvement in the processes of lifelong education is an urgent task of education management. (Ilyina N.F. Teacher potential: the essence and support of its development // News of the State Pedagogical University named after V.G. Belinsky 2011 No. 24)

Potential is the totality of available funds and capabilities in any area. (Pedagogical encyclopedic dictionary - M.: 2002)

Teacher potential is a set of skills, knowledge, and abilities of teachers. The source of accumulation of teacher potential is the progress of human abilities: the presence of a subject capable, on the one hand, of developing his capabilities, on the other hand, of designing and creating the future.

The professional potential of a teacher is a system of teaching excellence that combines many diverse and multi-level aspects of teacher training and activities.

Professional potential is the main characteristic of a teacher. It can be defined as a base of professional knowledge and skills in unity with the teacher’s developed ability to actively think, create, act, bring his intentions to life, and achieve planned results.

Professional potential is defined as a system of natural and acquired qualities during professional training. ()

The essence of the process of developing a teacher’s potential is:

Resolving individual educational deficits that arise in the process of carrying out activities;

Enriching the knowledge and skills of the teacher;

Formation of professional competence necessary for successful performance of activities through the preparation and implementation of individual educational programs.

For the successful development of teacher potential, the following conditions are necessary:

The development of teacher potential should be carried out on the basis of a competency-based approach;

The process of developing teacher potential occurs through the participation of the teacher in innovative activities and specially organized reflective-analytical, design and educational activities;

Teacher education should be organized as a continuous process of achieving set educational goals and developing new ones;

Each teacher masters the knowledge, skills, and methods necessary to implement the assigned tasks. ( ELena Sovetova In-school model )

Separately, we can highlight the socio-psychological and psychological-pedagogical conditions for effective teacher training:

1. First of all you need motivation. Every teacher must clearly understand the goals, i.e. how training will affect his work, student learning outcomes.

2. You need to create climate, facilitating learning, and this implies the active participation of teachers in the learning process; the desire to learn new things, to analyze one’s achievements and mistakes; management support; desire to answer questions.

3. The learning process should be divided into successive stages with the consolidation of practical skills acquired in each of them. This is especially important when the subject matter is quite complex.

4. Necessary Positive Feedback: praise, approval, encouragement of teachers, etc.

Like any type of activity, the development of teacher potential should be based on the following basic principles:

1. Priority of independent learning. Various courses, practical seminars, master classes, etc. They give the teacher only the first instructions, basic knowledge, which he will have to develop independently in the future. Thus, interpreting the words of J. Lukes that there is “diversity

levels of teachers’ readiness to assimilate the information offered,” we assume that there are also different degrees of teachers’ readiness to use innovative technologies. (

2. The principle of joint activity. One of the forms of organizing teacher training at the institutional level is a creative group or methodological association of teachers.

The small group is the main form of organizing teacher training at the institutional level, its “innovation cell”. This is one of the most productive forms of training, since the group includes only those teachers who are interested in working together and who are interested in cooperation. “Passion for the problem under study contributes to the transfer of teachers’ methodological activities into search and research, which creates conditions for their professional growth,” says E.G. Kalinkina. ( Kalinkina E.G. Advanced training of teaching staff as a resource for the development of a modern school / Trends in the development of education: problems of managing a modern school: materials of the III International Scientific and Practical Conference of the Center for the Study of Educational Policy. - M.: University Book, 2006.)

In addition to the joint activities of teachers, an interesting move is the organization of joint project activities between teachers and students. Joint projects between teachers and students contribute to the emergence of new educational results for students, which is evidence of an increase in the effectiveness of the advanced training courses themselves

3. The principle of individualization. Implementation of the possibility of constructing an individual trajectory of methodological support (taking into account the educational needs of teachers, their interests, creative capabilities) to solve problems set by the teacher himself.

4. The principle of focusing on problematic issues of practice. The knowledge that an adult acquires is assessed by him , first of all , as “a means of solving problems and tasks arising in the course of his practical activities.” ( Zmeev S.I. Fundamentals of andragogy. - M.: Flinta, 1999)

On the other hand, the basis of this principle is the focus on meeting the systemic needs of the institution. It should be taken into account that comprehensive development programs include some desired results (for example, a description of what school graduates should know and be able to do according to the Concept of Modernization of Russian Education for the period up to 2010). ( )

But in the practice of implementing these programs, it is necessary to permanently (continuously) monitor real results, the analysis of which provides information on the progress of the program and the need for its possible adjustment, including in the field of teacher training.

5. The principle of democratic relations between the administration and teachers. The indispensable conditions that ensure the success of advanced training usually include:

attention and interest of the school administration;
an atmosphere of mutual assistance, respect, trust;
the opportunity, not in words, but in deeds, to change certain aspects of school life for the better;
the presence of an extensive network of formal and informal intra-school teachers' associations;
high level of communication culture;
regular support from qualified higher education specialists;
cooperation with the regional methodological center;
thoughtful organizational support.

Providing these conditions is not a simple process. As the results of sociological research show, “teachers’ desire to constantly improve their professionalism, firstly, directly correlates with the degree of their satisfaction with their work, and, secondly, the satisfaction ratings are higher, the more significant the teacher’s work is recognized by the public and the media , school administration." (Gargai V.B. School model of advanced training for teachers in the West (based on materials from the USA and Great Britain) / V.B. Gargai // Siberian teacher. - 2004. No. 1 (31) (http://www.websib.ru/~ su/article.htm?225)

Thus, the staff development organization must take this principle into account in order to maintain a sense of satisfaction among teachers from the work of developing professional excellence.

6. Creating conditions for the teacher’s activities. Responsibility for the implementation of this principle largely lies with what the management function is in a particular educational institution.

However, in addition to this, it is necessary to take into account that the teacher needs time to research and evaluate the benefits of using new knowledge to solve certain problems - he must see this as a result of his own work. Otherwise, one can expect disappointment on the part of the teacher, which will result in his rejection of any, even the most effective technologies.

The work of a teacher is a complex mental reality, presented in the form of a multidimensional space consisting of three interconnected elements:

Pedagogical activity;
- teacher’s personality;
- psychological and pedagogical communication.

Bibliography:

http://www.grandars.ru/college/psihologiya/professionalnyy-potencial-pedagoga.html
Gargai V.B. School model of advanced training for teachers in the West (based on materials from the USA and Great Britain) / V.B. Gargai // Siberian teacher. - 2004. No. 1 (31) [Electronic document] (http://www.websib.ru/~su/article.htm?225)
E. Sovetova Development of teacher potential.In-school model http://upr.1september.ru/articles/2009/22/02 )
4. Zmeev S.I. Fundamentals of andragogy. - M.: Flinta, 1999
5. Ilyina N.F. Teacher potential: the essence and support for its development//Izvestia of the Perm State Pedagogical University named after. V.G. Belinsky 2011 No. 24
6. Kalinkina E.G. Advanced training of teaching staff as a resource for the development of a modern school / Trends in the development of education: problems of managing a modern school: materials of the III International Scientific and Practical Conference of the Center for the Study of Educational Policy. - M.: University Book, 2006
The concept of modernization of Russian education for the period until 2010. [Electronic resource] (http://edu.rin.ru/html/775.html
8. Pedagogical encyclopedic dictionary - M.: 2002

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 burdensome 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" (

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 wait

Municipal state educational institution

“Secondary school No. 6 of Kirensk”, Irkutsk region

666701, Irkutsk region,

Methodological advice

Personal potential of a teacher.
Ways to achieve professional success and self-realization.

The teacher lives until

while he studies, as soon as

he stops studying

the teacher dies in it.

Slide No. 1 Title

Slide 2 Putin's address

The modern school and the changes taking place in the education system are entirely aimed at the student. We are talking about creating situations where the child is comfortable, about developing his internal potential. Using various methods and technologies, we try to ensure that every student gets into the action environment and reveals his talent. We talk about the giftedness of children. We talk about the psychological characteristics of children. But the coin has two sides - the student and the teacher. We do not talk about the teacher’s comfort situation, we do not talk about the teacher’s psychological state.

The professional activity of a teacher, by its nature, has long been clearly regarded as quite difficult work. Its complexity is manifested in the ability and ability to freely navigate complex sociocultural circumstances, to act responsibly and professionally in solving current educational problems.

With the introduction of new standards, we are talking about the requirement for the professional activity of a teacher - that new pedagogical thinking is required, an attitude towards individuality. But the teacher himself is also an individual.

Slide 3 Teacher’s personal growth

Innovative processes in the modern education system are aimed at creating conditions for the full development and realization of not only the student, but also the personal and professional potential of the teacher.

The teacher realizes his personal and professional potential as he masters and develops teaching activities and recognizes pedagogical values. The development of personal and professional potential is a continuous process that influences teaching activities as a whole. Of course, the most important thing in this is the teacher’s personal interest in self-improvement.

Slide 4 Personal potential

A person’s personal potential includes, first of all,

personal resources given to him from birth (worldview, motivation for self-realization), personal qualities (communicative, emotional, cognitive, creative potential).

Its second component is professional potential (business abilities and opportunities, as well as professional qualities - professional thinking, leadership abilities).”

The development of personal potential requires the teacher to have a fairly high degree of activity, the ability to manage and regulate their behavior in accordance with tasks and situations.

Pedagogical activity is an area where personal potential is realized. In pedagogical values, a person, influencing others, creates himself, determines his own development, realizing himself in activity.

So, to develop professional potential it is necessary to have personal qualities. Then abilities, interests, initiative, independence, and responsibility will be revealed, and pedagogical experience will be useful, and creative capabilities will be developed. There will be a need to create oneself, creatively comprehend the events of life and one’s own experience, creatively use and transform the known, and create something qualitatively new.

Qualities of a creative teacher:

Focus on the formation of a creative personality (social choice of content, methods, techniques, forms and means of pedagogical activity);
- pedagogical tact;
- ability to sympathize, empathize;
- artistry;
- developed sense of humor;
- the ability to pose unexpected, interesting, paradoxical questions;
- creation of problematic situations;
- ability to raise questions from children;
- teacher encouragement of children's imagination;
- children’s knowledge of the creative abilities and inclinations of their teacher.

Slide 5 Creativity

A teacher cannot be forced to be a creative teacher. He must want it himself. Satisfaction with the profession leads to the fact that teaching becomes a necessity.

Slide 6 Readiness for creativity

A huge role in the development and realization of a teacher’s personality and professionalism is played by the opportunity to become familiar with various professional periodicals; choosing a topic for self-education; the opportunity to attend the lessons of colleagues; speeches at the methodological council, at the regional methodological council; refresher courses; participation in conferences, seminars, master classes, pedagogical competitions.

“He (the teacher) is only capable of actually educating and educating as long as he himself is working on his own upbringing and education.”

(Disterweg A.)

Slide 8 Motives

The motives that encourage teachers to self-education are:

daily work with information.

When preparing for a lesson, a speech, a parent meeting, a class hour, a school-wide event, an Olympiad, etc., a teacher needs to search for and analyze new information.

initiative and creativity.

A teacher is a creative profession. A creative person will not be able to work according to the same yellowed lesson plan or script from year to year, or read the same reports. There must be a desire for more. Work should be interesting and enjoyable.

the rapid growth of modern science, including psychological and pedagogical science.

Especially psychology and pedagogy. In the age of automobiles, it is no good to use a cart.

changes occurring in the life of society, socialization of the individual.

These changes primarily affect students, shape their worldview, and accordingly, very often, form the image of the teacher as an “unmodern person”

public opinion.

The teacher is not indifferent to whether he is considered “good” or “bad.” It's a shame to be a bad teacher.

financial incentives.

The category of a teacher, the opinion of the certification commission, bonuses, allowances, and maybe even titles and government awards - all this depends on the qualifications and skill of the teacher. This cannot be achieved without constantly acquiring new knowledge.

Interest in improving teaching skills.

It's just interesting to learn. They say to the doctor: “If you heal, heal yourself!” Like a person who teaches daily will not be constantly learning. Does he have the right to teach then?

Self-education is a necessary condition for a teacher’s activities to improve professional skills. The ability for self-education is not formed in a teacher along with a diploma from a pedagogical university. The teacher must come to this himself.

Scientific and methodological activities have a particularly great influence on the formation of teacher professionalism. This activity involves:

Constant familiarization with modern scientific research of scientists in the field of teaching disciplines;

Studying and implementing the progressive experience of colleagues in organizing various forms of lessons and introducing modern technologies;

Familiarization with new programs and training concepts, their evaluation;

Creative and research work of the teacher.

The teacher’s self-education will be productive if the teacher’s need for personal development and self-development is realized, if the teacher has a readiness for pedagogical creativity, if at the same time the relationship between personal and professional development and self-development is realized.

In other words, in order to achieve good results, you need to constantly study yourself, know your strengths and weaknesses, and gradually form in yourself that inner core on which not only professional but personal development will be built.

Slide 10 Development of personal potential

A teacher lives as long as he studies; as soon as he stops learning, the teacher in him dies.

Scientists are inclined to believe that it is possible to develop personal and professional potential if you do this constantly and purposefully.

The more a teacher achieves in professional development, the more he develops as a person.

Based on the above, we can conclude that that the development of a teacher’s personal and professional potential lies in improving oneself and one’s activities, recognizing oneself as a creative individual, as well as solving pedagogical problems. After all, any difficulties and obstacles in the development of a professional personality are an incentive for further development.

Slide 11 Today from the teacher...

Only a teacher capable of developing, constantly improving himself, can prepare our children for a future, complex, interesting, unusual and very happy life.

For a modern teacher, his profession is an opportunity for self-realization, a source of satisfaction and recognition. A modern teacher is a person who is able to smile and be interested in everything that surrounds him, because the school is alive as long as the teacher is interesting to the child.

The conviction that the most important thing is personal improvement, and not professional, and that it is necessary to develop an entire field of science focused on self-improvement of the educator, is manifested in this statement

From the speech of Olga Aleksandrovna Verkhozina, head of the Center for Scientific and Methodological Support of Children's Giftedness and Young Talents of IIPKROO, candidate of psychological sciences

Basic provisions
Concepts for a nationwide system for identifying and developing young talents

· “Every person is talented. Whether a person achieves success depends on whether his talent is identified and whether he gets a chance to use his talent.”

· “The modern economy increasingly needs specialists with

deep knowledge and capable of innovation"

All-Russian monitoring of the implementation of the Concept of a national system for identifying and developing young talents

Purpose of monitoring: Determining the effectiveness of educational institutions in the Irkutsk region in identifying and developing children's giftedness and young talents

Monitoring participants:

1. 109 educational organizations of the Irkutsk region participated in the innovative project “Support for Gifted Children”

2. educational organizations of the Irkutsk region implementing in-depth educational programs

3. educational organizations of the Irkutsk region at will (additionally 60 educational organizations of the Irkutsk region).

Slide 14 Dynamics of giftedness over the past three years

Slide 15 Types of giftedness

1) Over the past three years, the number of achievements of students in various types of activities in the Irkutsk region has increased.

2) Intellectual, psychomotor, creative, academic talent is manifested to a greater extent, artistic, performing and social talent is manifested to a lesser extent.

3) The results indicate that the educational environment created in educational organizations does not fully correspond to the manifestation of students’ abilities and talents. Conditions have been created for the manifestation of certain types of talent.

4) It is necessary to expand the “territory of success” for students at different levels of education, including in primary and preschool education. It is necessary to intensify work at the municipal level.

Boys - 40% and girls - 60% Among students with achievements, girls predominate, according to which it is necessary to identify new approaches, technologies, create conditions for the manifestation of talent, abilities, and increase motivation for achievement among boys.

The manifestation of giftedness, abilities and talents of schoolchildren is not always associated with academic performance, which requires the development of individual programs, taking into account the individual characteristics of gifted students.

A third of the students in the study sample showed increased and high levels of school anxiety, negative self-esteem characteristics, and insufficient development of communication and organizational abilities.

2) It is necessary to strengthen psychological work, improve the psychological culture of teachers, timely identification of problems, development and use of new psychological and pedagogical technologies for the development of children's giftedness, and support for the personality of a gifted child.

3) Formation of an effective style of pedagogical interaction and creation of a psychologically safe environment.

Monitoring of teachers Conclusions

1. Special attention is required to support the psychological and pedagogical readiness of teachers to identify and develop children's giftedness and young talents.

2. It is necessary to intensify the professional development of teachers, create conditions for taking advanced training courses, participating in seminars at various levels, conferences, exchanging experiences, disseminating best practices, including the use of information and communication technologies, e-learning.

Conclusions from the Monitoring

: “In order for the upbringing of children to be successful, it is necessary that the people raising them continually educate themselves and help each other more and more to achieve what they strive for. There can be a lot of means for this, besides the main internal one - the work of each person on his own soul. We need to look for them, think about them, apply them, discuss them... I think that this is a whole and most important area of the science of educating oneself to influence children.”

What kind of a modern teacher is he, a teacher of the 21st century, a teacher of the New Federal Standards. It is impossible to go to bed one person and wake up completely different. But a certain set of qualities in people who choose the teaching profession is formed while still a student.

The teacher must be an organizer. No matter how important the primary importance we give to the student, the conductor is still a teacher.

The teacher must beat sense of humor. Children love us differently, but most of all they love us - cheerful, when we can easily find a way out of a seemingly difficult situation. And not without a bit of humor. A significant part of the conflicts between students and teachers could have been prevented if the teacher had been able to treat the reason for the confrontation with humor and turn everything into a joke.

A teacher must be persistent and self-disciplined. These are the same qualities we usually want to see in students. No less significant are the factors influencing the successful work of a teacher: the organization of work, relationships with colleagues, parents and students, and the opportunity to demonstrate and realize their professional qualities.

Sometimes there is dissatisfaction with one's teaching activities. For various reasons - often these are domestic problems. It happens that students do not perceive the prepared material as we planned.

The problems of young teachers are different from the problems of the older generation. But each period of professional activity has its pros and cons.

Beginning of professional activity – up to 6 years. Older more experienced teachers, I am also a person.

Stage of professional maturity.

What, according to Dostoevsky, should a modern teacher be?

Teachers portray Dostoevsky to us in action, with a creative approach, looking for his own, but certainly new, independent, proactive.

At school: 10-15 years of experience – 4 people: ,

After 25 years of experience - teachers - trainees, the foundation of the school

A period of care and mastery. Characterized by increased working hours. For example, on Sunday, 60% of teachers work long hours. Among them – up to 90% are teachers of Russian language and mathematics .

Teachers over 50 years of age are the backbone of the school.

Our school statistics

Group I – 1 person. - Markova JSC

Group II – 5 people. – Basharina EV, Kasatkina EH, Lisyakova AV, Sbrodova RA, Teterina NN

Group III – 3 people. – Breneva ZHV, Breneva SV, Kuklina GA

IV group – 10 people. – Bakulova TI, Gnoevoy AP, Kuzakova NN, Kulakova LM, Lyapunova NG, Safonova IS, Teterntyeva TN, Tyurneva ON, Palashenko IA, Nikolaevnko VV.