General characteristics of teaching activities. Activities of a teacher in the Russian Empire

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Introduction
Explanatory note
Modern educator
Features of the teaching profession
Features of the educational process
Conclusion
Literature
Applications

Introduction

The education system has always played a primary role in educating the younger generation. Education is one of the basic and inalienable constitutional rights of citizens of the Russian Federation. The fundamentals for regulating the principles of state policy in the field of education are formulated in the federal laws “On Education”, “On Higher and Postgraduate Professional Education”, as well as in the National Doctrine for the Development of Education, approved by the Decree of the Government of the Russian Federation. Citizens of the Russian Federation are guaranteed the opportunity to receive education without any conditions or restrictions, regardless of gender, race, nationality, language, origin, place of residence, health status, etc. The state guarantees citizens universal access and free primary general, basic general, secondary (complete) general education and primary vocational education, as well as, on a competitive basis, free secondary, higher and postgraduate vocational education in state and municipal educational institutions within the limits of state educational standards, if education This is the first time a citizen has received this level. State educational standards make it possible to maintain a unified educational space in Russia. They represent a system of norms that determine the mandatory minimum content of basic educational programs, requirements for the level of training of graduates, and the maximum volume of students’ teaching load. Pedagogical activity has features common to any activity, and at the same time differs in a number of features.

Pedagogical activity, like any other activity, is a system that has a certain structure, internal transitions and transformations. The following components can be distinguished in it: motive > goal > subject > methods of implementation > result. Its success largely depends on the motives that motivate pedagogical activity. They significantly influence the formation of inclinations and abilities for teaching work. The motives for teaching activity manifest themselves at the stage of professional self-determination, which is what motivates one to choose the teaching profession and devote oneself to the education of the younger generation. The motives that motivate such activity are called meaning-forming (A.N. Leontyev). The purpose of pedagogical activity is determined by society. It is of a generalized nature, but for each teacher it is transformed into an individual attitude, which he tries to implement in his activities. For example, the goal of education - the diversified development of a child - is specified by many preschool teachers as full preparation for school, health promotion, and the formation of creative abilities. The uniqueness of pedagogical activity lies in the specificity of the subject, the object of work. In any activity there is a subject (the one who performs it) and an object (to whom the efforts of the subject are directed). In pedagogical activity, the role of the subject is the teacher, and the role of the object is the pupil (student). The object of pedagogical influence is a material unique in its value. This is a developing personality that is in constant change.

The main “tools” of pedagogical work are voice (tempo, volume, intonation, expressiveness), facial expressions, plasticity, gestures.

The so-called pedagogical technique is a variety of skills and techniques of personal influence of the teacher on students in order to stimulate their activity. It plays a service (not semantic) role in the educational process and allows one to achieve better results with less energy. The peculiarity of pedagogical activity is that an educator, a teacher, a lecturer does not always manage to reap the fruits of his labor, to observe with his own eyes its true results: they will appear in the future. The teacher, working in the present, “grows the future.” Pedagogical activity belongs to the category of management activities, since it is focused on stimulating, organizing, and correcting the work of all participants in the educational process (children, their parents, colleagues, etc.). Pedagogical creativity is an indispensable condition of the modern pedagogical process, the central figure of which has become the child (and not abstract children, as has been the case for decades).

The relevance of the problem is the preparation of a highly qualified, free-thinking, active educator at the present stage in connection with the reviving approach to man as an intrinsic value. The teacher’s mastery of new pedagogical thinking, readiness to solve complex problems in the education system, and improvement of their pedagogical skills.

The subject of the study is the professional activity of a modern educator.

The object of the study is a modern educator as a person, teacher and professional, features of the educational process in preschool educational institutions.

The purpose of the study is to consider educational work in preschool educational institutions at the present stage.

Research objectives:

1. Determine the social purpose of the educator profession.

2. Reveal the personal qualities of the teacher.

3. Give the concept of “Modern educator”.

4. Expand the concept of professional competence, professional skill, professional activity of a preschool teacher.

5. Features of the profession of educator, features of the educational process.

Research methods - analysis of scientific-theoretical and psychological-pedagogical literature.

Explanatory note

Social purpose of the profession of educator

" Educator, standing flush With modern progress education, feels myself alive link between past And future. His case, modest By appearance, - one from greatest affairs V stories" TO.D.Ushinsky

A profession is a type of work activity that requires certain training. Each new generation, entering life, must master the generalized experience of previous generations, which is reflected in scientific knowledge, morality, customs, traditions, methods and techniques of work, etc. The social purpose of a teacher is precisely to accumulate this experience and pass it on to his students. The teacher manages the process of personal development of each student, thereby largely determining the prospects for the development of society. The teaching profession was originally one of the oldest, most important and honorable in society. Founder of pedagogy Ya.A. Comenius considered the profession of a teacher " so excellent, How none other under the sun"

Personal qualities of a teacher

K.D. Ushinsky was convinced that “in education everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality.” A young specialist or an experienced educator acts as an integral individual with a special mindset, individual temperamental characteristics, and his own style of behavior. “Love the child. If you want to develop God’s gift of teaching, love the child!” - Sh.A. suggested that teachers should learn this commandment of professional activity. Amonashvili. When working with children, love and sensitivity are especially necessary, since the teacher replaces the pupils’ mother in her absence, and, therefore, must behave like a mother, not skimping on attention, kind words, affection, warmth, cordiality. High general and professional culture, intelligent moral purity, and civic responsibility are important for a modern teacher. A teacher working with children, first of all, is characterized by pedagogical tact, vigilance, optimism, and a culture of professional communication. The greatest difficulty for a young specialist is communication with parents. To overcome these difficulties, the teacher’s psychological attitude towards cooperation with the family is important. He must reflect on the reasons for his failures in order to achieve better results. In this case, you should adhere to the rule: first of all, look for the reasons for failure in yourself. Personality can only be nurtured by personality. There is a proposal: to introduce differentiated training for educators, so that in each group the preschool institution has a highly qualified teacher-psychologist and another qualified educator. A teacher-psychologist conducts classes with children, determines the state and level of development of the child during the transition from one age group to another, and participates in diagnosing the child’s condition in intrafamily relationships. The teacher organizes various walks and excursions with the children. In the development of professional qualities, the role of self-education and advanced training is very important. Help and support will come from experienced colleagues. The motives for teaching activity manifest themselves at the stage of professional self-determination: what exactly motivates one to choose the teaching profession and devote oneself to the education of the younger generation. The purpose of pedagogical activity is determined by society. Each teacher’s character is transformed into an individual attitude, which he tries to implement in his activities. For example, the goal of education - the diversified development of a child - is specified by preschool teachers as the full preparation of the child for school, the strengthening of skills, and the formation of creative abilities. The uniqueness of pedagogical activity lies in the specificity of the subject. The main “tools” of pedagogical work are the voice (loudness, intonation, expressiveness), facial expressions, gestures (pedagogical technique) are various skills of the teacher’s personal influence on students. The teacher must be able to choose the right tone and style of communication with children depending on the specific situation. Pedagogical technology makes it possible to achieve better results with less energy. Therefore, a modern teacher must be imbued with the idea that raising a child is a collective endeavor; working for successful results requires unity (coordination of approaches to education, its content, methods of implementation) of the forces of all interested adults.

Modern educator

A teacher is the first teacher, after the mother, that children meet on their life path. Teachers are people who always remain children at heart. Otherwise, the children will not accept them, they will not let them into their world. The most important thing in our profession is to love children, to love just like that, for nothing, to give them your heart. For me, my profession is an opportunity to constantly be in the world of childhood, in the world of fairy tales and fantasy. You become especially aware of the importance of the teaching profession when you see children’s eyes wide open; eyes greedily catching my every word, my glance and gesture; eyes ready to embrace the world. Looking into these children's eyes, you understand that they need you, that you are the whole universe for them, that it is you who lay the sprouts of future characters, support them with your love, give them the warmth of your heart. The main goal of the educator is to develop even the tiniest inclinations of the child, to notice in time the “Divine spark” that is inherent in every child from birth. The ability to discern this spark and not let it go out is the talent of a teacher. The task of a modern educator is to educate a creative, communicative personality. You need to predict and evaluate your results, develop independence and initiative. Create conditions for the realization of the individual abilities of each child. A true teacher at all times possesses those qualities that distinguish him from other members of society. No profession makes such strict demands regarding moral purity and spiritual nobility. The teacher is an example. And to be one means to work hard and hard. Yes, sometimes you have to forget about your personal life. But the reward for this will be grateful children, adapted to life in society. The teacher must constantly improve his skills, using the achievements of pedagogical science and best practices. We must move forward, master innovative technologies, unconventional methods, but we must not forget the good old things, for example, oral folk art. A teacher needs a variety of knowledge to satisfy the curiosity of a modern child and help him understand the world around him. In our age of rapid development of high technologies, a teacher, undoubtedly, must have a number of knowledge and skills, the need for which is dictated by the time itself; must correspond to the realities of the day: own a computer. A modern educator is a person who combines the traits of a psychologist, an artist, a friend, a mentor, etc. The teacher must transform himself several times throughout the day, and the more believable the master of his craft does this, the more tangible the result. The creative potential of a student depends on the creative potential of the teacher himself, so great attention must be paid to the development of creative imagination. A modern teacher is a creative worker, a master of his craft, an innovator, leading a healthy lifestyle, who uses the latest methodological developments in his work. A teacher is a patriot of his homeland. The teacher is called upon to be an authority for children and their parents, and together with the family to solve the responsible tasks of education. The country trusts them with what is most precious - its future. The necessary qualities of a modern educator are patience and kindness, because the educator has to work not only with children, but also with parents. It is necessary to learn to respect parents, to take their opinions into account, even if it differs from the teacher’s ideas about pedagogy. Communication with children is a kind of exam every time. Little wise teachers test your strength, and at the same time love you with an all-consuming love, in which you can dissolve without a trace. The secret of their pure love is simple: they are open and simple-minded.

Working with preschoolers, I never cease to be amazed at how different, unpredictable, interesting, funny, amazingly smart they are, able to set a task for me or any adult with their reasoning, conclusions, and actions. The task of a modern educator is to educate a creative, communicative personality. You need to predict and evaluate your results, develop independence and initiative. Create conditions for the realization of the individual abilities of each child. I am proud of my profession, I am proud that when my students meet me, they smile at me with their special smile, by which I immediately recognize them, say hello, and share their news and achievements. The teaching profession is one of the most important and significant in the life of modern society. Being a teacher is a calling. This means wanting and being able to relive childhood again and again with each child, seeing the world through his eyes, being surprised and learning with him, being invisible when the baby is busy with his own business, and indispensable when he needs help and support.

"From how my childhood passed, who led

a child by the hand in his childhood years, which included

into his mind and heart from the surrounding world -

this determines to a decisive extent how

Today’s baby will become a man.”

/V.A. Sukhomlinsky/

Kindergarten. How many pleasant memories are associated with this wonderful institution. Games with friends, walks in the yard, casserole and compote for breakfast, children's morning parties, little children's pranks and, of course, a kind and caring teacher. Many years have passed since I left the walls of my kindergarten, I have forgotten a lot, but I still remember my teacher and will never forget her. Ask anyone if he remembers his teacher, his kindergarten, almost everyone will answer in the affirmative, for the vast majority these memories will bring a smile. What is a modern teacher like? Years have passed, and my son is already attending the same kindergarten that I attended many years ago. Over 33 years, a lot has changed, for example, the material base of the institution, however, children visiting this institution today, as before, spend time there with benefit and pleasure, learn to communicate with peers, develop physically and intellectually, walk in the fresh air, play and get a lot of other pleasures. And as at all times, the teacher who meets them on the threshold of the kindergarten is the first person after their mother. What qualities should he have? “The years of childhood are, first of all, the education of the heart” V.A. Sukhomlinsky.

The main thing that parents pay attention to when bringing their child to kindergarten is the attitude of the teacher towards the child. First of all, a teacher must have the ability to love someone else’s child as if he were his own. This quality of soul, of course, should be in a person who has chosen the profession of an educator. Without him, he will not be able to give the children the most important thing - to live their childhood as children; he will not be able to cultivate kindness, affection, and a sensitive attitude towards others in the child. The first step in becoming a person will be clumsy and not beautiful. Kids, like no one else, feel the attitude towards themselves and respond to us adults in the same way. The task of a modern educator is to educate a creative, communicative personality, and to develop the individual abilities of each child. To do this, the teacher must himself be an educated, creative, extraordinary person. He must be able and know a lot so that our children trust him and want to learn everything. Classes with children should be focused on success, interest, and knowledge. A teacher must constantly improve, learn, and be able to keep up with the times. A teacher should be an authority not only for children, but also for parents. The teacher is an example. And to be one means to work hard and hard, to lead a healthy lifestyle. No profession makes such strict demands regarding moral purity and spiritual nobility as the profession of a teacher. The necessary qualities of a modern educator are patience and goodwill in relationships with parents. It is necessary to learn to respect parents, to take their opinions into account, even if it differs from ideas about raising a child.

So, a modern educator is: a person - kind, sensitive, with a big heart, morally stable, sociable; The teacher is educated, intelligent, has modern techniques, and has a creative, extraordinary personality. Reorientation of modern preschool education with knowledge of the approach to choosing strategies to support the personal development of each child confronts teaching staff of kindergartens with the need to reconsider established approaches to organizing the educational process in preschool institutions. The corresponding tasks are reflected in the new “law on education in the Russian Federation”, federal state requirements for the structure of the basic general education program of preschool education and the Federal State Educational Standard. Every educator understands that the education system cannot remain unchanged and therefore teachers are obliged to improve their pedagogical skills, look for new approaches to the children's mind and heart, and become a role model. The psychological climate in the group, the emotional comfort of each child, the nature of the emerging relationships between students, and the child’s success in activities largely depend on the teacher. At the present stage of development of preschool education, in accordance with federal state requirements for the development of children and federal state educational standards, the goal of educational work is changing - instead of a set of knowledge, skills, abilities, it is proposed to form new qualities of the child (physical, personal, intellectual). Approaches to organizing the education and upbringing of children have been revised. Rejection of the educational model in kindergarten, i.e. from classes, forced us to move to new forms of working with children, which allowed our kindergarten teachers to teach preschoolers without them even realizing it. If previously it was believed that the main educational efforts of a teacher were focused on conducting classes, now the educational potential is recognized for all types of joint activities of teachers and children. I would like to note that children are constantly in play, for them it is a way of life, so a modern educator organically “integrates” any activity into children’s play, which makes the educational effect more significant. Play has become the content and form of organizing children's lives. Game moments, situations and techniques are included in all types of children's activities and communication between the teacher and the child. Our kindergarten teachers fill children's daily lives with interesting activities, games, problems, ideas, include each child in meaningful activities, and contribute to the realization of children's interests and life activity. By organizing the educational activities of children, the educator of our time develops in each child the desire to show initiative and independence, to search for a reasonable and worthy way out of various life situations. It is important to note that when working on FGT, educators strive for this;

1. so that any children’s activity (play, work, communication, productive, motor, cognitive - research, musical and artistic, reading) is motivated. The teacher creates problematic situations for the activity, which become part of the GCD (lesson), project, observation, excursion, and provide children with a choice of several types of activities.

2. so that children are active participants in the educational process, the educator organizes educational activities in such a way that children do most of the talking, reason on the topic, and participate in artistic creativity, experiments, and work.

3. to encourage children to succeed. Activity, children's successes, good attitude towards peers, stimulate, encourage, celebrate using screens of good deeds, mood screens, mark in the portfolio, thank parents for the good upbringing of children. These pedagogical techniques are good at stimulating children to engage in joint educational activities with teachers.

4. A modern educator carefully considers the content of the developmental environment by age, constantly updating the gaming and visual environment depending on the topic of educational activities.

When planning, the teacher provides for types of independent free children's activities in a specially prepared developmental environment of a preschool educational institution, where children can consolidate knowledge, skills, and abilities in independent games and interaction with the environment. The world is changing, children are changing, which, in turn, puts forward new requirements for the qualifications of a teacher.

Educators need to master modern educational technologies, with the help of which they can implement the requirements of new federal state educational standards. These are well-known technologies of problem dialogue, game pedagogical technologies, productive reading technologies, activity technologies, as well as ICT technologies. I recognize that the computer is a powerful new tool for the intellectual and creative development of children, but it must be remembered: it should only complement the teacher, and not replace him. We must not forget that we are called upon not only to teach the child, but also to keep him healthy. Consequently, the task of raising modern children should be to create a system of work that provides conditions for reducing hyperactivity, relieving anxiety, developing strong-willed qualities, concentration, concentration, maintaining and strengthening the physical health of the child. Practice shows that the presence of knowledge in itself does not determine the success of children’s further education at school; it is much more important for the teacher to teach the child, already in kindergarten, to obtain and apply it independently. This is the activity approach that underlies state educational standards. By teaching activities in an educational sense, the educator makes learning motivated, teaches the child to independently set a goal and find ways, including means, to achieve it, helps children develop the skills of control and self-control, assessment and self-esteem - this is the task of a modern educator. By preparing children for school, the teacher develops in the preschooler the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, and creative self-expression of the child. It is important to note that continuity between the preschool and school levels of education should not be understood only as preparing children for learning. It is necessary to ensure the preservation of the self-worth of preschool age, when the most important features of the future personality are being laid. The child creates his own personality, and the teacher helps him discover and develop what is inherent in him. That is why the teacher sets himself the goal of creating conditions for the maximum development of the child’s individual age-related potential.

The teacher develops the social skills of the future student, necessary for successful adaptation to school, and strives to organize a unified developing world - preschool and primary education. The teacher chooses the forms of work independently, depending on the number of students, on the equipment of the group, on the experience and creative approach of the teacher. So, in the morning, when the pupils are cheerful and full of energy, I provide for the most labor-intensive activities: conversations, observations, looking at albums, didactic games, work assignments. As the children get tired, I include role-playing games, outdoor games, and reading fiction. By alternating various types of children's activities during the day, I ensure their diversity and balance while maintaining the leading role of play in order to strengthen the health of preschoolers, and I pay great attention to physical activity. When working with young children, modern teachers use mainly game-based, story-based and integrated forms of educational activities; with older children, educational activities are developmental in nature. The teacher teaches children creative partnerships, the ability to discuss a joint project, and assess their strengths and capabilities. A modern educator makes preschool childhood diverse. The teacher gives children the opportunity to realize their individuality. In this case, everyone will not walk in formation, not in step, but at their own pace. It is simply impossible to do otherwise. We can talk about different opinions regarding the assessment of the Federal State Educational Standard, but, for educators, the main criterion is the satisfaction of the parents. If a child is well-fed and healthy, if he goes to kindergarten with pleasure, if there is an organized activity there that attracts him, and he tells his parents about something new every day, then this is the highest mark of a professional educator. In their professional activities, teachers of our preschool educational institution harmoniously combine and integrate traditional forms of interaction with innovative ones. The teacher pays special attention to the implementation of educational activities based on active interaction with society and family. It is necessary to widely and en masse involve parents, create conditions for the formation of family values, rapprochement and unity, fostering a sense of tolerance, active cultural and sports leisure. Organize holidays where parents, along with their children, perform various creative tasks. In our work as a teacher, we plan such forms of work as diagnosing families; pedagogical education of parents, exchange of experience; joint creativity of children and adults;

joint events with social institutions; individual work with parents. Educator involves parents To participation V implementation programs, To creation conditions For full-fledged And timely development baby V preschool age, to Not miss the most important period V development his personalities.

Professional competence of a preschool teacher in the conditions of the Federal State Educational Standard

The development of modern society dictates special conditions for organization

preschool education, intensive introduction of innovations, new technologies and methods of working with children. In this situation, professional competence is especially important, the basis of which is the personal and professional development of teachers. Scientists A.S. Belkin and V.V. Nesterov believe: “In pedagogical terms, competence is a set of professional powers and functions that create the necessary conditions for effective activity in the educational space.” Competence in relation to vocational education is the ability to apply knowledge, skills and practical experience for successful work activities.

The professional competence of a modern preschool teacher is defined as a set of universal and specific professional attitudes that allow him to cope with a given program and special situations that arise in the psychological and pedagogical process of a preschool institution, by resolving which, he contributes to the clarification, improvement, and practical implementation of development tasks, its general and special abilities. Modern society places new demands on the competence of a teacher. He must be competent in matters of organization and content of activities in the following areas: educational and educational; educational and methodological; social and pedagogical. Educational activities presuppose the following criteria of competence: implementation of a holistic pedagogical process; creation of a development environment; ensuring the protection of children's life and health. These criteria are supported by the following indicators of teacher competence: knowledge of the goals, objectives, content, principles, forms, methods and means of teaching and educating preschoolers; the ability to effectively develop knowledge, skills and abilities in accordance with the educational program. The educational and methodological activities of the educator presuppose the following competence criteria: planning educational work; designing teaching activities based on analysis of achieved results. These criteria are supported by the following indicators of competence: knowledge of the educational program and methods of developing various types of children’s activities; the ability to design, plan and implement a holistic pedagogical process; mastery of technologies for research, pedagogical monitoring, education and training of children. In addition, having the right to choose both main and partial programs and benefits, the teacher must skillfully combine them, enriching and expanding the content of each area, avoiding “mosaicism”, forming the integrity of the child’s perception. In other words, a competent teacher must be able to competently integrate the content of education, ensure the interconnection of all classes, activities, and events based on the objectives of the child’s upbringing and development.

The socio-pedagogical activity of a teacher presupposes the following competence criteria: advisory assistance to parents; creating conditions for the socialization of children; protection of interests and rights. These criteria are supported by the following indicators: knowledge of basic documents on the rights of the child and the responsibilities of adults towards children; ability to conduct explanatory pedagogical work with parents and preschool specialists.

6. generalization of one’s own teaching experience. But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. To do this, it is necessary to create conditions in which the teacher independently realizes the need to improve the level of his own professional qualities. Analysis of one’s own teaching experience activates the teacher’s professional self-development, as a result of which research skills are developed, which are then integrated into teaching activities.

Professional skills of a preschool teacher

We all know that the basis of character, and therefore the basis for successful or unsuccessful interaction with the outside world, is laid in a person in preschool childhood. Empirically, psychologists have concluded that this age is approximately 5 years. The many times repeated phrase “We all come from childhood” has a serious evidentiary basis. Every day a kindergarten teacher is a witness and participant in the process of shaping the people of the future, helping, and sometimes perhaps hindering their development. Our life is structured in such a way that children spend most of their daylight hours not with their own parents, but with kindergarten workers and teachers. This fact confirms the high social significance of the teaching profession. Along with this, we see and know that the world is constantly becoming more informationally complex. Today, it is no longer enough to once receive a basic education and work in your specialty. In order to meet modern requirements and maintain the level of competence, it is necessary to constantly study and engage in self-education. Continuing education must become a necessity. The need to improve the level of knowledge, skills and abilities penetrates all spheres of life - professional, family, social, personal, and of course the sphere of teaching is no exception. The activities of a teacher are multifaceted in their functions and content. It involves mastering a variety of professional skills. These skills are conventionally divided into gnostic, constructive, communicative, organizational and special. Gnostic skills are the skills with which the teacher studies the child (individual characteristics, age, personal qualities, relationships with peers, adults, degree of emotional well-being). The object of study is the family. Gnostic skills are used when studying the pedagogical experience of other educators. It is important for a teacher to develop his or her ability to understand the child’s inner world. Constructive skills - for designing the pedagogical process, raising children, taking into account the prospects of educational work.

The teacher designs the material equipment of the educational process (making equipment for games, activities, organizing exhibitions of artistic creativity of children and their parents, etc.). Constructive skills are embodied in planning work, drawing up notes on educational work, scenarios, holidays, and leisure activities. Communication skills - are manifested in establishing pedagogically appropriate relationships with individual children and with the entire group, with parents of students, with work colleagues, with the administration of a preschool institution.

Organizational skills extend to the activities of students, parents, and colleagues. An important decision is what he will do himself, and what can be entrusted to the children, and what is more appropriate to involve parents in. Special skills - the ability to sing, dance, read poetry (write), knit, make toys, show (stage) puppet theater and more. The teacher in the group is the bearer of a certain model of behavior, and children, being nearby during the day, see and hear how the teacher speaks, what his facial expression, intonation, and timbre of voice are. In some ways, consciously or unconsciously, they copy him. They think that if a teacher constantly speaks in a raised voice and shouts, then this is the way it should be, this is the norm. It is in kindergarten that children get their first experience of communicating in a group, in a team, and the teacher is in charge of it all. Experience shows that, in general, the behavior of a group of children is in many ways a mirror of the behavior of the teacher. The important qualities of a teacher are hard work, efficiency, discipline, responsibility, the ability to set a goal, choose ways to achieve it, organization, perseverance, systematic and systematic improvement of one’s professional level, the desire to constantly improve the quality of one’s work, etc. A number of personal characteristics should include qualities that become professionally significant prerequisites for creating favorable relationships in the educational process. These qualities include patience, responsibility, commitment, objectivity, respect for people, optimism, emotional balance, the need for communication, interest in the lives of students, goodwill, restraint, responsiveness and many others. All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective teaching activities are impossible. Modern children are more active, mobile in their self-expression, more informed, more different from each other, they have more different living conditions and upbringing in the family. All this places certain demands on the personality of the teacher. To meet modern requirements, a teacher must be:

1. active (to support children in their manifestations of activity, to comply with them). A teacher who sits on a chair most of the time and directs children's activities from there can hardly be called active, striving for the diversified development of children;

2. capable of change - to keep up with the rapidly changing world and changing children and their parents;

educator competence preschool teacher

3. attentive - to oneself, one’s behavior, verbal self-expression, how one’s own behavior and speech influence others, including children. The teacher (screaming) - “get up”, “let’s go”, “come on, sit down”, “shut up”. Again, screaming, he turns to the children: “Well, why are you shouting?” And another variant of behavior: “Now we’ll decide, now we’ll talk.”

4. competent - striving to improve self-education, competent in the profession. Currently, in educational psychology, much attention is paid to the analysis of the subjective properties of a teacher that determine the effectiveness (productivity) of his teaching activities.

Personal qualities of a teacher that cause difficulties in his professional activities are:

1) lack of special pedagogical and internal orientation

2) discrepancy between the level of abilities and the requirements of the pedagogical process

3) lack of special pedagogical, methodological, socio-psychological competence. Thus, a teacher may have both qualities that ensure the success of his activities, and, on the contrary, personal qualities that cause a number of difficulties.

Professional activity of a modern teacher

The personality and professional activity of a teacher have always been and remain the most important aspect of scientific research. Why is scientific reflection of a given subject continuously carried out in pedagogy? Firstly, in order to understand the essence of professional pedagogical activity, answer the “eternal” question: who is a teacher? The answer to this question allows us to predict the results of pedagogical activity: what is a growing person becoming, how successful and healthy will he be in the real-life sociocultural environment? Secondly, in order for the newly rethought features of the teaching profession to be adequately reflected in the processes of training future teachers, acting as guidelines for their personal and professional development. Thirdly, understanding the essence of the teaching profession, knowledge and understanding of its professional characteristics helps a person belonging to a given professional group to competently carry out the processes of self-knowledge and self-development, self-education and self-formation. Therefore, objectively reflecting the needs of society and satisfying the needs of a person existing in this society, professional pedagogical activity and research associated with it will always be modern.

Analysis of studies of professional pedagogical activity made it possible to identify several approaches to its consideration:

1. the most common and traditional structural-functional approach, when the corresponding functions and skills are highlighted in the structure of a teacher’s professional activity (V.I. Ginetsinsky, N.V. Kuzmina, A.K. Markova, A.I. Shcherbakov).

2. professional approach to the study of a teacher’s activities, when the result is a generalized portrait of a professional (E.A. Klimov, V.A. Slastenin, L.F. Spirin).

3. an approach in which professional pedagogical activity is analyzed from the point of view of abilities, thereby determining the complex of pedagogical abilities (N.A. Aminov, F.N. Gonobolin, L.M. Mitina).

4. cultural approach, which involves the analysis of professional and pedagogical activities in the coordinate system of cultural values (T.F. Belousova, E.V. Bondarevskaya, I.P. Rachenko).

5. for a number of reasons, mainly related to the modernization processes of Russian education, a competency-based approach to the analysis of pedagogical activity, considering it in the context of solving professional pedagogical problems (O.E. Lebedev, N.F. Radionova, A. .P. Tryapitsyna). One of the prerequisites for the emergence of the competency-based approach was the sociocultural, spiritual and economic transformations taking place in Russia and the world community in the last decade. From a relatively stable phase of its history, Russian society moved to a dynamic phase of development, which entailed a revision and understanding of the driving social mechanisms.

A transition to a democratic system, pluralism, and humanism has taken place, which is associated with the restructuring of the socio-political life of society as a whole, social groups and each individual. This requires a radical revision of the social concept of the development of production, science, culture and, first of all, the individual himself. The contradictions of the current period are that the old socio-political and economic structures are no longer functioning, and new ones exist only in the process of formation. In this regard, society, like an individual, is in a state of internal instability and uncertainty, which accordingly affects the problems of its social, economic and cultural life. This is one side of the problem.

On the other hand, new realities of life are emerging in which the social, spiritual and economic differentiation of society has increased. Individual goals of the individual began to be recognized by society along with collective and public goals. The personality itself is rebuilt, developing such qualities as responsibility, flexibility, adaptability, mobility. Such changes have led to the fact that the diversity of life forms and the freedom of a person to choose his life path have become the norm of existence. The life path of an individual is associated with its constant development, movement, change, which leads to the setting of new tasks and opens up opportunities for new life choices and professional starts. The peculiarities of the development of society at the present stage have affected primarily changes in the professional activity of a teacher. This is due to the fact that the educational level of society as a whole and the possibility of creating conditions for its further development depend on a specialist in this field.

Education “acts simultaneously as a factor in stimulating innovative processes in the economy, politics, culture, and as a factor in the survival and development of humanity.” In modern psychological and pedagogical research, professional pedagogical activity is usually considered as a process of solving diverse and diverse professional problems. Each pedagogical task is associated with the maximum disclosure of the child’s unique potential, the development of individuality in certain conditions, and this requires an appropriate approach to solving it, which largely depends on the teacher himself, his personal potential, which is revealed in the process of interaction with students and determines their success. self-development. Thus, in modern conditions, the professional activity of a teacher has undergone changes associated with its structuring as a process of solving professional and pedagogical problems.

The emphasis in the content of pedagogical tasks has also shifted: from the transfer of knowledge, the formation of skills and abilities, from pedagogical influence to the creation of pedagogical conditions that ensure targeted and effective self-development of the personalities of the student and teacher in the process of their interaction. Another prerequisite for the emergence of a competency-based approach can be considered the domestic concept of education. Education in this concept “is the process of developing experience in solving problems that are significant to the individual based on the use of social and understanding of the students’ own experience. Education is an individual-personal result of education, a personality quality that consists in the ability to independently solve problems in various fields of activity, relying on mastered social experience."

Personal education is a synthesis of training and learning ability. The level of education is the level of development of the ability to solve problems in various fields of activity. There are three levels of education: basic literacy, functional literacy and competence. Three types of competence of students in the general education system are identified: general cultural, pre-professional, and methodological. The presence of these prerequisites allows us to determine that professional competence a teacher is understood as an integral characteristic that determines the ability or ability to solve professional problems and typical professional tasks that arise in real situations of professional pedagogical activity, using knowledge, professional and life experience, values and inclinations.

The professional competence of a teacher combines key, basic and special competencies. Key competencies are necessary for any professional activity; they are related to the success of an individual in a rapidly changing world. They are manifested primarily in the ability to solve professional problems based on the use of:

1. information;

2. communications, including in a foreign language;

3. social and legal foundations of individual behavior in civil society.

Basic competencies reflect the specifics of a certain professional activity. For professional pedagogical activity, the competencies necessary for “building” professional activity in the context of the requirements for the education system at a certain stage of social development become basic. Special competencies reflect the specifics of a specific subject or supra-subject area of professional activity. Special competencies can be considered as the implementation of key and basic competencies in the field of an educational subject, a specific area of professional activity. It is obvious that all three types of competencies are interconnected and develop, in a certain sense, simultaneously, “in parallel”, which forms the individual style of pedagogical activity, creates a holistic image of a specialist and ultimately ensures the formation of professional competence as a certain integrity, as an integrative personal characteristic of a teacher.

What problems is a modern teacher called upon to solve? These are five main groups of tasks, the experience of solving which characterizes the basic competence of a modern teacher:

1. see the child (student) in the educational process;

2. build an educational process focused on achieving the goals of a specific stage of education;

3. establish interaction with other subjects of the educational process, partners of the educational institution;

4. create and use an educational environment (institutional space) for pedagogical purposes;

5. design and implement professional self-education.

Thus, a competency-based approach to professional pedagogical activity allows us to consider a teacher as a person who can professionally solve problems and typical tasks that arise in real situations of professional activity. Professionalism itself in solving problems and tasks of pedagogical activity is determined primarily by the subjective position of the teacher and the ability to use his educational, professional and life experience. The subjective position of the teacher as a special developing quality of his personal position:

Characteristic

So, perhaps, it’s worth starting with the characteristics of the teacher’s professional pedagogical activity. It lies in the fact that pedagogical activity is, first of all, the influence of the teacher on the student, which is purposeful and motivated. The teacher should strive to develop a comprehensive personality and prepare the child to enter adulthood. The basis of such activities is the foundations of education. Pedagogical activity can only be implemented in an educational institution, and its implementers are exclusively trained teachers who have completed all the necessary stages of training and mastery of this profession.

The characteristic of the goal of pedagogical activity is that it is necessary to create all the necessary conditions for the normal development of the child, so that he can fully realize himself as an object and as a subject of education. You can easily determine whether the set goal has been achieved. To do this, we simply compare those personality qualities with which the child came to school and those with which he leaves the educational institution. This is the main characteristic of pedagogical activity.

Subject and means

The subject of this activity is the very organization of the process of interaction between the teacher and his students. This interaction has the following focus: students must fully master sociocultural experience and accept it as the basis and condition for development.

The characteristics of the subject of pedagogical activity are very simple; the teacher plays his role. In more detail, this is the person who performs a certain type of teaching activity.

There are certain motives in pedagogical activity, which are usually divided into external and internal. External ones include the desire for professional and personal growth, but internal ones include a humanistic and prosocial orientation, as well as dominance.

The means of pedagogical activity include: knowledge not only of theory, but also of practice, on the basis of which a teacher can teach and educate children. It also includes not only educational literature, but also methodological literature, and various visual materials. This is where we can finish characterizing the content of teaching activities and move on to practical aspects.

Value characteristics

It has long been known that teachers belong to the class of intelligentsia. And, of course, each of us understands that it is the work of the teacher that determines what our future generation will be like and what their activities will be aimed at. It is in this regard that every teacher must take into account the value characteristics of teaching activity. So, these include:

The teacher's attitude towards the childhood period. Here the main emphasis is on how fully the teacher understands the peculiarities of relationships between children and adults, whether he understands the values that children now face, and whether he understands the very essence of this period.
Humanistic Only from the name it becomes clear that the teacher must demonstrate his humanistic position. His professional activity should be focused on the cultural values of all humanity, on building a correct dialogue with students, on organizing a creative and, most importantly, reflective attitude towards work. As a kind of application to this value, we can highlight the principles of pedagogical activity, voiced by Sh. Amonashvili, that the teacher must love children and humanize the environment in which these children find themselves. After all, this is necessary so that the child’s soul is in comfort and balance.
High moral qualities of a teacher. These qualities can be easily noticed by observing a little the teacher’s style of behavior, his manner of communicating with children, his ability to resolve various situations that occur in teaching activities.

These are the value characteristics of pedagogical activity. If the teacher does not take these points into account, then his work is unlikely to be successful.

Styles of teaching activity

So, now it’s worth paying attention to the characteristics of the styles of teaching activity, of which modern science has only three.

Authoritarian style. Here the students act only as objects of influence. When organizing the learning process, he acts as a kind of dictator. Because he gives certain tasks and expects his students to carry them out unquestioningly. He always strictly controls educational activities and at the same time is not always quite correct. And there is no point in asking such a teacher why he gives any orders or controls the actions of his students so tightly. There will be no answer to this question, since such a teacher does not consider it necessary to explain himself to his children. If you dig a little deeper into the psychological characteristics of this type of teaching activity, you will notice that most often such a teacher does not like his job, has a very tough and strong-willed character, and is characterized by emotional coldness. Modern teachers do not welcome this style of teaching, since there is a complete lack of contact with children, their cognitive activity noticeably decreases, and the desire to learn disappears. Students are the first to suffer from an authoritarian style. Some children try to protest against such teaching, go into conflict with the teacher, but instead of receiving an explanation, they encounter a negative reaction from the teacher.
Democratic style. If a teacher has chosen a democratic style of teaching, then he, of course, loves children very much, he likes to come into contact with them, in this way he shows his high professionalism. The main desire of such a teacher is to establish contact with the children; he wants to communicate with them on equal terms. His goal is a warm and calm atmosphere in the classroom, complete mutual understanding between the audience and the teacher. This style of teaching does not involve a lack of control over children, as it might seem. Control exists, but it is somewhat hidden. The teacher wants to teach children independence, he wants to see their initiative, teach them to defend their own opinion. Children quickly make contact with such a teacher, they listen to his advice, offer their own solutions to certain problems, and they develop a desire to take part in educational activities.
Teachers who choose this style of teaching are called unprofessional and undisciplined. Such teachers lack self-confidence and often hesitate in class. They leave children to their own devices and do not control their activities. Any student group is certainly pleased with this behavior of the teacher, but only at first. After all, children are in dire need of a mentor; they need to be supervised, given tasks, and helped with their implementation.

So, characterizing the styles of pedagogical activity gives us a complete understanding of how relationships between students and the teacher can be built and what the latter’s behavior will lead to. Before you go to a lesson with children, you need to accurately determine your preferences in teaching.

Psychological and pedagogical activities

In this topic, it is also necessary to pay attention to the characteristics of psychological and pedagogical activity, since it is slightly different from the pedagogical activity we have already considered.

Psychological and pedagogical activity is the activity of a teacher, which is aimed at ensuring that the subjects of the educational process develop in personal, intellectual and emotional directions. And all this should serve as the basis for the beginning of self-development and self-education of these same subjects.

A teacher-psychologist at school must direct his activities towards the socialization of the child’s personality, in other words, he must prepare children for adult life.

This direction has its own implementation mechanisms:

The teacher must present children with real and imagined social situations and, together with them, look for ways to resolve them.
A diagnosis is made of whether children are ready to enter into social relationships.
The teacher must encourage children to strive for self-knowledge, to be able to easily determine their own position in society, to adequately assess their behavior and to be able to look for ways out of various situations.
The teacher should help children analyze various social problems and design their behavior in cases where they find themselves in difficult life situations.
The teacher creates a developed information field for each of his students.
Any children's initiative is supported at school, and student self-government comes to the fore.

This is a simple characteristic of psychological and pedagogical activity.

Pedagogical activity of the teacher

Separately, in pedagogical activity, I would like to highlight the types of activities of a school teacher. There are eight species in total, each of which has soybean characteristics. We will consider the essence of each of the available types below. The description of these types can also be called a characteristic of the pedagogical activity of a teacher who works at school.

Diagnostic activities

Diagnostic activity consists in the fact that the teacher must study all the capabilities of the students, understand how high their level of development is and how well they are brought up. After all, it is simply impossible to perform high-quality pedagogical work if you do not know the psychological and physical capabilities of the children with whom you have to work. Important points are also the moral and mental education of children, their relationships with the family and the general atmosphere in the parental home. A teacher can properly educate his student only if he has studied him from absolutely all sides. In order to correctly carry out diagnostic activities, the teacher must master all the methods by which it is possible to accurately determine the level of education of the student. The teacher must know not only everything about the educational activities of children, but also be interested in their interests outside of school, study their inclinations towards one or another type of activity.

Orientation-prognostic

Each stage of educational activity requires the teacher to determine its directions, accurately set goals and objectives, and be able to make predictions about the results of the activity. This means that the teacher must know exactly what he wants to achieve and in what ways he will do it. This also includes expected changes in students' personalities. After all, this is precisely what the teacher’s pedagogical activity is aimed at.

The teacher must plan his educational work in advance and direct it to ensure that children’s interest in learning increases. He must also voice specific goals and objectives that are set for the children. The teacher should strive to unite the team, teach children to work together, together, set common goals and achieve them together. The teacher should direct his activities to stimulate the cognitive interests of children. To do this, you should add more emotions and interesting moments to your speech.

Orientation-prognostic activity cannot be interrupted; the teacher must act in this direction constantly.

Construction and design activities

It is very connected with orientation and prognostic activity. This connection is easy to see. After all, when a teacher begins to plan to establish connections in a team, in parallel with this, he must design the tasks assigned to him, develop the content of educational work that will be carried out with this team. Here, the teacher will greatly benefit from knowledge from the field of pedagogy and psychology, or rather those points that directly relate to the ways and methods of organizing the educational team. You also need to have knowledge about existing forms and methods of organizing education. But this is not all that a teacher should be able to do. After all, here it is also important to be able to correctly plan educational work and educational activities, as well as engage in self-development. Because the ability to think creatively is extremely useful in this matter.

Organizational activities

When the teacher already knows exactly what kind of work he will do with his students, has set a goal for himself and defined the tasks of this work, he needs to involve the children themselves in this activity and awaken their interest in knowledge. Here you cannot do without the following number of skills:

If a teacher has seriously taken up the task of teaching and educating students, then he must quickly and correctly determine the tasks of these processes.
It is important for the teacher to develop initiative on the part of the students themselves.
He must be able to correctly distribute tasks and assignments in the team. To do this, you need to know well the team with whom you will have to work in order to sensibly assess the capabilities of each participant in the pedagogical process.
If a teacher organizes any activity, then he simply must be the leader of all processes and carefully monitor the progress of the students’ actions.
Students will not be able to work without inspiration, and that is why the teacher’s task is to become this very inspirer. The teacher must control the entire process, but so carefully that it is barely noticeable from the outside.

Information and explanatory activities

This activity is quite important in the modern pedagogical process, since now almost everything is connected with information technology. Here the teacher will again act as the organizer of the educational process. It is in it that children should see the main source from which they will draw scientific, moral, aesthetic and worldview information. That is why it will not be enough to simply prepare for the lesson; you need to understand each topic and be ready to answer any question from the student. You need to be completely dedicated to the subject you are teaching. After all, it will probably not be news to anyone that the course of the lesson directly depends on how well the teacher has mastered the material he is teaching. Can he give high-quality examples, easily move from one topic to another, and provide specific facts from the history of this subject?

So, we see that the teacher must be as erudite as possible. He must be aware of all the innovations within his subject and constantly communicate them to his students. Another important point is the level of his mastery of practical knowledge. Since it depends on him how well students will be able to master knowledge, skills and abilities.

Communication-stimulating activities

This is an activity that is directly related to the teacher’s influence on students at the time of learning. Here the teacher must have high personal charm and moral culture. He must be able not only to establish friendly relations with students, but also to competently support them throughout the entire educational process. You should not expect high cognitive activity from children if the teacher is passive. After all, he must show by his own example the need to demonstrate his labor, creative and cognitive skills. This is the only way to make children work and not just force them, but awaken their desire. Children feel everything, which means they should feel respect from their teacher. Then they will respect him too. They must feel his love in order to give theirs in return. During teaching activities, the teacher must be interested in the lives of children, take into account their desires and needs, learn about their problems and try to solve them together. And, of course, it is important for every teacher to gain the children’s trust and respect. And this is only possible with properly organized and, most importantly, meaningful work.

A teacher who in his lessons displays such character traits as dryness and callousness, if when talking with children he does not show any emotions, but simply uses an official tone, then such activity will definitely not be successful. Children are usually afraid of such teachers, they do not want to make contact with them, and have little interest in the subject that this teacher presents.

Analytical and assessment activities

The essence of the characteristics of pedagogical activity of this type lies in its name. Here the teacher carries out the pedagogical process itself and at the same time makes an analysis of the progress of training and education. Based on this analysis, he can identify positive aspects as well as shortcomings that he must later correct. The teacher must clearly define for himself the purpose and objectives of the learning process and constantly compare them with the results that were achieved. It is also important here to conduct a comparative analysis between your achievements at work and the achievements of your colleagues.

Here you can clearly see the feedback of your work. In other words, there is a constant comparison between what you wanted to do and what you managed to do. And based on the results obtained, the teacher can already make some adjustments, note the mistakes made and correct them in a timely manner.

Research and creative activities

I would like to finish the description of the teacher’s practical pedagogical activity with this type of activity. If a teacher is at least a little interested in his work, then elements of such activity are necessarily present in his practice. Such activity has two sides, and if we consider the first, it has the following meaning: any activity of a teacher must be at least slightly creative in nature. On the other hand, the teacher must be able to creatively develop everything new that comes to science and be able to present it correctly. After all, you must agree that if you do not show any creativity in your teaching activities, then children will simply stop perceiving the material. No one is interested in just listening to dry text and constantly memorizing theory. It is much more interesting to learn something new and look at it from different angles, to take part in practical work.

Conclusion

This article presented all pedagogical activities that reveal the entire learning process as fully as possible.

A teacher is a person who teaches and educates students. But, of course, such a definition cannot reveal everything that a teacher needs to do and what he is responsible for during the educational process. And not everyone can become one. It is necessary for a person to have a special type of personality. What qualities of a teacher help him in passing on knowledge to other generations?

Professional readiness

If we briefly list the qualities of a teacher, they will be as follows:

love for children;
humanism;
intelligence;
creative approach to work;
high civic responsibility and social activity;
physical and mental health.

Taken together, they constitute professional readiness for teaching. It distinguishes psychophysiological and theoretical-practical aspects. They describe the requirements for determining teacher competence. Pedagogical competence is a definition of the theoretical and practical preparedness of a teacher to carry out his professional activities. At the same time, the requirements for an elementary school teacher are somewhat different from other teachers.

Qualities of a first school teacher

In the modern education system, the concept of “primary school teacher” has begun to be used more widely than before. If once his functions were limited only to the fact that he gave basic knowledge to children, now his field of activity has expanded significantly.

Therefore, the requirements for the qualities of a primary school teacher are now as follows:

he is not only a teacher, but also an educator;
must know the psychophysiological characteristics of children;
he must be able to organize the activities of his charges;
the teacher actively interacts with children and their parents;
readiness for constant self-development;
the teacher must create optimal conditions for learning;
helps students interact with the environment;
owns modern teaching methods.

A primary school teacher is not comparable to teachers at the middle and senior levels. His functions are even broader, since he is always the class teacher and teaches several disciplines. Of course, the qualities of a teacher, both professional and personal, are important.

What skills and abilities does the teacher have?

What should a teacher be like? This is determined by the standards that are prescribed in the Federal State Educational Standard, as well as by the qualities listed by other famous personalities in pedagogy. For example, such an employee must constantly educate himself and improve his skills. The professional qualities of a teacher are the following:

broad outlook and ability to present material competently;
training taking into account the individual characteristics of students;
competent, delivered speech and clear diction;
ability to use facial expressions and gestures during performances;
focus on working with students;
ability to quickly respond to situations, resourcefulness;
the ability to correctly formulate goals;
must have organizational skills;
quality control of students' knowledge.

Important qualities of a teacher are his knowledge and skills acquired during his studies and during his professional activities. He must also be able to apply them in his work as a teacher.

Personal qualities of a teacher

It is very important that the teacher has a theoretical basis, which is the basis of the educational process. But even if a person knows everything about raising and teaching children, he may not become a good teacher. What should a teacher be like from a personal point of view? A qualified specialist is determined by the following qualities:

Leading abilities in teaching activities

The activity of a teacher is of a continual and forward-looking nature. Having the knowledge of past generations, he must master modern techniques and follow new trends. Also, the teacher must see the personal potential of students.
Interactions between teacher and student are subjective in nature. The “object” of a teacher’s activity is a group of students or a pupil, who at the same time are the subject of their own activity with their own needs and interests.
In the educational process, it is difficult to assess the contribution made by everyone involved in the upbringing and education of a child. Therefore, pedagogical activity is collective in nature.
The process of upbringing and education takes place in the natural and social environment, in which it is difficult to take into account all factors. Therefore, the teacher has to constantly create optimal conditions for learning.
Pedagogical activity is creative in nature. The teacher has to constantly look for non-standard solutions to the assigned tasks, various ways to increase the motivation of students. Also, the mentor must be proactive, observant, and strive for excellence.
All professional activities of a teacher are built on humanistic principles: respect for the individual, a trusting attitude, the ability to empathize with students, faith in the child’s abilities.
The teacher cannot immediately see the result of his work.
The teacher is constantly engaged in self-education and improves the level of his qualifications, i.e. continuous learning occurs.

The profession of a teacher involves constant interaction with a large number of people, namely children. He must be able to organize their activities and maintain attention in class. The teacher must know the psychophysiological characteristics of each age period of children and apply them in practice. Also, the teacher must be able to cope with large amounts of information.

Or maybe this is a calling?

It is difficult to determine what is more important: to receive a pedagogical education or to love children and have a sincere desire to teach and educate them. For many, a teacher is not a profession, it is a calling. Because if you want to build a trusting relationship with your child, you need to stay a little small yourself.

A teacher should be like a child who is always interested in everything, who is always looking for something new. And being a teacher is a great talent; you need to be able to discern the potential in each student and help realize it. Also, the teacher must be a highly spiritual and cultural person in order to instill the correct life guidelines in his students.

Introduction

Conclusion

Literature

Introduction

Pedagogical activity is one of the most difficult areas of human labor. Successful implementation of teaching activities requires that every teacher deeply master: 1) his subject; 2) theory of knowledge and pedagogical sciences; 3) the ability to reveal connections and relationships between individual concepts; 4) the ability to organically connect the knowledge acquired by students in various subjects into a unified system of scientific views; 5) the ability to use various means of mass communications (fiction, radio, cinema, television, etc.) to develop the student’s cognitive activity, his social activity and independence.

Modern scientific and psychological research of any subject of pedagogical activity involves a psychological analysis of his professional competence. This term combines three main aspects of the phenomenon of pedagogical work: teaching activity, pedagogical communication and manifestations of the teacher’s personality, which are considered separate procedural indicators (or blocks) of such competence.

The effectiveness of the pedagogical work of a teacher, educator or lecturer is assessed by those qualitative positive changes in the mental development of pupils, pupils or students that took place under the influence of the teacher. This takes into account the personal and intellectual development of the object of pedagogical efforts, its formation as an individual and a subject of educational activity.

In the effective indicators of professional competence, it is customary to distinguish two blocks:

training and learning ability;

education and breeding ability.

Teaching work is one of the most difficult types of human activity. Its effective implementation requires the presence of certain psychological qualities, as well as the operation of broad and versatile professional knowledge and skills, on the basis of which the teacher makes the actual practical decision. Like any other activity, such activity is characterized by: motivation, goal-setting and objectivity (the psychological structure of activity: motive, goal, object, means, methods, product and result), and its specific feature is productivity.

1.Efficiency of teaching activities

For scientifically based management of the educational process, a teacher must not only know well the science he is teaching, its current state, its connection with other sciences, with life, with practice, but also be able to transfer his knowledge to children. Without this you cannot become a good teacher.

Each school subject, each area of scientific knowledge has its own characteristics, its own difficulties, and its own basic method of cognition. In this regard, each school discipline must have a deeply thought-out teaching methodology. Knowledge of teaching methods helps the teacher to ensure a deep understanding and solid assimilation by students of the fundamentals of science, connections between natural phenomena and the surrounding life, skillful application of acquired knowledge in practice and the use of acquired knowledge for the development and formation of the student’s personality.

The effectiveness of teaching and upbringing of students depends primarily on the internal unity of knowledge, purposeful mental actions and correctly formed relationships of the child to the surrounding reality, to people, to business and to himself as a subject of activity. And if this is so, then it is quite obvious that in his pedagogical activity the teacher cannot limit himself only to the function of imparting knowledge to students. He must be able to manage the mental activity of students, correct and direct it. Only in this case the teacher is able to ensure the comprehensive development and education of the child as an individual.

The effectiveness of managing students' mental activity during the learning process depends not only on the ordering of the source of information (the content of knowledge communicated to students), but also on the ordering of the system of children's mental actions itself. This system must provide solutions to specific problems. Only under these conditions can each student actively function as a conscious and independently thinking subject of educational activity.

That is why the teacher must master not only the relevant knowledge, but also the skills and abilities of presenting this knowledge. He must be able to mobilize the attention of students, develop their thinking and form in them socially significant value orientations.

Successful pedagogical communication is the basis for effective professional activity of a teacher. Communication with students for pedagogical purposes plays an important role in the socialization of the student and in his personal development. However, even experienced teachers encounter communication difficulties that complicate their teaching work, often causing an acute feeling of dissatisfaction, and sometimes doubts about their professional competence.

It is very difficult for a modern teacher to keep up with the times. Learning conditions are changing rapidly; for some school subjects there are from 5 to 14 textbooks by different authors. The student environment is characterized by differentiation: one pole is formed by children who know what they want in their lives and how this can be achieved, and on the other pole there are children who live one day at a time: they want nothing and do not strive for anything. Communication with students is complicated by both objective and subjective factors, which forces the teacher again and again to return to thinking about the complex aspects of communication. What is the psychological side of pedagogical communication?

Pedagogical communication is the professional communication of a teacher with students in class or outside of it (in the process of teaching and education), which has certain pedagogical functions and is not aimed at creating a favorable psychological climate, optimizing educational activities and relationships between the teacher and students within the student body. Pedagogical communication is a multifaceted organizing process; establishing and developing communication, mutual understanding of interaction between teachers and students, generated by the goals and content of their joint activities.

Professional pedagogical communication is a system of techniques and methods that ensure the implementation of the goals and objectives of pedagogical activity and organize and direct the socio-psychological interaction of the teacher and students.

In pedagogical communication, communicative (exchange of information between communicating), interactive (organization of interaction) and perceptive (perception of each other by communication partners and establishment of mutual understanding) sides are realized. Emphasizing the highlighted characteristics allows us to say that pedagogical communication should not be a heavy duty, but a natural and even joyful process of interaction.

The nature of its organization, in particular the external regulation of the activities of the participants (through the distribution of roles or specifying ways of working together), is quite important for the effectiveness of educational cooperation. At the same time, the appointment of a facilitator, designed to regulate the course of discussion in the triad, can become a factor in the self-organization of joint work of participants in educational cooperation. Speaking about methods of cooperation, it is important to note that not only the form of cooperation itself is essential, but also the way of organizing a joint solution to the problem.

pedagogical activity conflict self-regulation

2.Conflicts and pedagogical activity

Very often people ask whether it is possible to live a life without conflicts. And they are very upset when they hear that this is unrealistic. However, some often quarrel with others and are known as conflict-ridden people, while others do not. This depends on many factors, primarily personal, but also on what is meant by conflict.

The broadest definition of conflict is a breakdown in communication between people. At the same time, all conflicts are divided into two groups: intrapersonal and interpersonal.

Intrapersonal conflict is a confrontation between different tendencies in the individual himself, for example, a conflict between “I want” and “I need”, or a conflict between two “I want”, or a conflict of self-organization, self-improvement, a conflict of self-esteem and the assessment of others, etc.

Internal conflict is always connected in one way or another with external circumstances. Having arisen under their influence, it affects a person’s behavior, his actions, and his emotional state. These conflicts most often appear in adolescence, and then throughout a person’s life they can arise in any significant situations, during life changes. For example, the best student at school turns out to be one of many at the institute, a sociable, sociable person cannot find a common language with colleagues, the best student cannot cope with work, with practice, etc.

Not everyone is able to resolve their conflict on their own. Most people need an attentive and kind friend, and some need a specialist.

So, intrapersonal conflict is characterized by a contradiction between the most significant tendencies of the individual. At the same time, self-esteem necessarily suffers. For a favorable resolution of the conflict, the following is necessary:

A person needs to realize (or help him to realize) which of his tendencies are in conflict.

It must be convincing to him that it is this trend that needs correction. In this case, it is necessary that he himself come to this conclusion.

It is necessary to restore a person's emotional well-being.

Restore self-esteem and establish it on a different basis.

Self-esteem should be made more rational (rational).

In this case, interpersonal conflicts should be avoided.

Change the level of aspirations, develop a person’s self-understanding.

Interpersonal conflicts are conflicts between people, and they arise in all areas where people come into contact with each other. At school, these may be conflicts between teacher and student, teacher and teacher, teacher and parent(s). students, parents and children (if teacher assistance and intervention is required).

Pedagogical conflicts are divided into three groups:

Motivational conflicts. They arise between teachers and students due to the latter’s weak educational motivation or, more simply, due to the fact that schoolchildren either do not want to study or study without interest, under duress. The conflicts of this group grow and, ultimately, mutual hostility, confrontation, and even struggle arise between teachers and students. Essentially, motivational conflicts arise because in our school teachers and students are separated, opposed, have different goals and different orientations.

.Conflicts associated with shortcomings in the organization of schooling. This refers to the four periods of conflict that students go through while studying at school.

1st period - 1st grade, adaptation to school.

1st period - 5th grade, transition to secondary school, adaptation to a new way of life.

The th period is the end of school. Ready for further life or not.

.Interaction conflicts. These conflicts occur for reasons not of an objective nature, but of the personal characteristics of those in conflict.

The most common among students are leadership conflicts, which reflect the struggle of 2 - 3 leaders and their groups for their primacy in the class. A group of boys and a group of girls may conflict, 3-4 people may conflict with the class, etc.

Conflicts in teacher-student interactions, in addition to motivational ones, can act as conflicts of a moral and ethical nature, when teachers or students act tactlessly or incorrectly.

Conflicts between teachers can arise for various reasons: from problems with the school schedule to clashes of an intimate and personal nature.

In “teacher-administration” interactions, conflicts arise caused by problems of power and subordination.

Any conflict has a certain structure, scope and dynamics.

The structure of a conflict situation consists of the internal and external positions of the participants, their interactions and the object of the conflict.

The following potentially conflict-generating pedagogical situations can be identified:

activity conflicts that arise due to the student’s failure to complete academic assignments, academic performance, extracurricular activities;

behavioral conflicts that arise through a student’s violation of rules of conduct at school and outside of it;

relationship conflicts that arise in the sphere of emotional and personal relationships between students and teachers and communication in the process of teaching activities.

Features of pedagogical conflicts:

professional responsibility of the teacher for a pedagogically correct solution to the situation;

participants in conflicts have different social status, and this determines their different behavior in the conflict;

the difference in age and life experience gives rise to different degrees of responsibility for mistakes in solving them;

through different understandings of events and their causes among the participants, it is not always easy for a teacher to understand the depth of a child’s experiences, and for a student to cope with his emotions;

the presence of other students during a conflict makes them not only witnesses, but also participants; the conflict acquires educational content;

the teacher’s professional position in a conflict obliges him to take the initiative in resolving the conflict and put the student’s interests first;

any mistake a teacher makes when resolving a conflict gives rise to new situations and conflicts;

Conflict in teaching activities is easier to prevent than to successfully resolve it.

At the 1st stage, the development of the conflict can be blocked, for example, by engaging in practical activities or sports.

At the 2nd stage, it is no longer possible to suppress the conflict: passions rage, the participants are excited, and demonstrate “forceful techniques.” This must be experienced.

But now the conflict situation has come to fruition, the conflicting parties have exhausted their strength and energy, and the 3rd stage begins. There is a feeling of guilt, regret, repentance. Only now is it possible and necessary to conduct educational conversations, identify and eliminate the causes of conflicts.

3.Self-regulation of teaching activities

There are various ways to help understand another person. The method of introspection - a person puts himself in the place of another, and then reproduces the thoughts and feelings that, in his opinion, this other is experiencing in a given situation. But there is a danger of mistaking one’s own thoughts and feelings for the thoughts and feelings of another. Constant adjustments are needed based on knowledge about the person.

The method of empathy is feeling into the inner experiences of another person. Good for emotional people, “artists” with intuitive thinking, who also know how to trust their emotions, and not just criticize them.

The method of logical analysis is for rationalists who rely on thinking. They analyze the situation, their idea of the communication partner, and his behavior.

In the second case, a person tries to maintain inner peace and stability and tries not to fall into the atmosphere of tension that conflict brings with it. Experience shows that if one of the interacting people acquires and maintains restraint, balance and detachment, then the other participant is deprived of the opportunity to start a conflict or further interact in a “conflict mode”. American psychologists offer many ingenious ways to maintain inner peace. Here are some of them:

if you come under “attack” from the opposite side, then in order not to hear the attacker’s remarks, you need to think about something of your own, recite poetry, multiply multi-digit numbers, remember jokes or recipes;

you can imagine that you are dressed in some kind of protective suit, from which all the words bounce off like balls or flow down like streams of rain;

you can imagine your inner irritation coming out of you in the form of some kind of cloud or ghost;

you can try to imagine your opponent in a funny way, for example in some kind of fancy dress;

you can finally imagine that all the words that “fly” at you fall into him and decorate him in the most incredible way.

In any case, all means are good for maintaining inner peace, and, fortunately, these means are not visible to anyone, whatever your imagination is capable of.

For self-regulation, you can use the following methods of self-education and psychocorrection:

In the case of inadequate self-esteem, the method of self-criticism, self-purification; among the methods of psychocorrection - introspection, identification, expansion of methods of self-expression.

For personal anxiety and overcontrol - pedagogical analysis of activity, self-control, social reflection, empathetic listening, behavior modeling, analysis of colleagues' lessons, reflection of one's own behavior at different stages of the lesson, exercises to relieve tension.

When a problem arises of an imbalance of cultural and social development, it is good to use self-criticism, self-education, relaxation, and decentration.

In case of emotional coldness, formalism towards the child, insufficiently developed communicative competence of the teacher, authoritarianism, it is advisable to analyze pedagogical situations, conduct exercises to master the elements of pedagogical communication and the communication system in a specific pedagogical situation, develop a positive perception of children, master the technique of intonation and facial expressions.

In case of insufficient professional competence in certain aspects of activity, inability to organize one’s time, poorly developed individual pedagogical abilities - adherence to a daily routine, planning, training of reflective behavior, development of pedagogical intuition, improvisation skills, self-diagnosis of personal and professional deficiencies, social and psychological training.

The teacher must begin solving the problem of self-improvement by changing his attitude towards himself, paying attention to his personal needs, developing positive thinking, his intellect, and the ability to manage his emotions.

Conclusion

Pedagogical activity is a system of relationships and interactions between teachers and students and among themselves, as well as the teacher’s structuring of the educational process based on the development of his professionally important personal qualities.

The activity of a teacher is a very complex and multifaceted work in psychological content, requiring from the individual a high ideological level, deep and versatile knowledge, a high general culture, stable interests in the field of teaching science, a clearly expressed professional and pedagogical orientation, love for children, knowledge of the laws of childhood, theories and practices of training and education.

In the process of performing pedagogical activities, the teacher not only demonstrates his physical and spiritual strengths, but also shapes them, and the higher the consciousness of the social and personal significance of the specialty chosen by the teacher, the wider the opportunities for the comprehensive development and formation of his personality. Of great importance for the formation of a teacher’s personality are the interpersonal relationships that develop in the process of his activity in the teaching staff.

The high activity of a teacher’s personality, his pedagogical skills largely depend on his social and professional orientation, on the level of development of his civic and political qualities, responsibility for his behavior and actions and, finally, on the degree of his involvement in the creative activities of the school’s teaching staff in educating the growing child. generations.

A deep awareness of one’s social role, one’s social duty and ideological unity with the team of fellow workers creates favorable internal conditions for the comprehensive development and formation of a teacher’s personality traits: dedication, discipline, organization, perseverance and efficiency. These qualities help the teacher to show strong-willed efforts in achieving the goal, and especially when difficulties are encountered along the way.

Literature

1. Developmental and educational psychology. - M.: Education, 1973. - 288 p.

Demidova I.F. Pedagogical psychology. - M.: Academic project, Triksta, 2006. - 224 p.

Zimnyaya I. A. Pedagogical psychology. - M.: Logos, 2001. - 384 p.

Kutishenko V. P. Vikova and pedagogical psychology. - K.: Center for Basic Literature, 2005. - 128 p.

Pedagogical psychology. - M.: VLADOS - PRESS, 2003. - 400 p.

Having much in common with other types of activity, pedagogical activity differs from them in some features. Let's look at them briefly.

Features of teaching activity

1. The object of pedagogical activity - an individual (child, teenager, young man), group, collective - is active. He himself strives to interact with the subject, shows his creativity, responds to the assessment of the results of his activities and is capable of self-development.
2. The object of pedagogical activity is plastic, that is, it is susceptible to the influence of the subject, it is educable. He is constantly developing, his needs change (this is the reason for his activity), his value orientations, motivating actions and behavior develop and change.
It is right to say that the process of development of an individual is never completely completed. The content of pedagogical activity is built according to the concentric principle, or rather, along a spiral.
3. Pedagogical activity and process turn out to be very dynamic factors. The subject, taking into account the changing situation, is constantly looking for the optimal option for pedagogical actions, operations and means of pedagogical influence on the object of education. It combines science and practice, pedagogical creativity.
4. In addition to the subject-teacher, in pedagogical activity other, unregulated factors influence the development of the individual. For example, the surrounding social and natural environment, the individual’s hereditary data, the media, economic relations in the country, etc. This multifactorial influence on the individual often leads to the fact that the result of pedagogical activity significantly diverges from the intended goal. Then the subject has to spend additional time and effort to correct the activity so that its product (result) corresponds to the goal.
5. The subject and result of pedagogical activity are not a material, but an ideal product, which is not always directly observable. Its quality and level are often determined indirectly rather than by direct measurement.
6. Pedagogical activity is a successive and promising activity. Based on previous experience, the subject organizes it; at the same time, he focuses on the future, on the future, and predicts this future.
7. Pedagogical activity is of a searching and creative nature. This feature is explained and caused by several reasons: the activity of the object of activity, the multifactorial influences on the object, the constant changeability of the conditions and circumstances in which the teacher finds himself in his professional work (this has already been mentioned earlier). Inevitably, almost every time he has to re-construct methods of interaction with students from known and mastered techniques and means.
These are some of the features of pedagogical activity that distinguish it from other types. This leads to a number of features of the pedagogical process. Let's name some of them.

Nuances of the pedagogical process

Since pedagogical activity is a goal-oriented activity, the process is predominantly controlled. Meanwhile, this process occurs not only in artificial, that is, controlled, conditions, but also in spontaneous, uncontrolled conditions. Thus, there is a planned process, aimed at achieving a conscious goal, as well as a spontaneous one, leading to a random result, i.e. result desirable or undesirable, even neutral. And in this relationship, the controlled process does not always prevail; it happens that the uncontrolled process wins. And it is not surprising that the efforts of a teacher in educational work are sometimes supported, and sometimes destroyed by spontaneous processes. The teacher has to take this situation and conditions into account. And this is only possible with constant, rolling diagnostics.
The pedagogical process is a holistic process, simultaneously covering the physical, mental, social and spiritual development of the individual. In addition, an individual, living among people, interacts with them, and with the group, and with the collective. And it is formed not in parts, but holistically.
Teachers will be successful in their activities if they take a humanistic approach to students. Humanization of the pedagogical process and relationships with children means a respectful attitude towards children, the ability to appreciate the child’s unique identity, the formation of self-esteem and dignity.
Pedagogical activity necessarily includes not only the teaching and educational process, but also the communicative process. Therefore, the culture of communication plays a special role in this activity. She is able to create an atmosphere of trust, warmth, mutual respect, and goodwill in the relationship between teacher and student. Then the teacher’s word turns out to be an effective instrument of influence. But rudeness, cruelty, intolerance in relationships, tactlessness in communication create an unfriendly atmosphere. In such a situation, the teacher’s word irritates the student, is perceived negatively by him, and depresses him. Communication itself becomes joyless and undesirable for both the teacher and the student, and the word becomes an ineffective or even destructive factor.
In teaching activities there is also process and management guidance. Usually the process is built vertically: from top to bottom, from leader to subordinate, from teacher to student. This process contains significant opportunities for imparting to this activity an atmosphere of kindness, benevolence, and genuine mutual respect in the relationship between managers and subordinates. At the same time, the psychological barrier between them disappears; genuine cooperation is established between senior and junior, experienced and inexperienced members of the group. Of course, at the same time, the responsibility of the elders for the younger ones - moral, legal, psychological - remains, but it is softened, as if not noticed, and at the same time, it seems to be equally assigned to everyone.
The question of leadership style in general, of the style of relationships between managers and subordinates, is special and large. It is discussed in more detail in another topic. For now, let’s just say that the democratic style, in contrast to the authoritarian and liberal ones, is more preferable. The management style, which is based on unquestioning execution of orders, commands, instructions, which does not allow objections and discussions, creates a passive, irresponsible, and uninitiative personality.

General characteristics of teaching activities. Activities of a teacher in the Russian Empire

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Introduction

The main “tools” of pedagogical work are voice (tempo, volume, intonation, expressiveness), facial expressions, plasticity, gestures.

The subject of the study is the professional activity of a modern educator.

The object of the study is a modern educator as a person, teacher and professional, features of the educational process in preschool educational institutions.

The purpose of the study is to consider educational work in preschool educational institutions at the present stage.

Research objectives:

1. Determine the social purpose of the educator profession.

2. Reveal the personal qualities of the teacher.

3. Give the concept of “Modern educator”.

4. Expand the concept of professional competence, professional skill, professional activity of a preschool teacher.

5. Features of the profession of educator, features of the educational process.

Research methods - analysis of scientific-theoretical and psychological-pedagogical literature.

Explanatory note

Social purpose of the profession of educator

" Educator, standing flush With modern progress education, feels myself alive link between past And future. His case, modest By appearance, - one from greatest affairs V stories" TO.D.Ushinsky

Personal qualities of a teacher

Modern educator

"From how my childhood passed, who led

a child by the hand in his childhood years, which included

into his mind and heart from the surrounding world -

this determines to a decisive extent how

Today’s baby will become a man.”

/V.A. Sukhomlinsky/

2. so that children are active participants in the educational process, the educator organizes educational activities in such a way that children do most of the talking, reason on the topic, and participate in artistic creativity, experiments, and work.

4. A modern educator carefully considers the content of the developmental environment by age, constantly updating the gaming and visual environment depending on the topic of educational activities.

joint events with social institutions; individual work with parents. Educator involves parents To participation V implementation programs, To creation conditions For full-fledged And timely development baby V preschool age, to Not miss the most important period V development his personalities.

Professional competence of a preschool teacher in the conditions of the Federal State Educational Standard

The development of modern society dictates special conditions for organization

Professional skills of a preschool teacher

1. active (to support children in their manifestations of activity, to comply with them). A teacher who sits on a chair most of the time and directs children's activities from there can hardly be called active, striving for the diversified development of children;

2. capable of change - to keep up with the rapidly changing world and changing children and their parents;

Professional activity of a modern teacher

Analysis of studies of professional pedagogical activity made it possible to identify several approaches to its consideration:

1. the most common and traditional structural-functional approach, when the corresponding functions and skills are highlighted in the structure of a teacher’s professional activity (V.I. Ginetsinsky, N.V. Kuzmina, A.K. Markova, A.I. Shcherbakov).

2. professional approach to the study of a teacher’s activities, when the result is a generalized portrait of a professional (E.A. Klimov, V.A. Slastenin, L.F. Spirin).

3. an approach in which professional pedagogical activity is analyzed from the point of view of abilities, thereby determining the complex of pedagogical abilities (N.A. Aminov, F.N. Gonobolin, L.M. Mitina).

4. cultural approach, which involves the analysis of professional and pedagogical activities in the coordinate system of cultural values ​​(T.F. Belousova, E.V. Bondarevskaya, I.P. Rachenko).

1. information;

2. communications, including in a foreign language;

3. social and legal foundations of individual behavior in civil society.

What problems is a modern teacher called upon to solve? These are five main groups of tasks, the experience of solving which characterizes the basic competence of a modern teacher:

1. see the child (student) in the educational process;

2. build an educational process focused on achieving the goals of a specific stage of education;

3. establish interaction with other subjects of the educational process, partners of the educational institution;

4. create and use an educational environment (institutional space) for pedagogical purposes;

5. design and implement professional self-education.

Similar documents

Characteristic

Subject and means

Value characteristics

Styles of teaching activity

Psychological and pedagogical activities

Pedagogical activity of the teacher

Diagnostic activities

Orientation-prognostic

Construction and design activities

Organizational activities

Information and explanatory activities

Communication-stimulating activities

Analytical and assessment activities

Research and creative activities

Conclusion

Professional readiness

Qualities of a first school teacher

What skills and abilities does the teacher have?

Personal qualities of a teacher

Leading abilities in teaching activities

Or maybe this is a calling?

Features of teaching activity

Nuances of the pedagogical process

4. cultural approach, which involves the analysis of professional and pedagogical activities in the coordinate system of cultural values (T.F. Belousova, E.V. Bondarevskaya, I.P. Rachenko).