Introduction to teaching activities studies. Robotova A.S., Leontyeva T.V., Shaposhnikova I.G.

The manual reveals the essence of pedagogical activity, its humanistic nature, social role and educational functions; determined professionally significant qualities personality of the teacher. The reader will learn about various types of pedagogical educational institutions, about the opportunities for obtaining an education, the professional and personal growth of a teacher and his creative self-realization.

The origin of teaching activity.
How long ago has this activity been going on? Is it possible to answer this question? The answer can be suggested by turning to the history of the words pedagogy, pedagogical, and clarifying their etymology (etymology is the origin of a word). So, what is the origin of these words?

The history of these words goes back to ancient Greece (6th-4th centuries BC), when the first schools arose in city-states and education began to be considered a virtue of a free citizen. Before children enter school free citizens received home education. They were looked after by a special slave - a teacher (literally - a guide). Hence the literal meaning of the word pedagogy - child rearing. Thus, in the word teacher there is direct meaning associated with a special matter - to lead, accompany a child. Gradually this meaning expanded and became both special and metaphorical. The special meaning of the word was due to the emphasis special type activities that ensure the introduction of a child into adulthood, for which he must be specially trained and educated. The metaphorical meaning is due to the fact that every person needs a “guide” from time to time, and every person in life has a need for a teacher-teacher, a teacher-mentor, spiritual teacher, in a person who transfers his business to another, his skills in this matter, mastery, teaches him this skill.

But does this mean that the origins of pedagogical activity are located in not too distant history - the history of Ancient Greece? This question must be answered in the negative. The history of the concept-term turns out to be younger than the history of the phenomenon it designates.

TABLE OF CONTENTS
From the authors 3
Chapter 1. Pedagogical activity 5
1.1. The essence of pedagogical activity 5
1.2. Origin of teaching activity 7
1.3. Non-professional teaching activities 14
1.4. Teaching as a profession 20
1.5. Who can engage in professional teaching activities 23
1.6. Pedagogical basics various types professional activity 35
1.7. Value characteristics of pedagogical activity 39
Chapter 2. Spectrum of teaching professions 45
2.1. History of formation educational institutions- “schools” for professional training of teacher educators 45
2.2. The concepts of “profession” and “specialty” 50
2.3. Classification of professions 52
2.4. Professional method. Teacher's professional certificate 60
2.5. The structure of personality traits. Professional competence teacher 66
2.6. Diagnostics of the initial level of knowledge about the teaching profession 75
Chapter 3. Communication as the basis of pedagogical activity 83
3.1. Essence pedagogical communication 83
3.2. Functions and means of communication 85
3.3. Communication styles and styles pedagogical leadership 94
3.4. Pedagogical tact 99
3.5. Communication: Science and Art 101
Chapter 4. Pedagogical culture of personality 105
4.1. General culture- condition of professionalism of the teacher 105
4.2. Scientific erudition, value orientations as components of pedagogical culture 110
4.3. Ethics and aesthetics of pedagogical work 114
4.4. Pedagogical creativity and skill 119
Chapter 5. Domestic education system: development strategy 127
5.1. Universal and national in education 127
5.2. Scientific and technological progress, eternal values of life and human education 134
5.3. The education system in modern Russia: reserves and development trends 139
5.4. Stability and dynamism of the school as an educational system 157
Chapter 6. Professional development teacher 163
6.1. Professionalism and self-development of a teacher’s personality 163
6.2. Studying at a university 175
6.3. Teaching career 185
Appendix 195
Brief dictionary of concepts and terms 195
Cattell Questionnaire.

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Introduction to pedagogical activity, Robotova A.S., Leontyeva T.V., Shaposhnikova I.G., 2002
Activity approach in the formation of ecological culture of schoolchildren in the system of additional education, Monograph, Ivanova N.I., Kelbas R.V., 2017

Introduction to pedagogical activity / Edited by A. S. Robotova. - M., 2007.

In everyday meaning, the word “activity” has synonyms: work, business, occupation. In science, activity is considered in connection with human existence and is studied in many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. One of the essential properties of a person is manifested in activity - to be active. This is precisely what is emphasized in the philosophical definition of activity as “a specifically human form of active relationship to the surrounding world.” As psychologist B.F. Lomov noted, “activity is multidimensional,” therefore there are numerous classifications of activity based on its various signs, reflecting the various aspects of this phenomenon. There are spiritual and practical activities, reproductive (performing) and creative, individual and collective, etc. Various types of professional activities are also highlighted.

Pedagogical activity- this is a type of professional activity, the content of which is training, education, education, development of students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, institutes for advanced training, institutions of further education, etc.).

One of the most important characteristics of pedagogical activity is its collaborative nature: it necessarily involves a teacher and the one whom he teaches, educates, and develops. This activity cannot be an activity only “for oneself”. Its essence lies in the transition of activity “for oneself” into activity “for another,” “for others.” This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, education, development, education).

Professional activity requires special education, i.e. mastering a system of special knowledge, skills and abilities necessary to perform functions related to this profession. You will master this knowledge and skills by studying theoretical and practical pedagogy, engaging in self-education and self-improvement in order to achieve high performance results and come to high level professionalism.

A person who is engaged in professional teaching activities can be called differently: educator, teacher, lecturer, pedagogue. Often this depends on the institution in which he works: the teacher - in kindergarten, teacher - at school, teacher - at technical school, college, university. Teacher - rather generic concept in relation to everyone else. The second chapter of the manual will talk about the types of teaching professions and specialties.

Despite all the differences in teaching professions, they have common goal characteristic of pedagogical activity is the introduction of a person to the values of culture. It is in the goal that the specificity of this activity is revealed. This goal is defined as a special mission, “the purpose of which is the creation and self-determination of personality in culture, the affirmation of man in man.”

They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, leaders of circles), teach and educate at school (teachers, class teachers, group teachers extended day, additional education teachers). Thus, already in childhood, a growing person becomes the object of pedagogical activity of many people. But then the person became an adult: he entered a technical school, college, higher education institution, took courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers.

Having received a profession, modern man Over the course of his life, he will have to replenish his knowledge more than once, improve his qualifications, change his activity profile, maybe change his career various reasons and the profession itself. He will have to take various courses, at advanced training institutes, and receive new or additional education. And again he falls into the sphere of pedagogical activity.

What are the main features of professional teaching activity?

It is intentional. Unlike family education and education, which are organically connected with the life of the family, professional pedagogical activity is separated from the daily life of the child:

It is carried out by a special person who has the necessary knowledge and skills;

To implement it there are certain forms: lesson and activities, “classes”;

This activity pursues a specific goal: to teach the child something, to transfer to him a system of certain knowledge, to develop certain skills and abilities, to overcome gaps in knowledge; educate him; to grow a person in him; develop his abilities, interests, thinking, memory, imagination, etc.;

The goal largely determines the content of training, upbringing, education;

The child usually also understands the “special”, serious nature of this activity, he is included in a special relationship with the teacher (these business relations, official, regulated);

The results of teaching activities, especially in its teaching part, can be verified; its result is the knowledge and skills of the child taught by the teacher; the results of upbringing may be less obvious - due to the fact that the child is “educated by everything”, and also because the talent of upbringing is a rare and difficult talent, and the results of upbringing are largely “delayed” in time;

A real teacher is not limited to strictly regulated activities, he uses a wide variety of opportunities to influence the student: informal conversations, confidential conversations, discussion of problems that concern the student, advice, support, help.

A large circle of people are engaged in non-professional pedagogical activities: parents, grandmothers, nannies, a variety of adults who enter into relationships with children (teaching them, warning them against wrong actions, deeds, setting an example correct action etc.). All these people may not have special pedagogical knowledge at all - they rely on life experience, common sense, intuition, previously acquired knowledge in any field and learned norms of behavior.

In the dictionary-reference book of V. M. Polonsky, pedagogical workers are named:

a kindergarten teacher;

school teacher;

educational psychologist;

social teacher;

after-school teacher;

additional education teacher;

counselor at a labor and recreation camp;

home teacher;

tutor;

teacher of lyceum, college, technical school, school;

master industrial training;

University professor;

teachers of various courses, advanced training institutes, retraining courses for specialists in various fields, etc.

This list can be continued, but it also shows that the circle of people who are actually involved in teaching is large.

Duka N.A. Introduction to pedagogy. - Omsk, 2004.

Features of teaching activity:

1. Pedagogical activity is unique. The object of pedagogical activity is living developing personality. Characteristic feature The object of pedagogical activity is that it acts simultaneously as the subject of this activity. Therefore, for the success of teaching activity, not only interest in it, passion for it, and responsibility for it are important. But its success also depends on the attitude of the children themselves towards the teacher, i.e. from their relationship.

2. Many means are used in pedagogical activity, but the main one is the word of the teacher. His word is at the same time a means of expressing and understanding the essence of the phenomenon being studied, a tool of communication and organization of schoolchildren’s activities. Using the word, the teacher influences the formation personal meaning, awareness of the significance of objects, processes and phenomena of the surrounding reality.

2. The results of pedagogical activity, firstly, “materialize” in the mental appearance of another person - in his knowledge, skills, and habits, in the traits of his will and character; secondly, they are not immediately obvious; they may be distant in time. In the process of development of a child’s personality, periods of progressive changes are observed, and there may be even the opposite. In some cases, difficulties arise in assessing the results of teaching activities from the current position of society. For example, a teacher educates moral values, guidelines that, from the standpoint of today’s specific situation, turn out to be unclaimed.

3. Modern market relations suggest viewing teaching activities as a sphere of providing educational services. These services include training in additional educational programs, individual educational routes, tutoring, etc. - something that goes beyond the relevant educational standards.

The logic of building a market for educational services dictates the need to protect consumer rights. Among his rights: the right to information about services, the right to choose a service, and the right to guarantee the quality of the services provided. In the education system, these consumer rights are ensured by educational programs and educational standards. A variety of programs and standards form the field of choice for educational services. Educational programs are created to inform consumers about the essence of services. Programs and standards act as a guarantee of the quality of educational services. In this sense, under educational services are understood to be those that can provide government agencies to the population, institutions and organizations. Thus, in educational institutions, educational services are provided to society through teaching activities.

So, we come to the understanding that teachers are engaged in expediently structured, organized pedagogical activities. The question arises: can a mass profession rely on a single talent or calling? Or can anyone do this activity?

There is a concept of medical contraindications to the choice of professions. Contraindications are statements about which activities are not recommended or are categorically unacceptable for certain health problems, diseases, or character traits.

These are the contraindications for the teaching profession named by A.V. Mudrik.

“If you are in poor health and the doctors think it will not improve, and you agree with them, then it is better to choose a quieter job than teaching.

If, despite long and hard work on yourself, you have poor diction, then it is better for you not to become a teacher.

If, despite all your efforts, you cannot make contact with people, then do not rush to enter a pedagogical educational institution.

If people, junior or senior, cause you persistent hostility or constantly irritate you, then refrain, at least for a number of years, from entering the teaching path.

If your comrades say that you lack kindness, that you are often unfair, that you have a difficult character, consider whether you can get rid of these shortcomings before becoming a teacher.

If you are captivated by an idea, the realization of which is the conscious goal of your life, then do not rush to abandon it and become a teacher.”

But what if you are already studying at a pedagogical university?

There are two ways to correct a mistake: abandon the chosen path and try, after testing yourself well, to find your place; the second option is to force yourself to work hard to correct your shortcomings and work, work on yourself.

Teaching work is characterized by very high nervous tension. In order to capture children's group its pedagogical influence requires exceptionally high neuropsychological stress. The work of a teacher is excessively large in volume and is associated with limited opportunities for rest. Contraindications to the choice of professions of this type (including teaching) are weak nervous system, speech defects, inexpressiveness of speech, isolation, self-absorption, unsociability, pronounced physical disabilities (as sad as this may be), sluggishness, excessive slowness, indifference to people, “dull-heartedness,” lack of signs of disinterested interest in a person.

Task 2.Describe 2-3 examples of the pedagogical skills of creative teachers. Based on the proposed text, present a model of pedagogical excellence in the form of a diagram.

Target: know the essence of the concept of “pedagogical skill”, the characteristics of the highest level of pedagogical activity.

Recommendations for completing the task: looking at information material By this task, pay attention to the approaches presented in the text to the consideration of the components of pedagogical mastery. Analyze these approaches and identify common features and present it as a model of pedagogical excellence. To describe examples of pedagogical skill, you can take a situation from life experience, periodicals, videos, fiction from materials from Internet sources, etc.

Requirements for the report for this assignment: model of pedagogical excellence, description of 2-3 examples of pedagogical excellence of creatively working teachers.

Assignment assessment criteria:

- clarity of formulation of the components of pedagogical mastery;

Ability to work with information resources;

Competent use of categorical apparatus;

Reasonedness of judgments, presence own point vision when describing the situation;

Scheme design culture;

Originality, creativity.

Forms and technologies of students' educational activities: The task is performed in mini-groups (pairs), after discussion the materials are presented graphically. Technology development critical thinking(situation analysis, cluster).

Federal Agency for Education

State educational institution

higher professional education

"Ural State Pedagogical University"

Department of Psychological and Pedagogical Education

Department of General Pedagogy and History of Education

Introduction to teaching

Introduction to teaching: Textbook / Ural. state ped. univ. - Ekaterinburg, 2006. - p.

The textbook is intended for students of pedagogical universities and colleges. The manual reveals the essence of pedagogical activity, its humanistic nature, social role and educational functions; The socially significant qualities of the teacher’s personality are determined. The structure of various types of pedagogical educational institutions, opportunities for obtaining education, features of the professional and personal growth of a teacher and his creative self-realization are shown.

Preface

Nowadays, when education is perceived by most people as one of the highest values of life, the importance of pedagogical activity increases sharply and the need for people who consciously choose teaching work increases. This course of lectures is aimed at a conscious understanding of the prospects for professional growth. The future teacher should become familiar with the deep historical roots of this activity, prospects for professional growth, and become familiar with all the subtleties and complexities of this humanitarian activity related to education - the creation of man.

In preparing the manual, the author used numerous studies by foreign and domestic scientists. The form of the manual does not require strict citation, but nevertheless, all the works on which we relied are indicated in the lists of references used in the appendix to each section.

Lecture 1. Pedagogical activity

The essence of pedagogical activity

Origin of teaching activity

Non-professional pedagogy (folk pedagogy)

Teaching as a profession

First question: “The essence of pedagogical activity

This lecture is devoted to consideration of the essence of pedagogical activity, its humanistic nature, social role and educational function.

In everyday meaning, the word “activity” has synonyms: work, business, occupation. The activity is considered in many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. One of the essential properties of a person is manifested in activity - to be active. This is precisely what is emphasized in the philosophical encyclopedic dictionary, which defines activity as “a specifically human form of active relationship to the surrounding world.”

There are numerous classifications of activity, which are based on its various characteristics, reflecting the various aspects of this phenomenon. Activities are defined as spiritual and practical, reproductive (isperforming) and creative, individual and collective etc. Various types of professional activities are also highlighted.

Pedagogical activity - This is a type of professional activity, the content of which is training, education,education, development students (children of different ages, students of schools, colleges, vocational schools, higher educational institutions, institutes for advanced training, institutions of further education, etc.).

Professional activity requires special education, i.e. mastering a system of special knowledge. skills and abilities necessary to perform functions related to this profession. You will master this knowledge and skills by studying theoretical and practical pedagogy, engaging in self-education and self-improvement in order to achieve high performance results and achieve a high level of professionalism.

A person who is engaged in professional teaching activities can be called differently: educator, teacher, lecturer, pedagogue. Often this depends on the institution in which he works: a teacher - in a kindergarten, a teacher - in a school, a teacher - in a technical school, college, university. A teacher is rather a generic concept in relation to everyone else. The second chapter of the manual will talk about the types of teaching professions and specialties.

Despite all the differences in teaching professions, they have a common goal inherent in pedagogical activity - introducing a person to the values of culture. It is in the goal that the specificity of this activity is revealed. This goal is defined as a special mission, “the purpose of which is the creation and self-determination of personality in culture, the affirmation of man in man.”

What, in your opinion, is the scope of teaching? Think about how wide it is, how many people go through this activity...

They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, club leaders), teach and educate at school (teachers, class teachers, after-school teachers, teachers of additional education). Thus, already in childhood, a growing person becomes the object of pedagogical activity of many people. But then the person became an adult: he entered college, school, higher education institution, courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers.

Having acquired a profession, a modern person will have to replenish his knowledge more than once throughout his life, improve his qualifications, change his profile of activity, and perhaps change the profession itself for various reasons. He will have to take various courses, at advanced training institutes, and receive new or additional education. And again he falls into the sphere of pedagogical activity.

Second question: Origin of teaching activity

How long ago did this activity originate? Is it possible to answer this question? The answer may be suggested by turning to the history of words pedagogy, pedagogical, clarification of their etymology (etymology is the origin of a word). So, what is the origin of these words?

The history of these words goes back to ancient Greece (VI-IV centuries BC), when the first schools arose in city-states and education began to be considered a virtue of a free citizen. Before entering school, the children of free citizens received home education. A special slave looked after them - pedagog(literally - guide). Hence the literal meaning of the word pedagogy- childbearing. Thus, in the word teacher there is a direct meaning associated with a special task - to lead, accompany a child. Gradually this meaning expanded and became both special and metaphorical. The special meaning of the word was due to the identification of a special type of activity that ensures the introduction of a child into adulthood, for which he must be specially trained and educated. The metaphorical meaning is due to the fact that every person needs a “guide” from time to time, and every person in life has a need for a teacher-teacher, a teacher-mentor, a spiritual teacher, a person who transfers his work, his skills to another in this matter, mastery teaches him this skill.

Scientists believe that education and training are among the most ancient types of human sociocultural activity. And in fact: a human baby at birth is the most helpless of all living creatures. For a long time he needs the help of adults, their support, care, and then special training and education, without which he cannot adapt to life and become independent.

It is the help of an adult, the transfer of necessary knowledge about the world around the child by adults, training necessary for later life skills was the prototype of pedagogical activity, which later became the work of specially trained people. Thus, the roots of pedagogical activity go back to ancient times. The need for humanity in this type of activity was determined by the need to preserve the race, because a society without child populations is a dying society.

To a large extent, we can only guess what the origins of pedagogical activity (teaching and education) were in ancient times. We can also judge this from the results of ethnographic studies of education among those peoples who have not yet integrated into world civilization and who have preserved a way of life that involves following the traditions of a tribal society, teaching and raising younger members of society.

Thus, even in a primitive society, a child is taught and raised. However, we do not see a special person here who does this. The activities of teaching and raising children are still collective and largely anonymous, impersonal in nature. Many adults do it.

But even in a primitive society there is a need for spicesalized training and education. People appear who know their business better than others - masters of their craft, who know its secrets, secrets, and fundamentals. Their knowledge and skills in their field exceed the knowledge and skills of other people. This is why the phenomenon arises teaching-apprenticeship, roles emerge teacher and student, special relationships arise, thanks to which the experience, knowledge, and wisdom of the teacher seem to “flow” into the student.

Until the 10th century, pedagogical activity existed as an experience in the art of education, which is preserved by the tradition of the family clan, passed on from generation to generation in the form of customs of organizing cooperation and subordination of the younger to the elder in the family or the main person of the clan.

For example, with the development of Christianity in Rus' and the appearance of written cultural monuments, the basis practical education and education comes from church sermons, lives of saints, teachings, collections of sayings, stories in the form of normative Christian commandments, valued and approved forms of human coexistence.

The first Russian monuments of social and pedagogical thought: XI century. – “The Life of Theodosius of Pechersk”, “The Teaching of Vladimir Monomakh to Children”, “The Tale of Igor’s Host” - XII centuries; XIII-XV centuries. “The Life of Alexander Nevsky”, The Tale of Khmel”; “Domostoy” - XVI century. and etc.

They urge a person to hurry to do good, to take upon himself more than his capabilities, for this is not only not to the detriment of the soul, but to its floor. They show that self-esteem develops restraint, goodwill and respect of a person for people and for himself, reflects the structure and height spiritual world and consciousness, indicates maturity.

In the 17th century, pedagogy became an independent applied science about the upbringing and education of the younger generation. The term “pedagogy” was introduced by the English philosopher Francis Bacon in 1623. In his “Classification of Sciences,” pedagogy is defined as “the guidance of reading,” i.e. practical science, helping to master symbolically fixed knowledge about the world.

The more a person learned about the world around him, the more master teachers appeared who were able to pass on their knowledge and experience to their students. Holistic phenomenon teacher-student became more and more diverse, penetrating into various areas spiritual and practical life. This was a centuries-old prehistory of pedagogical activity, the meaning of which is in the deep foundations human existence, in the relationships of human generations, in developing attitude people to knowledge and experience (skills and skills in various matters) as the greatest value that must be preserved and passed on to others, because without this value human existence itself is impossible.

The formation of teaching activity as a professional activity that requires mastery of special knowledge and skills is associated with the emergence of writing. In place of oral tradition, as well as a simple educational scheme based on observation of the actions of a master, a skilled person, the imitation of his actions is being replaced by a written form of consolidating knowledge. That is why a special class-caste group of people emerged who knew writing and were able to convey this to their students. universal remedy preservation of cultural values. Along with the teacher-master, who conveys the secrets of his craft, business, experience through observation of his activities, repetition of his actions, direct participation in the matter, the figure of a teacher appeared, capable of giving a kind of “key” to many secrets of practical work and spiritual experience, already captured in a word.

A change in the method of transmitting accumulated cultural experience from one generation to another, from the “knowing” to the “ignorant,” determined the emergence of people mental labor, whose life purpose has become pedagogical activity. A person engaged in this activity has become a special figure in society. A lot began to depend on him. Anonymity and the collective nature of learning began to disappear. Education, previously inseparable from everyday, labor and other relationships, gradually became an independent type of relationship and activity.

The emergence and development of writing, complex technology writing (cuneiform, hieroglyphs) was also required from the teacher special knowledge and preparation. He had to be ready for hard everyday work, for it was precisely this perseverance, diligence, and diligence that he had to pass on to his students. Instructing the student, demanding from him asceticism, renunciation of earthly joys, the teacher had to prepare him to repeat his own path. We find these instructions in the written monuments of the peoples of the ancient East: “Get into your place! The books are already in front of your comrades. Read the book diligently. Do not spend the day idly, otherwise woe to your body. Write with your hand. Read with your mouth. Ask advice from someone who knows more than you.” It is no coincidence that in some ancient civilizations the teacher-mentor was a highly revered person, and his activities were considered honorable - for example, in ancient China, in ancient india, in ancient Egypt.

One must think that already in those distant times there existed different types teachers: teachers whose main means were fear and punishment, and teachers who sought to interest the student, opened up a fascinating path of knowledge for him.

children

The teacher passed on to the students and special type relationships between teacher and student (fear, horror of punishment and attitude towards learning as hard, joyless work or, on the contrary, a feeling of joy from learning something new, interesting, beautiful). One must think that already in those distant times there were different types of teachers: teachers whose main means were fear and punishment, and teachers who sought to interest the student, opening up a fascinating path of knowledge for him.

When thinking about the development of pedagogical activity in historical terms, one should pay attention to the personality of those people who embodied it. The object of their activity was primarily children - students, the most sensitive part of society to any external influences. Probably, first of all, the attitude towards children has become a “watershed” between the types of people involved in teaching, the criterion of an “evil” and “good” teacher, a teacher for whom the main objective- training and education at any cost, and teachers for whom main result his activities - the child himself, his interested craving for knowledge, his spiritual transformation.

The historical development of pedagogical activity has already resulted in a rethinking of the relationship between teacher and student in our time. Gradually, the limitations of subject-object relations in the process of teaching and upbringing, in which the student is only an object of pedagogical influences, began to be realized more and more. The system began to be increasingly valued subject-subject relations, in which the teacher and student interact, influence each other, strive for mutual understanding, and become capable of empathy.

Third question: Unprofessional teaching activity"

Concept "profession"- type of work activity that requires special training and is the source of existence. Based on this definition, we can distinguish pedagogical activities as both professional and non-professional.

Pedagogical activity is an extremely broad phenomenon, covering many areas human life. As noted, its content is training, education and human development. On life path Every person meets people who teach and educate.

Do professionals always teach and educate? Who does this at the beginning of our life's journey?

The famous philosopher M.S. Kogan believed that humanity has two greatest inventions: the family and the school. It is thanks to them that a person becomes “ cultural being." It is the family that uses the opportunities provided by culture in order to form, on the one hand, what is special in the child and, based on his innate individual data, to raise him as an individual, and not a social function.

Is family education pedagogical activity? Yes, it is, if parents play the role of teachers, mentors in relation to children, if they strive to cultivate humanity in them, to give them an initial education. But the activities of parents in raising and educating children are not professional. Most parents do not rely on scientific pedagogical systems in raising their children.

Even if parents are professionally engaged in teaching, in most cases we cannot say that they strictly follow certain canons in raising their children at home.

Becoming a teacher-parent is very difficult. Some scholars believed that parents should receive pedagogical knowledge helping them to raise their children without mistakes. In a number of books such as “Mother’s School” by J.A. Komensky, “Thoughts on Education” by J. Locke, “Family Education of a Child and Its Importance” by P.F. Lesgafta, “Book for Parents” by A.S. Makarenko, “Parental Pedagogy” by V.A. Sukhomlinsky, outlined their views on the pedagogical activities of parents, revealed the theory and practice of raising and educating children in the family.

The history of culture knows many instructive and tragic stories about how parents tried to consciously become teachers for their children and at the same time their aspirations ended in failure. Why? The development of the pedagogical abilities of parents, their readiness for teaching activities in the family is influenced by a lot: weak or healthy child, beautiful or ugly, active or passive, as well as factors: social, family, personal. A growing child poses more and more new problems to parents. Every father and every mother is faced with a choice: to find a ready-made pedagogical solution or to suffer through their own.

Fourth question: “Teaching activity as a profession”

It is known that teaching activity can be professional and non-professional. The activity of parents in raising children in the family is unprofessional. However, even in the family, children can be raised and educated by teachers specially invited for this purpose. Their teaching activity is their main occupation, type of work activity, profession.

While reading classical literature, you probably noticed that most noble families invited special teachers to their children. Remember Vralman in “The Minor,” the “poor Frenchman,” Onegin’s teacher, who

So that the child does not get tired,

I taught him everything jokingly,

I didn’t bother you with strict morals,

Lightly scolded for pranks

And he took me for a walk in the Summer Garden.

Among home teachers in the past there were different people: educated and ignorant, failures, expelled or left universities. Some of them did not have any teaching abilities or desire to truly fulfill their duties. Others earned their living by teaching so they could receive further education. Some outstanding people I owe a lot to my home teachers.

Fiction and documentary literature have captured a huge number of images and types of people engaged in teaching activities. Children's memory is particularly tenacious and impressionable. In childhood, everything happens for the first time. It may be, which is why the details of the behavior and activities of teachers who went through children's destinies and are remembered for a lifetime are so expressive. Strict and soft, educated and not too educated, loving their work and hating their profession, finding a way to the minds and souls of their students and indifferent to them... Wonderful writers and poets have written about some of them, not a trace remains of others stories.

What are the main signs of a professional teacherchesical activity?

It is intentional. In contrast to family education and upbringing, which are organically connected with the life of the family, professional pedagogical activity is separated from the daily life of the child:

it is handled by a special person who has the necessary knowledge and skills;

for its implementation there are certain forms: lesson and activities, “classes”;

this activity pursues a specific goal: to teach the child something, to transfer to him a system of certain knowledge, to develop certain skills and abilities, to overcome gaps in knowledge; educate him; to grow a person in him; develop his abilities, interests, thinking, memory, imagination, etc.;

the goal largely determines the content of training, upbringing, education;

the child usually also understands the “special”, serious nature of this activity - he is included in a special relationship with the teacher (these relationships are business, official, regulated); the results of teaching activities, especially in its teaching part, can be verified; its result is the knowledge and skills of the child taught by the teacher; the results of upbringing may be less obvious - due to the fact that the child is “educated by everything”, and also because the talent of upbringing is a rare and difficult talent, and the results of upbringing are largely “delayed” in time;

A real teacher is not limited to strictly regulated activities - he uses a wide variety of opportunities to influence the student: informal conversations, confidential conversations, discussion of problems that concern the student, advice, support, help.

Lecture 2. The teacher as an organizer of upbringing and education of the individual

Who can practice professional teaching activities

Functions of a teacher

Properties and professionally important qualities of a teacher

Teaching skills skill

First question: Who can engage in professional teaching activities?

As mentioned above, a large circle of people are engaged in non-professional teaching activities. All these people may not have special pedagogical knowledge - they rely on life experience, common sense, intuition, previously acquired knowledge in any field and learned norms of behavior.

In this lecture we'll talk about those people who have chosen teaching as their profession, made it mainoccupation own life. Let's list them:

a kindergarten teacher;

school teacher;

educational psychologist;

social teacher;

after-school teacher;

additional education teacher;

counselor at a labor and recreation camp;

home teacher;

tutor;

teacher of lyceum, college, technical school, school;

master of industrial training;

University professor; teachers of various courses, advanced training institutes, retraining courses for specialists in various fields, etc.

This list can be continued, but it also shows that the circle of people who are actually involved in teaching is large. What requirements must people meet who want to master such a complex type of professional activity as pedagogical, or already doing it?

We think that answers to questions about the requirements that a person who has chosen teaching must meet are extremely important for you, our readers. Perhaps you still doubt the correctness of your choice, and the following material may help answer some of your questions and doubts...

The first question you must answer is the question about willingness to work with people: young children or teenagers, high school students or people on the threshold of adulthood, mature people who may already have mastered a profession and want to improve in it, or people whom life has confronted with the need to change their previous profession.

Preparedness presupposes awareness of the difficulties that may be encountered in the process of professional activity.

You must be prepared for the fact that among your future students there will be different children and different adults. You can easily and immediately establish contact with some of them; they willingly fulfill your requirements and respond to your questions. Some will find it difficult to learn, but with your help they will strive to overcome these difficulties. Some may resist learning and begin to treat it as a punishment, a heavy duty. There will also be those students about whom Janusz Korczak said - “inconvenient”.

This is exactly what should make you think about whether you are ready to work with different children and different adults... Do you have a special kind of inclinations, properties, abilities for this?

Second question: Functions of a teacher

Pedagogical activity includes a wide range of functions, the implementation of which requires special inclinations and abilities, special personality qualities and techniques for interacting with people, skill and creativity.

Pedagogical activity how the system is process and includes the following components:

goals and objectives (strategic, tactical general, individual) ---

means of achieving goals and objectives (forms of activity, content, methods and techniques, conditions of place and time of implementation) -----

results of education and upbringing of the individual (moral relations, methods independent actions, development of abilities, stable personality qualities, flexibility of thinking, good manners, education, culture).

Pedagogical activity as implementation cycle This :

organization of activities based on the selection of optimal solutions and means

interaction between participants

analysis of the results of achieving goals and objectives.

Functions teacher reflect his social purpose, qualification and professional responsibilities and roles performed:

FUNCTIONS OF A TEACHER

Third question: Properties and professionally important qualities of a teacher

So, teacher- teacher, educator, lecturer, mentor - a person specially prepared for professional activities in the development, upbringing and education of the individual. Pedagogical activity has great creative potential, which is why special abilities are so important in its implementation; abilities largely determine the effectiveness of activities. The “Russian Pedagogical Encyclopedia” states that in order to master pedagogical activity, a fairly rigid structure of abilities and qualities, a certain socio-psychological predisposition of the individual, is necessary.

Properties and professional important qualities teacher:

physical: good health, physical endurance, expressive voice, facial expressions, gestures, high tempo-rhythm, energetic action, sense of time, high performance, speed of response, dynamism of behavior, self-confidence, emotional sensitivity, cheerfulness.

neuropsychic: culture of temperament, stability of attention, speed of memorization, observation, emotional responsiveness, wealth of imagination, self-control, perseverance, tendency to cooperate, stress resistance, restraint.

intellectual: analytical prediction of the result of actions, creative thinking, constructiveness of decisions, quick switching from one object to another, originality of thought, sense of the new, independence of thought and realism of assessments, reflexivity, ability to self-education.

social: kindness to people, responsiveness, altruism, empathy, humanism, civic responsibility, love for one’s profession, optimism, justice, tolerance, value-based attitude towards the individual.

Pedagogical inclinations – selective focus, stable need, desire and interest in activities to transform a person.

PEDAGOGICAL ABILITIES

Fourth question: Teaching abilities

The defining component of pedagogical skill is pedagogical abilities. These are special abilities; mastering pedagogical skills largely depends on them. In the studies of F.I. Gonoblina, N.V. Kuzmin, N.D. Levitov and others found groups (combinations) of teacher personality traits that allow him to achieve high results. It is necessary to develop the following pedagogical abilities:

1. Communication - These are abilities that allow you to establish the right relationships with students, which gives rise to trust and goodwill, and a willingness to cooperate with the teacher.

According to modern scientists E.I. Isaev, V.I. Slobodchikov, activity and communication constitute two aspects of a person’s social existence, his way of life. Without communicating with other people, it is impossible to acquire knowledge, mastery of spiritual and practical experience, moral and aesthetic values.

Communication skills in teaching activities should be aimed at establishing mutual understanding and a favorable atmosphere of joint activities. Poor development of communication abilities or their absence leads a person engaged in teaching activities to serious mistakes, to conflicts that are difficult to overcome, to professional defeats and insolvency.

2. Perceptual – these are the abilities that underlie the ability to penetrate the child’s inner world.” You need to be able to read a human face,” said A.S. Makarenko. - on the child’s face... There is nothing cunning, nothing mystical in recognizing certain mental movements by the face.” Perceptual abilities equip the teacher with a second vision, the ability to see the psychological state of the student, to capture the subtle movements of the psyche.

Consequently, perceptual abilities are associated with the perception of each other as communication partners, on the basis of which a understanding.

3. Constructive- the ability to anticipate moves. The development and results of the educational process, the ability to “design” personality, according to A.S. Makarenko.

4. Suggestive- this is the ability, with the help of a strong-willed, firm word, to achieve the necessary influence, forcing students to agree with the teacher’s attitude and accept it. Suggestive abilities are the ability to suggest, therefore they are closely related to the authority and volitional qualities of the teacher’s personality.

5. Organizational – are manifested, firstly, in the ability to organize students and include them in various types of socially significant activities; secondly, these are the abilities that allow the teacher to organize his activities. Accuracy, accuracy, discipline, responsible attitude to work, composure - these are the qualities of a teacher’s personality, which are a consequence of organizational abilities to create a team and make it an instrument of formation.

8. Scientific and educational (academic)- this is the ability to master information, knowledge of the relevant field of science, which helps the teacher to be fluent in textbook material, replenishes the stock, and helps to creatively solve problems in the educational process.

Creative – creativity abilities.

Pedagogical abilities do not act and manifest themselves in isolation; they are closely interconnected and complement each other, which gives rise to the possibility of compensating for those who are absent. It can be represented schematically like this:

So, pedagogical skill – high quality of achievements in educational activities. Pedagogical excellence is the result of the development of a teacher’s general and professional culture, constant improvement and creativity in educating people and one’s own personality.

Thus, academic abilities and knowledge as a consequence and result of education are an obligatory component and condition of pedagogical activity. Here it is appropriate to recall the words of Ya. A. Komensky: “He who knows little can teach little.”

Sources

Bordovskaya N.V., Rean A.A. Pedagogy. St. Petersburg, 2000.- Chapter 4, 5.

Introduction to pedagogical activity: /A.S.Robotova, T.V.Leontyeva, I.G.Shaposhnikova, etc. M., 2000.

Introduction to the teaching profession: A course of lectures. Volgograd, 1998.

The Ancient East. Book for reading /Ed. V.V. Struve. M., 1951.

Kuzmina N.V. Essays on the psychology of teacher work. L., 1967.

Kuzmina N.V., Rean A.A. Professionalism of teaching activities. St. Petersburg, 1993.

Russian pedagogical encyclopedia. M., 1999.- T.2.

Stankin M.I. Professional abilities teachers /Ed. Ravkina; Comp. K.A.Ivanov., 1983.

Lecture 3: Spectrum of teaching professions

Questions:

1. History of the formation of educational institutions - “schools” for the professional training of teacher educators

2. The concepts of “profession” and “specialty”

3. Classification of professions.

4. The structure of personality traits. Professional competence

First question: The history of the formation of educational institutions - “schools” for the professional training of teacher educators

As is known, the first schools arose in a slave-owning society, in the countries of the ancient East (Assyria, Egypt, Babylon, Phenicia), where the inhabitants were mainly engaged in agriculture, which required artificial irrigation in a hot climate. Observations of periodic river floods (Nile, Tigris, Euphrates), the construction of cities and dams on rivers led to the gradual accumulation of work experience related to the use of scientific knowledge about the surrounding world, the isolation and use of scientific knowledge (arithmetic, geometry, astronomy, medicine) . Scientific information was inaccessible to the vast majority of the population and was kept special people- priests - in big secret and were passed down from generation to generation to a small circle of people destined for future priestly activity. Among the priests, knowledge was passed on from parents to children. However, there were also priestly schools at churches in big cities. The teachers were thus the priests, who formed a privileged part of society. The first mention of the school is found in Egyptian sources around 2500 BC. It describes palace school for children of dignitaries. Later, the Ramesseum educational and scientific institution arose in Egypt, where not only priests, but also warriors, architects, and doctors received training.

In ancient Greece there were private fee-paying schools grammarians and citharists, which educated boys from 7 to 14 years old. Training could be carried out either simultaneously in two schools, or sequentially - first in one, then in the other. Throughout the entire period of their development, girls received exclusively family education. The teachers in the schools of grammarians and citharists were called didascals(from the Greek “didasko” - I teach). As the boy walked to and from school, he was accompanied by a slave called teacher, those. kindergarten teacher.

At the age of 13, boys went to the palaestra - a wrestling school, where for two to three years they practiced gymnastics under the guidance of pedotribe. Here they learned to fight, run, jump, throw a discus and a javelin, and swim.

In Sparta, the heads of state educational institutions (agells) were called pedonomami; they were appointed by elders from among the noble aristocrats. The duties of the pedonom included monitoring the moral behavior and military-physical exercises of the pupils, and punishment for misconduct. In the first half of the 2nd century BC. in Rome are issued grammar schools. This is due to the increasing role of culture, science, art, and the changing role of education in the life of Roman society. (By that time, Rome had conquered and subjugated many Mediterranean states to its influence.) Children of the nobility and rich, boys 11-12 years old, who acquired reading and writing skills either at home or in primary schools, studied in grammar schools for four years. The goal of the school was a good humanitarian education for those times and, on its basis, preparation for further activity, possibly as a political or judicial speaker. Teachers of grammar schools, who came mainly from the lower social classes, were called grammarians, or literati. They were, as a rule, widely educated people.

At the beginning and middle of the 1st century BC. in the Roman Republic in conditions of the most severe political struggle in society, when the importance of political and judicial eloquence increased, rhetoric schools, who gave a broad general education in the humanities, introduced them to the works of historians, orators, poets, philosophy, law, and thus gave their students the key to a political career. Adolescents and young men aged from 13-14 to 16-19 years old studied in rhetoric schools.

During the period of the Roman Empire, the state took control, in addition to other aspects of public life, and education. Emperor Vespasian appointed rhetoricians an annual state fee, Julius Caesar gave all teachers the right to Roman citizenship. All grammarians and rhetoricians gradually became civil servants. Emperor Anthony Pius established the number of rhetoricians and grammarians that each city was entitled to depending on the number of its inhabitants, and for teachers - benefits and privileges. Emperor Diocletian established a mandatory minimum of teachers for each type of school and determined their duties and fees.

In the early Middle Ages, education was dominated by the church. During this period there were three types of schools - monastery,cathedral (cathedral, or episcopal) And parish. The monastery school was intended for boys whose parents wanted to become monks. In all types of schools, the teachers were monks with a penchant for the teaching profession. The teacher-monk taught the students individually, although they all sat together in the same room.

With the development of crafts and trade in big cities, on the initiative of artisans, guild schools, and on the initiative of the merchants - guild schools. Both were paid schools, which later merged into city schools (magistrate schools maintained by the city government, which bore the costs of constructing school buildings and economic needs). The appointment of teachers and heads of schools was made by workshops, guilds and/or city government.

In the 16th century a closed, boarding educational institution is being created for children of the ruling classes - Jesuit school, or countlegium, the purpose of which was to strengthen the influence of the Catholic Church. New means were used here - enhanced physical education, clarity in teaching, and seemingly gentle discipline. A wide range of general educational knowledge is involved. To implement such serious educational tasks, good teachers were required, and the Jesuits sought to train such teachers exclusively from among the members of the order. It was the Jesuits who first carried out systematic training of teachers for their schools, which took place in the form of teaching practice. The best students upon completion of the Jesuit collegiums were invited for several years to test teaching in the junior classes of the collegiums. They kept pedagogical diaries, and their lessons and diaries were reviewed at general meetings by experienced teachers who attended the lessons of young teachers. After several years of such practical activity, young teachers became teachers in high schools.

In the XVIII-^XIX centuries. The teaching profession is becoming widespread. Teachers occupy full-time positions in schools and colleges of various types. Getting widespread governing like primary education through home tutors and teachers. In this regard, it is appropriate to recall the education system gentleman in England (author John Locke), according to which the place of education cannot be a school, because it is an institution where a motley crowd of ill-educated, vicious boys of every condition is gathered. A true gentleman is educated at home, for even the shortcomings of home education are incomparably more useful than the knowledge and skills acquired at school.

At first, the duties of teachers were performed by people who did not have any special training. Who taught?

In Russia, during the period of Peter the Great's reforms, literacy and arithmetic were taught in some cases by the students themselves, who knew literacy and numbers. Foreigners taught engineering sciences.

In 1779, it opened at Moscow University teacherSeminary as a pedagogical educational institution that trained teachers for primary school, Moscow and Kazan gymnasiums and boarding schools. In 1803 it opened in St. Petersburg teacher's roomgymnasium, trained teachers for city schools. In 1804 it was transformed into Pedagogical Institute. In the 19th century in Russia the first ones are being created teacher's institutes, preparing teachers for secondary schools.

In pre-revolutionary Russia, teacher training for primary schools prevailed. It was carried out at the beginning of 1917 in 171 teachers' seminaries with a four-year period of study; They were subordinate to the Ministry of Public Education. In the seminaries, in addition to the law of God, the Church Slavonic language, crafts, as well as general education subjects, pedagogy and methods of initial teaching of general education subjects were taught. Teachers for parochial schools were trained church-teacher schools and two-class teacher schools, subordinate to the Holy Synod. Teachers without pedagogical education could receive the title of teacher after passing special exams.

Primary school teachers were also trained in pedagogicalclasses 913 women's gymnasiums, 50 women's diocesan schools and the Women's Pedagogical Institute in St. Petersburg.

Teachers in secondary educational institutions in Russia could only be persons who had completed universities, some higher education institutionsnon-teaching institutions And spiritual academies. In the 60-70s. XIX century were open Higher women's courses, who trained teachers for women's secondary schools and junior classes of men's secondary schools.

After the revolution of 1917, teacher seminaries were transformed into three-year pedagogical courses, then into teachertechnical colleges; former teachers' institutes were converted into pedagogical institutes or public education institutes for training teachers in high school subjects. In the 30s became widespread evening(secondary and higher) and correspondence teacher education(correspondence courses, faculties and departments at pedagogical institutes and universities).

Since the mid-80s. XX century Additional specializations began to be introduced in pedagogical universities. The standards of higher pedagogical education provide for the training of not only subject teachers, but also teachers with a second pedagogical specialty (for example, computer science, foreign language). Thus, graduates of the Moscow Pedagogical University - history teachers also have the right to teach political science, foreign languages, legal disciplines, and teachers of the Russian language and physics - a foreign language. At the St. Petersburg Pedagogical University, geography teachers can simultaneously train as teachers-organizers of environmental and tourism work, chemistry teachers - as foreign language teachers, biology teachers - as educational psychologists, etc.

In the 90s part of the pedagogical institutes of Russia was transformed into pedagogical universities; new types of secondary pedagogical educational institutions appeared. All this presupposes qualitative changes in the training of teaching staff at the turn of the 21st century. Teacher training is carried out in more than 50 specialties, and their composition is constantly expanding. Thus, at the St. Petersburg Pedagogical University, for example, the Faculty of Economics trains economists, the Faculty of Human Philosophy trains teachers of philosophy and cultural studies, and the Faculty of Social Sciences trains teachers of political science and sociology.

Introduction to teaching. Robotova A.S., Leontyeva T.V. and etc.

M.: 2002. - 208 p.

The manual reveals the essence of pedagogical activity, its humanistic nature, social role and educational functions; professionally significant qualities of a teacher’s personality are determined. The reader will learn about various types of pedagogical educational institutions, about the opportunities for obtaining an education, the professional and personal growth of a teacher and his creative self-realization.

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TABLE OF CONTENTS
From the authors 3
Chapter 1. Pedagogical activity 5
1.1. The essence of pedagogical activity 5
1.2. Origin of teaching activity 7
1.3. Non-professional teaching activities 14
1.4. Teaching as a profession 20
1.5. Who can engage in professional teaching activities 23
1.6. Pedagogical foundations of various types of professional activities 35
1.7. Value characteristics of pedagogical activity 39
Chapter 2. Spectrum of teaching professions 45
2.1. The history of the formation of educational institutions - “schools” for the professional training of teacher educators 45
2.2. The concepts of “profession” and “specialty” 50
2.3. Classification of professions 52
2.4. Professional method. Teacher's professional certificate 60
2.5. The structure of personality traits. Professional competence of a teacher 66
2.6. Diagnostics of the initial level of knowledge about the teaching profession.... 75
Chapter 3. Communication as the basis of pedagogical activity 83
3.1. The essence of pedagogical communication 83
3.2. Functions and means of communication 85
3.3. Communication styles and pedagogical leadership styles 94
3.4. Pedagogical tact 99
3.5. Communication: Science and Art 101
Chapter 4. Pedagogical culture of personality 105
4.1. General culture is a condition for teacher professionalism 105
4.2. Scientific erudition, value orientations as components of pedagogical culture 110
4.3. Ethics and aesthetics of pedagogical work 114
4.4. Pedagogical creativity and skill 119
Chapter 5. Domestic education system: development strategy 127
5.1. Universal and national in education 127
5.2. Scientific and technological progress, eternal values of life and human education 134
5.3. The education system in modern Russia: reserves and development trends 139
5.4. Stability and dynamism of the school as an educational system 157
Chapter 6. Professional development of a teacher 163
6.1. Professionalism and self-development of a teacher’s personality 163
6.2. Studying at university 175
6.3. Teaching career 185
Appendix 195
Brief dictionary of concepts and terms 195
Cattell Questionnaire

Peshkova V.E. Pedagogy: course of lectures: textbook (Document)

Abstract - Dynamic model of input balance (Abstract)

Presentation - Leontiev's dynamic model of input-output balance (Abstract)

Coursework - Leontief Input-Output Model (Coursework)

Maksakova V.I. Educational anthropology. 2nd ed (Document)

Slastenin V.A., Chizhakova G.I. Introduction to pedagogical axiology (Document)

Simonenko V.D., Retivykh M.V. General and professional pedagogy (Document)

Test on the discipline: Introduction to the professional pedagogical specialty Topic: Analysis of the development of the shape of the chair in historical retrospect (Laboratory work)

n1.doc

INTRODUCTION TO TEACHING ACTIVITY

Recommended Educational and methodological association universities of the Russian Federation on pedagogical education as a teaching aid for students of pedagogical universities studying in the following specialties: 030900 - Preschool pedagogy and psychology; 031000 - Pedagogy and psychology; 031200 - Pedagogy and methodology primary education; 033400 - Pedagogy

Introduction into teaching activities: Textbook aid for students higher ped. textbook establishments / A. S. Robotova, T.V. Leontyev, I.G. Shaposhnikova and others; Ed. A. S. Robotova. - M.: Publishing center "Academy", 2002. - 208 With.

ISBN 5-7695-0665-2

It is necessary to call for pedagogical work, as for maritime, medical or the like, not those who seek only to ensure their lives, but those who feel a conscious calling to this work and to science and anticipate their satisfaction in it, understanding the general national need .

In ordinary consciousness, this activity appears as ordinary, ordinary, devoid of any secrets, for each person studied and saw dozens of teachers and thousands of lessons, many of which have long been forgotten.

Many based school experience Pedagogical activity seems monotonous; it can be intimidating due to its apparent routine, repetition of lessons, actions, remoteness and non-obviousness of results. There is an opinion that the work of a teacher is thankless work. And only those who have dedicated their lives to teaching can refute this judgment. “I give my heart to children” - this is what V. A. Sukhomlinsky, who worked at the school for more than three decades, called one of his books. This wonderful metaphor expresses the essence of teaching if it becomes a vocation.

Today, when education is perceived by most people as one of the highest values of life, the importance of pedagogical activity is sharply increasing and the need for people who consciously choose the teaching field is growing.

Our guide, we hope, will strengthen the reader in choosing one of the teaching professions and will help to approach a conscious understanding of the prospects for professional growth and fulfillment of life tasks.

We sought to show how deep the historical roots of this activity are, how it developed, changed and enriched over time. We wanted to show the complexity and subtlety of this truly humanitarian activity related to education - the creation of man.

We would like the reader to understand that even if he does not choose a specific teaching profession, he still will not escape the role of a student or teacher. Because the phenomenon of pedagogical activity is eternal. The existence of humanity and the life of each individual person are connected with it. Everyone is destined to learn and teach others.
Chapter 1. PEDAGOGICAL ACTIVITY

The essence of pedagogical activity
Origin of teaching activity
Non-professional teaching activities
Teaching as a profession
Who can engage in professional teaching activities
Pedagogical foundations of various types of professional activities
Value characteristics of teaching activities

1.1. The essence of pedagogical activity
The title of this textbook is “Introduction to Teaching.” The first chapter is devoted to the key concept of the manual. The content of this chapter should answer the question of what pedagogical activity is, what its origin, essence, content are, how this activity differs from other types of activity, whether anyone can engage in it professionally.

In everyday meaning, the word “activity” has synonyms: work, business, occupation. In science, activity is considered in connection with human existence and is studied in many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. One of the essential properties of a person is manifested in activity - to be active. This is precisely what is emphasized in the philosophical definition of activity as “a specifically human form of active relationship to the surrounding world.” As psychologist B.F. Lomov noted, “activity is multidimensional,” therefore there are numerous classifications of activity, which are based on its various features, reflecting the various aspects of this phenomenon. There are spiritual and practical activities, reproductive (performing) and creative, individual and collective, etc. Various types of professional activities are also highlighted.

Pedagogical activity - This is a type of professional activity, the content of which is training, education, education, development students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, institutes for advanced training, institutions of further education, etc.).

One of the most important characteristics of pedagogical activity is its collaborative nature: it necessarily involves the teacher and the one he teaches, educates, and develops. This activity cannot be an activity only “for oneself”. Its essence lies in the transition of activity “for oneself” into activity “for another,” “for others.” This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, education, development, education).

A person who is engaged in professional teaching activities can be called differently: educator, teacher, lecturer, pedagogue. Often this depends on the institution in which he works: a teacher - in a kindergarten, a teacher - in a school, a teacher - in a technical school, college, university. A teacher is rather a generic concept in relation to everyone else. The second chapter of the manual will talk about the types of teaching professions and specialties.

What, in your opinion, is the scope of teaching? Think about how wide it is, how many people go through this activity...

They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, club leaders), teach and educate at school (teachers, class teachers, after-school teachers, teachers of additional education). Thus, already in childhood, a growing person becomes the object of pedagogical activity of many people. But then the person became an adult: he entered a technical school, college, higher education institution, took courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers.

Thus, it turns out that not a single person can live without becoming the object of pedagogical activity. This is an activity that is extremely necessary in any society, demanded by the entire course of sociocultural and civilizational development of mankind, and has an enduring value.
1.2. Origin of teaching activity
How long ago did this activity originate? Is it possible to answer this question? The answer may be suggested by turning to the history of words pedagogy, pedagogical, clarification of their etymology (etymology is the origin of a word). So, what is the origin of these words?

The history of these words goes back to ancient Greece (6th-4th centuries BC), when the first schools arose in city-states and education began to be considered a virtue of a free citizen. Before entering school, the children of free citizens received home education. A special slave looked after them - teacher(literally - guide). Hence the literal meaning of the word pedagogy - child rearing. Thus, in the word teacher there is a direct meaning associated with a special task - to lead, accompany a child. Gradually this meaning expanded and became both special and metaphorical. The special meaning of the word was due to the identification of a special type of activity that ensures the introduction of a child into adulthood, for which he must be specially trained and educated. The metaphorical meaning is due to the fact that every person needs a “guide” from time to time, and every person in life has a need for a teacher-teacher, a teacher-mentor, a spiritual teacher, a person who transfers his work, his skills to another in this matter, mastery teaches him this skill.

It was the help of an adult, the transfer of necessary knowledge about the world around the child to an adult, and the teaching of skills necessary for later life that was the prototype of pedagogical activity, which later became the work of specially trained people. Thus, the roots of pedagogical activity go back to ancient times. The need for humanity in this type of activity was determined by the need to preserve the race, because, as D. B. Elkonin wrote, a society without child populations is a dying society.

To a large extent, we can only guess what the origins of pedagogical activity (teaching and education) were in ancient times. We can also judge this from the results of ethnographic studies of education among those peoples who have not yet integrated into world civilization and who have preserved a way of life that involves following the traditions of the tribal society, teaching and educating the younger ones by the older members of society.

In 1928, the American researcher M. Mead’s book “Growing Up in Samoa” was published, in which many pages are devoted to the education of girls and boys in a primitive society real process life activities through mastering practically meaningful knowledge and skills. A six- to seven-year-old girl main responsibility- be a nanny for younger children. “By this time, she has also developed a number of simple skills. She learns the art of weaving hard, angular balls from palm leaves, and making spinning tops from them or from frangipani flowers; she knows how to climb up the trunk of a coconut tree with her small flexible legs, and open a coconut with a firm and well-aimed blow of a knife the size of herself. Clearing rubbish from the pebble floor, fetching water from the sea, laying out copra to dry and putting it away when it rains, rolling up papdanus leaves for weaving; she can be sent to a neighboring house for a lighted splinter for the leader’s pipe or for the fireplace, and she shows tact when making any requests to adults.” The researcher talks about Samoan teenagers being raised in the process of life itself: “caring for the youngest is entrusted to his shoulders,” “she is learning art,” “now they must learn a lot,” “she and the adults are sent to the ocean for fish,” etc. d. Describing Samoan pedagogy and contrasting it with the civilized pedagogy of the 20th century, M. Mead emphasizes the unprofessional, unspecialized nature of the first.

Thus, even in a primitive society, a child is taught and raised. However, we do not see here special person who does this. The activities of teaching and raising children are still collective and largely anonymous, impersonal in nature. Many adults do it. “The Samoan child weighs every step he takes in work or play with the entire life of the community; every element of his behavior is justified in terms of its clearly understood connection with the only norm known to the child - the life of the Samoan village. A society as complex and stratified as ours cannot count on the spontaneous emergence of such a simple education scheme.”

But even in a primitive society there is a need for specialized training and education. People appear who know their business better than others - masters of their craft, who know its secrets, secrets, and fundamentals. Their knowledge and skills in their field exceed the knowledge and skills of other people. This is why the phenomenon arises teaching-apprenticeship, roles emerge teacher and student, special relationships arise, thanks to which the experience, knowledge, and wisdom of the teacher seem to “flow” into the student.

This spiritual connection between the teacher (teacher) and the student, without which the teaching and education of one generation cannot truly take place, is perfectly conveyed in G. Hesse’s novel “The Glass Bead Game”: “The great wealth of traditions and experience, all the knowledge of the then man about Nature had to not only own and use them, they had to be passed on. (...) Knecht had to learn more through his feelings. More with the feet and hands, eyes, touch, ears and smell than with the mind, and Turu taught much more example and by showing than by words and instructions. (...) Knecht’s teaching differed little from the training that goes through good master a young hunter or fisherman, and it gave him great joy, for he learned only what was already inherent in him. He learned to sit in ambush, listen, sneak up, guard, be on the alert, stay awake, sniff out, follow the trail; but the prey that he and his teacher lay in wait for was not only the fox and the badger, the viper and the toad, the bird and the fish, but the spirit, the whole, the meaning, the interconnection.”

In this fragment of the novel we are talking about a human teacher who possessed the art of weather spells. “In addition to worrying about the weather, the teacher also had a kind of private practice as a spirit exorcist, manufacturer of amulets and magical remedies, and in other cases, when this right was not reserved for the ancestress, and a doctor.”

The more a person learned about the world around him, the more master teachers appeared who were able to pass on their knowledge and experience to their students. Holistic phenomenon teacher-student became more and more diverse, penetrating into various spheres of spiritual and practical life. This was the centuries-old prehistory of pedagogical activity, the meaning of which is in the deep foundations of human existence, in the relationships of human generations, in the developing attitude of people to knowledge and experience (skills and skills in various matters) as the greatest value that must be preserved and passed on to others, because without This value makes human existence impossible.

The emergence of teaching as a professional activity, requiring the possession of special knowledge and skills, is associated with the emergence of writing. In place of oral tradition, as well as a simple educational scheme based on observation of the actions of a master, a skilled person, the imitation of his actions is being replaced by a written form of consolidating knowledge. That is why a special class-caste group of people emerged who knew writing and were able to pass on to students this universal means of preserving cultural values. Along with the teacher-master, who conveys the secrets of his craft, business, experience through observation of his activities, repetition of his actions, direct participation in the matter, the figure of a teacher appeared, capable of giving a kind of “key” to many secrets of practical work and spiritual experience, already captured in a word.

A change in the method of transmitting accumulated cultural experience from one generation to another, from the “knowing” to the “ignorant” led to the emergence of people of mental work, whose life purpose became pedagogical activity. A person engaged in this activity has become a special figure in society. A lot began to depend on him. Anonymity and the collective nature of learning began to disappear. Education, previously inseparable from everyday, labor and other relations, gradually became an independent species relationships and activities.

The emergence and development of writing, complex writing techniques (cuneiform, hieroglyphs) required special knowledge and training from the teacher. He had to be ready for hard everyday work, for it was precisely this perseverance, diligence, and diligence that he had to convey to his students: “Love writing and hate dancing. Write with your fingers all day long and read at night." Instructing the student, demanding from him asceticism, renunciation of earthly joys, the teacher had to prepare him to repeat his own path: “Get in your place! The books are already in front of your comrades. Read the book diligently. Do not spend the day idly, otherwise woe to your body. Write with your hand. Read with your mouth. Ask advice from someone who knows more than you." It is no coincidence that in some ancient civilizations the teacher-mentor was a highly revered person, and his activities were considered honorable - for example, in ancient China, in ancient India, in ancient Egypt.

Appearance teachers in our understanding of this word as the most typical representatives of pedagogical activity is inextricably linked with the emergence of the school - a special place where they teach and learn. In the historical story “The Day of the Egyptian Boy” by M. Mathieu, it is described as follows: “The room into which Seti ran was large and bright. There is not one, but four columns supporting the ceiling. The floor is covered with mats; students sit on them with their legs crossed during classes.” What kind of teacher is this school? “He is a short man of about forty-five, with an indifferent face and cold gray eyes that seem to immediately see everything that is happening in the room. The teacher has a lush curled wig on his head, in one hand he holds a long staff, on which he leans when walking, in the other hand - a whip. Behind him the slave carries a writing instrument and two boxes of manuscripts."

Pedagogical activity, teacher and school in the eyes of people of ancient cultures, distant times acquired special meaning. Read an excerpt from the papyrus “Teachings of Akhtoy” that has come down to us:

“And he said to him:

Turn your heart to books... Look, there is nothing higher than books!.. If a scribe has a position in the capital, then he will not be a beggar there... Oh, if I could make you love books more than your mother, if only I could show you their beauties!” .

Akhtoy, teaching his son, talks about many professions: a coppersmith, a stonecutter, a barber, a farmer, a weaver, a dyer, a sandal maker, a laundress, a fisherman. All of them, in his opinion, are difficult, dangerous, ungrateful, and do not provide a means of living. And there is one position, according to ancient Egyptian, which relieves poverty and earns the respect of other people, is the office of a scribe: “This is better than all other offices. When the scribe is still a child, he is already greeted.” . That is why you need to go to school, learn to write and read, “know books”: “If someone knows books, then they say to him: “This is good for you!” It’s not so with the classes that I showed you... They don’t tell the scribe: “Work for this person!..” A day at school is useful for you, the work in it is eternal, like mountains.” The position of a scribe was so respected because it was the scribes who became the first teachers: they themselves copied texts, taught students to write, rewrite manuscripts, do mathematics, read poems, hymns, fairy tales, and speak beautifully.

Like the writer M. Mathieu, we can assume that in those distant times that she spoke about in her book, not all teachers were like the evil Sheds, for whom the motto was the words: “The boy’s ear is on his back, and he listens when they beat him.” Probably, there really were such teachers as the young teacher Amenhotep, who helped his students, sympathized with them, captivating them with his attitude to the history of the country, to its poetry:

“Amenhotep falls silent and, looking at Mekhi, sees how enthusiastic he is.

What, good poetry, Bellows? - asks Amenhotep.
Wonderful! - the boy answers with delight.
So, there are good poems that you also like? (...)

But Amenhotep does not allow him to come to his senses and begins to read separate passages from other victorious hymns, choosing lines that are distinguished by the brightness of the images and the clarity of the verse and at the same time are simple and understandable enough to interest Mekhi. The teacher immediately analyzes individual verses and emphasizes them parallel construction» .
These passages, as you can see, show that in addition to the secrets of literacy, the teacher also conveyed to the students a special type of relationship between the teacher and the student (fear, horror of punishment and the attitude towards learning as hard, joyless work or, on the contrary, a feeling of joy from learning something new, interesting , beautiful). One must think that already in those distant times there were different types of teachers: teachers whose main means were fear and punishment, and teachers who sought to interest the student, opening up a fascinating path of knowledge for him.
When thinking about the development of pedagogical activity in historical terms, one should pay attention to the personality of those people who embodied it. The object of their activity was primarily children - students, most sensitive to any external influences, influences from part of society. Probably, first of all, the attitude towards children has become a “watershed” between the types of people involved in teaching, the criterion of an “evil” and a “good” teacher, a teacher for whom the main goal is training and education at any cost, and a teacher for whom the main result of his activities is the child himself, his interested thirst for knowledge, his spiritual transformation.
The historical development of pedagogical activity has already resulted in a rethinking of the relationship between teacher and student in our time. Gradually, the limitations of subject-object relations in the process of teaching and upbringing, in which the student is only an object of pedagogical influences, began to be realized more and more. The system of subject-subject relationships in which teacher and student interact, influence each other, strive for mutual understanding, and become capable of empathy has become increasingly valued.
Questions for self-control

Do you agree with the statement that the phenomenon pedagogical activity much “older” than this concept?

Confirm that teacher (teacher, mentor, educator)- a concept that has a direct and metaphorical meaning. Use facts from your life experience, works of literature, and art for this.

What is the content of teaching activity? Why?

Why is pedagogical activity one of the essential foundations of human existence? What is its universal character?

Prove that human life is impossible without phenomena teacher - student, teaching - apprenticeship.

Why did the importance of pedagogical activity increase with the advent of writing?

Select from collections of proverbs and sayings of different nations those that indicate that in the public consciousness of people since ancient times, the idea of the high purpose of the teacher and pedagogical activity has been established.

Notes in the margins
Alexander the Great was asked:

Why do you respect your teacher more than your own father?

My father gave me mortal life,” Alexander answered, “and my teacher gave me eternal life.”

Al-Husri
-The severity of a teacher is better than the affection of a father.
Persian proverb
1.3. Non-professional teaching activities
A profession is a type of work activity that requires special training and is a source of livelihood. Based on this, we can distinguish pedagogical activities as both professional and non-professional.
The idea of this paragraph is to show that teaching activity is an extremely broad phenomenon, covering many areas of human life. It was already said earlier that its content is the training, education and development of a person, that every person falls into the orbit of such activity many times during his life. On the path of every person’s life, there are people who teach and educate him.
Do professionals always teach and educate? Who does this at the beginning of our life's journey?
The philosopher M. S. Kagan believed that humanity has two greatest inventions. These are inventions cultural significance. It's about O family And school. It is thanks to them that a person becomes cultural being. This paragraph will focus on family. Let us think about the words of the scientist: “The family becomes a long-term, durable system, because transferring to children those behavioral programs that are not genetically transmitted requires much more time and labor; family and should create the most favorable conditions in order for the child to begin to assimilate the experience of human behavior accumulated by the entire previous history of mankind, and this can only happen in direct and long-term, long-term communication between children and parents.” It is in the family that the process begins humanizing the child, nurturing him as a person.
Can parents be called a child’s first teachers? Can. This is evidenced by folk wisdom, this opinion was shared by many outstanding people: “Education and instruction begin from the very first years of existence and continue until the end of life” (Plato); “The education of a person begins with his birth; before speaking, before hearing, he is already learning. Experience precedes lessons” (J. J. Rousseau); “At first, maternal education is most important” (Hegel); “Educating does not mean only feeding and nursing, but giving direction to the heart and mind - and for this, doesn’t it require character, science, development, and accessibility to all human interests on the part of the mother?” (V. G. Belinsky). Pay attention to the last statement... Give direction to your heart and mind... Behind these words lies the huge and stressful life of a mother and father raising children.
“...It is the family that uses the opportunities provided by culture in order to form, on the one hand, special in the child and, based on his innate individual data, raise him as an individuality, not a social function...".
Is family education pedagogical activity? Yes, it is, if parents play the role of teachers, mentors, intelligent “guides” in relation to children, if they strive to cultivate the human in them, give direction to the heart and mind, give them an initial education. But the activities of parents in raising and educating children are not professional. Reading even the most famous “novels of education”, “ family novels“, we do not see that parental education is carried out according to a clearly drawn up and recorded program in document form, so that parents specially prepare for conducting any activities or lessons with their children... In the majority, parents do not rely on scientific pedagogical theories, do not adhere to strictly certain pedagogical systems in raising their children. We agree that this is probably good. It would be sad if early childhood the family for the child has become like an official one educational institute, with which pedagogical activity is connected, - school. The strength of family education, the effectiveness of parents’ pedagogical activities lies in the naturalness, unintentionality of upbringing and teaching, in its unity with everyday life families, in implicit pedagogy of actions, deeds, relationships between parents and children, in their special relationships, the basis of which is blood proximity, special affection for each other.
Even if parents are professionally engaged in teaching activities, in most cases we cannot say that home education They strictly follow certain canons for their children.
Read an excerpt from T. A. Lugovskaya’s short book “I Remember.” This is a story about childhood, about family. The head of the family is a literature teacher in a pre-revolutionary men's gymnasium. Many episodes of the story speak about the talent of raising parents in this family.
“I had to write down everything I didn’t understand and at the right moment turn to my father for clarification. (...)
I present the surviving pages of the diary with questions to dad.

Why did the Greeks feel differently than we do? Why was it possible for them to do everything: kill and marry their mothers?

How is cowardice different from fear?

“It was a fiasco” - is this expression taken from the “Fiesco Conspiracy in Genoa” or not?

Is it possible to say loudly about a person that he is bad, if he is really bad, and what is this called - condemnation or truth?

(...)

How old do you have to be for childhood to end?

What is maternity leave? Etc.".

The heroine of the story says: “I don’t remember a time when my father didn’t answer me some question. Sometimes he thought, sometimes he smiled, but he always answered. His answers formed the foundation of my knowledge and my morality."
Compare these words with the previously cited words of V. G. Belinsky - “to give direction to the heart and mind.” They completely coincide in meaning.
Addressing life stories specific people, to their biographies and memoirs, we see how great the pedagogical influence of parents, father or mother, is on many aspects of the personality of a growing child.
The writer V.V. Nabokov was raised as a child by “a long line of English bonnies and governesses”, specially invited home teachers. However, the influence of the mother was incomparable. “Remember,” she said with a mysterious look, offering my attention a treasured detail: a lark rising into the cloudy mother-of-pearl sky of a sunless spring day, flashes of night lightning shooting in different positions distant grove, colors maple leaves on the palette of a wet terrace, cuneiform of a bird's walk in fresh snow."
In family education no special lessons, pre-planned conversations about morality, nature, beauty. The entire family life with its daily events, worries, relationships, joys and dramas is a constant series of lessons that adults give to children. And these lessons, as a rule, remain with a person for the rest of his life, shaping his own pedagogical views on raising the next generation of children.
No family is alike. There are rich families and there are poor families, parents occupy different positions social status, have different levels education, they different professions and different interests.
P. A. Sorokin, a world-famous sociologist, was left without a mother for five years. His childhood memories are connected primarily with his father. The father, according to his son, became a “bitter drunkard” after the death of his wife. What I taught such father of his children? It turns out that there is also a lot. In the memory of the future scientist, such traits of his father were imprinted as responsiveness, caring, friendliness, the fact that he was “hard-working and honest in his work, who taught us crafts, moral standards and literacy.” Parents are forgiven for something that is unlikely to be forgiven professional teacher And their lessons are important for children even if parents do not meet generally accepted standards.
The discovery of pedagogical talent in parents is inseparable from the holistic development of their personality, from their culture, from their attitude towards future fatherhood and motherhood, and towards future offspring. This is one of the most intimate aspects of the human personality, into which no outsider can penetrate. But it is in this area that a person discovers his morality, his readiness to fulfill pedagogical functions of the family as a whole and one’s own. Psychologist B. G. Ananyev wrote about the difficulty of people acquiring a new status for them - being a father or mother: “A mother is a teacher and spiritual mentor of children, she is love personified for a child. The functions of a mother as a teacher are mastered with varying degrees of success, since there is a huge range of maternal gifts and talents. Moreover, all this applies to social functions society and the young male spouse’s assimilation of the new role of father for him.”
At favorable confluence circumstances, with the conscious desire of parents to raise in their child a person corresponding to their pedagogical ideal, the acquisition educational functions may become fruitful. It may become... At the same time, the realization of this opportunity is influenced by a number of factors: social, family, personal. Among them there is one that all parents meet. A growing child poses more and more new problems to parents. Every father and every mother is faced with a choice: to find a ready-made pedagogical solution or to suffer through their own.
The Polish doctor and teacher Janusz Korczak said this very precisely: “I want you to understand: no book, no doctor can replace your own keen thoughts and careful observation... Telling someone to give you ready-made thoughts is entrusting another woman to give birth to yours.” child. There are thoughts that you have to give birth to in pain, and they are the most valuable. It is they who decide whether you, mother, will give you breasts or udders, whether you will raise them as a man or as a female, whether you will lead or whether you will be dragged along with a belt of coercion.” Janusz Korczak talks about how important it is to be selfless in parenting: “Do you give to the child what you took from your parents, or do you just borrow to get back, and carefully write down and calculate the interest?” .
The development of parents’ pedagogical abilities and their readiness for teaching activities in the family are influenced by a lot: a weak or healthy child, beautiful or ugly, “comfortable” or capricious, active or passive, and much more. “A child is a hundred masks, a hundred roles of a capable actor. One with a mother, another with a father, with a grandmother, with a grandfather, another with a strict and an affectionate teacher, another in the kitchen and among peers, another with the rich and with the poor, another in everyday and festive clothes.” And the point here is not the child’s conscious hypocrisy; he is active, he experiences adults; he plays; he masters a new situation for him; he tries on various life roles.
Becoming a teacher-parent is very difficult. And some scientists believed that parents should receive pedagogical knowledge that will help them raise a child in the family without making mistakes. In a number of books, they outlined their views on the pedagogical activities of parents, revealed the theory and practice of raising and educating children in the family. The history of education and pedagogy is unthinkable without these books: “Mother’s School” by J. A. Komensky, “Thoughts on Education” by D. Locke, “ Family education child and its meaning" by P. F. Lesgaft, "Parental Pedagogy" by V. A. Sukhomlinsky, "Book for Parents" by A. S. Makarenko...
The history of culture knows many instructive and tragic stories about how parents tried to consciously become teachers for their children and at the same time their aspiration ended in failure. Why?
In the XVIII-XIX centuries. F. Chesterfield's book "Letters to his Son", which was not intended by the author for publication and was published after the author's death, was extremely popular.
F. Chesterfield was statesman, philosopher, historian, speaker, publicist. From a chance relationship with a governess, a child was born, named Philip after his father. Chesterfield's biographers believe that his paternal feeling was extremely strong, even passionate. The rules of that time did not allow a boy to be raised in his father's family. Most Philip spent his life abroad, away from his father and mother. For many years the father wrote to his son daily. In his letters he created a whole pedagogical system Philip's upbringing The father wrote letters in three languages so that by reading them, his son would practice translation. The letters were filled educational material in geography, history, mythology. The older the son became, the more the letters acquired a moral and educational character: these are advice, instructions, teachings, instructions, rules that must be followed.
However, the carefully developed pedagogical experiment did not justify itself. The son turned out to be a completely ordinary person and distant from his father. He did not advance in the diplomatic field, which his father had prepared him for. He hid his marriage from his father. He did not even dare to write to his father about his serious illness. The secret of birth constantly weighed on Philip Jr. and did not allow him to be sincere. “They led a completely separate existence; their interests did not coincide: it was as if the father was writing into empty space, creating for himself an artificial imaginary image of his son, which bears little resemblance to the actual addressee of the letters.”
Thus, we see that even consciously set pedagogical goals, And conscious activity achieving them is not a guarantee of successful child upbringing. Knowledge and understanding of the child, trusting relationships, mutual affection, spiritual closeness are necessary conditions for the pedagogical activities of parents.
Questions for self-control

How does professional teaching activity differ from non-professional teaching?

Do you agree that the origins of teaching activity are in the family? What are your reasons?

What are the features of parents' teaching activities?

What does the success of upbringing and education in a family depend on?

In what cases does the pedagogical activity of parents fail?

Select examples from works of literature about raising children in a family, about the role of mother and father in the spiritual development of a child.

Do parents need pedagogical knowledge? Justify your opinion.

Notes in the margins
A society without child populations is a dying society. One of the signs of society is the reproduction of itself in new generations.
D. B. Elkonin
There are dozens, hundreds of professions, specialties, jobs: one builds a railway, another builds a home, a third grows bread, a fourth treats people, a fifth sews clothes. But there is the most universal - the most complex and most noble work, the same for everyone and at the same time unique and unique in every family - this is the creation of man.
V. A. Sukhomlinsky
Do not think that you are raising a child only when you talk to him, or teach him, or order him. You raise him at every moment of your life, even when you are not at home.
A. S. Makarenko