The staff of teachers in secondary specialized educational institutions is staffed and replenished mainly by engineers and other highly qualified specialists who have completed school work experience in production, in an institution, design bureau, collective farm, state farm, etc. Such teachers have this positive quality that they not only have the necessary stock of theoretical knowledge, but also have acquired through experience the skills and abilities to apply them in conditions economic activity. They know the production requirements for a future mid-level specialist. Many of them also received pedagogical education. But is this enough to become a real teacher? The experience of educational institutions convincingly shows that in order for a teacher to successfully fulfill his or her professional responsibilities must have a complex set of specific traits and qualities that characterize him as a specialist and as a person endowed with a special social status - an educator of the younger generation. A teacher at a secondary specialized educational institution bears a large share of responsibility not only for training a highly qualified specialist who meets modern requirements of production or other areas public life, but also shapes the young man as a person. During the years of study at a technical school, young people should mature and consolidate all the traits and qualities necessary for a person who independently enters the life of socialist production teams, a person who is an active 73 12 * 339 conductor of the ideas and policies of the Communist Party, endowed with the moral, ethical and civic qualities of a member of a socialist society.
The success of a teacher’s work will depend primarily on the extent to which he himself is a bearer of these qualities. Ideological strength, political maturity, high communist consciousness of the Soviet teacher, his deep understanding of the goals and objectives of educating young builders of communism are an indispensable condition for success in work, professional quality teacher A real teacher educates students not only at the hours specified by the schedule, but always and in everything, with every step, deed, word and deed, with all their behavior.
Such requirements for a teacher, arising from the tasks of communist education, give rise to another feature of his profession - a variety of functions, forms and methods of work. The teacher deals with material of extreme complexity. The student is not a passive product of nature. He is an object and at the same time a subject of the influence of educators, teachers and a wide variety of factors in the natural and social environment. In the process of shaping the INFLUENCE of a teacher or a student, it is necessary to take into account not only the whole variety of external influences, but also the peculiarities of the psychological characteristics of his age, individual differences in inclinations and abilities, character and habits. Only the ability to penetrate into the psychology of each individual student and the group as a whole makes the work of a teacher useful and highly effective.
The profession of a teacher requires him to have a comprehensive and thorough scientific education. The teacher must not only have deep modern knowledge in the field of those sciences, the foundations of which he teaches to students, but also be comprehensively educated: know the foundations of Marxist-Leninist teaching, dialectical and historical materialism, the theory and history of the development of human society, the laws of class struggle, strategy and tactics of the communist and labor movement. The teacher must be a highly cultured person with skills aesthetic feelings, tastes and needs.
Life itself, the nature of his work, sets such demands on the teacher. Modern students live in conditions of rapid development of science and technology, which have a profound and comprehensive impact on all aspects of life. The development of various means of communication, including individual use, with the simultaneous development of means and methods of mass communication lead to the fact that students are able to receive a wide variety of information from the most remote areas of the globe.
In such conditions, the teacher in his teaching activities cannot limit himself to presenting the scientific material of the textbook. He must also be ready to answer the most unexpected questions from curious students. Constantly replenishing one’s scientific knowledge, as well as knowledge in the field of history, philosophy, politics, literature and art, will strengthen the authority of the teacher in the eyes of students and will help him be useful in the process of the always heated debates among young people on various issues of life. Since education is included in the professional responsibilities of every technical school teacher, one of the features of the teaching profession is love for children, students, teaching work, and the ability to properly build relationships with students. “Educating,” wrote M.I. Kalinin, “means behaving with students in such a way that when resolving the countless misunderstandings and clashes that are inevitable in school life, they develop the conviction that the teacher did the right thing” 1.
In this case, a major role is played by the teacher’s observance of the principle of unity of respect and exactingness towards the pupil, such exactingness that externally and internally looks in the eyes of both: the educator (teacher) and the pupil (student) as an invariable form of respect for him. A. S. Makarenko emphasized that this soviet school, the Soviet education system, the Soviet way of life are fundamentally different from the bourgeois one.
The work of a teacher requires great strength of waves, strong character, perseverance and sufficient endurance. Such traits are especially necessary for a teacher-mentor and youth educator.
A teacher who has a strong character, a strong will and at the same time fair, who always objectively evaluates the actions and actions of students, has a more effective educational influence on them than a teacher who does not sufficiently possess these qualities.
In order to instill in students courage, courage, and will aimed at overcoming difficulties, the teacher himself must possess these qualities. Thus, the profession of a teacher, like no other, puts him in the position of an example for students. He must be an example in absolutely everything, starting with the most ordinary behavior, appearance, manners and ending with high ideology and morality.
“...Teachers,” said M.I. Kalinin, “must be people, on the one hand, highly educated, and on the other hand, crystal honest. For honesty, I would say, is integrity of character, in the high sense of the word, it not only appeals to children, it infects them, it leaves a deep imprint on their entire subsequent lives.”2
l
From this follows the conclusion about the exceptional importance in the work of a teacher of moral and pedagogical knowledge, beliefs and behavior, that is, unity moral consciousness and appropriate behavioral practices. Any deviations from this understanding of communist morality in its concrete manifestation will not go unnoticed by students and will have a negative impact on a young developing personality.
Kalinin M.I. About communist education. M., “Young Guard”, 1956, p. 143.
Kalin and M.I. About education and training. M., Uchpedgiz, 1957, p. 261.
One kz features pedagogical activity is the need for multilateral relations with the population. This is required by the tasks of educating students and training young specialists,
Communication with parents is an indispensable condition for the success of raising students. Constantly informing parents about the studies, participation in social life and behavior of their children creates more favorable conditions for their upbringing. Contacts between teachers and parents, the establishment of friendly relations between them open up additional sources of information for teachers in order to study students and, finally, communication with parents has the goal of pedagogical education of parents, including them in the sphere of active educational influence on their children - students of technical schools. The second direction of contacts between teachers and the population is the implementation of the principle of connecting education with life, the practice of communist construction. The specialist training system provides for organization at different levels and for different durations practical work students in production together with adults. Teachers care about creating favorable conditions not only for students to successfully complete academic work assignments, but also a positive moral climate in the adult teams where students work. Through conversations with workers and managers labor collectives Teachers do everything possible so that the people and the entire environment where students undergo practical training contribute to the education and development of communist consciousness and behavior in them.
Among the diverse connections with the population, a large place is occupied by patronage relations with production teams, military units, the leadership of specialists, student scientific circles, design bureaus, etc.
Such forms of connections between teachers and the population require the teacher to have a good knowledge of the life of the city, region where the educational institution is located, knowledge of the leading people of his area, specialists, the ability to communicate with people, that is, to develop high, positive communicative qualities.
Only a close connection between the teacher and the students’ families, with in wide circles Soviet public, the active participation of the teacher himself in the public life of the country makes his work quite socially significant and valuable.
The need to train creatively thinking specialists requires modern mentors of students - teachers creativity in labor. Only a teacher who is constantly looking for new things in science, who is in love with the search, can ignite students, teach them to creatively apply knowledge in practice, and find new solutions to economic or other practical problems. The work of a teacher presupposes not only the ability to apply the methods and techniques of teaching and upbringing known in pedagogy, traditional means that help students learn the processes and phenomena of reality, but also analyze their own and other teachers’ experience, introduce into practice everything new that has been developed
pedagogical science and tested by experience, to be in constant search for ways and means of further improving the educational process, training of young specialists.

More on the topic § 2. Features of the teaching profession:

1. Genesis and history of the journalistic profession, features of development trends. Journalistic profession in the system of civilization and culture, in an information post-industrial society. Current state of the profession.

A person’s belonging to a particular profession is manifested in the characteristics of his activities and way of thinking. According to the classification proposed by E. A. Klimov, the teaching profession belongs to the group of professions whose subject is another person. But the teaching profession is distinguished from a number of others primarily by the way of thinking of its representatives, a heightened sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out as a separate group. Its main difference from other professions of the “person-to-person” type is that it belongs to both the class of transformative and the class of managing professions at the same time. Having the formation and transformation of personality as the goal of his activity, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.

The main content of the teaching profession is relationships with people. The activities of other representatives of the “person-to-person” professions also require interaction with people, but here it is connected with in the best possible way understand and satisfy human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people to achieve them.

Thus, one of the features of pedagogical activity is that its object has a dual nature (A.K. Markova): on the one hand, it is a child, a student in all the richness of his life activity, on the other hand, these are the elements of social culture that he owns teacher and who serve" building material"for the formation of personality. This duality of the nature of pedagogical activity often leads to the fact that a young teacher inadequately understands the subject area of ​​his activity, in the center of which is the child, and unjustifiably reduces it to working with educational material, to preparing and conducting lessons, forgetting that the latter are only a tool of pedagogical activity, and not the essence of it. Therefore, the teaching profession requires complex teacher training - general cultural, humanistic and special.

V. A. Slastenin identifies the main specific features of the teaching profession as its humanistic, collective and creative nature.

Humanistic function teacher’s work is associated primarily with the development of the child’s personality, his creative individuality, with recognition of the right of a developing personality to be a subject of joint activities. All activities of the teacher should be aimed not only at helping the child solve the problems facing him today, but also at preparing him to independently achieve new, complex, promising goals that determine the path of his further development.

The collective nature of pedagogical activity. If in other professions of the “person-person” group the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of influence on the development of the pupil’s personality. That is why today people are increasingly talking about the aggregate (collective) subject of pedagogical activity.

In psychology, a “collective subject” is an interconnected and interdependent group of people performing joint activities.

Under the aggregate (collective) subject of pedagogical activity in in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense - the circle of those teachers who are directly related to a group of students or an individual student.

The main characteristics of a collective subject are interconnectedness and interdependence, joint activity and group self-reflection.

Interconnectedness in the teaching staff contributes to the formation of pre-activity, i.e. the formation of motivation to achieve a common goal, the formation of a common pedagogical orientation, in other words, the formation of like-minded teachers. “The concept of “like-minded people” does not mean a rejection of one’s personal views and pedagogical techniques. ... Like-minded people are people who think about the same thing, but think differently, ambiguously, and resolve issues this one in their own way, from the standpoint of their views, based on their discoveries. The more shades there are within any human community, the more vital it is. Therefore, the more teachers’ thoughts about one in fact, the deeper and more diverse this will be realized one case" .

Joint activity as a characteristic of a collective subject, it presupposes not only joint activity, but also joint communication, communication, group behavior, and intragroup relations. Pedagogical activity is impossible without the exchange of experience, without discussions and disputes, without defending one’s own pedagogical position. A teaching staff is always a team of people of different ages, different professional and social experiences, and pedagogical interaction involves communication and relationships not only with colleagues, but also with students and their parents. Therefore, only if the teaching staff becomes a collective subject is it able to transform existing contradictions into constructive joint activity, and not turn them into constant conflict. A. S. Makarenko argued: “The unity of the teaching staff is an absolutely decisive thing, and the youngest, most inexperienced teacher in a single, united team, headed by a good master leader, will do more than any experienced and talented teacher who goes against the teaching staff. There is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, nothing more harmful."

The most important characteristic of a collective subject is the group’s ability to self-reflection , as a result of which the feelings of “We” (experiences of belonging to a group and unity with it) and the image-We (group idea of ​​one’s group, its assessment) are formed. Such feelings and images can only be formed in teams that have their own history, traditions, respect the pedagogical experience accumulated by the older generation and are open to a new pedagogical search, able to give a critical, objective assessment of their professional activity.

Thus, the totality of characteristics of the collective subject of pedagogical activity allows us to judge psychological climate (atmosphere) in the teaching staff, on which the effectiveness of the teacher’s work, his satisfaction with his own work, and the possibility of self-realization and self-actualization in the profession largely depend.

Pedagogical activity as a creative process. The most important and system-forming feature of pedagogical activity is its creative nature.

Starting from the classics of pedagogy and ending with the latest research into pedagogical activity, all authors in one way or another considered the activity of a teacher-educator as a creative process. Most complete this problem presented in the works of V. A. Kan-Kalik. He is considering pedagogical creativity as a process of solving countless problems in changing circumstances.

It should be noted that in any human activity there are elements of creativity, i.e. Any activity necessarily combines creative and non-creative (algorithmic) components. Algorithmic - assumes a standard situation that excludes freedom of choice when solving a problem. Creativity occurs when the method of activity is not predetermined, but is determined by the subject of the activity himself in accordance with the characteristics of the situation. However, the role of the creative component in different types activities are significantly different. The algorithmic component of pedagogical activity is represented by a set of normative psychological and pedagogical knowledge and experience. However, they are used in constantly changing conditions and non-standard situations. Thus, a carefully developed lesson summary in a situation of “live” communication with students invariably undergoes changes. This is the specificity of pedagogical creativity. V. A. Kan-Kalik and N. D. Nikandrov note that “the very nature of pedagogical creative work is characterized by a number of parameters that, in the most literal sense of the word, are of a normative nature, which by no means excludes their heuristic origin, but presupposes some knowledge of this normativity. If this does not happen, then the results of pedagogical creativity cannot be sufficiently effective, just as it is impossible to compose poetry without having knowledge of rhyme techniques, meters, etc.” . However, most researchers note that it is in pedagogical activity that the creative component prevails over the normative (algorithmic) one, since a constant choice of the optimal option for solving a pedagogical problem is required.

What is the difference between pedagogical creativity and scientific, technical, and artistic creativity? Answering this question, V.I. Zagvyazinsky pointed to following features creativity of the teacher.

• 1. Strictly limited, compressed in time. “The teacher cannot wait for it to “bloom”; he must find the optimal methodology for the upcoming lesson today, and often make a new decision during the lesson itself in a matter of seconds if a situation arises that he did not expect.”
• 2. Since pedagogical creativity is fused with the teaching and educational process, it should always bring positive results. “Negatives are permissible only in mental tests and estimates.”
• 3. Pedagogical creativity is always co-creation.
• 4. A significant part of the teacher’s creativity is carried out in public, in public (the ability to manage one’s psychophysical state).

The result of pedagogical creativity is also specific. N.V. Kuzmina notes that the “products” of pedagogical creativity are always pedagogical innovations aimed at improving the pedagogical process or the pedagogical system as a whole. The sphere of pedagogical creativity, and consequently the emergence of pedagogical inventions, is unusually wide. They can be both in the field of selection and composition of information content in educational and extracurricular activities, and in the field of selection and organization various types activities, in the creation of new forms and methods of teaching and upbringing, in ways of solving pedagogical problems. However, most often they point to the subjectivity of novelty in pedagogical creativity (the discovery made by the teacher is important not so much for pedagogical theory or practice, but for him and his students in the course of solving a specific pedagogical problem).

Pedagogical activity, being creative in its essence, requires each teacher to have a creative approach to their professional activities. However, the degree of creative realization of a particular teacher depends on his motives, personal qualities, individual abilities, level of knowledge, general cultural and professional experience. Therefore, pedagogical creativity can be realized at different levels. V. A. Kan-Kalik and N. D. Nikandrov identify the following levels of pedagogical creativity.

• 1. Level of elementary interaction with the class. Feedback is used, impacts are adjusted according to the results. But the teacher acts “according to the manual,” but to a template.
• 2. The level of optimization of lesson activities, starting with its planning. Creativity here consists of a skillful choice and appropriate combination of content, methods and forms of teaching already known to the teacher.
• 3. Heuristic level. The teacher uses creative opportunities for live communication with students.
• 4. The level of creativity (the highest) characterizes the teacher with complete independence. A teacher can use ready-made techniques, but put his own personal touch into them. He works with them only insofar as they correspond to his creative individuality, the characteristics of the student’s personality, the specific level of learning, education, and development of the class.

Thus, each teacher continues the work of his predecessors, but the creative teacher sees broader and much further. He one way or another transforms pedagogical reality, but only the teacher-creator actively fights for radical changes and himself is a clear example in this matter.

• Danilchuk D. I., Serikov V. V. Promotion professional orientation teaching special subjects at a pedagogical university. M., 1987.
• Lvova Yu. L. Teacher's creative laboratory. M., 1980. P. 164.
• Makarenko A. S. Essays. P. 179.
• Kan-Kalik V. A., Nikandrov N. D. Pedagogy of creativity // Library of teachers and educators. M., 1990. P. 32.

It is absolutely clear that a teacher who does not have authority cannot be an educator.

A. S. Makarenko

Specifics of pedagogical activity. The teacher's attitude towards his work. Relationships in the “teacher-

student".

The specifics of a teacher’s professional activity, its uniqueness and exclusivity are determined, first of all, by the subject of pedagogical work. If for an engineer the subject of his work is mechanisms and machines, for an agronomist - plants and earth, for a doctor - the human body, then for a teacher the subject of work is living things. human soul. Its formation, development, formation takes place before the eyes of the teacher and with his help. By the will of fate or chance, by personal calling or by appointment of society, a person becomes a teacher - and receives the right, as it is sung in the anthem of St. Petersburg pedagogical university them. A. Herzen, “learn and teach for Man.” This amazing property of the teaching profession is at the same time the source of its enormous responsibility.

If something scares or worries us in society, then there is no one to blame but us, teachers: after all, people's deputies, entrepreneurs, and pundits - they all went to school and had teachers. All of them are ultimately the result of someone’s pedagogical activity (including “marriage”, which the teacher so wants to attribute not to his own account, but to the account of the “environment”, “street”, etc.).

Not everyone agrees with the global understanding of responsibility. “It is not the teacher who educates, but the environment,” “the teacher cannot resist the corrupting influence of reality,” “the family must shape the child’s soul”... All this is true. Of course, the family, the street, and the means mass media, and the state of society - everything affects the child’s soul. But only school and teacher specially prepared to the formation of personality. Only them professionally and purposefully do this.

Probably, every teacher approaches this differently: some will indignantly reject this requirement of global responsibility, some will take it for granted, some will suffer and suffer from doubts throughout their long professional life - whether I am teaching or not. I do this or that. The last option is one of the most important indicators high professional culture of the teacher.

Of course, every teacher, first of all, must be a specialist in his field, because the foundation of teaching activity is impeccable knowledge of his subject. However, this is a necessary but not sufficient condition for the professional culture of a teacher.

For a good engineer, for example, it is enough to understand machines and mechanisms fluently, to a good doctor- in human anatomy, physiology and symptoms of the disease. For a macho teacher, it’s important to know his subject thoroughly. You can be an excellent specialist in the field of botany, physics or aesthetics, make a scientific discovery or defend a dissertation, but not be a good teacher.

High professionalism of a teacher presupposes, in addition to having special knowledge, the ability to convey it, ability to teach, influence consciousness, awaken it to life. This is what it's all about pedagogical skill.

The need for these qualities is determined by the multifunctional nature of pedagogical activity. It manifests itself in its three main functions: selection, conservation and translation (retransmission) of knowledge.

Selection - this is a selection from the entire diversity of constantly increasing cultural heritage that necessary fundamental knowledge that can form the basis for the further development of civilization. The longer and further humanity develops, the more the volume and complexity of the content of this knowledge increases and the more difficult it is to carry out the necessary selection in order to fit it into the short period of time allotted for training new generations. The implementation of this selection is, as a rule, entrusted to specially authorized officials of ministries and departments. They are the ones who decide what should be taught to schoolchildren and students.

In any case, it is important to keep in mind that the selection process is extremely responsible for the ordinary teacher.

Conservation - preservation and consolidation of knowledge selected by humanity, recognized at a certain stage of development as the highest cultural value. It is a logical continuation of selection.

Conservation is carried out by the entire education system as a whole and by each teacher individually.

At the same time, there is a serious moral danger here: unbeknownst to the teacher himself, the conservation of knowledge from a professional necessity can turn into a personal one. conservatism, becoming not only a characteristic of activity, but also a characteristic of personality. Constant, from lesson to lesson, repetition of “eternal”, unshakable truths, self-innovation (with minor variations) of one’s own pedagogical findings can lead to the fact that the views, beliefs, and behavior of the teacher himself gradually begin to be conserved. Moreover, with the categoricalness inherent in all teachers, he begins to impose them on others.

Indeed, every year, in September, he comes into the class and says: “Hello, my name is... The topic of today's lesson...” Pythagoras' theorems and Newton's laws do not change, the number of stamens around the pistil remains the same, and Volga still flows into the Caspian Sea... And the teacher repeats these indisputable truths from year to year. He is their guardian - a “conservator”, this is his purpose. Is this good or bad? There is no clear answer here.

Of course, like any person, a teacher has the right to his own views, even erroneous ones, and can remain faithful to the old beliefs he developed in the system in which he was formed as a person. But as a teacher preparing a new generation for life, does he have the right to convey them to his students? Doesn’t he thereby lay in them the foundations of “old” - “conservative” thinking? Will he not complicate their already difficult entry into a new life?

Broadcast - it is the process of transferring knowledge from generation to generation. It is precisely this that requires pedagogical skill from the teacher - from the logic of thinking, the ability to present material in a reasoned and engaging manner to masterly mastery of speech culture and personal charm. But for this, the teacher must first of all accept as a necessity the task of constantly improving the skill of transmitting knowledge. And this is a task that aims the teacher at the readiness and desire for creativity.

It would seem, what kind of creativity can a teacher have when he is squeezed in the grip of curricula, work plans, reporting, etc.? And together with creativity, creativity is the essence of a teacher’s professional culture.

Firstly, no matter how the teacher prepares for the lesson, or provides all the means and methods of influence, or selects the didactic material, one lesson will never be similar to another.

Secondly, the process of adapting modern scientific knowledge to the possibilities and needs of the educational process in accordance with the age, intellectual, cognitive and general cultural level of students.

The task is complicated by the fact that in different schools and universities, and sometimes in the same class and student group, children with different levels culture and knowledge and with different knowledge needs. And in these conditions, finding the only necessary and possible arguments, examples, language, and intonation is sometimes a matter of not just pedagogical skill, but also professional virtuosity.

Thirdly, the creative nature of the teaching profession is determined by the need to wage a “competitive struggle” for influence on the minds and souls of children.

Relatively recently, the teacher was an exceptional figure - a monopoly and therefore authoritative bearer of truth and information. Today, his activities take place under the influence of a wide variety of factors on students, among which the main “competitor” of the teacher is the media. We can be as indignant as we like about their corrupting influence, propaganda of vulgarity and violence, etc., but this is a reality that cannot be ignored, and it is pointless to fight against it. The only way out in these conditions is to creatively use these tools, turn them from a competitor into an assistant, organically include them in your communication with students, commenting on, referring to them or debating with them.

Fourthly, a creative approach in the teaching profession is associated with the task of overcoming one’s own conservatism and is manifested in the requirement for a creative-critical position.

Until recently, it was quite easy for a teacher to work using uniform textbooks and programs. Everything was clear and clear: goals, objectives, ideals. Today things are different. What should a teacher do in a situation where even textbooks have ceased to be carriers of truth and often contradict each other?

Should we reconsider our own views and positions or be proud of their inviolability? Does the teacher, in principle, have the readiness, strength, desire and understanding of the need to carry out such a “reassessment of values” from time to time in this changing world?

This is where it becomes clear that teacher is a creative profession. And, like any creative profession, requires the performer to have a high professional culture, which is based, first of all, on knowledge and flexibility of thinking.

And finally, the creative nature of pedagogical work is determined by the fact that every lesson, lecture or seminar is a performance that must take place according to all the canons dramatic genre, leaving no one indifferent, and in which the audience and the characters constantly change places. This is a “one-man theater” in which the creativity of the teacher is akin to the creativity of the actor.

From the Arsenal acting a teacher can generally learn a lot. For example, you can attract the weakened attention of students with a remark, a shout, or a notation. But it can be done differently. In the television play “Theater” based on S. Maugham, the heroine says that the main thing for an actor is the ability to pause: “The bigger the artist, the longer the pause.” Really activates students' attention. Effective use means of communication from various sources - from stagecraft to the special subtleties of D. Carnegie (“sincerely, smile at people as often and as kindly as possible”) - evidence of the professional culture of the teacher and his creative approach to his work.

First requirement, regulating the teacher’s attitude to work, is formulated quite strictly: The teacher is obliged to constantly raise the question of his compliance with the requirements of a modern school.

But what does it mean meet the requirements of a modern school? This:

• - constantly remember the specifics of your profession;
• - be aware of and bear responsibility for everything you do, for the formation of the qualities that you develop in an individual;
• - be able to show flexibility of one’s own thinking, to adequately respond to changes occurring in the life of society;
• - know, understand and accept the problems, needs and interests of modern youth and take into account the objective situation.

That's why correspond- this means looking for new ways and methods of teaching. After all, achieving success in teaching obedient children who strive for knowledge is not so difficult. An indicator of true pedagogical mastery is the ability to teach the weak and “difficult.” Here, proven, traditional methods of pedagogical influence and communication may not work. We need search, additional efforts, reassessment of moral values ​​and guidelines. It is this hard work, this willingness to do it, that means correspond.

The question of whether a teacher meets the demands of the day is a tough and even cruel question. If a teacher feels that the school and the children are beginning to irritate him and cause constant dissatisfaction, then he must honestly admit to himself that it is not they who do not correspond to his ideas, desires and skills, but he himself who does not correspond to the school. According to the figurative expression of J. Korczak, these are symptoms of “pedagogical senility”, which cannot have a place next to children.

The answer to the question about the suitability of the teacher for the school gives rise to second requirement: the need to make a decision. If a negative answer (non-conformity) is accepted, two options are possible. First - leave school. The solution is cruel towards one teacher, but merciful towards many children. Because if a teacher doesn’t love children, who gave him the right to cripple the souls of hundreds of children with his dislike? Of course, such a way out is not an administrative problem; no one can or should force a teacher to take such a step. This is a matter of the inner conscience of every teacher.

Both young and experienced teachers should pose this question equally, because pedagogical “seniority” is not an age-related disease, but a state of mind. A young, novice teacher can also suffer from it. Of course, in this case the decision to leave and change profession is less painful. But you should take it the sooner, the better. There should not be random people in school for whom teaching is not a calling, but simply a job.

Fortunately, there is another way out when the third requirement regulating the teacher’s attitude to his work: a teacher must constantly strive to develop and improve not only his teaching skills, but also personal qualities. The need for self-improvement especially increases in our time, when changes occur so quickly and are so radical.

The civic and professional duty of a teacher is to honestly and impartially convey all information to his students. A child should leave school not with ready-made answers, but with his own painful questions. It is not for democracy or dictatorship that a person should be prepared, but for life in conditions of unpredictability. These are the rules of pluralism in action.

The considered requirements presuppose that the teacher has a special - integral style of thinking, which represents a systemic unity of ideological, special pedagogical, psychological, moral and ethical approaches. This style of thinking should ultimately become the basis for the formation of professional personal qualities of a teacher. Their totality can be considered as professiogram pedagogical specialty.

E. O. Galitskikh identifies the following necessary qualities and personality traits, which are indicators of the teacher’s readiness and ability for an integral style of thinking.

• - mental independence;
• - unity of intellectual, emotional and moral experiences as a consequence of the individual’s need for a holistic perception of the world and oneself in it;
• - openness to dialogue, based on the ability to see another person as a goal, not a means; creative activity of the teacher.

These integral properties and qualities of personality are not a simple sum of individual manifestations; they reflect the essence, qualitative originality of the teacher’s consciousness, the way of life and style of his life, being the result of his professional and personal development. At the same time, they determine the moral principles of the teacher’s relations with colleagues and students.

Communication in the “teacher-student” and “teacher-teacher” system is an indicator of the professional culture of the teacher and places special demands on him.

We examined the specifics of a teacher’s work and the features of his activities. We will not touch upon the specifics of student behavior: it is sufficiently regulated by the rules for students and established traditions. We will also not dwell in detail on the system of relationships “vertically” and “horizontally”.

We will take a closer look at the teacher-student relationship and see how these differ from the school system.

The behavior of a university teacher includes several blocks.

1. This his attitude towards his work, including awareness of responsibility to students and colleagues; choice of training strategy and tactics; using one’s own scientific experience as information for students, etc.

Specific to university pedagogy is the teacher’s attitude to generally accepted programs and standards of university education that regulate teaching work. At the university, the attitude towards them is different than at school. Considering more high level professionalism, the independent scientific contribution of university teachers to the development of their field of knowledge; for example, much greater freedom is allowed in compliance with, possible modification and changes in university standards. This is manifested, in particular, in encouraging the creation of original programs for basic courses, the development of special courses, modification curricula. Requirements such as freedom of creativity, integration of scientific and educational activities into one whole, and more personalized responsibility for the results of student learning are brought to the fore.

• 2. This the relationship between the two main participants in the process - teacher and student. The relationship between them is more democratic than at school between teacher and student.
• 3. This relationships between teachers in the process of achieving the common goal of imparting reliable knowledge to students.
• 4. This is scientific creativity, which is distinctive feature higher school. A teacher is obliged to combine the functions of a teacher and a scientist in his life.

All of these aspects are closely intertwined with each other. It is almost impossible to determine which one is more important.

One of the features of pedagogical activity in general is that both parties involved in it - the one who teaches and the one who studies - are partners. In university pedagogy this feature is manifested much more clearly than in school pedagogy.

Firstly, a student is an adult with fully formed views, interests, and beliefs.

Secondly, if school education is compulsory, then the student voluntarily and consciously chooses the field in which he strives to obtain higher education, and confirms the firmness of his intention by passing the entrance exams to the university of his choice. If a schoolchild simply broadens his horizons, then a student strives to deepen and expand knowledge in a certain area - one that has already been chosen by him as the area of ​​future professional activity, career prospects and personal self-improvement. Therefore, a student, to a greater extent than a schoolchild, is actively interested in acquiring knowledge.

Thirdly, students’ educational activities are distinguished by independent (and voluntary) assimilation of knowledge, understanding of their meaning and purpose, mastery of methods of educational work, and the ability to monitor and evaluate the quality of their educational activities.

Fourthly, educational activities students in terms of methods and means of implementation is close to scientific research.

Fifthly, the period of study at a university is not so long, and within a few years the student himself will be a specialist in the field into which the teacher introduces him.

Sixthly, the provisions and tasks of a university teacher and school teacher are also significantly different. If a teacher must present “basic truths” that usually do not change significantly over the life of one generation, then the task of a higher education teacher is to acquaint the student with the most advanced achievements in the relevant field of knowledge. Here it is difficult for a teacher to claim the role of a bearer of truth “in the last instance,” especially since different scientific schools and directions often have directly opposite views on some issues.

Everything indicates that interaction in the “teacher-student” system should be democratic and should be built on the basis of dialogue and mutual respect on both sides.

The relationship between a university teacher and students develops gradually. They depend not only on the attitudes and orientation of the personality of the university teacher, but also on the experience of students (life, educational, social), the traditions of the university, department, university.

A young person who enters a university does not immediately become a student based on his psychological characteristics: various adaptation processes are underway. The adaptation process is influenced by the entire university atmosphere. The unlawful transfer of “school” forms of relationships to the university education system will deform the general structure of pedagogical communication.

Questions and tasks for self-test

• 1. What is the integrity of the pedagogical process and why do we need it?
• 2. Why can a university be called a pedagogical system and what are its main components?
• 3. What are the main differences between the processes of learning and personal development? Which one do you find more difficult and why?
• 4. What principles should be followed when organizing the pedagogical process and why?
• 5. What is the algorithm for organizing the pedagogical process and what is its universality?
• 6. How is the organization and management of an educational institution carried out?
• 7. What results characterize the activities of an educational institution?
• 8. How does the specifics of university education affect the relationship between teachers and students?
• 9. What reasons give rise to conflicts in an educational institution?
• 10. Name the functions of pedagogical communication and give their characteristics.

• This paragraph uses materials from the textbook: Mishatkina T.V. Pedagogical ethics. Mm.: TetraSystems, 2004.

The characteristics of any teacher are his pedagogical features. Such features are largely determined by his abilities. At the same time, abilities can be general and special, specific to a given profession. General ones include those that lead to high results in various types of activities. Special ones include those that determine success in performing pedagogical activities, training and education. These specific abilities include:

1) the ability to empathy, i.e. understanding and feeling a child, understanding the problems that he experiences, and predicting the degree and nature of these problems;

2) independence in the selection of educational and methodological material;

3) the ability to present and explain material of the same content in a versatile and accessible way, so that students understand it well;

4) constructing the learning process in such a way that the individual personal characteristics of students are taken into account, and also ensure their constructive and dynamic acquisition of knowledge, skills and abilities accordingly;

5) the ability to dose information to students in such a way that they learn a significant amount in the shortest possible time

volume of information, as well as intellectually and morally formed;

6) ability to transmit own experience both students and fellow teachers, and learn, in turn, from their example;

7) the ability for self-learning and self-improvement, including the search and creative processing of useful information for learning, as well as the ability for its practical use within the framework of teaching activities;

8) the ability to organize and orient students in such a way that their motivation and structure of educational activities correspond to the curriculum. You can also highlight abilities that help proper upbringing:

1) the ability to correctly assess the situation and the child’s internal state, empathy;

2) the ability to take on the role of example and role model within the educational process;

3) the ability to evoke in children only positive and noble feelings, aspirations and motivation;

4) the ability to adapt educational influences according to the individual characteristics of each child;

5) the ability to provide moral support to a child in difficult situations;

6) choosing the necessary style of communication with each child and the ability to instill in him a feeling of self-respect.

18 The concepts of “pedagogical skill” and “pedagogical creativity”

Pedagogical activity has not only a quantitative measure, but also qualitative characteristics. The specifics of a teacher’s work can be assessed by determining the level of his creative attitude to his work, as well as his skill.

Pedagogical skill is a synthesis of personal and professional qualities and personality traits that determine the high effectiveness of the pedagogical process.

The components of pedagogical mastery include special knowledge, abilities, skills and habits that determine pure mastery of the basic techniques of a particular type of activity. There are four parts to the skill of a teacher:

1) skill as an organizer of general and individual activities for children;

2) skill of persuasion;

3) mastery of transferring one’s knowledge and experience;

4) mastery of teaching techniques. According to N.N. Tarasevich, pedagogical skill is a complex of personality traits, a high level of professional activity, the humanistic attitude of the teacher’s personality, highly professional knowledge, pedagogical abilities and technology.

The core of pedagogical skill is the totality of knowledge and attitudes of the individual. Success is determined by abilities, and the commonality of focus and effectiveness is determined by high-quality mastery of pedagogical techniques.

Pedagogical technique is the ability to find the right style and tone in communicating with students.

Correct diction and a well-trained voice are also required.

Pedagogical creativity is the process of solving pedagogical problems in changing conditions.

Pedagogical creativity is a consequence of mastery. The creative abilities of a teacher are formed on the basis of his accumulated social experience, pedagogical and psychological knowledge, which allows him to find new solutions and methods, and improve his professional skills.

Pedagogical creativity covers all aspects of teaching activity: planning, organization, implementation and analysis of results.

In creative activity, the cognitive, emotional-volitional and motivational-need components of the personality are expressed in their entirety.

To learn creative activity, it is necessary to have stable mental activity and creative cognitive motivation among future teachers.

The area of ​​manifestation of a teacher’s creativity includes solving both pedagogical and communicative problems, which serve as the background for teaching activities. V. A. Kan-Kalik considers the ability to manage one’s mental and emotional state, especially in a public setting, to be a communicative task. The combination of all the creative properties of a teacher’s personality determines her creativity.

E. S. Gromov and V. A. Molyako identify the signs of creativity: originality, heuristics, fantasy, activity, concentration, clarity, sensitivity.

We analyzed the first of them, related to the psychological characteristics of students. The second goal of educational psychology is related to the psychological characteristics of teachers.

IN lately When studying the problem of emotional burnout, teachers often fall into the group of people who are especially susceptible to this psychological illness. Indeed, it is well known that teachers often have a weak nervous system, that they are emotionally unrestrained, get tired quickly and have a low threshold for fatigue. In addition, there are often cases when young specialists, assuming that they will be able to teach effectively and even radically change the existing education system, begin to work as teachers, but through short time no trace remains of their hopes and dreams. Moreover, they often turn out to be the most inert, the most rigid and unjustifiably strict teachers, complaining about bad students and unsatisfactory conditions of professional activity. If we add to this that a significant number of teachers have problems in their personal lives related to both marital and child-parent relationships, then it becomes obvious that the problems of the psychological characteristics of teachers require their solution within the framework of the tasks of building effective teaching.

If you don't go deep into personal characteristics teachers, and limit ourselves to psychological characteristics that are directly related to the professional position of the teacher, then three aspects can be distinguished.

More than twenty years ago, in one of the first studies devoted to the issues of professional teams, the teaching team was identified as one of the most destructive, which not only does not help solve professional problems, but in every possible way interferes with the construction of effective teaching.

Psychologists are well aware of the phenomenon of a teaching team, when outwardly everyone loves and supports each other very much, but in fact even the existing groups within are unstable due to the fact that their members and participants change all the time. Thus, one team supports its director, but in every possible way interferes with and even discredits the activities of the meaningful leader. However, even with a slight change in the situation, some members of this team may join the meaningful leader and, accordingly, become opposition to the director, etc. In a number of cases, the teaching staff unites for a while, for example, when a common “enemy” appears in the form of some commission, a new administrator or parents who begin to confront teachers. The most interesting thing is that at this time in such an educational institution the level of organization and conduct of the pedagogical process is qualitatively changing for the better. As soon as the situation stabilizes, the common enemy disappears or finds some common motives with someone from the team, both relationships and the quality of education change.

If we try to analyze what causes protracted conflicts in the teaching staff, it turns out that they, as a rule, are associated not with professional, but with the personal interests and characteristics of teachers. Even when it seems that the rejection of one teacher by another is connected with the theoretical direction promoted by one of them, which determines the features of teaching, in reality it turns out that the “theoretical” aspect only marked the beginning of the conflict, and personal hostility contributed to its protracted nature.

We can conclude that the nature of relationships between teachers is largely determined by their personal characteristics. That is why the first requirement for the psychological characteristics of teachers and at the same time a condition that allows you to create a team of like-minded people, a team that is a team not because its members work together, but by jointly solving problems, is ability to communicate meaningfully.

On the one hand, meaningful communication assumes that the subject has no problems in implementing personal communication. On the other hand, for its implementation it is necessary that partners perceive the problems solved in the process of their professional work as common. Then their content will become the content of communication. In relation to teaching, this means that despite the disciplines taught and whether a particular teacher teaches a particular student, the teaching staff decides general tasks related to the training and development of students. In this case, the content of teachers’ professional work will determine their communication and interaction with each other.

Consequently, the first psychological feature of teachers is related to their ability to communicate meaningfully and interact with each other. Only in this case can pedagogical teams emerge that organize a developing educational environment and provide comprehensive and continuous education.

The second psychological feature of teachers is their ability to manage and control their professional position.

The study of the characteristics of the subject’s professional self-awareness and his professional position showed that they are closely related to his personal position and holistic self-awareness. At the same time, the teacher manages his professional self-awareness and the position that arises on its basis with the help of a personal position. That is, the professional position changes and is controlled by the personal position of the subject. Only in this case can we talk about professional growth and advanced training, only then does a professional position not interfere with a person in his personal life.

However, as research results show, for a significant number of teachers the opposite happens: their personal position begins to experience pressure from the pedagogical one. This leads to the fact that in everyday life, teachers still behave like teachers. They constantly and without reason teach and educate others, react to emerging situations from a pedagogical point of view, and ultimately begin to perceive themselves only as teachers. It is for this reason that they are often unhappy, have conflicts and problems with their spouses and cannot find common language with my own children.

Very similar to teachers with a predominant pedagogical position are those teaching whose professional and personal positions do not differ. They, just like the teachers described above, perceive themselves only as teachers. This often results in them involuntarily taking a position “above” in relation to both students and even their colleagues. In many cases, conflicts in teaching teams are connected precisely with the fact that several teachers begin to claim the position “from above”. Unlike teachers, who have main role pedagogical position plays a role, teachers with a single, undivided position have very big problems in communication due to developmental characteristics emotional sphere. If the former, in principle, can sympathize with another, for a while “forget” about their pedagogical point of view, albeit with some volitional effort, then for the latter, everything human simply turns out to be alien.

Among teachers you can also find those whose professional and personal positions have little contact. If you remember the teacher from R. Bykov’s film “Attention, Turtle,” then on the way to school she walked with the light gait of a young girl and was dressed in a short skirt and a smart beret. Before entering the school, having pulled her skirt to the desired length and turned the shore into a classic headdress, she even changes her gait. Now nothing in her will betray youth, good mood, joy of spring. She turns into, in her opinion, a typical teacher who has no age, does not pay attention to the weather, and does not care about her own appearance. And if in one situation everything is colored by a personal position, in another it is subordinated to a professional position.

Such teachers, unlike teachers from previous groups, are happier and more prosperous. In real life, they completely forget (or try to forget) that they are teachers. However, despite the greater effectiveness of this combination of professional and personal positions, it should be noted that teachers in this case often have a low level of qualifications. In addition, it is very difficult for them to improve their level, since both when implementing a professional position and in situations where they act as students, they are limited only to special organized classes, without incorporating the learning material into real life.

The third aspect of the psychological characteristics of teachers is related to their ability to learn and self-learn.

It is advisable to start describing the ability to learn with a fact that was obtained as a result of one psychological study devoted to the problems of children’s personal readiness for schooling.

Senior preschool - junior children school age, on the one hand, they were taught certain skills and abilities, and on the other hand, they were asked to teach an adult how to fold a boat out of paper, which they knew how to make well. It was discovered that only children who can teach an adult the skills they have mastered can learn well. If the child did not accept the learning task well, could not find a way to solve the problem and (or) did not accept the help of an adult to complete the task, he, as a rule, could not explain to the “learning” adult what and how to do and for making a boat, did not see mistakes intentionally made by his student, he did not control the result obtained during the training.

Despite the specific goals of the study related to personal readiness for schooling and the age of the subjects (6-8 years), the results obtained can fully be attributed to the problem of psychological characteristics of teachers that interests us.

In terms of the attitude of teachers to their own learning, they can be divided into four categories.

The former are very willing to learn and try to use every opportunity to attend various courses and get acquainted with new technologies. However, despite their love of learning, they practically do not use new knowledge and skills in practice. This is due to the fact that in some cases learning is only externally learning, but in its psychological content it is not learning. In relation to this category of teachers, training does not lead to changes in their consciousness and self-awareness. For them, learning is a kind of entertainment, comparable to reading an interesting book, the contents of which are forgotten as soon as they finish reading. Even if the content is not forgotten, it turns out to be in no way connected with the daily professional tasks of the teacher.

Other teachers (second category) are also very willing to learn and, unlike their colleagues belonging to the first category, very actively use the acquired knowledge in their professional activities. They introduce innovations every year, and often some are directly opposite to others. Usually these are very enthusiastic people who, under the influence of learning, constantly change their views on students, the subject of study, and tasks. They tend not only to incorporate new methods into the learning process, but also to copy those who introduced them to these methods in their manner of explanation, behavior, and even clothing style.

Despite the attractiveness of this group of teachers, it should be noted that they often have serious problems with their teaching qualifications, since they do not improve the level of their teaching activities, but constantly change it. In addition, teachers in this category do not feel well about their students and experience difficulties in creating joint activities with students.

The third category of teachers includes people who not only do not like to learn, but experience torment if they have to act as students for even a short time. These teachers sincerely believe that no new technologies, psychology or game teaching methods can help them in their professional activities. They like to appeal to their extensive experience or the experience of their loved ones, they tell numerous cases when they managed to teach a student who was completely unteachable, and they boast about the ways and methods they have invented to manage and control students. They tend to complain that from year to year students are getting worse and worse, that previously teachers had a much better attitude, that only they can cope with the difficult and thankless task of teaching.

The last (fourth) category includes teachers, the number of whom in some educational institutions very small. They try to find answers to questions that arise in their training in the process of implementing professional activities. In addition, they try to learn not only through special courses, but also by studying specialized literature, analyzing cases and situations from films and plays, and bringing their own interests and hobbies into their work.

If we return to the problem of emotional burnout, to which many teachers are susceptible, we can say that those who know how to communicate meaningfully, manage and control their professional position and are capable of teaching and self-learning master the art of pedagogy and not only do not lose their emotional basis, but also have the necessary conditions for its development and improvement. Regardless of who these teachers teach (a preschool child or a student), both in their professional activities and personal lives they are determined by the future, and do not complain or grieve about the irretrievably gone ideal past. They master new activities in order to become real partners with their students, so that their pedagogy becomes a true pedagogy of cooperation.