The teacher’s activities need to clarify the concept of pedagogical activity. Professional pedagogical activity of a teacher in a new generation school

Pedagogical activity is presented in modern pedagogical literature as a special type of socially useful activity of adults, which consists in the conscious preparation of the younger generation for life, realizing economic, political, moral, aesthetic goals.

Pedagogical activity has ancient historical roots and accumulates centuries-old experience of generations. The teacher, in essence, represents a link between generations, is a bearer of human, social, historical experience, largely determines the socio-cultural integrity of the people, civilization and, in general, the continuity of generations.

Objectives of pedagogical activity

The tasks of pedagogical activity, changing over the centuries with the development of society, always cover the sphere of education, upbringing, and training. Progressive thinkers of different times have noted the social significance of pedagogical activity.

The main specific feature of pedagogical activity is its use by almost all people when performing various social roles: parent and relative, senior comrade, friend, leader, official, but this pedagogical activity is unprofessional.

Professional pedagogical activity is carried out by a specialist who has a special professional pedagogical education; it is implemented in certain pedagogical systems, represents the main source of livelihood and is paid accordingly.

Main components and content of teaching activities

The main components of pedagogical activity, which are equally important and represent dynamic relationships, are:

• production of knowledge, that is, conducting research, searching for new things, carrying out developments, conducting examinations, etc.;
• transfer of knowledge in an organized educational process;
• dissemination of knowledge (development and publication of textbooks, teaching aids, writing scientific articles);
• education of students, formation and development of their personality.

The main content of the teaching profession is the presence and use of special, subject knowledge, as well as multidirectional relationships with people (students, parents, colleagues). Let us note the requirements for dual training of a specialist in the teaching profession - the presence of special, subject knowledge, as well as the need for psychological and pedagogical training.

The peculiarity of the teaching profession is expressed in its humanistic, collective and creative orientation.

Three natures of teaching activity

A feature of the teaching profession is also that it, in its essence, has a humanistic, collective and creative character.

1. The humanistic nature of the pedagogical profession is aimed at educating a person who is formed and develops as a person, who masters the achievements of mankind, and thereby ensures the continuation of the human race. unbroken succession generations.
2. The collective nature of the teaching profession involves the impact on the student not only of the individual teacher, but of the whole teaching staff educational institution, as well as family and other sources that provide group, collective influence.
3. The creative nature of pedagogical activity is the most important specific feature, reflected in the degree to which the teacher uses his capabilities in achieving his goals.

The formation of the creative potential of a teacher’s personality is determined by his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow him to find and use original solutions, innovative forms and methods.

Pedagogical activity is characterized by difficulty, uniqueness and inimitability, and is represented by a system and sequence of pedagogically appropriate actions aimed at solving pedagogical tasks V certain period and in compliance with the principles and rules.

Goals of pedagogical activity

The implementation of pedagogical activity is preceded by awareness of the goal, which sets the impetus for the activity. Defining a goal as the intended result of an activity, a pedagogical goal is understood as the teacher and student’s anticipation of the results of their interaction in the form of generalized mental formations, according to which all components of the pedagogical process are correlated.

Determining the goals of pedagogical activity has great theoretical and practical significance, which is expressed as follows.

• Clear goal setting influences the development of pedagogical theories; the purpose of pedagogical activity influences the awareness of the formation of which human qualities should be given preference and affects the essence of the pedagogical process.
• The formulation of the goals of pedagogical activity directly affects the implementation practical work teacher Important professional quality The teacher is designing the personality of students, which requires knowledge of what it should be and what qualities need to be formed.

The goals of pedagogical activity are based on ideological and values society, which gives rise to traditional approaches to education and upbringing, focused on efficiency, maximum use of new generations in the interests of the state.

IN modern society production is being intensively improved, its technical level is increasing, which affects the imposition of high demands on the level of preparedness of the younger generation. Informatization of society, implementation information technologies, the presence of dynamic processes in social sphere life of society led to the formulation of the goal of pedagogical activity, in which, as an ideal, modern education and education, a versatile and harmoniously developed personality emerges. This represents the need for the development of the individual, society, and state.

The content of the concept of “diversified and harmonious development of personality” includes the need to ensure mental and physical development, spiritual, moral and artistic development, identifying inclinations and inclinations, developing abilities; familiarization with modern achievements of science and technology; education of humanism, love of the Motherland, citizenship, patriotism, collectivism.

Conclusion

Thus, main goal pedagogical activity in modern conditions is the formation of a well-rounded personality capable of realizing creative potential in dynamic socio-economic conditions, both in their own vital interests and in the interests of society and the state.

Modern pedagogical science has identified the traditional main types of pedagogical activity - teaching and educational work.

Educational work is aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development. Teaching is a type of pedagogical activity aimed at ensuring the cognitive activity of schoolchildren. The division of pedagogical activity into types is quite arbitrary, since in the process of teaching educational tasks are partially solved, and when organizing educational work, not only educational, but also developmental, as well as educational tasks are solved. Such an understanding of the types of pedagogical activity helps in revealing the meaning of the thesis about the unity of teaching and upbringing. At the same time, for a deeper understanding of the essence of training and education, these processes in pedagogical science are considered in isolation. In real pedagogical practice a holistic pedagogical process implies a complete merging of “educational teaching” and “educational education.”

Pedagogical activity has its own subject, which is the organization of educational activities of students, which is aimed at mastering subject-specific sociocultural experience as the basis and condition for development.

Means of pedagogical activity

The literature presents the main means of pedagogical activity:

• scientific (theoretical and empirical) knowledge that contributes to the formation of students’ conceptual and terminological apparatus;
• carriers of information, knowledge - textbook texts or knowledge reproduced during systematic observations (in laboratory, practical classes, etc.) organized by the teacher of the facts, patterns, properties of objective reality being mastered;
• auxiliary means - technical, computer, graphic, etc.

The main ways of transmitting social experience in teaching activities are the use of explanation, display (illustration), collaboration, direct practical activities students, etc.

Definition

The product of pedagogical activity is the individual experience formed in the student in the entire set of axiological, moral-ethical, emotional-semantic, subject-matter, evaluative components. The product of this activity is assessed in exams, tests, according to the criteria of solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is expressed in intellectual and personal improvement, their formation as individuals, as subjects educational activities.

So, we examined the specifics of pedagogical activity, which consists in the presence of special professional knowledge, humanism, collectivity, and the presence of creativity. The main goal of pedagogical activity is the formation of a versatile and harmoniously developed personality. Types of pedagogical activity – teaching and educational work; Let us emphasize the existence of a relationship between types of teaching activities. The means of pedagogical activity are: scientific knowledge, media of information, knowledge, auxiliary means.

The structure of a teacher's pedagogical activity.

To acquire and improve pedagogical excellence the teacher needs to imagine the structure of pedagogical activity and the system associated with it theoretical knowledge and practical skills.

In the educational process, we can distinguish the following types of teacher’s pedagogical activities:

diagnostic

orientation-prognostic

structural and design

organizational

informational and explanatory

communicative-stimulating

analytical-evaluative

research and creative

Let us consider the essence of each of these types of activities and the requirements for the teacher.

Diagnostic activity is associated with the study of students and establishing the level of their development and education. It is impossible to carry out educational work without knowing the characteristics of physical and mental development each student, the level of his mental and moral education, conditions family life and education, etc. To educate a student, you must first of all know him in all respects.

To do this, the teacher needs:

Possess methods of studying and determining (diagnosis) the level of education of students

Know their range of interests, inclinations, the nature of their activities outside of school, etc.

Orientation-prognostic activity is expressed in the teacher’s ability to determine the direction educational activities, its specific goals and objectives at each stage of educational work, predict its results, i.e. what exactly the teacher wants to achieve, what changes in the formation and development of the student’s personality he wants to achieve.

Based on this diagnosis he:

Plans educational work to develop students, for example, collectivism or increasing interest in learning

Specifies its goals and objectives

Strives to strengthen class camaraderie, mutual assistance, more high activity V joint activities as the most important features of collectivist relations.

If we're talking about about stimulating cognitive interests, he can focus his efforts on making learning fun and emotional.

Such orientation-pedagogical activities in the work of a teacher are carried out constantly. Without it, the dynamics and improvement of the goals, methods and forms of education and training cannot be ensured.

Constructive and design activities are related to orientation and prognosis. If, for example, a teacher predicts the strengthening of collectivist relations between students, he is faced with the task of constructing, designing the content of educational work, and giving it exciting forms.

The teacher needs to be well versed in:

In psychology and pedagogy of organizing an educational team

In forms and methods of education

The teacher needs:

Develop at home creative imagination, constructive and design abilities

Be able to plan educational and educational work.

Organizational activities is associated with involving students in the intended educational work and stimulating their activity. To do this, the teacher needs to develop a number of skills.

The teacher must:

Be able to identify specific tasks for teaching and educating students

Develop their initiative in planning collaboration

Be able to distribute assignments

Manage the progress of a particular activity

Be able to inspire students to work, introduce elements of romance into it and exercise tactful control over its implementation.

Information and explanatory activities. Her great importance is determined by the fact that all training and education are essentially based to one degree or another on information processes. Mastering knowledge, ideological and moral-aesthetic ideas is the most important means of development and personal formation of students. The teacher in this case acts as the organizer of the educational process, as a source of scientific, ideological, moral and aesthetic information. Therefore, it is of great importance in the process vocational training teachers have deep knowledge of academic subject, which he teaches, his scientific and ideological conviction. The quality of his explanation, its meaningfulness, logical coherence, and richness depend on how the teacher himself masters the educational material. bright details and facts.

Erudite teacher:

Knows the latest scientific ideas and knows how to clearly convey them to students

He has a good command of the practical side of knowledge, which has a positive effect on the development of skills in students

Communicative-stimulating activities are associated with the greater influence the teacher has on students.

Required qualities of a teacher:

Personal charm

Moral culture

Ability to establish and maintain friendly relationships with them

Encourage them by example to active educational, cognitive, labor and artistic and aesthetic activities

Show love to children emotional attitude, warmth and care for them

Understand the needs and interests of students

Be able to win their trust and respect through meaningful educational and extracurricular activities

It has a very negative effect on education:

Dryness

Callousness

The teacher's official tone in relations with students

Students usually keep their distance from such a teacher; he instills in them inner fear, alienation from him.

Many pedagogical authorities emphasized the decisive role of the teacher’s personality in teaching and upbringing. Only personality can act on the development and definition of personality, only character can character be formed.

Analytics-evaluation activities. Its essence lies in the name itself.

Teacher:

Carries out the pedagogical process

Analyzes the progress of training and education

Brings out in them positive sides and disadvantages

Compares the achieved results with the goals and objectives that were planned

Compares his work’ with the experience of colleagues

Alitic-evaluation activities help the teacher to maintain feedback in his work, which means to continuously check what was planned to be achieved in the training and education of students and what has been achieved, and on this basis make the necessary adjustments to the teaching and educational process.

Research and creative activity. Its elements are present in the work of every somewhat thoughtful teacher. Two aspects of it are especially important. One of them is that the application of pedagogical theory inherently requires a certain creativity from the teacher.

The second side of this activity is related to comprehension and creative development that new thing that goes beyond famous theory and in one way or another enriches it. For example, to develop skills in applying theoretical knowledge in practice, didactics recommends a whole system of exercises.

This is the essence and system of skills for each of the considered types of teacher activities.

Subject:

Topic 2: Pedagogical activity: essence, structure, functions.

Plan:

The essence of pedagogical activity.

Main types of teaching activities.

Professional competence of a teacher.

Levels of pedagogical activity.

Mastery and creativity of pedagogical activity.

Self-development of a teacher.

Literature

Bordovskaya, N.V. Pedagogy: textbook. allowance / N.V. Bordovskaya, A.A.Rean. – St. Petersburg: Peter, 2006. – pp. 141 – 150.

Introduction to pedagogical activity: textbook. aid for students higher ped. textbook establishments/A.S. Robotova, T.V. Leontyev, I.G. Shaposhnikova [and others]. – M.: Publishing house. Center "Academy", 2000. - Ch. 1.

General information about the teaching profession: textbook. manual/author-comp.: I.I. Tsyrkun [and others]. – Minsk: BSPU Publishing House, 2005. – 195 p.

Podlasy, I.P. Pedagogy. New course: textbook for students. ped. universities: in 2 books. / I.P. Podlasy. – M.: Humanite. ed. center “VLADOS”, 1999. – Book. 1: General basics. Learning process. – p.262 – 290.

Prokopyev, I.I. Pedagogy. Fundamentals of general pedagogy. Didactics: textbook. allowance / I.I. Prokopyev, N.V. Mikhalkovich. – Minsk: TetraSystems, 2002. – p. 171 – 187.

Slastenin, V.A. Pedagogy/V.A.Slastenin, I.F.Isaev, E.N.Shiyanov; edited by V.A.Slpstenina. – M.: Publishing center “Academy”, 2002. – pp. 18 – 26; With. 47 – 56.

Question No. 1

The essence of pedagogical activity

Activity - on the one hand it specific form the socio-historical existence of people, and on the other hand, the way of their existence and development.

Activity:

1) Ensures the creation of material conditions for human life, the satisfaction of natural human needs;

2) Becomes a factor in the development of a person’s spiritual world and a condition for the realization of his cultural needs;

3) Is the sphere of achieving life goals and success;

4) Creates conditions for human self-realization;

5) Is a source of scientific knowledge, self-knowledge;

6) Provides environmental transformation.

Human activity - a necessary condition for its development in the process of which it acquires life experience, gets to know the life around him, assimilates knowledge, develops skills and abilities - thanks to which he and his activities develop.

Activity - active form of relationship between subject and object.

Professional activity of a teacher - This is a special type of socially necessary labor of adults, aimed at preparing younger generations for life.

Pedagogical activity - one of the types of practical art.

Pedagogical activity is purposeful, because the teacher sets a specific goal (to develop responsiveness, teach how to use a sewing machine) In a broad sense, ped. activities are aimed at passing on experience to younger generations. This means that pedagogy as a science studies a special type of activity to introduce a person to the life of society.

Ped. activity is an educational and educational impact on the student, aimed at his personal, intellectual and activity development.

Ped. activity arose at the dawn of civilization in the course of solving such problems as the creation, storage and transfer to the younger generation of skills and norms of social behavior.

Schools, colleges, and colleges are leading social institutions whose main purpose is to organize effective teaching activities.

Pedagogical activities are carried out professionally only by teachers, and parents, production teams, and public organizations carry out general pedagogical activities.

Professional ped. activities are carried out in educational institutions specially organized by the society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

The essence of ped. A.N. Leontiev represented activity as a unity of purpose, motives, action, result. A goal is a system-forming characteristic.

Ped. activity is a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

Ped structure activities:

1. purpose of activity;

2. subject of activity (teacher);

3. object-subject of activity (students);

5. methods of activity;

6. result of activity.

Purpose ped. activities.

Target - this is what they strive for. The general strategic goal of pedagogical activity and the goal of education is the education of a harmoniously developed personality.

The purpose of pedagogical activity is developed and formed as a set of social requirements for each person, taking into account his spiritual and natural capabilities, as well as trends in social development.

A.S. Makarenko saw the goal of pedagogical activity in the development and individual adjustments of a personality development program.

Purpose professional activity The teacher is the goal of education: “A person capable of building a life worthy of a person” (Pedagogy, edited by P.I. Pidkasisty, p. 69).

Achieving this goal requires the highest professionalism and subtle pedagogical skill from the teacher, and is carried out only in activities aimed at solving the assigned tasks as parts of the goal.

Main objects of purpose ped. activities:

educational environment;

activities of pupils;

educational team;

individual characteristics of pupils.

Therefore, the implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as:

1) formation of an educational environment;

2) organization of pupils’ activities;

3) creation of an educational team;

4) development of individual personality.

The solution to these problems should dynamically lead to the highest goal - the development of the individual in harmony with himself and society.

Teacher's tools:

scientific knowledge;

textbook texts and student observations act as “carriers” of knowledge;

educational means: technical

computer graphics, etc.

Methods of transferring experience by the teacher: explanation, demonstration (illustrations), collaboration, practice (laboratory), training.

Product of teaching activity - the individual experience formed by the student in the aggregate: axiological, moral-aesthetic, emotional-semantic, objective, evaluative components.

The product of teaching activity is assessed in an exam, tests, according to the criteria of solving problems, performing educational and control actions.

The result of teaching activity is the development of the student (his personality, intellectual improvement, his formation as an individual, as a subject of educational activity).

The result is diagnosed by comparing the student’s qualities at the beginning of training and upon its completion in all plans of human development.

The activity of a teacher is a continuous process of solving many problems. various types, classes and levels.

To ped. the activity was successful,

The teacher needs to know:

psychological structure of activity, patterns of its development;

the nature of human needs and motives for activity;

leading types of human activity at different age periods.

The teacher needs to be able to:

plan activities, determine objects and subjects, taking into account the individual characteristics, interests and capabilities of children;

create motivation and stimulate activity;

ensure that children master the main components of activity ( planning skills, self-control, performance of actions and operations (Smirnov V.I. General pedagogy in abstracts, illustrations. M., 1999 With. 170))

Question No. 2

Main types of teaching activities

In the process of professional activity, the teacher manages the cognitive activity of schoolchildren and organizes educational work (organizes the educational environment, manages the activities of children with the aim of their harmonious development).

Teaching and educational work are two sides of the same process (you cannot teach without providing educational influence and vice versa).

Teaching	Educational work
1. Carried out within different organizational forms. It has strict time limits, a strictly defined goal and options for achieving it.	1 .Is carried out within the framework of different organizational forms. Has goals that are not achievable within a limited period of time. Provides only sequential solution specific educational tasks focused on general goals.
2 . The most important criterion for teaching effectiveness is the achievement of educational goals and objectives.	2 .The most important criterion for the effectiveness of education is positive changes in the consciousness of pupils, manifested in emotions, feelings, behavior and activities.
3. The content and logic of learning can be clearly presented in training programs.	3. In educational work, planning is acceptable only in the most general terms. The logic of a teacher’s educational work in each specific class cannot be recorded in regulatory documents at all.
4. The results of learning are almost uniquely determined by teaching.	4. The results of educational activities are probabilistic in nature, because The pedagogical influences of the teacher intersect with the formative influences of the environment, which are not always positive.
5. Teaching as a teacher's activity has a discrete nature. Teaching does not usually involve interaction with students during the preparatory period.	5. Educational work in the absence of direct interaction with students can have certain influence on them. The preparatory part in educational work is often more significant and longer than the main part.
6. The criterion for the effectiveness of students’ activities in the teaching process is the level of assimilation of knowledge and skills, mastery of methods for solving educational, cognitive and practical problems, the intensity of progress in development. The results of the exercise are easily identified and can be recorded in qualitative and quantitative indicators.	6. In educational work, it is difficult to identify and correlate the results of the teacher’s activities with the selected criteria of education. Moreover, these results are difficult to predict and are much delayed in time. In educational work, it is impossible to provide feedback in a timely manner.

Psychological studies (N.V. Kuzmina, V.A. Slastenin, A.I. Shcherbakov, etc.) show that the following interrelated types of teacher’s pedagogical activities take place in the educational process:

A) diagnostic;

b) orientation-prognostic;

V) constructive and design;

G) organizational;

d) informational and explanatory;

e) communicative-stimulating; g) analytical and evaluation;

h) research and creative.

Diagnostic - studying students and establishing their development and education. It is impossible to carry out educational work without knowing the characteristics of the physical and mental development of each student, the level of his mental and moral education, the conditions of family life and upbringing, etc. To educate a person in all respects, you must first of all know him in all respects (K.D. Ushinsky “Man as a subject of education”).

Orientation and forecasting activities - the ability to determine the direction of educational activities, its specific goals and objectives at each

stage of educational work, predict its results, i.e. what exactly the teacher wants to achieve, what changes in the formation and development of the student’s personality he wants to achieve. For example, there is a lack of student cohesion in the classroom, the necessary collectivist relationships are missing, or interest in learning is decreasing. Based on this diagnosis, he orients educational work towards developing collectivism among students or increasing interest in learning, specifies its goals and objectives and strives to strengthen camaraderie in the class, mutual assistance, and higher activity in joint activities as the most important features of collectivist relations. When it comes to stimulating cognitive interests, he can focus his efforts on making learning attractive and emotional. Such activities are carried out constantly in the work of a teacher. Without it, the dynamics and improvement of the goals, methods and forms of education and training cannot be ensured.

Structural and design activity is organically connected with orientation-prognostication. If, for example, a teacher predicts the strengthening of collectivist relations between students, he is faced with the task of constructing, designing the content of educational work, and giving it exciting forms. A teacher needs to have a good understanding of the psychology and pedagogy of organizing an educational team, the forms and methods of education, develop his creative imagination, constructive and design abilities, and be able to plan educational and educational work.

Organizational activities is associated with involving students in the intended educational work and stimulating their activity. To do this, the teacher needs to develop a number of skills. In particular, he must be able to determine specific tasks for the training and education of students, develop their initiative in planning joint work, be able to distribute tasks and assignments, and manage the progress of certain activities. A very important element of this activity is also the ability to inspire students to work, introduce elements of romance into it and exercise tactful control over its implementation.

Information and explanatory activity. Its great importance is determined by the fact that all training and education are essentially based to one degree or another on information processes. Mastering knowledge, ideological and moral-aesthetic ideas is the most important means of development and personal formation of students. In this case, the teacher acts not only as the organizer of the educational process, but also as a source of scientific, ideological, moral and aesthetic information. That is why deep knowledge of the subject that he teaches is of such great importance in the process of professional training of a teacher. The quality of the explanation, its content, logical consistency, and saturation with vivid details and facts depend on how the teacher himself masters the educational material. An erudite teacher knows the latest scientific ideas and knows how to clearly convey them to students. He has a good command of the practical side of knowledge, which has a positive effect on the development of skills in schoolchildren. Unfortunately, there are many teachers who do not have such training, which negatively affects teaching and education.

Communicative and stimulating activity is associated with the great influence the teacher has on students through his personal charm, moral culture, ability to establish and maintain friendly relations with them and encourage them by his example to active educational, cognitive, labor and artistic and aesthetic activities. This activity includes the manifestation of love for children, emotional attitude, warmth and care for them, which together characterizes the style of humane relationships between the teacher and children in the broadest sense of the word.

Nothing has such a negative impact on education as the dryness, callousness and official tone of a teacher in relations with students. Children usually keep their distance from such a teacher, as they say; he instills in them inner fear and alienation from him. Children have a completely different attitude towards a teacher who understands their needs and interests and knows how to win their trust and respect through meaningful academic and extracurricular work.

Analytical and evaluation activity. Its essence lies in the fact that the teacher, carrying out the pedagogical process, analyzes the progress of training and education, identifies their positive aspects and shortcomings, compares the achieved results with the goals and objectives that were outlined, and also compares his work with the experience of colleagues. Analytical and evaluative activities help the teacher maintain so-called feedback in his work, this means continuously checking what was planned to be achieved in the training and education of students and what has been achieved, and on this basis making the necessary adjustments to the teaching and educational process, searching for ways improving it and increasing pedagogical effectiveness, making wider use of advanced pedagogical experience. Unfortunately, many teachers carry out this type of activity poorly; they do not strive to see the shortcomings in their work that exist and to overcome them in a timely manner. For example, a student received a “D” for not knowing the material covered. This is a clear signal that he needs urgent help, but with such help the teacher hesitates or does not think about it at all, and in the next lessons the student again receives a bad grade. And if he analyzed the reasons for the detected lag and helped the student accordingly, in subsequent classes the latter could receive a good grade, which would stimulate him to further improve his performance.

Finally, research and creative activity. There are elements of it in the work of every teacher. Two aspects of it are especially important. One of them is that the application of pedagogical theory inherently requires creativity from the teacher. The fact is that pedagogical and methodological ideas reflect typical teaching and educational situations. The specific conditions of training and education are too diverse and sometimes unique. For example, the general theoretical position about respect and demandingness towards students as a pattern of upbringing in the real educational process has many modifications: in one case it is important to help the student in his work, in another it is necessary to discuss with him the shortcomings in his behavior, in the third - to emphasize positive actions , in the fourth - make a personal remark or suggestion, etc. As they say, create, invent, try how best to use this pattern, what educational techniques are best used here. And so it is in all the work of a teacher.

The second side is associated with the comprehension and creative development of something new that goes beyond the framework of the known theory and, to one degree or another, enriches it.

This is the essence and system of skills for each of the considered types of teacher activities.

Professional functions of a teacher:

educational;

Gnostic;

communicative;

performing;

research;

constructive;

organizational;

orientation;

developing;

methodical;

self-improvement.

Question No. 3

Professional competence of a teacher

The basis of a teacher’s professional competence is his pedagogical skills.

Pedagogical skill is a set of sequential actions based on theoretical knowledge, pedagogical abilities and aimed at solving pedagogical problems.

Let us give a brief description of the main pedagogical skills.

Analytical skills - the ability to analyze pedagogical phenomena, theoretically substantiate them, diagnose them, formulate priority pedagogical tasks and find optimal methods and solutions.

Predictive skills - the ability to present and formulate diagnosable goals and objectives; activities, select methods for achieving them, anticipate possible deviations in achieving the result, select ways to overcome them, the ability to mentally work out the structure and individual components of the educational process, preliminary estimate the costs of funds, labor and time of participants in the educational process, the ability to predict educational and developmental opportunities for the content, interaction of participants educational process, the ability to predict the development of the individual and team.

Design or constructive skills - the ability to plan the content and types of activities of participants in the educational process, taking into account their needs, capabilities, characteristics, the ability to determine the form and structure of the educational process depending on the formulated tasks and characteristics of the participants, the ability to determine individual stages of the pedagogical process and the tasks characteristic of them, the ability to plan individual work with students, selecting optimal forms, methods and means of education and education, plan the development of the educational environment, etc.

Reflexive skills are associated with the control and evaluation activities of the teacher, aimed at himself.(Reflection of the teacher - This is an activity of understanding and analyzing one’s own teaching activities.)

Organizational skills presented by mobilization, information and didacticsocial, developmental and orientation skills.

Communication skills include three interrelated groups: perceptual skills, the actual skills of pedagogical (verbal) communication and the skills of pedagogical technology.

Pedagogical technique (according to L. I. Ruvinsky) is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, ability to manage oneself, friendly, optimisticistic mood, elements of the actor’s and director’s skills).

Organizational skills
Information and didactic skills: present educational material in an accessible manner, taking into account the specifics of the subject, the level of exposure of students, their age and individual characteristics; formulate questions in an accessible, concise, expressive manner; effectively use various teaching methods TSO (technical teaching aids), electronic computer technology (electronic computer technology), visual aids; work with printed sources of information, extract it from various sources and process it in relation to the goals and objectives of the educational process.	Mobilization skills: attract students' attention; develop their interest in learning; to form the need for knowledge, educational skills and techniques for the scientific organization of educational activities; Use reward and punishment methods wisely.	Developmental skills: determine the “zone of proximal development” of individual students and the class as a whole; create special conditions for development cognitive processes, will and feelings of students; stimulate cognitive independence and creative thinking of students.	Orientation skills: to form moral and value relations and their worldview; to form interest in educational or professional activities, science, etc. organize joint creative activities in order to develop socially significant personality traits

3.1. The essence of pedagogical activity

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 what is emphasized in the various definitions of this category. Activity is a specific form of socio-historical existence of people, their purposeful transformation of natural and social reality. Activity includes a goal, a means, a result and the process itself. (Russian Pedagogical Encyclopedia. - M., 1993).

Pedagogical activity is a type social activities, aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society. As noted by psychologist B.F. Lomov, “activity is multidimensional.” Therefore, there are numerous classifications of activity, which are based on its various characteristics, reflecting the various aspects of this phenomenon. There are spiritual and practical activities, reproductive (performing) and creative, individual and collective, etc. Various types of teaching activities are also highlighted. Pedagogical activity is a type of professional activity, the content of which is training, education, education, and development of students.

The system-forming characteristic of pedagogical activity is the goal (A.N. Leontyev). The purpose of pedagogical activity is general in nature. IN national pedagogy it is traditionally expressed in the formula “comprehensive harmonious development of the individual.” Having reached the individual teacher, it is transformed into a specific individual attitude, which the teacher tries to implement in his practice. The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and individual characteristics pupils. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.

The subject of pedagogical activity is the management of educational, cognitive and educational activities of students. Management activities consist of planning one’s own activities and the activities of students, organizing these activities, stimulating activity and consciousness, monitoring, regulating the quality of training and education, analyzing the results of training and education and predicting further changes in personal development students. One of the most important characteristics pedagogical activity - its joint nature. It necessarily presupposes a teacher and the one whom he teaches, educates, and develops. 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).

Characterizing pedagogical activity as an independent social phenomenon, we can indicate its following characteristics. Firstly, it is of a concrete historical nature. This means that the goals, content and nature of such activities change in accordance with changes in historical reality. For example, L.N. Tolstoy, criticizing the school of his time with the dogmatic nature of education, bureaucratic behavior, lack of attention and interest in the student’s personality, called for humane relations in school, for taking into account the needs and interests of the student, spoke out for the development of his personality, which would make a growing person harmonious, highly moral, creative. “When educating, educating, developing, ... we must have and unconsciously have one goal: to achieve the greatest harmony in the sense of truth, beauty and goodness,” wrote L.N. Tolstoy (L.N. Tolstoy Who should learn to write and from whom, the peasant children from us or us from the peasant children? // Ped. soch., M., 1989. – p. 278). Considering all the shortcomings of the school of his time to be the result of the undeveloped problem of the essence of man, the meaning of his life in contemporary psychology and philosophy, L.N. Tolstoy made a successful attempt to realize his own

understanding this problem when organizing the Yasnaya Polyana school for peasant children. Secondly, teaching activity is a special type of socially valuable activity of adults. The social value of this work lies in the fact that the spiritual and economic power of any society or state is directly related to the self-improvement of its members as civilized individuals. The spiritual world of man is enriched. Are improving various areas his life activity, is formed moral attitude to myself,

other people, to nature. Spiritual and material values, and due to this, the progress of society, its progressive development. Each human society interested in positive results of teaching activities. If its members degrade, no society will be able to fully develop.

Thirdly, teaching activities are carried out by specially prepared and trained specialists based on professional knowledge. Such knowledge is a system of humanities, natural sciences, socio-economics and other sciences that contribute to the knowledge of man as a historically established and constantly developing phenomenon. They allow us to understand the various forms of his social life and relationships with nature. In addition to professional knowledge, professional skills also play a big role. The teacher is constantly improving in practical application knowledge. Conversely, he draws them from activity. “I became a real master only when I learned to say “come here” with fifteen to twenty shades,” admitted A.S. Makarenko. Fourthly, pedagogical activity is creative in nature. It is impossible to program and predict all possible options for its course, just as it is impossible to find two identical people, two identical families, two identical classes, etc.

3.2. Main types of teaching activities

The main types of pedagogical activities traditionally include educational work, teaching, scientific, methodological, cultural, educational and management activities.

Educational work- pedagogical activities aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society. Educational work is carried out within the framework of any organizational form, does not pursue direct achievement goals, because its results are not so clearly perceptible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries at which the levels and qualities of personality development are recorded, we can also talk about the relatively final results of education, manifested in positive changes in the consciousness of students - emotional reactions, behavior and activity.

Teaching- management cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is achieving educational goal. Modern Russian pedagogical theory considers teaching and upbringing as a unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of teaching and upbringing is manifested in the common goal of personal development, in the real relationship of teaching, development and educational functions.

Scientific and methodological activities. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child and the pedagogical process, and a practitioner in the sense that he applies this knowledge. The teacher is often faced with what he does not find in scientific literature explanations and ways to solve specific cases from their practice, with the need to generalize the results of their work. The scientific approach to work, therefore, is the basis of the teacher’s own methodological activity. Scientific work teacher is expressed in the study of children and children's groups, the formation of their own “bank” various methods, generalizing the results of their work, and methodological - in the selection and development methodological topic, leading to the improvement of skills in a particular area, in recording the results of teaching activities, and in the actual development and improvement of skills.

Cultural and educational activities– component activities of the teacher. It introduces parents to various branches of pedagogy and psychology, students – to the basics of self-education, popularizes and explains the results of the latest psychological pedagogical research, creates a need for psychological and pedagogical knowledge and a desire to use it in both parents and children. Any specialist dealing with a group of people (students) is more or less involved in organizing its activities, setting and achieving goals for collaboration, i.e. performs functions in relation to this group management. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of management in the activities of a teacher-educator.

When managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher encouraging himself and others to work to achieve the goal, control.

3.3. Structure of teaching activity

Well established in psychology following structure pedagogical activity: motive, goal, activity planning, processing of current information, operational image and conceptual model, decision making, actions, checking results and correcting actions. When determining the structure of professional pedagogical activity, researchers note that its main originality lies in the specificity of the object and tools. N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity; constructive, organizational and communicative. Constructive activity is associated with the development of technology for each form of student activity and the solution of each pedagogical problem that arises.

Organizational activities are aimed at creating a team and organizing joint activities. Communicative activity involves establishing connections and relationships between the teacher and students, their parents, and their colleagues. A detailed description of the structure of pedagogical activity was given by A.I. Shcherbakov. Based on analysis professional functions For teachers, he identifies 8 main interconnected components-functions of pedagogical activity: informational, developmental, orientational, mobilizational, constructive, communicative, organizational and research. A.I. Shcherbakov classifies constructive, organizational and research components as general labor ones. Specifying the function of the teacher at the stage of implementation of the pedagogical process, he presented the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions.

Among the many types of activities, I.F. Kharlamov identifies the following interrelated types of activity: diagnostic, orientation-prognostic, constructive-design, organizational, information-explanatory, communicative-stimulating, analytical-evaluative, research-creative.

Diagnostic activity is associated with the study of students and establishing the level of their development and education. To do this, the teacher must be able to observe and master diagnostic methods. Prognostic activity is expressed in the constant setting of real goals and objectives of the pedagogical process at a certain stage, taking into account real opportunities, in other words, in predicting the final result. Constructive activity consists of the ability to design educational and educational work, select content that corresponds to the cognitive abilities of students, and make it accessible and interesting. It is associated with such a quality of a teacher as his creative imagination. The organizational activity of a teacher lies in his ability to influence students, lead them, mobilize them for one or another type of activity, and inspire them. IN information activities the main social purpose of the teacher is being realized: transferring the generalized experience of older generations to young people. It is in the process of this activity that schoolchildren acquire knowledge, ideological, moral and aesthetic ideas. In this case, the teacher acts not only as a source of information, but also as a person who shapes the beliefs of young people. The success of teaching activities is largely determined by the ability of a professional to establish and maintain contact with children, to build interaction with them at the level of cooperation. To understand them, and, if necessary, to forgive them; in fact, all the activities of a teacher are of a communicative nature. Analytical and evaluation activities consist of obtaining feedback, i.e. confirmation of the effectiveness of the pedagogical process and achievement of the set goal. This information makes it possible to make adjustments to the pedagogical process. Research and creative activity is determined by creative character pedagogical work, the fact that pedagogy is both a science and an art. Based on principles, rules, recommendations pedagogical science, the teacher uses them creatively every time. To successfully implement this type of activity, he must master the methods of pedagogical research. All components of pedagogical activity are manifested in the work of a teacher of any specialty.

3.4. The creative nature of pedagogical activity

Many teachers paid attention to the fact that a creative, research character is inherent in pedagogical activity: Ya.A. Komensky, I.G. Pestalozzi, A. Disterweg, K.D. Ushinsky, P.P. Blonsky, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and others. To characterize the creative nature of pedagogical activity, the concept of “creation” is most applicable. The teacher-educator, with the help of creative efforts and labor, brings to life potential opportunities student, pupil, creates conditions for the development and improvement of a unique personality. In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances.

The following criteria for pedagogical creativity can be distinguished:

Availability of deep and comprehensive knowledge and its critical processing and comprehension;

Ability to translate theoretical and methodological provisions in pedagogical actions;

Ability for self-improvement and self-education;

Development of new methods, forms, techniques and means and their original combination;

Dialecticality, variability, changeability of the system of activity;

Effective Application existing experience in new conditions;

The ability to reflectively evaluate one’s own activities

and its results;

Formation individual style professional activity based on the combination and development of standard and individually unique personality traits of a teacher;

Ability to improvise based on knowledge and intuition;

The ability to see a “fan of options.”

N.D. Nikandrov and V.A. Kan-Kalik distinguishes three spheres of teacher’s creative activity: methodological creativity, communicative creativity, creative self-education.

Methodological creativity is associated with the ability to comprehend and analyze emerging pedagogical situations, select and construct an adequate methodological model, design content and methods of influence.

Communicative creativity is realized in the construction of pedagogically appropriate and effective communication, interaction with pupils, in the ability to get to know children, to carry out psychological self-regulation. Creative self-education presupposes the teacher’s awareness of himself as a specific creative individuality, identification of one’s professional and personal qualities that require further improvement and adjustment, as well as the development long-term program own improvement in the system of continuous self-education. V. I. Zagvyazinsky names the following specific features pedagogical creativity: strict time limit. The teacher makes decisions in situations of immediate response: lessons daily, unforeseen situations immediately, hourly; communication with children constantly. The ability to compare a plan with its implementation only in episodic, momentary situations, and not with the final result due to its remoteness and focus on the future. In pedagogical creativity, the emphasis is placed only on a positive result. Such methods of testing a hypothesis, such as proof by contradiction, bringing an idea to the point of absurdity, are contraindicated in the work of a teacher.

Pedagogical creativity is always co-creation with children and colleagues. A significant part of pedagogical creativity is carried out in public, in a public setting. This requires the teacher to be able to manage his mental states, quickly evoke creative inspiration in yourself and your students. Specific are the subject of pedagogical creativity - the emerging personality, the “tool” - the personality of the teacher, the process itself - complex, multifactorial, multi-level, based on the mutual creativity of partners; the result is a certain level of development of the personality of the students (Zagvyazinsky V.I. “Pedagogical creativity of the teacher.” - M., 1987).

Problematic issues and practical tasks:

1.What is the essence of teaching activity?

2. What are the goals of teaching activity?

3. What is the structure of teaching activity?

4. How is the collective nature of pedagogical activity manifested?

5. Why is teaching activity classified as creative?

6. Write a creative work on one of the suggested topics:

“The teacher in my life”, “My pedagogical ideal”.

Article on the topic: "Pedagogical activity of a teacher"

The pedagogical activity of the teacher and its importance!

The profession of a teacher and educator is one of the most important, honorable and responsible in our country. Through the teacher, the experience of previous generations is transferred to the younger generation. The teacher shapes the personality of future citizens, their worldview, beliefs, and devotion to their homeland. There is every reason to believe that a teacher is an engineer human souls. The core competency of a successful teacher, regardless of the discipline taught and the audience, is effective communication.
The teacher is the main organizer of the educational process at school. His work consists of training and education younger generation– a very multifaceted activity that requires, first of all, deep knowledge and high moral culture. Only such a teacher can ignite young hearts. To prepare rising youth for great things in the field of improvement.
Only that teacher who devotes his life to serving the people, who has the heart of a true patriot and citizen of each of his countries, can fulfill his functions with dignity.
Students turn to the teacher for help, support, and advice, for whom he is an older, experienced, wise friend and mentor, a kind of moral arbiter, a moral standard.
And this tendency is to see the teacher as benevolent, loved one– is growing noticeably. If 15-20 years ago, schoolchildren, answering the question of what qualities an ideal teacher should have, from their point of view, first of all noted “excellent knowledge of the subject”, “very interesting teaching” (i.e. they perceived teachers mainly as teacher).
But in Lately More and more often, schoolchildren say that the ideal teacher is one “who understands us,” “treats us kindly,” “whom one can easily approach and consult with.” difficult cases life" (i.e. they want to see in the teacher, first of all, a high, authoritative person). And this is because an advanced teacher has such high moral qualities as collectivism, humanism, honesty and truthfulness, sensitivity and responsiveness, simplicity and modesty in public and personal life.