Requirements for the pedagogical activity of a modern teacher. Modern requirements for a foreign language teacher

For the professional solution of pedagogical problems, it is necessary to prepare specially, mastering the peculiarities of work in the field of education and upbringing of a person. Professional experience and skill are acquired in the course of solving pedagogical problems.

Important for a professional teacher next questions- how to conduct a problematic lesson, how to develop a new or improve a well-known educational program, how to combine group, collective and individual work of students in a lesson, how to ensure the development of creative abilities during a lesson, how to stimulate interest in a school subject.

What kind professional features does the teacher do?

The modern teacher performs gnostic, constructive, organizational, communicative, diagnostic, corrective and control-evaluative functions.

What kind types of pedagogical activity practicing today?

Types of pedagogical activity are divided depending on the type of pedagogical task:

1) Practical activities on training and education of a person;

2) methodical activity presentation specialist pedagogical science teaching staff of various institutions (associated with the methodology of the subject or with the methodology for conducting educational work at school);

3) managerial activity of the heads of the educational system;

4) scientific and pedagogical activity (research).

Let's spend them comparative analysis according to the structural components of pedagogical activity.

These components are goal, means to achieve it, result, and also her object and subjects.

By objects and subjects of activity:

1) the subject is a teacher or educator, the object is a student, pupil, group or educational team;

2) the subject is a teacher-methodologist, the object is teachers-practitioners;

3) the subject is the administration of an educational institution, the object is a teacher, educator, student, pupil, a team of practicing teachers and a student team;

4) the subject is a scientist-teacher, the object is the whole sphere of pedagogical activity as a whole (the whole pedagogical theory and practice).

By goals:

1) the transfer of life and cultural experience from the older generation to the younger;

2) message scientific discoveries, transfer of advanced pedagogical experience and innovations to the general pedagogical community;

3) managing the work of teachers-practitioners;

4) search and development of new pedagogical knowledge in the field of improvement 1,2,3.

By means of achieving the goal:

1) methods and techniques of training or education, visual and technical means;

2) scientific and methodological seminars, conferences, distribution of specialized literature, introduction of scientific and practical achievements, exchange of experience;

3) methods and techniques of team management, methods of delegation of authority, collective cooperation, individual work with teachers, parents, students;

4) methods scientific knowledge(observation, experiment, modeling, development of theories and concepts, new pedagogical technologies).

result pedagogical work is the actualization and development of mental neoplasms in a student, pupil or teacher, as well as the improvement of the methods of their activity.

According to the results:

1) a trained, educated and educated person;

2) a teacher with a developed scientific thinking, a specialist in the field of theoretical research and discoveries concerning the problems and methods of teaching, educating and developing a person. A professional who is able to take into account and combine theory with techniques and modern technologies of practical work. In other words, a competent and creative teacher-practitioner, included in the innovation process;

3) developed and creatively working teaching staff who achieves serious results in practical work, constantly increasing the growth of his knowledge and providing high quality education and upbringing of students in this educational system;

4) new pedagogical knowledge - in the form of laws, principles, new systems, technologies, methods, rules, forms of organization of learning and education processes.

In fact, pedagogical activity is collaborative and is built according to the laws of interaction, taking into account the peculiarities of people's communication and their behavior styles.

In practice, differentiation can be observed communication styles ( V. A. Kan-Kalik):

Passion style joint activities;

Friendly disposition style;

Communication-distance style;

Intimidation style;

Play style.

AT different situations may appear as behavior styles, as: conflict, confrontational, smoothing, collaborative, compromising, opportunistic, avoidance, suppression, rivalry or defense style.

All possible styles of communication and behavior accompany some type of activity, forming the background and forming the appropriate emotional and moral environment for interaction.

Pedagogical activity is the management of the activity of the student (pupil) and the process of interaction with him.

What determines the success of pedagogical activity in terms of solving pedagogical problems? First of all, from the individual and personal characteristics of the subjects (Teachers) of pedagogical interaction.

What are the requirements for a modern teacher?

Answers to various questions concerning professional and pedagogical activity and the profession of a teacher can also be found in chapter V

5. TEACHER: PROFESSION AND PERSONALITY

The formation of the teaching profession. The emergence of the teaching profession has objective grounds. Society could not exist and develop if the younger generation, replacing the older one, had to start all over again, without creative assimilation and use of the experience that it inherited.

Since the emergence of the teaching profession, teachers have been assigned primarily an educational function. A teacher is an educator, a mentor. This is his civil, human destiny.

With the increasing complexity of the processes of social production, the development of methods of cognition and the rapid growth of scientific knowledge in society, there was a need for a special transfer of knowledge, skills and abilities. That is why from the field of "pure" education in the teaching profession stood out relatively independent function- teaching. The educational function began to be entrusted to other persons. So, in families of privileged classes, home educators were invited to raise children. In Russia, these were, as a rule, foreign tutors and governesses. In state and private educational institutions, along with teachers, there were class guards, class mentors, class ladies, etc.

Outstanding teachers were among all peoples and at all times. So, the Chinese called the great teacher Confucius (U1-U cc. BC). One of the legends about this thinker is his conversation with a student: “This country is vast and densely populated. What is missing, teacher? - the student turns to him. “Enrich her,” replies the teacher. “But she is already rich. How to enrich her? the student asks. "Teach her!" - exclaims the teacher.

Czech teacher-humanist Ya.A. Comenius dreamed of giving his people the combined wisdom of the world. He wrote dozens of school textbooks, over 260 pedagogical works. He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds up all corners of the human being with knowledge, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who vigorously wages an offensive against barbarism and ignorance (Komensky Y.A. Selected pedagogical works - M., 1995. - P. 248-284).

Another famous teacher was the Swiss teacher I.G. Pestalozzi who spent all his savings on the creation of orphanages. He devoted his life to orphans, trying to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: " Everything is for others, nothing is for yourself.

The great teacher of Russia was K.D. Ushinsky. The textbooks he created have withstood an unprecedented circulation in history. For example, " native word” was published 167 times. His legacy is 11 volumes, and pedagogical works are of scientific value today. He described it this way public importance teaching profession: “The educator, standing on a level with the modern course of education, feels like a living, active member of a great organism that fights against ignorance and the vices of mankind, a mediator between everything that was noble and high in the past history of people, and a new generation, the guardian of the saints the testaments of people who fought for truth and good”, and his work “modest in appearance is one of the greatest works of history. States are based on this fact and entire generations live on it ”(Ushinsky K.D. Collected works: In 11 volumes - M., 1951. - V.2.-S. 32).

Today, in developed countries, teachers are the most numerous group of intelligentsia. It is more than twice the number of engineers and doctors. What makes a modern teacher remain attached to his profession? The American psychologist R. Gersberg found that the real motives of the teacher's activity are the diversity of work, independence, professional growth awareness of the importance of the case, etc.

Wealth is an important advantage of teaching work. social connections- with colleagues, students, parents.

The peculiarity of the teaching profession lies in the fact that it, by its very nature, has humanistic character. In the process of education, the teacher solves two problems - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the socio-cultural situation, and humanistic - with the development of his personality and creative individuality.

On the one hand, the teacher prepares his pupils for a certain social situation, for the specific demands of society. But, on the other hand, he, objectively remaining the guardian and conductor of culture, carries a timeless factor. By developing the child's personality on the basis of the richness of human culture, the teacher works for the future.

The desire to serve the future has characterized progressive educators of all times. So, famous teacher and educational figure mid-nineteenth in. A.V. Disterweg, who was called a teacher German teachers, put forward the universal goal of education: service to truth, goodness, beauty. “In every individual, in every nation, a way of thinking called humanity should be brought up: this is the desire for noble universal human goals” (Disterweg A. Fav. ped. op. - M., 1956. - S. 237). To achieve this goal, he believed special role belongs to the teacher, who is a living example for the student. His personality wins him respect, spiritual strength and spiritual influence.

Education in the name of the happiness of the child - such is the humanistic meaning of the pedagogical activity of V.A. Sukhomlinsky. Without faith in the child, without trust in him, all pedagogical wisdom, all methods and techniques of training and education, in his opinion, are not consistent. The basis of the teacher's success, he believed, are spiritual wealth and the generosity of his soul, the upbringing of feelings and high level general emotional culture, the ability to delve deeply into the essence of the pedagogical phenomenon.

The primary task of the teacher, noted V.A. Sukhomlinsky. is to discover the creator in every person, to put him on the path of original creative, intellectually full-blooded work. “Recognizing, revealing, revealing, nurturing, nurturing in each student his unique individual talent means raising the personality to a high level of flourishing human dignity” (Sukhomlinsky V.A. Fav. Prod.: In 5 volumes - Kyiv, 1980. - V.5. - S. 102).

Tasks of pedagogical activity.

The most common task of pedagogical activity in the educational process is to creating conditions for the harmonious development of the individual, in preparing the younger generation for work and other forms of participation in life

society. It is solved by organizing a personality-developing environment and managing various types of activities of pupils with the aim of their harmonious development. Figuratively speaking, the pedagogical process is a process in which “educational education” and “educational education” are merged (A. Diesterweg).

Organization: MBOU "School No. 6"

Location: Yamalo-Nenets Autonomous Okrug, Muravlenko

A special place in a student's life elementary school the teacher occupies, since at this age he is a model of actions, judgments and assessments for the child. From the teacher decisively depends on the acceptance of the position of the student and the motivation of educational activities, and the self-esteem of the child. If in the middle and senior classes many teachers are responsible for the implementation of the educational program, then the teacher of this class is mainly responsible for the educational program of the elementary school. That is, the extent to which the teacher himself understands the complex of tasks facing both him and the students depends on the development of the child and his success in the future.

At present, in accordance with the concept of modernization of Russian education, I direct my main efforts as a primary school teacher to the formation of the child's need for educational activity, an irrepressible desire to learn. Without thoughtful, everyday, laborious work, it is impossible to acquire knowledge. Therefore, changes aimed at the formation of key competencies have affected, first of all, primary school teachers. .

The functions of the pedagogical activity of a primary school teacher reflect how general purpose teachers, and that special social order, which is due to the specifics of the elementary school and modern requirements for it. If in the past the role of the first teacher of children was often understood narrowly as teaching schoolchildren the basics of subject knowledge and the simplest learning skills and abilities, today its functions have expanded and become comparable to the functions of a secondary school teacher. A modern elementary school teacher is at the same time a teacher, educator, organizer of children's activities, an active participant in communication with students, their parents and colleagues, a researcher pedagogical process, consultant, educator and social activist. He constantly raises the level of his professionalism and pedagogical skills, conducts a creative search for something new. Functions professional activity teachers of younger students are even wider than those of a subject teacher, since he always works class teacher and teaches more diversified academic disciplines.

The educational standard of the new generation sets new goals for the teacher. Therefore, for my students, I create conditions for independent work, for active mental activity. My task as a teacher is not just to form or develop the necessary qualities, but also to interact with the environment in which the child grows up and, becoming an adult, could take a worthy place in society. To give students the opportunity to make a choice, to argue their point of view, to be responsible for this choice, and not to give ready-made - this is the activity that more depends on the teacher, what will make it possible to succeed in the implementation of the new standards.

The student himself understands the goal, chooses solutions and evaluates the result himself. We must teach the child to quickly respond to changing conditions, to cultivate the habit of change, so that children are self-confident and do not experience a sense of fear. Development is impossible without overcoming difficulties by independent efforts or with the help of classmates or a teacher. To be ready for this, the teacher should comprehend the idea of a system-activity approach as the basis of the Federal State Educational Standard and create conditions for the formation of universal educational activities.

Over the past decades, society has undergone dramatic changes in the understanding of the goals of education and the ways of their implementation. In fact, there is a transition from teaching as a teacher presenting a system of knowledge to students to active problem solving in order to develop certain decisions; from the development of individual subjects to interdisciplinary study of complex life situations; to the cooperation of the teacher and students in the course of mastering knowledge. .

1. Modern requirements for a teacher

The modern school is a dynamic society and the most important educational and educational environment for the younger generation, which is intensively developing, modernizing, striving not only to meet the needs of the current society, but also to anticipate and form new ones. At the same time, it is influenced by and resists many negative socio-economic factors:

Unfavorable economic and socio-political situation in the country and regions, lack of funding and technical support for MOU.
Inconsistency in adherence to principles public policy in education.
The crisis of the modern family as an educational institution, the employment of parents and the abandonment of children.
Increased tension in relations between people in society, incl. interethnic disagreements and instability, etc.

And also - the content and methodological imperfection of the educational process; "unedited" formal and informal relations in school society; underestimation of the importance of developing the personal individuality of students and teachers, increased tension in interpersonal relationships in school society, etc. result in problems of building human relations and are externally activated in the form of conflicts of various kinds: between teachers and administration, between parents and teachers, teachers and children, and so on.

The term "teacher" is often understood as both a profession and social role, and the type of activity, and the orientation of the individual. .

The specialty is fixed in the qualification documents and is determined through the subject of activity. It can be narrow and wide, but, in any case, it is an arsenal of knowledge about some fragment of objective reality, which is reflected in the corresponding scientific subject(teacher, psychologist, philologist, historian, etc.).

A profession is a kind of labor activity of a person who owns a complex of special theoretical knowledge and practical skills acquired as a result of special training and work experience. The profession of a primary school teacher and a teacher in general is an activity with its own purpose, product of activity, norms and means that are determined by social function and technology. The profession serves a certain area of social activity. Within the framework of one specialty, independent professions can actually exist (subject teacher, teacher of language and literature, translator, etc.).

In the profession of a teacher there is a wide range of professions:

educator;
teacher;
school psychologist;
social teacher;
valeologist;
methodologist, etc.

Pedagogical specialty – this is a type of activity within a given professional group, characterized by a set of knowledge, skills and abilities acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the qualifications assigned. .

The field of education is interesting and important for any of us. Therefore, the professional standard of the teacher is of particular interest. new standard- this is a landmark to which we have to move, but it is not yet clear how to get closer to its implementation.

2. Social and professional functions of a primary school teacher

Pedagogical qualification is the level and type of professional readiness, which characterizes the capabilities of a specialist in solving a certain class of problems. The intensive development of primary education, a variety of alternative programs, a fundamental change in the procedural side of education highlighted the problem qualitative change personality of the teacher, his role and activities in the educational process. Today, the task of preparing a new type of primary school teacher, who has deep knowledge in the field of the psychology of learning, the development and formation of the child's personality, the organization of communication in educational activities, and also owns special knowledge and skills to implement innovative technologies into practice school life.

Creativity is the highest level cognitive activity person. Psychologists consider creativity as the most important mechanism of personality and a necessary condition for its self-regulation (manifestation of individuality, uniqueness). It is characterized by productive activity in which there is an ascent from more simple forms to more complex ones. If the teacher has abilities, motives, knowledge and skills, a product is created that is distinguished by novelty, originality, and uniqueness.

When considering the essence of pedagogical creativity, its features can be distinguished:

transformation and combination of knowledge, skills in new conditions;
ability to act independently;
the ability to comprehend pedagogical activity;
lack of a template, stencil, stereotype.

Creativity includes the creation of something new by means of specific procedures:

a) transfer of acquired knowledge and skills to a new situation;

b) independent vision of problems in an unfamiliar situation;

c) vision new feature in an already familiar object;

d) combining previously known methods in new conditions.

And here such situations are necessary, where it is required from the teacher to actively mental activity. Therefore, in order to master the technology of creative activity, it is necessary to be included in a systematic solution problematic tasks, as well as create conditions for modeling problem situations. .

The specifics of professionalism in different types of activity (professions) can be most clearly represented through a professiogram containing indications of the normative characteristics of an employee’s activities and those professionally important psychological qualities which an employee must possess in order to carry out this type of work.

The professiogram, which is taken as the basis for the qualification characteristics of a specialist, serves as the standard of the “portrait of the profession”. The latter is a state document that defines the generalized requirements for the personality and professional competence of a teacher. .

Here, according to the results of the analysis of the real educational activities primary school teachers and taking into account the development forecast general requirements presented by society to a qualified primary school teacher, as well as on the basis of a survey of employers, a professiogram of a primary school teacher was developed, which is presented through a description of the activities of a primary school teacher and consists of professional competence and a psychogram. The structural components of the professiogram are the most important for determining the content curricula and programs, and the content of professional competence makes it possible to unambiguously determine the program of professional training for students of the Pedagogical College.

In the psychological pedagogical literature There are many studies devoted to the problems of the activity and personality of the teacher. However, they are, as a rule, about the teacher in general, the general functions of pedagogical activity, overall structure pedagogical abilities, etc. Meanwhile, the teaching profession is very multifaceted and includes whole line different, albeit related, specialties, distinguished by the subject taught by the teacher and by the age of the students with whom he works. The first in this row is the primary school teacher. .

It is clear that if there is a certain specific activity, then there must be features corresponding to it in the structure of professionally important qualities of a person who chooses this activity. Therefore, in most cases, applicants for pedagogical educational institutions they think about the question of what specialty they should enter, and, becoming students, they try to develop the necessary vocational qualifications. This fully applies to those who choose the profession of a primary school teacher.

Thus, in school practice, the problem arises of the readiness of the primary school teacher to use innovations in the educational process. This problem is connected not so much with the awareness of the didactic task, thinking over the possibility of certain types of educational and cognitive activity of students, but with the professional competence, experience of the teacher, his personal qualities. The teacher is able to pass on to the students only those value orientations that belong to him. In this regard, the teacher is not just a personifier of normative activity, but also an active subject, realizing his own way of life for the benefit of society.

In modern pedagogical literature, there is no consensus on the important professional and personal qualities of a teacher that determine his pedagogical activity, and there are practically no works that consider the professionally important qualities of a primary school teacher. There is a certain contradiction in the system of training primary school teachers. On the one hand, there is a modern social order for teachers who are able to raise their level of professionalism and pedagogical skills, to conduct a creative search for something new. At the same time, the functions of the professional activity of a teacher of younger students are even wider than those of a subject teacher, since he always works as a class teacher and teaches a greater number of diversified academic disciplines. A primary school teacher is also a teacher of a special age group: junior school student sees in his teacher perfect person. On the other hand, the existing system of training these specialists does not make it possible to form a complete psychological system of activity for future specialists, so the lack of developments on the professionally important qualities of primary school teachers prevents the emergence of a “professional image”, which must be strived for and corresponded to in order to become a real professional. .

professional standard causes conflicting thoughts. Of course, the rapidly changing life puts before everyone, including the school, new tasks that have not been solved before. And immediately there is one of the main problems that the education system will face when introducing the standard, and which is highlighted in the document: “ But you can’t demand from a teacher what no one has ever taught him.”. Teachers, for the last fifteen years, going to work, do not know whether they will teach children according to yesterday's rules, or have already come up with new ones. Another experiment on the teacher and the school? It is also alarming that each teacher should have a very broad profile. Of course, the expanding list of problems in society entails the expansion of activities, knowledge, and competencies that a teacher must possess and effectively implement them. But why should a teacher conduct psychological diagnostics? I agree, pedagogical - yes, but psychological should be carried out by a psychologist. A subject teacher should not be a generalist, otherwise what kind of specialist is he? It is unrealistic to use the ability to assess "willingness to interact with other specialists within the framework of the psychological, medical and pedagogical consultation" or "the ability to read the documentation of specialists (psychologists, defectologists, speech therapists, etc.)"(Part 3. Items 4, 5). How can the teacher be relieved if he is faced with the problem of reporting on the criteria for evaluating the item on the family, expressed in the requirement for the teacher “to be able to support the constructive educational efforts of parents (persons replacing them) of students, to involve the family in solving issues of raising a child”?(Part 2. Item 14). But the requirements for the teacher "Knowledge of the fundamental principles family relations that allow you to work effectively with the parent community"(Part 3. Item 20), as one of the personal mandatory characteristics of a teacher, I think it will help to unite the efforts of teachers and parents in raising children. .

The teaching profession implies the following values:

Altruistic - to be useful to society.
Values associated with the specifics of work - the ability to communicate with children, teach a favorite subject.
Various types of rewards.
Self-expression - to create, apply your abilities, etc.

The development of a teacher's personality is impossible without self-determination; the presence of one's position in life, one's worldview, the ability to understand oneself and others. The teacher develops positions, and they are reflected in the motives for their pedagogical activity.

In his work, the teacher first adapts, adapting his individual characteristics to the conditions of his workplace, as a result of which he develops an individual creative style of activity. Here we see how the personality of the teacher as a whole changes, i.e. the process of his professionalization (this is the acquisition of professional features and habits that are characteristic of representatives of this profession, as well as the development of a certain way of thinking and communication).

In connection with professionalization, the teacher develops certain properties and qualities of the personality, here there are changes in the very process of his professional activity. This leads to a certain freedom in the performance of their activities and in achieving the desired result. And here the personality of the teacher is the cause of all the changes. .

And since the individual style of activity is formed and changed under the influence of the individual, this can be characterized as a personal style of activity. This style reflects all previous human activity, and changes in activity are connected due to the diversity of the teacher's life path. And this is something new, something of its own, connected with the interests of the teacher himself, therefore, the formation of style is a complex dynamic process. This process, when significant differences are found in habitual and familiar behavior, which are associated with the introduction of a new, original, into an already familiar situation, is associated with the formation of the creative style of the teacher (personality).

Motivational and personal attitude to the profession and their activities is associated with professional self-improvement. This is the basis for the creativity and advancement of the teacher in socially. Here for him special meaning acquires its subjectivity.

The personal development of the teacher is the core factor of his pedagogical work. The main areas of his activity are actually pedagogical activity, pedagogical communication and his personal qualities - they are all interconnected and mutually influencing each other. Their development is especially influenced by the activity of the teacher, his subjective position, which is presented as the main component in the personal structure of the teacher (according to A.K. Markova).

"The professional standard of a teacher is a framework document that defines the basic requirements for his qualifications"(characteristic of the standard) With all the serious and partly justified claims of the public to the quality of the work of teachers, no one doubts that the teacher is a creative profession, incompatible with strict restrictions and patterns. The brightest successful teachers, a magical meeting with which leaves an indelible mark on the life of a young person, have always gone beyond the standards, educating, first of all, by the scale of their personality. Unheard of luck for children and their parents when fate gives such a teacher. That is why any talk about the introduction of standards in the field of education is perceived by the creative layer of society, the most interested in quality education their children as a system of strict taboos and restrictions followed by bureaucratic control and therefore cause psychological rejection. So what is the purpose of developing and then approving a professional standard? If this is done to simplify and facilitate the control function, which any bureaucratic system is prone to, then the formalization of requirements for the teacher and the petty regulation of his work cannot be avoided. In my opinion, the meaning of developing a teacher's professional standard is different: a professional standard is a tool for implementing an education strategy in a changing world. The standard is published for general discussion - this is wonderful. We are offered a dialogue. Therefore, I will express my opinion on some points. - In terms of the educational activities of the teacher, the “standard” describes 18 points of requirements, while in terms of academic work(after all, the main one) - only 7. As if all this is not used by teachers in the educational process, and educational work only the "educational work" allocated in separate hours of the pedagogical load is carried out. The developers of the "standard" do not agree with pedagogy and psychology - for them "educational activity" and "educational work" are different concepts. It would be appropriate to recall the classics of pedagogy, Kapterev, Ushinsky, Makarenko, psychologists Galperin, Talyzina, Leontiev and other luminaries of domestic (and not only) science who did not separate education from training, because these concepts are inseparable, according to scientists. - The developing function of the subject has turned into a killer cognitive interest. are shrinking study hours in primary school In Russian, literary reading, mathematics for the sake of "general developmental" subjects, as if these subjects do not develop or educate anything. Without knowledge in these subjects, we will not be able to ensure the development of the ability to learn (universal learning activities) to the level necessary for studying in basic school. Therefore, it is necessary to legally establish the Professional Standard of the teacher, "is intended, first of all, to liberate the teacher, to give a new impetus to his development." But it would be necessary first to calculate at least the working week of the teacher. How much time does he spend on preparing for lessons, checking notebooks, working with parents, students, methodological and other meetings, reporting, developing various plans and programs, extra classes with lagging behind, gifted, extra-curricular activities at the school, district, city level, NOU, holding meetings, parent committees, individual interviews, etc. At the same time, everything was assigned to the teacher. Literally responsible for everything: education, upbringing, employment of the child around the clock. How much does a teacher have left personal life, rest, health? But an intelligent, cultured teacher is worth a lot, and his quality is different. .

Conclusion

The professional feature of the modern teacher is that at present his work is acquiring a leading, project-based character and, as a result, the central requirement for professional qualities the teacher becomes mastering the technology of designing the content, methods, forms, means of education in accordance with the goals and priorities set by the state.

For the first time in Russian education, the concept and content of a teacher's professional standard is being developed. The professional standard is designed to increase motivation teaching staff to work and the quality of education. The professional standard of a teacher is intended to establish uniform requirements for the content and quality of professional pedagogical activity, to assess the level of qualifications of teachers when hiring and during certification, career planning; for the formation of job descriptions and the development of federal state educational standards for teacher education. .

School reform continues, and the teacher, who is at the center of school life, remains its main driver. The role of the teacher is increasing, and the requirements for his professional qualities are growing.

At the same time, the school and the teacher are faced with new difficulties and insufficient attention from society. The prestige of the teaching profession has been reduced.

In these difficult conditions, the pedagogical field needs not just professionals, but real devotees of their work, bright personalities who are able to overcome the difficulties that arise and work creatively. At the same time, it is necessary that not just a few, not only leaders and innovators become such personalities. It is necessary that the mass teacher rise to a higher level of professional and personal development. .

Personality, as you know, is formed in activity, and above all in leading activity. For the teacher, this is pedagogical activity, the development of which begins during the period of vocational training. Pedagogically purposeful activity “generates” (A.N. Leontiev) the necessary professional and personal qualities, which then ensure success professional labor.

A single chain of two links is created: “from activity to personality” and “from personality to activity”. So that it does not tear, it is necessary to ensure the unity of activity and personal approaches in vocational training. And in order to fully implement both approaches, we need a systematic approach. Only holistic modern system professional training will solve the problem of training teachers at the required quality level, because it is the system principle that makes it possible to form a complete psychological system of activity in future specialists and achieve interaction between personality and activity. .

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Analyzing the possible future, Academician N.N. Moiseev wrote: “Humanity has come to the threshold, beyond which a new morality, and new knowledge, a new mentality are needed, new system values. They will be created by a teacher ... the one who creates a system for the formation, preservation and development of collective knowledge, morality and memory of the people, the transfer of everything accumulated to the next generations, and all people who are able to bring elements of spiritual anxiety into the world for their future and the future of their people, and in the present conditions - and the future of the planetary civilization. That's why the teacher.... becomes the central figure of society, the central character of the unfolding human drama.

The concretization of the purpose, content and result of the professional activity of a modern teacher depends on many sociocultural factors. Features of the modern world - the uncertainty of the future, the dynamic change of life, the emergence of new technologies and means of communication, the plurality of culture, the absence of canons in culture, art and behavior , approval of a new cultural type of personality, meaningful transformation of Knowledge, social problems and changes in the situation on the labor market development information technologies determine those factors that influence the generation of new pedagogical theories and educational initiatives. In view of this, it also changes language of description of pedagogical activity, which reflects the new characteristics goals, content, methods and results of education.

Ø We hope that you will be interested to know that….

The term "competence", according to the Webster dictionary, appeared in 1596. However, the period of its use in the theory and practice of education is relatively short. The term came into scientific and practical use from N. Chomsky's American linguistics.

Competence-based education (CBE) theories have also been formed since the 1970s. At the same time, fundamentally new models of professional activity were developed, since it became obvious that subject knowledge and skills do not cover the full range of educational outcomes required for successful professional, political, social and economic development. Subject knowledge captures ideas about effective professional work in this moment, not taking into account that in the near future ideas about professionalism may change; more than long time remain critical thinking, ability to learn, a person's readiness for systemic changes in his professional field. These qualities of university graduates are also noted by employers as a condition for success in work.

In modern domestic literature, two terms are used denoting English word"Competence" - competence and competence. In English, this is one term, and in Russian - two. What translation is more accurate, correct in use? Without delving into the philological details of the question posed, we will try to answer it in the language of modern scientific pedagogical research. In modern scientific research competence is denoted as the ability of a person to carry out complex culturally appropriate types of actions. This understanding is based on the definition of J. Raven: competence is special ability, necessary to perform a specific action in a specific subject area, including highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one's actions.

The concept of "competence" means a range of issues in which a person (competent) has knowledge and experience. Competence is considered as the basis (base) for further formation and development of competence.

Summarizing the results of domestic and foreign studies, we can list the main requirements that a modern teacher should have:

· ability to recognize see" student diversity and the complexity of the educational process,

· ability respond to different needs students, to carry out an individual approach to each student,

· ability to improve the learning environment, create favorable climate

· understand different contexts(social, cultural, national, etc.), in which training takes place

· ability to generate new ideas to anticipate new needs and requirements of education,

· ability be responsible for the quality of their work.

The list can be continued, but in this case it will take most magazine. I will only mention that “compiling such a list”, taking into account the achievements of the best world practices, one should not forget the domestic traditions of teacher training. In Russia, a teacher has always been more than a bearer of certain official duties, certain labor functions. He was perceived in society as a Friend, Helper, Mentor. Is it possible to “include” in the list of qualification requirements the act of Janusz Korchak, or the daily work of Vasily Alexandrovich Sukhomlinsky, “whose heart was given to children”, or the work with children in besieged Leningrad of our famous VikNikSor from the Republic of ShKID - Viktor Nikolaevich Soroka-Rossinsky?

The teacher's oath, taken at the European Forum for Freedom in Education, which took place in St. Petersburg in May 1997, contains the following words:

ü I swear to respect child's personality,

ü I swear not to break, but to strengthen his will,

ü I swear to open the way to the knowledge of the world as it is, I swear that I will not leave him in this knowledge without hope,

ü I swear that I will teach him the service of truth and tolerance for error,

ü I swear that I will show him how to find happiness in small things, and I will try to put in his soul the desire for the best ... ..

EXERCISE

Analyze the following texts.

Modern Requirements to the primary school teacher

Full name Minlibayeva Natalya Viktorovna

Position primary school teacher

Organization Municipal budgetary educational institution"School No. 6"

City Muravlenko

Bibliography

1. Modern requirements for a teacher 4

2. Social and professional functions of a primary school teacher 6

Conclusion 14

References 16

Introduction

A teacher occupies a special place in the life of an elementary school student, since at this age he is a model of actions, judgments and assessments for a child. The acceptance of the student's position and the motivation for learning activities, as well as the child's self-esteem, are decisively dependent on the teacher. If in the middle and senior classes many teachers are responsible for the implementation of the educational program, then the teacher of this class is mainly responsible for the educational program of the elementary school. That is, the extent to which the teacher himself understands the complex of tasks facing both him and the students depends on the development of the child and his success in the future.

The functions of the pedagogical activity of the primary school teacher reflect both the general purpose of the teacher and the special social order that is determined by the specifics of the primary school and modern requirements for it. If in the past the role of the first teacher of children was often understood narrowly as teaching schoolchildren the basics of subject knowledge and the simplest learning skills and abilities, today its functions have expanded and become comparable to the functions of a secondary school teacher. A modern elementary school teacher is at the same time a teacher, educator, organizer of children's activities, an active participant in communication with students, their parents and colleagues, a researcher of the pedagogical process, a consultant, an educator and a social activist. He constantly raises the level of his professionalism and pedagogical skills, conducts a creative search for something new. The functions of the professional activity of a teacher of younger schoolchildren are even wider than those of a subject teacher, since he always works as a class teacher and teaches a greater number of diversified academic disciplines.

The educational standard of the new generation sets new goals for the teacher. Therefore, for my students, I create conditions for independent work, for active mental activity. My task as a teacher is not just to form or develop the necessary qualities, but also to interact with the environment in which the child grows up and, becoming an adult, could take a worthy place in society. To give students the opportunity to make a choice, to argue their point of view, to be responsible for this choice, and not to give it ready-made - this is the activity that depends more on the teacher, something that will make it possible to achieve success in the implementation of new standards.

Over the past decades, society has undergone dramatic changes in the understanding of the goals of education and the ways of their implementation. In fact, there is a transition from teaching as a teacher presenting a system of knowledge to students to active problem solving in order to develop certain solutions; from the development of individual subjects to interdisciplinary study of complex life situations; to the cooperation of the teacher and students in the course of mastering knowledge. .

Modern requirements for a teacher

1) Unfavorable economic and socio-political situation in the country and regions, lack of funding and technical support for MOU.

2) Inconsistent observance of the principles of state policy in education.

3) The crisis of the modern family as an educational institution, the employment of parents and the abandonment of children.

4) Increased tension in relations between people in society, incl. interethnic disagreements and instability, etc.

And also - the content and methodological imperfection of the educational process; "unedited" formal and informal relations in school society; underestimation of the importance of the development of the personal individuality of students and teachers, increased tension in interpersonal relations in the school society, etc. result in problems of building human relations and are externally activated in the form of various kinds of conflicts: between teachers and administration, between parents and teachers, teachers and children, and etc.

The concept of "teacher" is often understood as a profession, and a social role, and a type of activity, and an orientation of a person. .

The specialty is fixed in the qualification documents and is determined through the subject of activity. It can be narrow and wide, but, in any case, it is an arsenal of knowledge about some fragment of objective reality, which is reflected in the corresponding scientific subject (teacher, psychologist, philologist, historian, etc.).

In the profession of a teacher there is a wide range of professions:

Educator; - teacher; - school psychologist; - social teacher;

Valeologist; - methodologist, etc.

The field of education is interesting and important for any of us. Therefore, the professional standard of the teacher is of particular interest. The new standard is a landmark to which we have to move, but it is not yet clear how to get closer to its implementation.

Social and professional functions of a primary school teacher

Pedagogical qualification is the level and type of professional readiness, which characterizes the capabilities of a specialist in solving a certain class of problems. The intensive development of primary education, the variety of alternative programs, the fundamental change in the procedural side of education brought to the fore the problem of a qualitative change in the personality of the teacher, his role and activity in the educational process. Today, the task of training a new type of primary school teacher, who has deep knowledge in the field of the psychology of learning, the development and formation of the child's personality, the organization of communication in educational activities, and also possesses special knowledge and skills for introducing innovative technologies into the practice of school life, becomes relevant.

Creative activity is the highest level of human cognitive activity. Psychologists consider creativity as the most important mechanism of personality and a necessary condition for its self-regulation (manifestation of individuality, uniqueness). It is characterized by productive activity in which there is an ascent from simpler forms to more complex ones. If the teacher has abilities, motives, knowledge and skills, a product is created that is distinguished by novelty, originality, and uniqueness.

When considering the essence of pedagogical creativity, its features can be distinguished:

Transformation and combination of knowledge, skills in new conditions;

Ability to act independently;

The ability to comprehend pedagogical activity;

The absence of a template, stencil, stereotype.

Creativity includes the creation of something new by means of specific procedures:

a) transfer of acquired knowledge and skills to a new situation;

b) independent vision of problems in an unfamiliar situation;

c) seeing a new function in an already familiar object;

d) combining previously known methods in new conditions.

And here such situations are necessary, where active mental activity is required from the teacher. Therefore, in order to master the technology of creative activity, it is necessary to be involved in the systematic solution of problematic tasks, as well as to create conditions for modeling problem situations. .

The specifics of professionalism in different types of activity (professions) can be most clearly represented through a professiogram containing indications of the normative characteristics of an employee’s activity and those professionally important psychological qualities that an employee must possess to carry out this type of work.

Here, based on the results of the analysis of the actual educational activity of a primary school teacher and taking into account the forecast for the development of the general requirements imposed by society on a qualified primary school teacher, as well as on the basis of a survey of employers, a primary school teacher's professiogram was developed, which is presented through a description of the activities of a primary school teacher and consists from professional competence and psychogram. The structural components of the professiogram are the most important for determining the content of curricula and programs, and the content of professional competence makes it possible to unambiguously determine the program of vocational training for students of the pedagogical college.

In the psychological and pedagogical literature there are many studies devoted to the problems of the activity and personality of the teacher. However, they are usually talking about the teacher in general, the general functions of pedagogical activity, the general structure of pedagogical abilities, etc. Meanwhile, the teaching profession is very multifaceted and includes a number of different, albeit related, specialties allocated by the subject taught by the teacher and by the age of the students with whom he works. The first in this row is the primary school teacher. .

It is clear that if there is a certain specific activity, then there must be features corresponding to it in the structure of professionally important qualities of a person who chooses this activity. Therefore, in most cases, applicants to pedagogical educational institutions think about the question of what specialty they should enter, and, becoming students, they try to develop the necessary vocational qualifications. This fully applies to those who choose the profession of a primary school teacher.

Thus, in school practice, the problem arises of the readiness of the primary school teacher to use innovations in the educational process. This problem is connected not so much with the awareness of the didactic task, thinking over the possibility of certain types of educational and cognitive activity of students, but with the professional competence, experience of the teacher, his personal qualities. The teacher is able to convey to the students only those value orientations that are inherent in him. In this regard, the teacher is not just a personifier of normative activity, but also an active subject, realizing his own way of life for the benefit of society.

In modern pedagogical literature, there is no consensus on the important professional and personal qualities of a teacher that determine his pedagogical activity, and there are practically no works that consider the professionally important qualities of a primary school teacher. There is a certain contradiction in the system of training primary school teachers. On the one hand, there is a modern social order for teachers who are able to raise their level of professionalism and pedagogical skills, to conduct a creative search for something new. At the same time, the functions of the professional activity of a teacher of younger students are even wider than those of a subject teacher, since he always works as a class teacher and teaches a greater number of diversified academic disciplines. A primary school teacher is also a teacher of a special age group: a younger student sees an ideal person in his teacher. On the other hand, the existing system of training these specialists does not make it possible to form a complete psychological system of activity for future specialists, so the lack of developments on the professionally important qualities of primary school teachers prevents the emergence of a “professional image”, which must be strived for and corresponded to in order to become a real professional. .

The professional standard is controversial. Of course, the rapidly changing life puts before everyone, including the school, new tasks that have not been solved before. And immediately there is one of the main problems that the education system will face when introducing the standard, and which is highlighted in the document: “ But you can’t demand from a teacher what no one has ever taught him.”. Teachers, for the last fifteen years, going to work, do not know whether they will teach children according to yesterday's rules, or have already come up with new ones. Another experiment on the teacher and the school? It is also alarming that each teacher should have a very broad profile. Of course, the expanding list of problems in society entails the expansion of activities, knowledge, and competencies that a teacher must possess and effectively implement them. But why should a teacher conduct psychological diagnostics? I agree, pedagogical - yes, but psychological should be carried out by a psychologist. A subject teacher should not be a generalist, otherwise what kind of specialist is he? It is unrealistic to use the ability to assess "willingness to interact with other specialists within the framework of the psychological, medical and pedagogical consultation" or "the ability to read the documentation of specialists (psychologists, defectologists, speech therapists, etc.)" (Part 3. Items 4, 5). How can the teacher be relieved if he is faced with the problem of reporting on the criteria for evaluating the item on the family, expressed in the requirement for the teacher “to be able to support the constructive educational efforts of parents (persons replacing them) of students, to involve the family in solving issues of raising a child”? (Part 2. Item 14). But the requirements for the teacher "knowledge of the basic laws of family relations, allowing you to work effectively with the parental community"(Part 3. Item 20), as one of the personal mandatory characteristics of a teacher, I think it will help to unite the efforts of teachers and parents in raising children. .

The teaching profession implies the following values:

Altruistic - to be useful to society.

Values associated with the specifics of work - the ability to communicate with children, teach a favorite subject.

Various types of rewards.

Self-expression - to create, apply your abilities, etc.

Motivational and personal attitude to the profession and their activities is associated with professional self-improvement. This is the basis for creativity and promotion of the teacher in social terms. Here, his subjectivity acquires special significance for him.

The personal development of the teacher is the core factor of his pedagogical work. The main areas of his activity - the actual pedagogical activity, pedagogical communication and his personal qualities - all of them are interconnected and mutually influencing each other. Their development is especially influenced by the activity of the teacher, his subjective position, which is presented as the main component in the personal structure of the teacher (according to A.K. Markova).

"The professional standard of a teacher is a framework document that defines the basic requirements for his qualifications" (characteristic of the standard) With all the serious and partly justified claims of the public to the quality of the work of teachers, no one doubts that the teacher is a creative profession, incompatible with strict restrictions and patterns. The brightest successful teachers, a magical meeting with which leaves an indelible mark on the life of a young person, have always gone beyond the standards, educating, first of all, by the scale of their personality. Unheard of luck for children and their parents when fate gives such a teacher. That is why any talk about the introduction of standards in the field of education is perceived by the creative layer of society, which is most interested in the quality education of its children, as a system of strict taboos and restrictions, followed by bureaucratic control, and therefore cause psychological rejection. So what is the purpose of developing and then approving a professional standard? If this is done to simplify and facilitate the control function, which any bureaucratic system is prone to, then the formalization of requirements for the teacher and the petty regulation of his work cannot be avoided. In my opinion, the meaning of developing a teacher's professional standard is different: a professional standard is a tool for implementing an education strategy in a changing world. The standard is published for general discussion - this is wonderful. We are offered a dialogue. Therefore, I will express my opinion on some points. - In terms of the educational activities of the teacher, the “standard” describes 18 points of requirements, while in terms of educational work (after all, the main one) - only 7. As if all this is not used by teachers in the educational process, and educational work is carried out only by the allocated in separate hours of pedagogical workload "educational work". The developers of the "standard" do not agree with pedagogy and psychology - for them "educational activity" and "educational work" are different concepts. It would be appropriate to recall the classics of pedagogy, Kapterev, Ushinsky, Makarenko, psychologists Galperin, Talyzina, Leontiev and other luminaries of domestic (and not only) science who did not separate education from training, because these concepts are inseparable, according to scientists. - The developing function of the subject has turned into a killer of any cognitive interest. Teaching hours in the primary grades in the Russian language, literary reading, and mathematics are being reduced in favor of "general developmental" subjects, as if these subjects do not develop or educate anything. Without knowledge in these subjects, we will not be able to ensure the development of the ability to learn (universal learning activities) to the level necessary for studying in basic school. Therefore, it is necessary to legally establish the Professional Standard of the teacher, "is intended, first of all, to liberate the teacher, to give a new impetus to his development." But it would be necessary first to calculate at least the working week of the teacher. How much time does he spend on preparing for lessons, checking notebooks, working with parents, students, methodological and other meetings, reporting, developing various plans and programs, additional classes with lagging behind, gifted, extracurricular activities at the school, district, city level, NOU, holding meetings, parent committees, individual interviews, etc. At the same time, everything was assigned to the teacher. Literally responsible for everything: education, upbringing, employment of the child around the clock. How much does a teacher have for personal life, recreation, health? But an intelligent, cultured teacher is worth a lot, and his quality is different. .

Conclusion

The professional feature of a modern teacher is that at present his work is acquiring a leading, design character and, as a result, mastering the technology of designing the content, methods, forms, means of education in accordance with the goals and priorities set by the state is becoming the central requirement for the professional qualities of a teacher. .

For the first time in Russian education, the concept and content of a teacher's professional standard is being developed. The professional standard is designed to increase the motivation of teachers to work and the quality of education. The professional standard of a teacher is intended to establish uniform requirements for the content and quality of professional pedagogical activity, to assess the level of qualifications of teachers when hiring and during certification, career planning; for the formation of job descriptions and the development of federal state educational standards for teacher education. .

At the same time, the school and the teacher are faced with new difficulties and insufficient attention from society. The prestige of the teaching profession has been reduced.

A single chain of two links is created: “from activity to personality” and “from personality to activity”. So that it does not tear, it is necessary to ensure the unity of the activity and personal approaches in vocational training. And in order to fully implement both approaches, we need a systematic approach. Only a holistic modern system of vocational training will solve the problem of training teachers at the required quality level, because it is the system principle that makes it possible to form a complete psychological system of activity in future specialists and achieve interaction between personality and activity. .

Bibliography

Vavilov Yu.P. On the pedagogical abilities of a primary school teacher // Diagnostics of cognitive abilities. Yaroslavl: YAGPI, 2006. S.18-25.

Gurevich K.M. Professional suitability and basic properties of the nervous system. M.: Nauka, 2010. 272 p.

Carnegie D. How to win friends and influence people. M.: Progress, 2010. 283 p.

Klimov E.A. Introduction to the psychology of work. M.: MGU, 2008. 157 p.

Kuzmina N.V. Essays on the psychology of teacher's work. L.: LGU, 2007. 183 p.

New pedagogical thinking / Ed. A.V. Petrovsky. M.: Pedagogy, 2009. 280 p.

Fundamentals of Pedagogical Excellence / Ed. I.A. Zyazyun. Moscow: Education, 1989. 302 p.

Problems of transition to a multilevel system of teacher education: Proceedings of the All-Russian Conference. Kaluga: KSPI, 2012. 81 p.

Fridman L.M. Pedagogical experience through the eyes of a psychologist. Moscow: Education, 2007. 224 p.

Shadrikov V.D. Problems of systemogenesis of professional activity. M.: Nauka, 2012. 185 p.

Modern education in the world is the most massive type of human activity. Education is becoming the main business of life for the vast majority of young and middle-aged people who study throughout their active professional life.
Russian society puts forward a very definite social order for the training of specialists. This order is formulated in the report of the State Council of the Russian Federation "On educational policy Russia at the present stage”: “A developing society needs modernly educated, moral, enterprising people who can independently make decisions of choice, are capable of cooperation, are distinguished by mobility, constructiveness, and are ready for intercultural interaction.”
The ongoing changes in modern Russian society require an adequate modernization of the education system to meet the needs of society and the state in the training of new generation professionals.
The state of pedagogical activity is characterized by the transition to work according to federal state educational standards (hereinafter referred to as GEF), which put forward new social requirements for the education system. What should a school be like in order to fulfill the task assigned to it by the state? A.A. Fursenko defined this with the words: "We must prepare the child for future life so that he is a successful person, no matter how he learns. "The introduction of the GEF is new stage modernization Russian education. Its concept dictates new requirements for the personality of the teacher as a key figure transformative activities in the field of education. Currently, significant innovations in the field of organization, content and technology of teacher education do not provide the level of personal and professional readiness of the teacher for creativity, acceptance non-standard solutions, interaction with students, the manifestation of initiative, activity in activities that would correspond to the process of updating the target, content and procedural characteristics of education. A new teacher should come to the updated education system, with a new type of thinking, capable of realizing the tasks put forward by the Federal State Educational Standard.

Topical issues of the introduction of the Federal State Educational Standard:

- New targets. To achieve results, a new pedagogical toolkit is required. Make it old pedagogical ways impossible, which means that teachers need not only to change the elements of the pedagogical system, but also to revise the entire system of their activities, learn to design a lesson in the logic of educational activities: situation - problem - task - result. The teacher should build the lesson in such a way that he teaches how to solve problems. The standard also gives the teacher an understanding of the result, on the basis of which he will build the educational process.
-Manufacturability of activity. The teacher must build educational and educational activities technologically, understand the logic and structure of this activity. The key technologies designed to ensure the achievement of new educational results are the technology of organizing student project activities, the technology of problem-based (problem-dialogic) learning, information communication technologies, technology for evaluating educational achievements. Today, the teacher ceases to be the bearer of "objective knowledge".

Its main task is to motivate students to show initiative and independence in discovering new knowledge, finding ways to apply it in solving various problematic problems. Thus, on the one hand, students have an interest in new material, disinterested cognitive motivation, on the other hand, students achieve a true understanding of the material. The fact that self-acquired knowledge is especially strong does not require proof.

- The basis of the standard is a system-activity approach to teaching. This forces us to reconsider the ways of interaction with the student in the cognitive process. The purpose of education is not to transfer a certain amount of knowledge, but to create conditions for the maximum development of the child's individuality, his abilities, inclinations, and interests. The content of education in this regard is selected on the basis of the allocation of competencies that are necessary for each person. The role of the teacher is also changing: from a "translator" of information, he turns into an organizer of the student's activities. Accordingly, the student does not just sit, listen and reproduce the information received in the lesson, but becomes an active participant in the acquisition and development of this information. The student must become the subject of activity. Teacher and psychologist V.V. Davydov wrote: "It is high time to change the goal of education - not just to give practical skills, but to teach how to learn"

-Organization of control and evaluation activities. A new understanding of educational outcomes determines the need to update the traditional evaluation activities of the teacher. Effective assessment activity requires the following competencies:

Ability to select and apply modern educational technologies and assessment technologies that are adequate to the goals set (Portfolio technology, student learning achievement assessment technology, etc.);

Correctly apply a variety of assessment scales and procedures (comprehensive final work, tiered approach to the presentation of planned results, etc.);

Build student self-esteem.

-Organization of extracurricular activities. Due to it, the space of interaction between the participants in the educational process is expanding, it becomes possible to organize design and search work. Extracurricular activities allows you to create conditions for the student to master other non-educational activities that will teach him to solve problems, develop his individual abilities and capabilities. Russian psychologist A.N. Leontiev said: "The grief of our education lies in the fact that in our education there is an impoverishment of the soul when enriched with information."

In the conditions of modernization of the education system, the teacher is still its main driver and, therefore, raising the level of his professionalism is an indispensable condition for this process. The teaching profession, although it is a mass profession, is still a special mass profession. Its role is increasing, and at the same time, the requirements for its professional qualities are growing. In the pedagogical field, not just professionals are needed, but real devotees of their work, bright personalities who are able to overcome the difficulties that arise and work creatively. At the same time, it is necessary that not just a few, not only leaders and innovators become such personalities. It is necessary that the mass teacher rise to a higher level of professional and personal development.

The structure of professionally important pedagogical qualities can be represented in following form:
1. Professional Competence allows the teacher constantly improve, seek new knowledge. He should not be a translator of knowledge, not a "tutor", but a person who is able to

design the educational environment of the child, class, school. Not to mention the fact that he must be an active user of information and communication learning technologies. "Mature" professional competence will allow to change the position of the teacher from leading to accompanying.

2. Capabilities

Pedagogical abilities provide the accumulation of fruitful information about students, allowing the use of "creative" suggestion, stimulating the formation of self-control and self-regulation, thereby providing the student's need for self-development and self-affirmation.

Pedagogical inability is manifested in the fact that the teacher is insensitive to the needs and abilities of the student, to his strongest aspects of personality, activity, system of relationships, abilities. Such a teacher in the learning process does not accumulate fruitful information that provides a "creative" suggestion.

It is due to the specific sensitivity to the object, means, conditions of activity and finding productive models for achieving the desired results that human abilities act as the most important prerequisite for the success of pedagogical work.

The level of abilities can be judged by the level of performance.

If several abilities are harmoniously combined in the structure of the teacher's personality with the leading role of pedagogical ones, then we can talk about the talent of the teacher. The combination of abilities ensures the achievement of very high results in pedagogical work.

3. Personal qualities

A modern teacher should be distinguished by the moral and civic qualities of a teacher as a person of his time. Teachers must understand that their key purpose is to educate the citizens of Russia. Let us recall the semantics of the word "education" - the transmission of an image. The teacher himself must be the bearer of the image of a person, people, country and convey this image young generation.
Hence, it is necessary to recognize as a priority not the tasks of transferring professional knowledge, but, first of all, the education of spiritual and valuable, creative relations of the teacher to the world, the skills of interaction with students on humanistic principles as the basis of his moral culture. Only a morally educated teacher can fulfill the tasks of moral education of young people. Such a task should be singled out as a priority in the system of professional activity of a teacher in a general education institution.

4 .Professional self-awareness - these are character traits and intellectual abilities necessary for the implementation of professional activities. Especially important place occupies today psychological readiness and the intellectual ability of the teacher to master the necessary innovative competencies and apply them in their professional activities.

Thus, at the present time - the time of rapid informatization of education - the professional self-awareness of the teacher becomes an indispensable condition for his development as a professional.

And here is how the image of a professional teacher is formed in the mind of a modern student:

A professional teacher combines the traditional approach and brings its own innovations to the learning process.

This is a man who can find mutual language with students, approach to everyone, to interest and fall in love with students in their subject.

Professional teacher means competent, willing to teach, a wise man; he must love his subject and his students.

First of all, a professional teacher must have simple human qualities: kindness, understanding, to teach not only the sciences, but also life, to be a spiritual mentor.

One cannot but agree that this collective portrait of a teacher

professional through the eyes of graduates fully meets the requirements that not only the new educational standard imposes on the teacher, but also the time. Let's remember the important Right words Russian teacher, the founder of scientific pedagogy in Russia, Konstantin Dmitrievich Ushinsky, “In the matter of education and upbringing, in the whole school business, nothing can be improved without the head of a teacher. The teacher lives as long as he learns. As soon as he stops learning, the teacher in him dies.” I wish all teachers healthy ideas and healthy children's souls!