Terms of development of the teacher. Theme of the lesson: "Vocational and Personal Formation of the Teacher"
What an individual trajectory of personal-professional development will arise in the life of a particular teacher depends on both the internal conditions (human qualities and the circumstances of fate) and the external, which can be viewed on the state, regional, sectoral and institutional levels. You can talk about different periods of social demand. pedagogical profession, about the degree of material remuneration for pedagogical labor, which for the same state in different regions can be different, about various working conditions and equipment of OU, on the quality of the regulatory framework, quality of management, quality of social and professional environment in which it works Teacher. The integration of external and internal, certainly more significant, the conditions determines the nature of the personal development, both a separate teacher and the professional team. educational institution. The pedagogical community of the region and the state. Professional success depends on both the person himself and the social environment in which he lives and worries.
Law normal distribution Symptoms push on the conclusion that part of people with any social conditions Supervitative activity and initiative in the professional sphere will be exercised, some people will always strive to avoid labor activity, and the rest of the people will act depending on the situation.
Internal conditions can be distinguished, characterizing the personality of a specialist and external conditions that contribute to the formation of professional maturity. The significance of the internal conditions, personal characteristics is definitely higher than external conditions, but the latter can increase the number of carriers of the desired personal qualities of the professional.
According to the general synergistic patterns of the development of complex systems, the internal activity of the system is always more significant to ensure livelihoods than those surrounding its conditions. V.A. Petrovsky believes that "Activities can be defined as the unity of the targeted and king-making activity of a person who sells and developing the system of its relations to the world." For Rubinstein S.L. Activities - one of the forms of human activity, and Abulkhanova-Slavskaya K.A. It believes that activities proceed from the need for subject, and activity is from the need for activities. Activity as a universal property of a living may have a different strength and direction, including professional activities. Eliminate adaptive and non-adaptive activity. Adaptive activity is aimed at adaptation to the external environment. Nonadaptive activity is associated with the ability of the subject "Going beyond the situational moments that are necessary to achieve any goal". The introduction of innovations is always associated with overcoming, not understanding, resistance, therefore, it is important for a specialist engaged in innovative activity to exercise in the professional sphere both adaptation and non-adaptation activity that ensures advanced development.
Batishchev G.S. Justles significance to the professional development of the ability to a permanent attitude to the world, to itself, which requires from a person of owning a systemic picture of the world and ahead of the predictive thinking.
Fonavarov A.R. The concepts of the concept, specialist and professional breed. The latter it determines as a person who is aware of its life destination, which is the subject of its work and owning activities in general, the results of the labor of which exceed the result embedded in the goal, aware of its moral responsibility for the consequences of the implementation of activities and having freedom in the creation of its implementation. The internal conditions of personality development covers the individual, personal and activity characteristics of the teacher, the degree of its compliance of the professional, federal professional standard and universal viability indicators: the readiness for self-organization, self-development, the presence of a humanistic value system.
A list of personal characteristics of a professional: an acmeological position, a steady motivation of achievements, supporting adaptation and non-adaptation activity, experience of successful professional activities, high performance, responsibility, the desire to make their achievements for other employees, the power of the will and the ability to relaxation, a sustainable desire for professional self-realization and self-improvement.
In the process of labor, typical (A. Masloou) and transcendental (M.Chantmikhaya) of experiences arise: a sense of harmony with a surroundings, forgetting its problems, loss of feeling like a separate person. As a result of transcendence, there are significant changes in the value-semantic sphere of personality, many problems go, psychological protection disappear. By conviction A.R. Flonarevo Akmay Achievement is not always associated with the voltage of strength. When there is no desire to achieve the goal at any cost, and the meaning of activity is the implementation of its purpose, then the achievement of AKME turns out not by the voltage of the forces, but, on the contrary, their accumulation, an increase in topical possibilities, liberty, freedom. Thus, an important internal condition for the formation of professional maturity is the awareness of the person of his destination and the possibilities of its implementation in professional activity, the ability to receive joy from the process of professional activity.
Personal and professional qualities are personal qualities that are purposefully adapted to the specifics of the profession and are steadily manifested in various professional situations. Each profession implies the existence of a certain specific complex professional Qualitiesthat allow you to work more productive and achieve higher results. For this purpose, personality qualities must be adapted or adapted, that is, supplemented by ideas about the essence and specifics of their use in this profession, as well as the development and confident use of specific techniques of external implementation in various professional situations. Only under the observance of these conditions, they become personal and professional. Each personal-professional quality function is highly efficient if it was formed on the basis of an individual, which has fully developed into personal quality in the process of assimilation social experience And the corresponding professional skills and skills have absorbed. Less effectively, if personality-professional quality is formed without a genetic predisposition, and only implemented personal quality was its basis.
Questioning of teachers of St. Petersburg and the Leningrad Region on Professional Maturity (Appendix 11) made it possible to allocate the following:
Consider themselves a professionally mature teacher 62% of all respondents (432 respondents), no - 29%, the rest are difficult with the answer;
Most teachers believe that professional maturity comes with experience and intensive care for its formation and in the system of postplomal education, that is, the need for acmeological support at all stages of continuous pedagogical education is felt by the majority of teachers;
The functions performed by teachers became more complicated and expanded compared with the recent past, according to 91.4% of respondents, and the maintenance of a high level of professionalism in 51.2% of teachers occurs due to a decrease in vacation time, leisure, health care;
Significance is noted personal qualities teacher (responsibility, mobility and adaptability, initiative and activity, tolerance, creativity and reflection, interest in life and work, understanding the significance of their work) as leading for the formation of professional maturity;
Most (97%) teachers are expressed for the inclusion of health culture in the structure of professional maturity; Typical justifications: "Only healthy person can withstand heavy loads, save nervous system, do not tear your ailment on children. The teacher, not promoting his example a culture of health, is not fully professional mature. The teacher cannot require what does not perform himself ";
The importance of pedagogical knowledge for professional activities is aware of only 25% of teachers, in contrast to the knowledge of the subject (88%), the foundations of psychology (80%), etc. Among the main reasons for the low estimate of the pedagogical knowledge are the multiplicity of the interpretations of concepts and definitions, the gap between theory and practice is , not compliance with the process of teaching and content of the subject "Pedagogy";
Among the skills necessary for professional maturity, the first place of the teachers put continuous personal-professional self-improvement (80%), but "west" are organizational and managerial skills (42%) and research skills (3.5%).
These results indicate awareness of the importance of professional maturity not only activities, but also personal and individual qualities, help simulate the conditions for increasing the number of professional-mature teachers.
The universal integrative indicator of viability (V.P. Bransky, S.D. Pozharsky) is a readiness for self-organization, including the ability of a person to self-education, self-education, self-regulation, creative self-assessment and self-affirmation. Based on the analysis of the components of the self-organization of a professional, we have developed a questionnaire (Appendix 9), which we anonymously conducted among the teachers of various categories and specialists of social support services of the population - more than 500 respondents. The highest readiness for self-organization among managers and those receiving the second higher education By specialty management. For all groups of specialists are characterized by the lowest indicators of the "self-preservation" block, including the positions of the "Day Mode", "Health Procedures", etc. The second largest problem is an innovative activity. In general, the personality characteristic operating in the "man-person" is very responsible, with a low level of claims and a person prone to emotional burnout. For teachers, another alarming problem was revealed - the absence of approximately half a clear picture of the modern world.
One of the most important conditions for the professional success of the teacher is its personal ability to self-organization and the willingness to form it from the trained (pupils). Therefore, this problem should be paid to all stages of continuous pedagogical education, and especially at the stage of adaptation of a young specialist.
External conditions contributing to the formation of professional maturity can be considered at the institutional and social levels: the conditions created at the enterprise and the conditions of the wider society (city, district, country) can also separately consider family-domestic conditions. As common external conditions of formation of professional maturity, you can allocate:
An acmeological environment prompted by a person to disclose their potential opportunities in professional activities, Wednesday, where prestigious strives for achievements, work well, to be healthy and successful personality;
Moral and material incentives for professional achievements;
Vera in the success of the employee.
Conditions of the professional environment stimulating the formation of professional maturity:
The presence of a professional maturity model, as an ideal image, to whose achievement should be sent both to the employee's own efforts and the system of continuous vocational education;
Update the content of professional education in accordance with the pace of change ambient;
Akmeological support of specialists at all stages of the professional path;
The use of acmeological technologies of management and education aimed at maximum implementation of the creative potential of a person in professional activities, on step-by-step creation mastering of algorithms of successful professional activity, including all its components (the need-motive-target-content-operation-operation-related reflection);
Motivation of the interest of each employee in the development and prosperity of the enterprise;
Ensuring opportunities to acquire success experience in professional activities to each employee;
Awareness of the interdependence of the achievement of collective and individual "acme";
Objective monitoring of the quality of professional activity.
The qualitative separation of the external conditions of personal-professional development on acmeological (stimulating development) and catabolic (braking development) makes it possible to more consciously simulate management activities. The Akmeological Collective Management Strategy, the most favorable for the formation of a young specialist, is a management technology based on human potential, orienting continuous self-development, self-improvement, creativity of all aspects educational process. The acmeological strategy is of an advanced character, relies on modeling, foresight of the future, referred to in demand in the future qualities of a specialist, on a positive vision of the future.
The catabolic management strategy slows down the development of human potential, blocks the initiative directly or indirectly, aimed at adapting to the situation, does not form interest in the formation of professional maturity of specialists. It is she who can bring a young specialist to the above considered unreasonable catabolic stages in the development, episodic decosions in professional activities, personal-professional deformations, deadaptions, emotional devastation and loss of meanings in professional activities. For this, as a rule, leaving the profession.
Depending on the management strategy, a professional environment is formed, which can be considered at the negotiation, regional and institutional levels. The professional environment of the institution includes a team, structural elements, logistics and psychological microclimate based on the dominant system of values. The qualitative characteristic of the professional environment is determined primarily by the dominant system of values \u200b\u200basked by the head. In an acmeological environment, a young specialist is prestigious to work well, to lead a healthy lifestyle, strive for higher achievements, believe in the success of its own team, each subject of the professional process.
Table 1
Comparison of management strategies
| Akmeological | Catabolic |
| - the creation of conditions for self-development and self-realization of the creative potential of a specialist in professional activity; - goal setting on the basis of higher spiritual values, taking into account the prognostic models of the development of society and education; - modeling the results of professional activity as integral indicators of the holistic personality-professional development of man; - Motivation of the need for achievements; - conceptual unity of general and situational strategies; - synergistic network interaction; - The continuity of target plants for the levels of education. | - unconditionality, mismatch and inconsistency of strategic and practical installations, activity algorithms; - Adaptive, not ahead of development strategy; - blocking the initiative of employees, excessive guardianship and fine control; - Asymmetry of the goal setting: extreme attention to one aspects of professional development and ignoring others; - provocation "slave thinking and behavior, infringement of personality and professional needs; - incomprehensibility and inconsistency of installations, orders, solutions; - lack of adaptation of official documents of higher authorities to the conditions of a real educational institution. |
A catabolic professional environment is focused on conservatism, to condemn initiative, the dominant non-humanistic system of values, the lack of orientation for development and improvement. The qualitative characteristic of the professional environment corresponds to the stage of development of the institution as a whole. If you assume that according to a synergistic approach to the study of social systems, that the breakdown periods alternate with periods of decline, regression, then in accordance with this, the change of acmeological characteristics of the professional environment to catabolic and vice versa. Thus, the diagnosis of the quality of the professional environment allows to determine the stage of development of the institution.
table 2
Comparative characteristics Professional environment
| Akmeological | Catabolic |
| - prestige of high-quality professional activity, striving for personal-professional self-improvement, healthy lifestyle, dominance of humane social values; - acmeological support of a specialist; - Network interaction (inter-sectoral and within the industry), continuity; Competitions of professional skills; - Providing modern equipment for effective professional activities; - The presence of recreation areas, relaxation and restoration of specialists. | - stressful, conflict medium; - condemnation of the desire for achievements; - appointment for senior positions less competent employees than their subordinates; - "Pottric" production system, blocking the ability to innovate or forcing them to imitate; - The situation of uncertainty and uncertainty in tomorrow; - lack of equipment necessary for high-quality professional activities; - No zones to restore performance. |
In the process of becoming professional maturity, the team also passes several consecutive stages, which should serve as guidelines when choosing the management tactics and the formation of a professional environment favorable for a young specialist. These are the following:
The organizational stage, in the course of which the emphasis is placed on the selection and admission of specialists, establish friendly interpersonal relations, forming the necessary structural units and ensuring their operation, logistics, establishing external relationships, etc.;
The stabilization stage in which the professional team and its structure is already consistently function and provide quality activities, and relationships in the team and psychological microclimate contribute to this, etc.;
Professional stage - specialists have accumulated sufficient professional experience, consistently achieve high results and are actively involved in further advanced training, they dominate acmeological value orientations, and the educational institution has acquainted confident authority in a professional and social environment;
The creative stage at which high professionalism is enhanced by creative search for new, more efficient technologies, corresponding to modern conditions, thanks to which experts benefit professional contests, protect the candidate dissertations, etc.; The institution works in the experimental site mode;
Professionally mature stage - the predominance of professionally mature specialists, their proportionate combination with the youngsters they are trained, share their experience, the institution has high authority beyond, the administration and specialists are often invited to speeches at courses and at the Institutions of advanced training, various conferences, They are celebrated by professional and government grades and awards; The institution works in mode resource Center or laboratory school;
Catabolic stage , in which the team condemns the desire for achievements, creativity, advanced training, constant quarrels and conflicts, incompetent specialists are dominant, the results of professional activity are low, the establishment of any authority, and the best experts go to other institutions.
One of the most important factors in the formation of professional maturity is a conscious self-government of a specialist by its personal-professional development. In our opinion, it is it capable of achieving high professionalism and professional maturity by each and practically guarantee the results of professional activities that fully respond state standards. From this position, the post-diploma education should be aimed at identifying the problems of continuous self-improvement of a specialist throughout its professional activities and the provision of targeted and specific assistance in their resolution.
The recession and lifting periods in the effectiveness of professional activity are characteristic of both a separate specialist and for the "working team", therefore the introduction of the concepts of "Individual Personal Professional Trajectory of Development" and "Trajectory of Professional Development of Labor Team" allows you to study the relationship and interdependence of these phenomena, Identify the patterns and mechanisms of synergistic interaction on the way to individual and collective professional "acme".
Studying the patterns of development of complex biological and social systems actualizes the relationship of competition processes (C. Darwin) and cooperation (P.A. Kropotkin) inside the system, shows their relationship (S.D. Pozharsky, V.P. Bransky) and mutual influence (Y. ODUM). Studying the patterns of development of ecosystems, Yu.Dom substantiated the dominance of competition processes in recently formed associations and cooperation in long existing. The achievement of the highest possible level of professional activity may interfere with both excessive competition and excess cooperation (mutualism). For the acmeological trend of the development of the labor collective, it is characteristic:
The formation of the "working team", where cooperation processes dominate (60%) over competition processes, collective energy is directed mainly to external competition;
Awareness and adoption by a majority team of professional mentality as a component of a professional consciousness expressing a system of value orientations and professional self-determination of the individual in the social, legal, political, historical and professional space.;
Contribution of each employee to ensuring a positive microclimate in the team, in the effectiveness and competitiveness of the institution;
Interchangeability and mutual support of employees based on mutual education, interconnection and mutualization on the way to personal-professional "acme";
Coincidence of a formal and informal leader governing the system of dominant conceptual views on the process of professional development;
The coincidence of the career and personal-professional trajectory of the development of employees.
The catabolic trend of the development of a labor collective is characterized by a decrease in the overall performance of the institution's activities, loss of interest in innovation, deterioration of microclimate, lack of cohesion in achieving a professional goal, indifference to the quality of individual and collective activities, a tendency to manipulation, operation and inadequate assessment of professional activities. The manifestation of the desire for personal-professional development in a catabolic professional environment requires significant volitional efforts, "contrary to" movement, the dominant flow, which provokes to:
Shift a labor collective;
Changes in the development trends of the labor collective (Heroian path);
Hiding, disguise your professional achievements;
Reorientation of personality and professional activity in other areas;
Imitation of high-quality professional activities;
Removal from common professional tasks and events;
Running degradation mechanisms of personality development.
The trajectory of the professional team is similar to an individual personality trajectory may have acmeological, ascending and downward, catabolic trends, including periods of sustainable stable state and periods of shocks, recession, stagnation. Based on this, as common patterns of personal development of a specialist and a labor collective, the following can be proposed:
The professional formation of the team is preceded by a personal, creating prerequisites for the formation of key qualities of a professional mature specialist: professional mentality, readiness for continuous personality-professional self-improvement, responsibility for the results of individual and collective professional activities;
The number of professionally mature teachers is determined by the quality of the professional environment, the quality of management and quality of accompaniment and support of personal-professional development processes;
As an attractor of personal-professional development, a model of professional maturity of a specialist and akmeologist-head of the institution, industry.
The systematic approach to the study of the patterns of formation of professional maturity of the teacher determines the need to consider the essence and conditions for the achievement of individual and collective professional "acme". There is a dialectical relationship between them: the presence of a professional "acme" of the labor collective acts as a qualitative characteristic of the social professional environment that promotes the formation of the professional maturity of the teacher, and the number of professional mature teachers determines the degree of achievement of the AKME by the workforce. As one of the indicators of the effectiveness of professional activities, A.A. Derekach offers "possession of work techniques" in the team ", ensuring interconnection, mutual understanding, interconnection in joint work." Analysis of the teacher's teacher achievements for the school year (248 people - teachers high School) showed: the readiness of teachers to cooperate with each other only 42 people (16%) do not conduct open events And it is difficult to interact with colleagues of 49 people (16.5%).
Provide a consistent passage of the pedagogical team of the stages of the acmeological trend and to protect against the catabolic must, above all, is mainly the head of the educational institution. In this regard, it becomes significant problem of becoming his professional maturity. Today, the leader is considered, first of all, as a manager, an organizer of activities in the pedagogical team, thanks to which there was a tendency to appoint specialists who do not have basic pedagogical education and experience of pedagogical activities. The head of the educational institution, as a professional manager, is a hired employee, a professional manager that performs organizational function, coordination, planning, control, performance analysis, prediction aimed at solving the problems of the enterprise, to ensure the qualities of the professional activity of the working team, enterprises as a whole. The allocation of the manager in the structure of professions is associated with the realization of the relationship between the quality of management and the quality of professional activities, the effectiveness of the enterprise (F.Tyalor, A.Faila, M.Pollet, E.Maio, etc.). The manager manages self-governing systems (people) and manages its own actions, thoughts, feelings, so an effective manager must serve as a reference to self-organization and responsibility for members of the working team.
In the field of material production there are the following directions of management activities (D.D. Vachhov):
Production Management;
Supply and sale management;
Frame management;
Innovation management;
ECKAUTING management (search for reserves to improve the work of the enterprise).
In an educational institution, you can allocate as key directions of management activities:
Strategic design;
Management of the functioning of the educational institution;
Financial management;
Management of admission and release of students;
Management of the pedagogical team;
Management of the process of becoming the professional maturity of teachers and the team;
Innovation management;
Network interaction and development of the educational environment.
Each of the listed areas has its own structure and dynamics of development, which should accumulate in an integrative, acmeological, advanced, aimed at the prognostic ideal of the strategy. On the basis of a systemic synergistic approach to the analysis of the essence of the professional activity of the head of the educational institution, the following conditions for its effectiveness can be distinguished:
The relationship and the combination of the integrative educational program of all types of management and pedagogical activities;
The presence in the structure of each of the types of management activities of all components of the structure of activity from motivation to the correction and readiness of the head to implement them;
The acmeological position of the head, manifested in a sustainable faith in the success of his educational institution, in the vision of positive aimed at improving the prospects for the development of the pedagogical and student team;
The need to consider all types of management activities in dynamics (historical and personal);
Conceptual unity of strategic and tactical management, continuity, consistency, consistency.
Based on such a strategy, the head of the educational institution, as a manager performs functions: the organizer, initiator, strategist, tactics, communicator, analyst, researcher, assistant. In addition to the general characteristic of all specialty indicators - internal: readiness for continuous personality-professional self-improvement and creative professional self-realization and external: performance and authority for the manager can be distinguished and specific, reflecting the preferential focus on management activities.
The performance of the leader is manifested in its own activities (programs, plans, contracts, etc.) as conducted personally, as well as as graduates, as a process of education and as a working team.
The qualitative characteristics of the working team include the indicators of the structure, indicators of cohesion and the dominant value-semantic orientation (A.A. Derkach). The structure of the pedagogical team as a working team is characterized by the degree of subordination, the quality of informal groups, a model of circulation of information, the ratio of leaders and performers.
The cohesion of the working team is determined by the similarity of value installations, mutual attractiveness, compliance of the objectives of the group needs of its members, satisfaction of work activities, the ability to participate in the development of collective solutions, a favorable microclimate, the optimal volume of the group.
The probability of group professional "AKME" increases with: dominance of cooperation processes over competition, hierarchy and cohesion, activity, professional maturity of workers, developed communicative culture.
As an acmeological features of the management A.A. Derkach offers two styles - "participating management" and "convertible, innovative guide." Signs of controversial management: regular meetings of the head with subordinates, openness of relations, the involvement of subordinates in the process of collective decisions, delegation of a subordinate number of managerial powers, representing an employee of the opportunity for the initiative, supporting the personality-professional development of employees.
The style of conversion, innovative leadership suggests:
Individualized attention;
Inspiring motivation;
Intelligent stimulation that encourages a new look at the old methods;
Charismatic influence.
The head of the educational institution as a manager can distinguish the following performance indicators:
1. The organizer is the quality of managerial technologies used, their acmeology, performance, efficiency, flexibility;
2. Initiator - the number and quality of initiatives, innovations entered by personally by the head, their effectiveness;
3. Strategist is the quality of the management strategy, the degree of its acmeology and an advanced nature;
4. Communicator - professional promotion efficiency meaningful information in the enterprise, the ability to process the obtained, "primary" information and modeling of managing information; the ability to present the results of the work of the pedagogical team;
5. Analyst is a systematic monitoring of the quality of the enterprise, the ability to process scientific and professionally significant information, to identify contradictions and development trends, analyzing risks and identifying reserves of improvement;
6. The researcher is readiness for the formulation of experimental work tasks, to the distribution of functions and coordination innovative activity employees, the ability to assess the results of innovation and outline their implementation of their implementation into practice;
7. Assistant is an inspirer and organizer of acmeological support staff: professional and personal component, care for health.
The head is responsible for the professionalism of employees, because Management mechanisms make it possible to influence personal-professional development by advanced training, support for employees and objective monitoring of the quality of professional activities related to moral and material promotion. Effective leader provides prolonged effectiveness of the educational institution, employees, image and brand of their institution.
Professional teacher support will be effective if it is an acmeological character, to help in motion to professional maturity and cover technologies that launch the process of self-improvement of the teacher as an individual, personality and leader, to contribute to the formation and individual and collective AMER (vertices).
Professional development and self-education teacher
Humanization of both in common and vocational education is related to the development of human creative possibilities, creating real conditions for enriching the intellectual, emotional, volitional and moral potential of the person, incentive, the desire to realize itself, expand the boundaries of self-development and self-effectiveness such an ideal humanistic goal of education, considered the famous philosopher E.V. Lylenkov will allow everyone to withdraw each
man in it individual Development On the front edge of human culture, on the border of the disgraced and unknown, made and unknown. The translation of a person to a new level of mastering the culture, a change in his attitude to the world, other people and to themselves, increasing responsibility for their actions and their consequences is the main result of the humanization of education. The idea of \u200b\u200bpersonal development takes the purpose of modern pedagogical education outside the traditional ideas about it as a system of transmitting a certain amount of professional knowledge and the formation of the corresponding skills and skills.
With a traditional approach, the teacher acts only as the basis of rigidly regulated pedagogical activities. Within the framework of the humanist approach, the purpose of education is the continuous general and professional development of the individuality and identity of all participants in the pedagogical process, including the teacher.
In this regard, the goal of professional training teacher is changing. In addition to professional knowledge, skills and skills (professional competence), it covers both the general cultural development of the teacher, the formation of his personal position (motivational value attitude towards pedagogical activity). Moreover, this unity looks not as the amount of properties, but as a qualitatively new education. It is characterized by such a level of development of the teacher's personality, on which actions and deeds are determined not so much by external circumstances as an internal worldview, installations.
Psychologists consider entry into the profession, there is a "turbulence" in the "superroller", in many ways the predetermining style and lifestyle of a person. The overall satisfaction of man largely depends on how satisfying its fundamental needs are: the need for creative self-realization, understanding and recognition of individual values \u200b\u200bto the nearest environment of reference persons, in development and self-development, etc.
A person cannot "just live" and fulfill his work, he must gain a goal in which work and profession, and most importantly, he himself and his actions in the profession occupy a certain place.
In the event that the elected profession does not contradict the formed personality features and the professional formation of a person corresponds to its main value ideas, we can expect in the future
value attitude towards professional activities. In other words, in this case, the unity of personal development and professional growth is noted.
Consequently, the problem of choosing a profession and mastering activities is part of the problem of the meaning of life.
In the scientific literature, the problem of professional conformity is associated with the presence of a certain potential of deposit or abilities that can ensure the successful formation of the necessary professional knowledge, skills and skills. On the harmonious development of the personality, about the professionalization as a process, largely defining this development, it is practically not coming. It is assumed that with a personality will be all right if it is in separate parameters complies with the requirements for professional activities to the subject. However, in some cases, even in the presence of the required qualities, a person turns out to be unable to achieve such conditions as a fruitfulness (E.From), self-actualization (A. Mashloou), identity (E. Erickson). This is exactly the case when it was not a person, but a functioner for whom the dual role-playing position is characteristic: for work and for yourself.
Personal development and professional growth of the teacher as organic unity is possible when in the process of "rustling" in the profession (the choice of profession, vocational training, the implementation of pedagogical activities) is carried out targeted permission of a number of contradictions. First of all, this is a contradiction arising in the individual consciousness between the reference of the personality of the professional and the way its internal, already existing - "I".
The motives of the personal development of the teacher. It has been established that the majority of students entering pedagogical universities are of interest to the profession of a teacher or a tendency to pedagogical activity. At the same time, the defining factors that influenced the choice of profession are the first teacher or one or two teachers who taught the training subject in secondary and high schools, personal experience Pedagogical work.
The motives of the choice of the pedagogical profession are largely predetermined and the motives of students' teachings pedagogical university. If we take into account that the motive is nothing more than the need, for future teachers such a need can be "clean" cognitive interest, the desire to better prepare for independent professional activities, a sense of duty and responsibility or
the desire through the teachings to stand out among classmates, take a prestigious position in the team, to avoid complaints from teachers and parents, the desire to get praise, increased scholarship etc.
Motifs are divided by leading (long-term) and situational. Also distinguished external and internalmotives. The activities of the teacher is a chain of various situations. In some situations, the purpose of the activity and the motive coincide. Other situations are perceived as targeted coercion when the target and motive do not coincide. In this case, the teacher may relate to the goal of pedagogical activities and even negatively. In situations of the first type of teachers work with passion, inspired, and therefore productive. In the second case - with the inevitable nervous tension And usually do not have good results.
Pedagogical activity is very complex and therefore is usually caused by several motifs that differ in strength, personal and social significance. The lymodification of pedagogical activity is the usual phenomenon: the teacher can work well for the achievement of high results, but at the same time satisfy the other needs (recognition of colleagues, moral and material promotion, etc.).
The most important role is played socially valuable Pedagogical motifs. These include a sense of professional and civil debt, responsibility for raising children, honest and conscientious performance of professional functions (professional honor), passionateness of the subject of teaching and satisfaction from communicating with children; awareness of the high mission of the teacher; Love for children, a sense of calling.
Creative personality teacher. The humanization of education largely depends on the orientation of the teacher for creativity in its activities. The level of creativity shows the measure of the implementation by the teacher of its capabilities and is the most important characteristic of his personality caused by the author's pedagogical style.
The creative personality of the teacher characterizes first of all need for self-realization, i.e. the desire for perhaps the fullest realization of its potencies in professional activities. The need for self-realization is characteristic of a person with a fairly developed self-consciousness capable of choosing.
Theoretical I. practical value In this regard, the idea of \u200b\u200bthe unity of the potential and relevant in the development of the teacher's personality is acquired. According to this idea, it is necessary to take into account not only, already manifested, existing, but also the potential characteristics of the individual, the natural features that have not yet appeared. The form of potential is the goals, aspirations, identity ideals, as well as objective prospects and the possibility of its development.
S.L. Rubinshtein emphasized that a person as a person characterizes not only what is, but also what he wants to become, what he actively seeks to those. it characterizes not only what has already happened and constitutes its contents inner world and activities, but also what is a sphere of possible development.
The activities of teachers - innovators, masters of pedagogical labor proves that the brighter the individuality of the teacher, the harmonious professionalism and spiritual culture are combined in it, the peculiarity of he perceives, assesses and transforms the surrounding reality, and therefore it is more interesting to students, has great effects of influence on development. their personalities.
Creative Individuality is manifested not only in mastering accumulated humanity culture and development on this basis of individual spiritual culture. It is primarily expressed in active converter activities In the processes of the personal choice and personal contribution, complete returns to itself.
The conditions for the development of the creative personality of the teacher.A number of studies have a set of conditions necessary to form a professional self-consciousness of the future teacher. They contribute to the emergence of the teacher needs in creative professional activities. Among the conditions, the following can be distinguished:
The concerns of consciousness on themselves as a subject of pedagogical activity;
Sentence of conflicts;
Ability to reflection;
Organization of self-knowledge of professional personal qualities;
Using joint Forms activities;
Widespread involvement of the future teacher in various types of professional-regulatory relations;
Providing opportunities for the most complete comparison and assessment of professionally important qualities,
skills and skills; Formation of the correct appraisal attitude towards itself and others, etc.
As can be seen, the most important place in the development of the creative personality of the teacher takes self-development. The student as the "author" of self-development must have the following properties: the ability to independently formulate the tasks of self-development and develop the strategy and the tactics of their achievement; independently produce educational and professional information and operate on it in connection with the solution of theoretical and practical tasks; look for new tools for solving educational tasks; receive new knowledge in communicating with a group, classmates; Remove new knowledge necessary to solve their own tasks in communicating with teachers, school teachers.
The creative self-improvement of the teacher suggests the awareness of itself as a creative personality, the definition of its professional personal qualities requiring improvement and adjustment, and the development of a long-term self-development program.
The need for self-improvement is based on the ideals of the person.
Pedagogical ideal - This presentation of the teacher about how it should be in accordance with the pedagogical goal, which he puts in front of himself. So, if the teacher is focused on a child and his interests, then his personal characteristics and methods of activity will be different than when orientation on the academic subject. The pedagogical ideal is the alloy of the social order of society and the pedagogical creed of the teacher itself. He manifests itself in awareness of them to his mission, in the vision of herself in the pedagogical process.
The ideal of the teacher is specified in the system of tasks that he has to solve every day. This is exactly what teacher gives the work unique and at the same time creative character. In the process of turning the pedagogical ideal into real activities and occurs, what is called pedagogical creativity. Overcoming contradictions between pedagogical ideal and real pedagogical practice And it causes the need to add, convert, search for other ways to solve pedagogical tasks. In the daily resolution of emerging and learned contradictions consist of a source of pedagogical creativity.
Professional teacher self-development. Approval by K.D. Shushinsky that the teacher lives as long as studying, in modern conditions Acquires special importance.
Life itself puts on the agenda the problem of continuous pedagogical education. A. Diesterveg wrote, bearing in mind the teacher: "It is only as long as possible to educate and form until it works on his own upbringing and education" (Disterweg A.Election Ped. cit. - M., 1956. - P. 74).
The ability to "create yourself" in accordance with socio-moral ideals, in which professional competence, rich spiritual life and responsibility would be natural terms of human life, the most acute need of the day.
Professional self-development, like any other activity, has a pretty complex system of motives and sources of activity. Usually driving power and source of teacher self-education called the need for self-improvement.
There are external and internal sources of self-development activity. External sources (Requirements and expectations of society) act as the main and determine the direction and depth of the necessary self-development. Caused by from the outside the need of the teacher in self-education is further supported personal source Activity (beliefs, sense of duty, responsibility, professional honor, healthy pride, etc.). This need stimulates a system for self-improvement, whose character is largely predetermined by the content of the professional ideal. In other words, when pedagogical activities acquire personal, deeply informed value in the eyes of the teacher, then the need for self-improvement is manifested, then the process of self-development begins.
For the deployment of self-development processes, the formation level is of great importance self-esteem. Psychologists celebrate two techniques for the formation of the right self-esteem. The first is to relate the level of its claims with the result achieved, and the second is to compare them with the opinions of others. If the attractions are low, it can lead to the formation of an overestimated self-assessment. The study of the character of difficulties in the activities of teachers has shown that only those who set high tasks have difficulty. This is usually creatively working teachers. Those who do not have high claims are usually satisfied with the results of their work, they are highly evaluated, while feedback on their work is far from
desired. That is why it is so important to every person who chose a pedagogical profession, to form in his mind the perfect image of the teacher.
If it is to refer to self-development as a targeted activity, it must be a mandatory component self-analysis. Pedagogical activity makes special requirements for the development of cognitive mental processes: thinking, imagination, memory, etc. It is not by chance that many psychologists and teachers in a number of professionally significant properties of the teacher's personality call the ability to distribute attention, professional memory on behalf, names, mental states, pedagogical imagination, observation, etc.
Part of Professional self-development is self-educational work of the teacher.
Mastering the skills and skills of independent work begins with the establishment of hygiene and pedagogically reasonable day. It is necessary so to plan your educational and extracurricular activitiesSo that time remains for self-education work, and for cultural recreation.
In the activities of the teacher, for whom the culture of mental labor is characterized, the following components appear:
Culture of thinking as a set of abilities of analysis and synthesis, comparisons and classification, abstraction and generalization, "transfer" of the knowledge and techniques of mental activity in new conditions;
Stable cognitive process, skills and skills of creative solutions of cognitive tasks, the ability to focus on the main most important problems at the moment,
Rational techniques and methods of independent work on the mining of knowledge, perfect possession of oral and written speech;
Hygiene mental labor and his pedagogically expedient organization, the ability to reasonably use their time, spend physical and spiritual forces.
The most effective way of professional self-education of the teacher is its participation in creative searches for a pedagogical team, in the development of innovative projects for the development of an educational institution, copyright courses and pedagogical technologies etc.
Evaluation of the effectiveness and stage of self-development. Self-development has a dual pedagogical result.
From the bottom side are those changes that occur in personal development and professional growth, and on the other hand, the most ability to do self-development. To judge whether the future teacher mastered this ability, it was possible in order to learn whether he learned the following actions (Elkinov S.B., 1989):
Goaling: to set up professionally significant goals and tasks of self-development;
Planning: choose funds ;; and methods, actions and techniques of self-development;
Self-adjoint: to compare the stroke and the results of self-development with what was planned;
Correction: make the necessary amendments to the results of work on yourself.
Mastering such actions takes time and certain skills. Therefore, researchers identify the stages of professional self-development.
On the initial stage Mastering a professional self-education of his goal and tasks are not specific, their content is not enough. They exist in the form of an indefinite desire to become better at all, which appears when exposed to external incentives. Means and methods of self-education are not quite mastered. The process of self-education proceeds as an educational procedure, so the student needs help from a significant other (teacher).
On the second Stage Mastering self-development goaling becomes more specific and concrete. At the same time, the goals and objectives that the student sets themselves concern the specific qualities of his personality. Much in the self-development procedures depends on external circumstances. However, as the experience gained, the procedure for implementing self-development is reduced. Insudacy, self-primacy, self-criticism - significant manifestations of self-development at this stage.
On the third Stage Self-development teacher independently and reasonably formulates its goals and objectives. At the same time, the content of self-development rises from private qualities to global or general professionally significant property properties. Planning work on yourself, the selection of means of self-formations is easily carried out. All major actions of self-development - goaling, planning, self-control, self-correction - are carried out automatically, ease.
Check questions and tasks
1. Name the tasks of pedagogical activity.
2. What is the difference between the professional suitability of the teacher from professional readiness?
3. What is pedagogical skill?
4. What include the concepts of "pedagogical" and "Humanitarian culture"? What them ratio?
5. What personal characteristics should the teacher have to possess?
6 What skills are needed by a teacher for pedagogical activities?
7. How are the professional growth and personal development of the teacher?
8. Why do teacher need creative skills?
9. What types of innovation do you know?
Literature
Fucks with B. Fundamentals of professional self-education of the future teacher. - M., 1989.
Lviv Y.L. Creative teacher's laboratory. - M., 1985.
Can Calik V. A .. Nikandrov N.D. Pedagogical creativity. - M., 1990.
Mishchenko A. I. Introduction to the pedagogical profession. - Novosibirsk, 1991.
Fundamentals of pedagogical masses / ed. I. A. Zyzuyna. - m., 1989.
Professional teacher's culture / ed. V. A. Slastinina. M., 1993.
Sukhomlinsky V. A. I give my heart to children. - M., 1983.
Shitov E. N., Kotova I. B. The idea of \u200b\u200bhumanization of education in the context of the development of domestic personality theories. - Rostov N / D, 1995.
Section II.
potential Personality Pedagogue Professional
Psychologists based on the position of S.L. Rubinstein, allocate two work models of the teacher: a model of adaptive behavior and a professional development model.
The model of adaptive behavior is characterized by:
Passive, conformal acceptance of the teacher of the goals and values \u200b\u200bof the cereals,
Submission of the environment, the absence of the desire for independence from exposure to the outside,
Inability to flexible behavior, subordination of professional activity external circumstances,
Low level of professional self-consciousness,
Use of accumulated algorithms for solutions of pedagogical problems.
Professional Development model assumes:
The ability of the teacher to go beyond the continuous flow of everyday pedagogical practice and see its professional work in general;
The ability to take, realize, assess the difficulties of the pedagogical process, independently and constructively resolve them. Consider the difficulty as an incentive of its own development;
Awareness of the teacher of their potential opportunities, perspectives of personal and professional growth;
The ability to search, creativity, willingness to make a choice;
Awareness of the teacher of responsibility for everything that happens to him and his pupils;
The ability to plan and set the goals of professional activities by changing themselves to achieve themselves.
Professional development of the teacher is understood:
Like growth, formation, integration and sale in pedagogical work of professionally significant personal qualities and abilities, professional knowledge and skills,
As an active qualitative transformation of its inner world, leading to a new method of vital activity - creative self-realization in the profession.
We emphasize that:
· Professional development is understood primarily as self-development, i.e. the internal activity of the teacher for the qualitative transformation of itself, self-implant;
· Professional development is inseparable from personal and can be considered as the process of self-projecting the personality of the teacher;
· As a fundamental condition for the professional development of the teacher, the formation of its professional self-consciousness is considered;
· The psychological mechanism for the development of self-consciousness - the transformation of its own activities of the teacher in the subject of practical education;
· The result of development is the creative self-realization of the teacher, the formation of an individual activity style.
Reflection
The concept of reflection arose in philosophy and meant the process of thinking of an individual about what is happening in his own consciousness. In the context of philosophical issues, reflection is usually interpreted as:
The ability of reason and thinking to apply;
Analysis of knowledge in order to obtain a new knowledge;
Self-surveillance for the state of mind and soul;
Exit from the absorption of vital activity into the mental plan, a research act aimed at the basis of its own implementation.
Reflection performed as one of the explanatory principles of the organization and development of the human psyche, and above all higher Form - self-consciousness.
An analysis of the work devoted to the study of reflection shows that it is investigated in four main aspects: cooperative, communicative, personal and intellectual.
Cooperative aspect
The reflection is interpreted as a "release" of the subject from the process of activity, its "output" into the external position in relation to it (G. Shchedrovitsky).
At the same time, the emphasis is on the results of reflection, and not on its procedural and psychological mechanisms.
Communicative aspect
Reflexia is considered as a substantial component of developed communication and interpersonal perception, which is characterized as a specific quality of human knowledge by a person (A.A. Bodaliev).
Personal aspect
Reflexes is understood as the process of rethinking, the differentiation mechanism in each developed and unique human "I" of its various substructure and the integration of "I" into unique integrity.
Intellectual aspect
Reflection is defined as the ability to identify, analyze and relate to the subject own actions (V.V. Davydov). This understanding is one of the grounds to disclose the ideas about the psychological mechanisms of theoretical thinking and implement them in age and pedagogical psychology.
We understand the reflection as a process of understanding, rethinking and transformation by the subject of the content and forms of their experience, which generate an effective attitude of the person as a holistic "I" to its own behavior and communication, to the activities carried out. Socio-cultural and relevant environmental surroundings of man.
We emphasize that:
· Professional pedagogical reflection - a complex psychological phenomenon, expressed in the ability of the teacher to enter into an active research position in relation to its activities and to itself as its subject with a view to critical analysis, understanding and evaluating its effectiveness to develop a student's personality;
· We are talking about the permanent reflection of the personality of the methods of effective self-determination and self-structures in the context of ideals and values \u200b\u200bemerging in the culture; This kind of reflective self-modification ensures the creation of new ways of behavior, communication and activities, as well as the semantic prospects for the implementation of the potential of the personality in creativity;
· Reflection is the main tool for professional development of the teacher, the formation of its individual activity style.
Reflective learning
The main ideas underlying the development of the model of reflexive learning:
· Training from experience;
· Training based on continuous reflection.
The process of reflective learning can be described as consecutive steps:
· Action;
· A mental return to action, situations and their specific description;
· Determining the most significant features of the situation;
· Development of alternative action methods.
· Implementation of alternative methods of action.
1. Action
2. Review Back to action
3. Awareness of significant aspects
4. Development of alternative action methods
5. Attempt to embody an alternative way to action
The reflexive-innovative learning model based on continuous systematic reflection can be represented by the processes of a holistic rethinking experience.
Reflective-innovative learning model
The basic principle is that the cash situation and the experience of the decision of the decision cannot serve as a means or a tip for a creative decision.
Cash experience is only material to identify the insignificant human capabilities, which ensure the reflexive process-understanding, rethinking and effective transformation of the reality of its livelihood (S.Yu. Stepanov). As soon as such a rethinking occurs, the prerequisite for the generation of the new one occurs. The ability to rethink the experience of the Opel activity is one of the main prerequisites for the further self-development of a person. Developing the reflexive abilities of a person, we are thereby providing updating thinking, worldview, system of value orientations.
Psychological and pedagogical support of such processes is possible by creating a reflexive-innovative environment. With its creation, one of the basic principles of reflexive-innovative training is the principle of residence of knowledge and practical methods before their theoretical understanding and analysis.
The following principle is that the reflexive-cognitive process as a whole and each element individually should proceed from the interests of the participants of this process.
The creation of a reflexive environment involves the use of various methods for learning reflection and learning based on continuous reflection. One of these techniques is " Pedagogical diary"The options for its use are designed in European (in particular the Dutch experience) training of teachers.
Personal and professional development of the teacher as a necessary condition for improving the quality of education
Self-education- This is a system of mental and ideologicalSelf-education, entailing a volitional and moral self-improvement, but not placing their goal.
G.M. Kodzhaspirova
The labor results of the teacher are not always tangible immediately. Most often, they show themselves in the personal qualities of students some time later.
By definition, A.V. Lunacharsky, the teacher is a person who shakes the future. He is greatly a factor of this future. Only the personality is able to raise a person. It is clear from here that the development of the teacher itself, its intellectual, moral and professional properties should be ahead of the level of social environment. This is possible if the teacher is aware of his social significance, high personal responsibility, cognitive activity, permanent objective self-analysis and systematic work on self-improvement.
One of the forms of manifestation of cognitive activity, conscious self-development is self-education. It is impossible to convey your thoughts and feelings to another person, but you can arouse interest and desire for a certain type of activity. It applies equally to teachers and students. The main thing is the development of the personality of the teacher and the increase on this basis of its qualifications, professionalism, productivity activities.
The need for self-education is dictated, on the one hand, the very specifics of teacher activities, its social role, on the other hand, realities and trends continuing educationWhat is associated with ever-changing conditions for pedagogical labor. The needs of society, the evolution of science and practice, ever increasing demands for the person, his ability to quickly and adequately respond to the change of social processes and situations, readiness to rebuild their activities, skillfully solve new, more complex tasks.
The meaning of self-education is expressed in the satisfaction of the cognitive activity, the growing need of the teacher, in self-realization through continuing education.
The essence of self-education is to master the technique and culture of mental labor, the ability to overcome the problems, to work independently on their own improvement, including professional.
The principles of self-education include: universality, continuity focus, integability of the unity of general and professional culture, individualization, interconnection and continuity, availability, outpacing, compensation, permanent transition from low steps to higher, variability.
The problem of self-education concerns not only teachers, but also students. Nowadays, the preparation of schoolchildren takes particular importance to serious independent work. Implementation of goals and objectives modern school Directimately related to the increase in the interest of students to study, the development of intensity and cognitive activity, intellectual skills, methods of mastering information and transforming it into action. In other words, you need to teach schoolchildren to self-educational and self-education. To do this, you need to develop such quality as: independence, observation, curiosity, the ability to put questions and decide logic tasks, perform the tasks of a problem and search nature, make experiments, participate in experiments, compare and analyze the results, generalize the data obtained, draw conclusions. Therefore, constructing a lesson, the teacher must provide for situations, tasks and activities of schoolchildren who train mental processes and moral and volitional efforts. In addition, it is necessary to plan and develop cognitive skills. How the ability to listen and hear will be worked out in the lesson main thought, participate in the discussion, defend personal opinion, extract information from various sources of knowledge (schemes, tables, documents, textbook, audiovisual means, etc.)? Due to which the abstract skills will be formed. Reference abstracts, reviews, etc.?
Managing the self-education of schoolchildren, it is necessary to take into account the patterns of this process, as well as the age and individual features of children. Junior schoolchildren, as a rule, is torture and susceptibility to knowledge, among middle school students - the multi-level and multidirectional nature of cognitive interests, which is often a means of self-affirmation among peers. High school students are professional-oriented interests. Organizing independent work Schoolchildren, the teacher must predict the result, to provide the guys with the opportunity to demonstrate their studies, teachers, parents.
A teacher who does not have the ability to create, form an actively thinking and active personality, select the necessary means of impact for this purpose, is not able to educate and develop projected qualities from their students. To teach, educate and develop a person, teacher must be able to improve himself, at the same time be able to place accents on the main thing, i.e. on what ensures the success of pedagogical activities.
Studies have proven that methods, forms, ledging lessons in themselves do not ensure success in work, if they are not due to the personal qualities of the teacher. In the process of pedagogical interaction, students acquire not only knowledge, skills and skills, but also become carriers of the personal qualities of the teacher, carriers of its reflection. The student is more willing to study in conditions if its own development feels. Ensuring interested communication is based on the special sensitivity of the teacher to his pupil, on the ability to use the mental dialogue in the process of presenting information.
"If you carefully take a look at people who cannot praise anyone, they blame and are not satisfied with anyone, then you will learn that these are the most people and there are nobody satisfied."
J.Labryuye
Another aspect of improving the quality of education is to create in the lessons of situations of success. It is almost impossible without the enhanced work of the teacher over himself, the development of his personal qualities. Happy man Can only raise happy. Success schoolboy can create a teacher who himself is experiencing the joy of success. After all, the task of the teacher is to give every student the opportunity to survive the joy of achievements, realize their capabilities, believe in itself. Success in the exercise is one of the sources of the internal forces of a schoolboy, which gives birth to energy to overcome difficulties, the desire to learn. This is the experience of the state of joy, satisfying because the result to which the person sought, or coincided with his expectations, or surpassed them. As a result of this state, new motives for activity are formed, the level of self-assessment, self-esteem is changing. All of the above is related to the activities of the teacher.
Yes, the children would like to take into their country, first of all the good teachers who did not complaining their parents who know how to learn about dozens of responsive. Able to experience delight from beauty who know how to become a child who understands every child, fair, sincere, smiling, caring, funny, friendly, well-explanatory lessons who know how to give students to relax and relieve the tension open to people who understand the children's Psychology, patient, responsive to the measure of strict, those interested to listen to, beautiful, smart, respected students who love all students. "Skip to the country of childhood" will not receive teachers who swear, always in a bad mood, increase the voice, evil, aggressive, who do not know how to hide their sympathies and antipathies, unfair, greedy, who are not ashamed that they are poorly teaching, poorly explain the material, incompetent.
What are the problems of teachers? What prevents them from working better, work on themselves, increase their level, achieve the success of students?
Of course, go away from the newbie to the master is not easy. Professionalism is not just coming with experience, it also depends on much of the other: the motivation of the teacher, the content of work, interest in business, personal abilities and personal properties. But after all, the personal and professional development of the teacher is prerequisite improve the quality of education. Unfortunately, the school has teachers who stopped in their development, receiving the first or higher category, they do not participate in competitions, do not give interesting open lessons And victories in the Olympics, all of them, as it were, does not concern. But the modern requirements for education, scientific and technical progress, the level of our children tells us that it is unable, it is impossible for the work of the gymnasium, creative events, contests, competitions, etc. kept on the same people working on a creative working on themselves constantly. It is necessary to remember the literally to all that we work at school, and this postpones a certain imprint on our work and the requirements for it. Perhaps today we did not quite fully revealed this topic, since it is deep enough, but at least we managed to plunge into this problem and we all think about questions "What do we do in order for our children to be interested in us? Would we be professionals? And will we get a pass to the country of childhood? "
Topic: "Personal and professional development of teachers in the context of the modernization of education"
Cardinal socio-economic changes occurring in russian societyDirectly affect the scope of education as part of its cultural and social being. Currently, education is experiencing the process of modernization - indigenous changes in the system of established economic and social relations.
The main subject of the implementation of what is happening changes in education is the teaching figure. Concept of modernization russian education indicates that qualified prepared on modern level Pedagogical frames play a key role in the modernization of education. Accordingly, the requirements of improving the quality of education, the possibility of using innovative approaches in their own professional activities, the development of creative potential, readiness for continuous personality development.
Thus, now significantly increases the requirements for the professionalism and personality of the teacher, the development of its potential as an indispensable condition for the modernization of education.
For the effectiveness of the implementation of the tasks of modernization of education, the support of the personality-professional development of the teacher is needed through assistance in resolving these contradictions.
Personal and professional development is interpreted as quantitative, qualitative change psychological characteristics Personality related to the performance of various actions in the process of professional activities. The problem of personality development is actively developed within the framework of an acmeological approach, which is based on the ideas of integrity, the unity of personal and professional development of a person, and its essence is to identify the mobilization conditions in the person of the installation on their highest achievements, to the most complete self-realization of the personality, which, In our opinion, coincides with the requirements for the teacher in the context of the modernization of education.
The personal and professional development of the teacher is substantially ensured by the initiative as a new copyright of the subject of professional activity, as a way to implement self-development. On the one hand, the true development of professionalism is unthinkable outside of personal development; On the other hand, there is a sustainable connection between personal and professional development: both personality features have an impact on the process and the results of professional activity and the self-development of the individual is influenced by the specifics of the professional activity of the teacher.
Personal and professional development of the teacher is inextricably linked, represents a interdependent process with the dominant role of personal development. At the same time, the acmeological specificization of the principle of development, as noted by A.A. Derkach, assumes support to the following provisions:
Understanding the development of both improving, movement to maturity, to the optimal higher level;
Recognition of the subjective nature of development;
Implementation of development (and its analysis) through contradictions permitted by the subject;
The principle of development in acmeology takes into account the individual nature of development;
Development is considered as dynamics of life path and activities in life path and profession;
Aqmeology takes into account the state of potential and actual in the development of personality - aims to identify its hidden, unrealized opportunities;
Aqmeology does not compare the stage consistently, but affects the personal stage in comparison with the ideal, with the prospect.
In the course of personal-professional development, the formation of professionalism is occurring, which within the framework of the acmeological approach is considered as the unity of the professionalism of the activity and professionalism of the individual. The teacher's professionalism is manifested in a high level of pedagogical activities and interaction, in the implementation of the teacher's personality, in achieving high results of self-realization of the personnel of students.
As patterns and features of the development of the teacher's personality from the standpoint of an acmeological approach, the ability to self-realization, self-improvement, to the release of internal resources and conscious overcoming difficulties (external and internal); The ability to be subject to its own development. So, the leading determinant of personal development is the creative amateurness and self-independence, and the main motive of self-identity S.L. Rubinstein sees in self-improvement, self-realization, identity self-actualization.
Overcoming difficulties, from the point of view of L.M. Mitina, - another condition of personal development, because Their overcoming makes the teacher to test your strength, believe in their potential opportunities.
L.I. Anzheferova associates personal development with the possibility of a teacher to be the subject of its own development, noting that the development of the personality is "... This is not that with the personality" happens "; The person is constantly in finding and building those kinds of activity to the world, in which the unique potency of a particular individual can also develop and develop and develop. "
In research recent years, it is noted that no less important for progressive personality-professional development is the presence of an acmeological position manifested in the subjectivity of the teacher (his personal activity), adaptability (the ability to use environmental conditions for personal development), the desire to realize their potential in society, self-realization, and Also, the readiness of the individual to further improve their own professional activities through the management of it, and as a result, the orientation of this activity for high achievements. All this is the defining conditions and indicators of personal, and therefore the professional development of the teacher.
At the heart of the professional development of the teacher, movement towards professional skills, lies an active subject position. In the development of a professional as a subject of activity, such trends are allocated as subjectivity, specialist qualifications, his personal maturity. The teacher passes the stage of development of professionalism through the exacerbation and resolution of internal contradictions, stages and levels of professional development (self-determination, adaptation, self-expression, self-realization). The development of professionalism is influenced by the external and internal conditions (abilities and deposits of the teacher himself, the characteristics of the environment - cultural, family, professional, features of self-consciousness and reflexive competence); At the same time, progressive and regressive vectors of the development of the teacher are possible, the presence of professional destruction.
Recently, a personally oriented approach is a priority in vocational education. Many teachers and managers educational institutions They consider it the most modern methodological orientation in the pedagogical process.
Under a personal-oriented approach, it is customary to understand the methodological orientation in pedagogical activities, allowing, relying on the system of interrelated concepts and methods of action, to ensure and support the processes of self-knowledge, self-employment and self-realization of the student's personality, the development of its unique personality.
Educational programs The development of professional competence of teachers is personally developing and are aimed at:
Expansion of knowledge, skills, skills associated with age, pedagogical, social and differential psychology;
Creating an adequate image "I - teacher";
Improving the confidence of teachers in their capabilities;
The formation of an individual style of pedagogical activity, the ability to carry out internal control in emotionally significant situations;
Mastering the skills of self-diagnosis and the ability to determine the emotional and value attitude to the pedagogical profession;
Mastering skills communicative culture and psychopedagogical technique.
Development of the ability to live and focus on changing society;
Increased psychological sustainability in perception and assessing personal and social problems.
Literature
Anzheferova L.I. Psychology of professionalism. - M.: Knowledge, 1996. P. 63-64.
Bogdanov E.N., Zavykin V.G. Introduction to acmeology. - M.: KGPU them. K.E. Tsiolkovsky, 2011. 145 p.
Vlasova TA Personally oriented approach as a modern orientation in pedagogical activities [Electronic resource] Collection of scientific materials of the scientific and practical conference "VI Znamensky readings". - Ch. 1. - Surgut, 2007.//www.planetadissertachi.r
Guz V.V. Formation of professionally personal sustainability of the teacher: author. diss. ... Cand. Ped. science - M., 2007. - 20 s.
Derkach A.A., Zavykin V.G., Markova A.K. Psychology of development of professionalism. - M.: Publishing House Rags, 2000. 125 p.
Efremov O.Yu. Pedagogy: short course. - SPb.: Peter, 2009. - 256 from.
Maksimova V.N. Akmeology: new quality education. Book for teacher. - SPb.: Peter, 2012.
Mitina L.M. Psychology of the development and health of the teacher: problems and solutions // Bulletin of Russia's education. - 2005. № 7-8. P. 35-58.
Pautova L.E. Akmeological aspects of the creative activities of the teacher higher School // Acmeology. - 2008. - № 1. P. 22-32.
Petrenko A.A. The concept of upgrading education. - M., 2010.
Loading...