The main models of pedagogical activity include. Model of professional activity of a teacher. Section 4. technology of pedagogical communication

The variety of educational goals leads to the fact that pedagogical activity becomes more complex, differentiated, multilevel and multidisciplinary. And on-

Since education is also called upon to act as an additional lever that strengthens the movement of society along the path of productive development, it becomes necessary to give the current educational structures greater flexibility and receptivity to the pedagogical knowledge accumulated in the world. The thesis about the universal value of a single paradigm is replaced by the thesis about the plurality of educational paradigms that are not equivalent and not equivalent to each other, but have the right to exist in a common educational space.

Any pedagogical system as a model of pedagogical activity tries to answer four key questions: for what purpose, what, how and whom to teach? Pedagogical system is a set of interrelated means, methods and processes necessary to create an organized and purposeful pedagogical assistance to the formation and development of the student's personality. The pedagogical system consists of the following elements: goals(general and private); the content of training and education; didactic processes(actual education and training); students; teachers and (or) technical teaching aids (TUT); organizational forms.

The goals, objectives, content and methods of education always depend on ideas about the ideal personality or the normative canon of an adult. It is the normative canon of an adult that directly determines what people (society) seek from the younger generation and how they do it. The image of the child and the type of attitude towards him are not the same in different societies. It depends both on the level of socio-economic development, and on the characteristics of the culture of the people. Like the normative canon of an adult, the image of a child always has at least two dimensions: what he is by nature and what he must become as a result of education.

In European culture, there are four images of a child.

1. Traditional Christian point of view claims that the child bears the stamp of original sin and can be saved only by merciless suppression of the will, submission to his parents and spiritual mentors.

2. According to positions of socio-pedagogical determinism the child is by nature inclined neither to good nor to evil, but is a blank slate on which society or teachers can write whatever they please.

3. According to the point of view natural determinism the nature and possibilities of the child are predetermined before his birth.

4. Utopian-humanistic view suggests that a child is born good and kind and deteriorates only under the influence of society. Some Renaissance humanists interpreted the old Christian dogma of child innocence in this spirit.

Each of these images corresponds to a certain style of education and training. The idea of ​​original sin corresponds to repressive pedagogy, aimed at suppressing the natural principle in the child; the idea of ​​socialization - the pedagogy of personality formation through directed learning; the idea of ​​natural determinism - the principle of developing natural inclinations and limiting negative manifestations; the idea of ​​the original goodness of the child - the pedagogy of self-development. These images and styles not only replace each other, but also coexist, and none of these value orientations ever reign supreme, especially when it comes to the practice of education. In every society, at every stage of its development, different styles of upbringing and education coexist, in which numerous estate, class, national, family and other variants can be traced.

The American scientist L. Demoz subdivides the entire childhood history for six periods, each of which corresponds to a certain style of education and a form of relationship between parents and children.

1. Infaticide style(from antiquity to the 4th century AD). Characterized by mass infanticide. Those children who survived were often victims of violence. The symbol of this style is the image of Medea (according to ancient Greek mythology, Medea, the daughter of the king of Colchis, helped the Argonaut Jason master the golden fleece. Medea avenged Jason for treason by killing the children who lived with him).

Researchers attribute the prevalence of infaticide in primitive society primarily to the low level of material production. Peoples on the lowest rung

of historical development, living by gathering, physically cannot feed a large offspring. The killing of newborn babies was as natural here as the killing of old people. The transition to a manufacturing economy changes things significantly. Infanticide ceases to be a cruel economic necessity and is practiced mainly on qualitative rather than quantitative grounds. They killed mainly children who were considered physically handicapped, or for ritual reasons. Infanticide of girls was especially often practiced.

2. Throwing style (IV-XIII centuries). As soon as culture recognizes that a child has a soul, infanticide decreases, but the child remains an object of projections, reactive formations for parents. The main means of getting rid of them is the abandonment of the child, the desire to get rid of him. The baby is sold to a wet nurse, or sent to a monastery or to be raised in a strange family, or kept abandoned in his own house.

3. Ambivalent (dual) style(XIV-XVII centuries). It is characterized by the fact that the child is already allowed to enter the emotional life of the parents and they begin to surround him with attention, but he is still denied an independent spiritual existence. The main means of pedagogical influence of this era was the "sculpting" of character, as if the child were made of soft clay. If he resisted, he was mercilessly beaten, "knocking out" self-will as an evil inclination.

4. obsessive style(XVIII century). The child is no longer considered a dangerous creature or just an object of physical care, parents become much closer to him. However, this is accompanied by an obsessive desire to completely control not only behavior, but also the inner world, thoughts and will of the child, which intensifies the conflicts of fathers and children.

5. socializing style(XIX - mid-XX century). Makes the goal of education not so much the conquest and subordination of the child, but the training of his will, preparation for a future independent life. The child acts as an object rather than a subject of socialization.

6. Helping Style(since the middle of the 20th century). It assumes that the child knows better than the parents what he needs at each stage of life. Therefore, parents, educators seek not so much to discipline or shape his personality,

how much to help individual development. Hence the desire for emotional intimacy with children, empathy, understanding.

The philosophical and methodological approach to the systematization of pedagogical knowledge, which singles out different ideological attitudes depending on which phenomenon is given unconditional priority - God, society, nature, man - allows us to identify and describe four main models of pedagogical activity (theocentric, sociocentric, naturecentric and anthropocentric). ), which cover numerous pedagogical systems. Each of the models of pedagogical activity has both advantages and disadvantages in relation to others. Arguing about which one is better is futile. Each pedagogical system contains hidden, unused reserves. Therefore, it is more productive for pedagogical practice to develop individual educational technologies based on the advantages of a particular model, to find ways to combine and interact with them.

1. Theocentric model of pedagogical activity is based on the understanding of man as a product of divine creation, the otherness of the absolute spirit. The most prominent representatives of this educational model: Aurelius Augustine, Boethius, Flavius ​​Caosiodorus, W. James, S. N. Bulgakov, S. L. Frank, P. P. Florensky, V. V. Zenkovsky. This model treats education as preparation for the afterlife; its goal is to help in serving God, the formation of charitable qualities of a person. It is characterized by: the primacy of the spiritual over the bodily, the commandments of humility, patience, humility, submission to the will of God. The goal of earthly life and the goal of education is the salvation of the soul and the attainment of eternal bliss in paradise. The center of this pedagogical system is God as an absolute spiritual essence, the bearer of all perfections and at the same time as a concrete-sensory embodiment of the pedagogical ideal.

The foundations of theocentric pedagogical systems are traditionalism and authoritarianism. The following are recognized as effective means of education: confession, repentance, prayer, fasting, etc. The dominance of the elders, the unquestioning obedience of the younger are honored. The most important authority and comprehensive medium

The source of education is the Bible. Those who are brought up are instilled with contempt for all worldly relations. Personality is decisively destroyed through obedience and renunciation of one's own will. The meaning of upbringing is seen in understanding the path of salvation, connecting the child's soul with the church.

Today there is a surge of interest in religion, although the emphasis is changing in terms of education, its forms and means. The modern religious worldview absorbs a wide range of philosophical, artistic, ethical ideas, acting as a supplement to what is collectively defined as lack of spirituality. Faith in God removes the feeling of alienation, social homelessness, outlines the space for finding one's own Self.

Benefits of Theocentric Parenting: spiritual, moral education of the individual, the presence of norms of moral regulation given from the outside. These norms are understandable, tested for centuries, accessible to everyone at any age and culture, and are included in all major moral and religious systems of the world. Spiritual searches, spiritual perfection also follow from the transcendental mystical nature of these norms.

The Weakness of Theocentric Pedagogical Systems lies in the insoluble contradiction between freedom and submission, in the suppression of individuality. In this regard, it is appropriate to cite the judgment of the Christian philosopher N. A. Berdyaev: “The truth imposed on me, in the name of which they demand that I renounce freedom, is not at all the truth ... I declare an uprising against any orthodoxy, whether Marxist or Orthodox, when she had the audacity to restrict or destroy my freedom."

2. Sociocentric pedagogical systems characterized by the presence of a clearly defined and measurable educational goal, expressed in the form of a single universal model of personality; detailed diagnostics with predetermined criteria of the pedagogical process; rather rigid logic of building the stages and content of education and personal development. These include the educational systems of Aristotle, T. Mohr, T. Campanella, J. A. Comenius, J. Locke, K. D. Ushinsky, G. Nohl, G. Depp-Vorwald,

B. F. Skinner, A. S. Makarenko, N. E. Shchurkova, the system of developmental education by V. V. Davydov and L. V. Zankov, the concept of the stage-by-stage formation of mental actions by L. Ya. Galperin and N. F. Talyzina, the system of advanced learning by S. N. Lysenkova, the system of large-block learning with the use of supports by V. F. Shatalov, the concept of the formation of the moral consciousness of the personality by L. Kolberg.

In sociocentric pedagogical systems, a person is seen as a product of the social environment, whose mission is to serve society. The main function of education is to prepare a person for life in society, the fulfillment of certain social roles. Educational goals are determined by the needs of society, a person serves as a means of satisfying them. The pedagogical ideal here is a law-abiding citizen who puts the interests of the state above all else. The main feature is a clearly expressed social order for education.

This model of pedagogical activity is characterized by authoritarianism, leveling and passivity of the student's personality, which is considered as an average object of pedagogical influence. State forms of education predominate, the purpose of which, under totalitarian regimes, is to train a “cog man” for the state machine. The developed and applied pedagogical technologies and means of manipulating the behavior of an individual include methods of stimulation, control, reinforcement, correction, suppression and punishment.

The more totalitarian a state is, the closer its educational systems are to a sociocentric model. An example is the education systems of Ancient Sparta, the Soviet Union, Nazi Germany, North Korea and other militarized states.

The methodological basis of Depp-Vorwald's study "The Science of Education and the Philosophy of Education" published in Germany in 1941 was the external, formal structure of the educational process itself, which is set by the purposeful actions of the subject of education to form the object of education. The meaning of education, according to the author's position, comes down to an analysis of the possibilities and limits of conscious control of human attitudes and behavior for the purpose of political planning and timely decision-making.

sheny. Depp-Forwald undertook a special analysis of political education as a special type of social education, substantiating the doctrine of "political domestication" of youth in the right political direction, which was extremely relevant for the then Nazi regime.

Quite clearly characterizes the sociocentric model of education and the pedagogical system of Makarenko. Guided by the general principles of building the Soviet socialist state, Makarenko proceeded from the fact that the new goals of education, which were discussed in detail above, are of decisive importance. In the educational goal, he included all possible characteristics of the individual, ensuring that the qualities inherent in a Soviet citizen living in a socialist society, subject to its laws and concerned about the improvement of this society, come to the fore. Makarenko tried to technologize the entire education system, seeing a great similarity between the processes of education and material production. That is why he considered it necessary to introduce a technical control department, “which could say to various pedagogical damage: You, my dears, have ninety percent of marriage. You have not turned out to be a communist personality, but a straight rubbish, a drunkard, a couch potato and a self-seeker. Pay, please, out of your salary."

Advantages of the sociocentric model of pedagogical activity consist, firstly, in forecasting the results of activities both in time and in content; secondly, in the technologization of this model, which allows copying, repeating this system with obtaining the same results; thirdly, in the verifiability and controllability of the activities of all subjects of the educational process, in the possibility of correcting this activity.

Limitations and disadvantages of sociocentric pedagogical systems: uniformity of the content and methods of education; rigid framework within which the activities of teachers and students are carried out; manipulation of the behavior and consciousness of the student, which leads to the leveling of the personality.

Research within the framework of the sociocentric model of pedagogical activity has brought a lot of new things to the understanding

the essence of education and the essence of a person as a whole, the ways of his interaction with society and the state, have enriched the arsenal of pedagogy with many unique instrumental methods of organized and controlled influence on a person. However, the establishment of a unified sociocentric pedagogical system at the state level is fraught with many negative consequences. The application of the achievements of the sociocentric model in certain areas, time periods of the educational process not only does no harm, but also makes this process more efficient. Such areas of application can be the army, correctional institutions, children's and youth public associations, sports, tutoring, training in professional and applied skills, and many other areas of life. It is only necessary to take into account the limitations imposed by the sociocentric education system on the process of personality development.

3. Naturcentric pedagogical model(Plato, Democritus, Thomas Aquinas, A. Diesterweg, K. P. Yanovsky, A. P. Nechaev, G. I. Rossolimo, A. F. Lazursky, N. E. Rumyantsev, V. P. Kashchenko, P. P. Blonsky, A. Jensen, G. Eysenck, G. Gardner, representatives of various theories of differentiated learning) is based on the fundamental idea that children are born with a certain set of abilities and qualities that either allow them to accelerate or normally (in accordance with certain standards) to develop, or hinder, hinder the development process. Education is interpreted as following human nature. The need for a set of means of education and training in accordance with the individual age characteristics of children is especially emphasized. The main goal of education is to develop natural inclinations, compensate for natural shortcomings and thus provide everyone with an appropriate social status.

Supporters of nature-centric pedagogical systems are looking not for a universal educational model suitable for everyone, but for ways in which it is possible either to most effectively “bring” children with certain abilities to a certain standard, or to “bring” each child to the maximum level of his development. In order for the educational process to proceed in the most optimal and

painless for all students, it is proposed to differentiate it taking into account the typological characteristics of students.

Representatives of the nature-centric model of education have made a great contribution both to the general understanding of human nature and the patterns of development of his psyche, and to the development of fundamentally new ideas and methods of training and education, the rational grain of this model is that it, being based on the principle of natural conformity of education , is associated with close attention to the biological substructure of a person, its influence on the process of personal formation, learning, cultural development. At the same time, since its inception, natural-centric ideas have developed in two directions that are fundamentally different from each other.

First direction was intended to justify the idea of ​​stratification of education and society, going in its extreme directions to justify segregation, racism and fascism.

Thus, the French sociologist C. Letourneau argued in his writings that morality and moral relations between people have not a social, but a biological basis. C. Lombroso (1835-1909), the founder of the anthropological trend in criminology and criminal law, provided a biological basis for the deviant behavior of criminals. The author of the genetic theory of intelligence F. Galton published in 1896 his book "Hereditary Genius", where he attempted to explain why outstanding people are most often born in privileged families. Galton stood at the origins of the science of eugenics, designed to "prevent the reproduction of the unfit" and "improve the race."

The first eugenics law was passed in 1907 in the state of Indiana, and by 1935 eugenics laws were passed in Denmark, the USA, Germany, Norway, Sweden, Finland, Estonia, and Iceland. However, in the 1930s criticism of eugenic ideas began to intensify. The Nazis who came to power in Germany began to carry out their own eugenics program, which included the destruction and sterilization of people on an unprecedented scale. The barbarism of the Nazi policy caused

There was a powerful anti-eugenic reaction of the world community. In the post-war years, the term "eugenics" began to be perceived by scientists, educators and the general public with clear suspicion. The new generation of human geneticists takes a more pluralistic view of traditional eugenics - they do not reject its general principles out of hand, but insist on the need to understand the polygenic mechanism of inheritance of most human traits, preventing them from being manipulated by traditional or new methods.

Eugenic ideas gave birth to another area of ​​research - psychometry, testology. Tests as a means of selection, selection began to be used since 1905 in education and other areas. Their application was based on the thesis that a person who performs labor functions that correspond to his mental abilities works more efficiently and feels socially comfortable. The main thing in psychometrics is the question of what determines the level of intelligence quotient (IQ) in an individual: heredity or education.

The controversy on this issue remains unresolved to this day. And the intensity of passions around him is largely explained by the political and social context of the discussion. The most acceptable is the judgment of A. Anastasi: “The intellect of an individual at any moment of time is the end product of a large and complex series of interactions between hereditary factors and environmental factors. At any stage of this causal chain there is the possibility of interaction with new factors, and since each interaction itself determines the direction of subsequent interactions, then there is an ever-expanding network of possible outcomes. The connection between the genes under study and any of the behavioral characteristics of the individual is very indirect and extremely confusing.

Second direction development of nature-centric ideas, which was practically hushed up in Soviet pedagogy, is associated with the development of educational concepts and technologies that allow not only to overcome the socially conditioned differences of children, but also to help develop and learn most productively for those who experience difficulties for reasons

individual psychological differences. The consequence of the fact that different people have not only different speeds of thought processes, but also different ways of perceiving, processing, storing and using information, is the conclusion that it is impossible to use a single educational strategy in relation to different students.

The fundamental idea of ​​education, according to representatives of the nature-centric model of pedagogical activity, is the idea of ​​differentiation, i.e., the allocation of certain typological groups of students and the development of specific methods, methods and techniques of education in relation to these groups, the construction of a certain logic for studying educational material, the use of specific methods of control and evaluation. Applying various systems of level, profile, external and internal differentiation, teachers ultimately come to the construction of an individual development trajectory of the emerging personality. However, this individual trajectory is set from the outside through the external design of personality development based on compliance or non-compliance with certain norms and standards in various phases of development.

Thus, positive in nature-centric pedagogical systems is that the individuality of the student with its features and differences comes to the fore. A good goal is clearly visible - to help everyone develop to the best of their abilities. Her flaws: firstly, any goal in its extreme manifestations can result in its opposite (the dangers of segregation, selection, racism were mentioned above); secondly, operating with categories such as "age norms and standards of development", behind which are hidden traditional ideas or delusions of adults about the capabilities of students, does not seem to be sufficiently convincing from the standpoint of scientific validity. Differentiation and individualization of education is, on the one hand, the way of improvement, the search for new forms, means, methods, technologies of training and education. However, on the other hand, it is obvious that by constantly deepening differentiation, one can reach cumbersome constructions, the practical application of which will be so difficult that it can lead to the opposite effect - a decrease in the effectiveness of education.

teacher education professional competence

The person who organizes and implements the educational process at school is a teacher. You can also say this: a teacher (teacher, teacher, mentor, master) is a person who has special training and is professionally engaged in pedagogical activities. Here you should pay attention to the word "professional". Almost all people are engaged in unprofessional pedagogical activity, but only teachers know what, where and how to do it. To consider teacher training, one can imagine a model of a modern teacher that will reflect all the modules of teacher training (See Appendix).

An objectively necessary module.

For productive pedagogical activity, each teacher must possess specific knowledge, and certain skills and abilities are also necessary for his work.

Knowledge is the result of the process of human cognition, the determining factor in the culture of his work, especially pedagogical work. A modern teacher needs to be fluent in the disciplines taught, to know their theory, the basics of the theory of related subjects.

He must have general scientific knowledge, physiological, mental, pedagogical and methodological.

General scientific knowledge includes philosophical, economic, socio-legal, ethical, determine the methodological basis of subject knowledge and deepen them.

Physiological and psychological knowledge presupposes rather extensive ideas of the teacher about the age-related features of the development of the student's body, knowledge of the patterns of older schoolchildren, sensitive and critical periods of age development, knowledge of the characteristics of upbringing and education, the psychological characteristics of pedagogical activity and the psychology of the personality of the teacher himself.

Pedagogical and methodological knowledge includes a good command of the history of pedagogy, the philosophy of pedagogy, the peculiarities of the theory of education and training, school studies. Of particular importance is the normative knowledge of pedagogy, which determines the essence of the educational process, the main categories of pedagogical science, the patterns and principles of the teacher's activity.

The productive activity of a teacher, as noted earlier, also includes skills and abilities. These include cognitive skills, organizational, informational, constructive, communicative and research.

cognitive skills contain the ability to perceive and understand the mental state of the child at the moment; exercise control over their mental state; navigate the content of training and education; expand their knowledge and skills, analyze pedagogical experience. Organizational they are also aimed at involving students in various activities, creating a team and organizing joint activities. These skills, as general pedagogical ones, include mobilization, development and orientation. ( Mobilization Skills associated with attracting the attention of students and developing their sustainable interests in learning, work and other activities; the formation of the need for knowledge and the arming of students with the skills of educational work and the basics of the scientific organization of educational work, etc.; developing skills involve the definition of the "zone of proximal development" (L.S. Vygotsky) of individual students, the class as a whole; creation of problem situations and other conditions for the development of cognitive processes, feelings and will of pupils; stimulation of cognitive independence and creative thinking, the need to establish logical and functional relationships; formation and formulation of questions requiring the application of previously acquired knowledge; creation of conditions for the development of individual characteristics, the implementation of an individual approach to students for these purposes; orientation skills aimed at shaping the moral and value attitudes of pupils and the scientific worldview, instilling a steady interest in educational activities and science, in production and professional activities, etc.).

information skills. These are the skills and abilities of working with printed sources and bibliography, the ability to extract information from other sources and didactically transform it, i.e. the ability to interpret and adapt information to the tasks of training and education.

Constructive skills- represent as internally interconnected analytical, prognostic and projective skills.

Analytical Skills- this is one of the criteria of pedagogical skill, because with their help knowledge is extracted from practice. Through analytical skills, a generalized ability to think pedagogically is manifested. Such a skill consists of a number of particular skills: to dismember pedagogical phenomena into constituent elements (conditions, motives, incentives, means, forms of manifestation, etc.); to comprehend each part in connection with the whole and in interaction with the leading parties; find ideas and conclusions in the theory of education and upbringing. Patterns adequate to the logic of the phenomenon under consideration; correctly diagnose the pedagogical phenomenon; find the main pedagogical task and ways of its optimal solution.

Predictive skills represent the promotion of pedagogical goals and objectives, the selection of ways to achieve pedagogical goals, the prediction of the result of possible deviations and undesirable phenomena, the definition of the stages of the pedagogical process, the allocation of time, planning together with students of life. They, depending on the object of forecasting, can be combined into three groups: 1) forecasting the development of the team: the dynamics of its structure, the development of the system of relationships, changes in the position of the asset and individual students in the system of relationships, etc.; 2) forecasting the development of the personality: its personal and business qualities, feelings, will and behavior, possible deviations in the development of the personality. Difficulties in establishing relationships with peers, etc.; 3) forecasting the pedagogical process: educational, educational and developmental opportunities for educational material, students' difficulties in learning and other activities; the results of the application of certain methods, techniques and means of training and education, etc.

Projective Skills include: 1) translation of the purpose and content of education and upbringing into specific pedagogical tasks; 2) taking into account, when determining pedagogical tasks and selecting the content of students' activities, their needs and interests; 3) planning individual work with students in order to overcome existing shortcomings in the development of their abilities, creative forces and talents, etc.

Reflective Skills take place in the implementation by the teacher of control and evaluation activities aimed at himself. For the effective implementation of control, the teacher must be capable of reflection, which allows him to reasonably and objectively analyze his judgments, actions and, ultimately, activities from the point of view of their compliance with the plan and conditions.

Communication skills these are interrelated groups of perceptual skills, the actual communication skills (verbal) and the skills and abilities of pedagogical technology.

Perceptual Skills: 1) perceive and adequately interpret information about signals from a communication partner received in the course of joint activities; 2) penetrate deeply into the personal network of other people; establish the individual identity of a person; on the basis of a quick assessment of the external characteristics of a person and manners of behavior, determine the inner world, direction and possible future actions of a person; 3) determine what type of personality and temperament a person belongs to; to capture the nature of experiences by insignificant signs. The state of a person, his involvement or non-involvement in certain events; 4) find in the actions and other manifestations of a person signs that distinguish him from others and himself in similar circumstances in the past; 5) to see the main thing in another person, to correctly determine his attitude to social values, to take into account in the behavior of people "corrections" for the perceiver, to resist the stereotypes of perception of another person.

Skills of pedagogical communication. At the stage of modeling the upcoming communication, the teacher relies primarily on his memory and imagination. He must mentally restore the features of previous communication with the class and individual students, while remembering the individual characteristics that are manifested in their reactions and behavior. Imagination at this stage is manifested in the ability to put oneself in the place of another person.

The organization of direct communication requires the ability to carry out a communicative attack, i. draw attention to yourself. V.A. Kan-Kalik describes four ways to attract the attention of another subject of communication: a speech variant (verbal appeal to students); pause with active internal communication (demanding attention); movement-sign variant (hanging up tables, visual aids, writing on the board, etc.); a mixed version that includes elements of the previous three.

Pedagogical technique is a set of skills and abilities necessary for pedagogical stimulation of activity, both for individual students and the team as a whole: the ability to choose the right style and tone in communicating with pupils, manage their attention, sense of pace, etc.

In addition to the named skills and abilities of pedagogical technique, it is necessary to include the following: control your body, relieve muscle tension in the process of performing pedagogical actions; regulate their mental states; cause “by order” feelings of surprise, joy, anger, etc.; own the intonation technique for expressing different feelings (request, demands, questions, orders, advice, wishes, etc.); win over an interlocutor; figuratively convey information, etc.

Research skills - comprehension and creative development of scientific theories, pedagogical and methodological ideas, involving the solution of typical and non-standard educational situations.

Thus, an objectively necessary module, which includes knowledge, skills and abilities, is necessary for every professional and creative teacher. Knowledge lays a solid foundation for the development of skills and abilities, without which the dynamics and effectiveness of pedagogical activity, as well as the modules of the teacher's personal qualities, are impossible, because knowledge contributes to the improvement of not only the professional, but also the general cultural level of the teacher, and consequently, the development of his personality.

cultural module, those. high level of general culture.

“Culture (lat. cultura - cultivation, processing) is a historically defined level of development of society, the creative forces and abilities of a person, expressed in the types and forms of organizing the life and activities of people, in their relationships, as well as in the material and spiritual values ​​\u200b\u200bcreated by them. Culture in education acts as its content component, a source of knowledge about nature, society, methods of activity, a person’s emotional-volitional and value attitude towards people around them, work, communication, etc.” .

Personal culture is made up of knowledge, skills, value orientations, needs and is manifested in the nature of its communication and creative activity. The culture of personality is the harmony of the culture of knowledge, creative action, feelings and communication. Human culture is the harmony of his inner world and external activities.

In its structure, personality culture consists of two levels: internal, spiritual culture, and external, manifested in the culture of communication, behavior, appearance.

internal culture- a set of spiritual values ​​of a person: his feelings, knowledge, ideals, beliefs, moral principles and views, ideas of honor, self-esteem and self-respect.

External culture- this is a way of manifestation of the spiritual world of a person in communication and creative activity.

One of the constituent elements of the general culture is the professional culture of the individual. Professional culture is understood as a certain level of abilities, knowledge, skills necessary for the successful performance of special work. Professional culture includes general ideas about the social significance of a particular type of work, an idea of ​​the professional ideal, ways and means of achieving it, a developed sense of professional pride, professional honor and responsibility. The general culture and professional culture of the individual are interconnected and influence each other.

Pedagogical culture is the professional culture of a person engaged in pedagogical activity, the harmony of highly developed pedagogical thinking, knowledge, feelings and professional creative activity, which contributes to the effective organization of the pedagogical process. It determines the nature of the implementation of all the main functions of the teacher: educational, upbringing, developing.

The signs of the pedagogical culture of the teacher are intelligence, developed intellect, stable pedagogical orientation of interests and needs, harmony of mental, moral and physical development, humanism, sociability and pedagogical tact, broad outlook, creativity and pedagogical skill.

The culture of pedagogical work is an integral part of the general culture. The components of the culture of pedagogical work are: a) taking into account the psychological aspects of the lesson, b) the nature of the teacher's requirements for students, c) creating an emotional and intellectual background for the lesson, d) the pace of the lesson, e) self-control of the lesson, g) the quality side of the lesson, h) a sense of humor.

Thus, the teacher is the creator of cultural values, and the higher his culture, the more success he achieves in his pedagogical activity.

Module of personality traits.

This module includes the following qualities of a teacher's personality: personal-ethical, individual-psychological and professional-pedagogical.

Personal and ethical qualities- this is a sense of duty and civic responsibility, humanism, compassion, sensitivity, goodwill, diligence and discipline, integrity, modesty, sociability, objectivity, self-criticism, originality, aesthetic expressiveness, artistry, general erudition, patience and perseverance.

Individual psychological qualities- this is the breadth and depth of cognitive interests, clarity and criticality of the mind, ingenuity, emotional responsiveness and stability, long-term memory, development of observation, will, imagination, large volume and switchability of attention, culture of temperament, objective self-esteem.

Professional and pedagogical qualities- this is an interest in pedagogical activity, love for people, pedagogical tact, pedagogical thinking, professional and pedagogical performance, the desire for scientific and pedagogical creativity, culture and expressiveness of speech, a sense of humor.

Thus, the model of a modern professional teacher consists of several modules: objectively necessary, cultural and personality qualities module. In turn, they represent a professional teacher as a comprehensively developed, organized, cultural personality, which is characterized by a combination of numerous qualities, such as communication, pedagogical tact, pedagogical duty, responsibility, etc., and the most important of them will be a pedagogical vocation. The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities of a teacher.

There are three models of pedagogical activity:

2. pedagogy of complete freedom

3. Pedagogy of cooperation

Pedagogical activity first model characterized by the subordination of children, the restriction of their freedom and autonomy. The teacher controls the children in everything, uses strict control over the behavior and development of the child. Children are practically deprived of independence, do not know how to defend their interests, are often aggressive or depressed, experience fear, anxiety. (G.B. Stepanova, T.A. Repina, R.B. Sterkina, R.S. Bure and others). Teachers of the authoritarian type tend to use orders, orders, categorical instructions; their negative assessments prevail over the positive ones. For educators of an authoritarian type of relationship to a child, a significant emphasis is placed on the organizational and business (teaching and disciplining) side of the pedagogical process.

The reason for the emergence of a negative model of pedagogical activity is determined by the position of the teacher (a kind of attitude towards the child).

The second model of the child's pedagogical activity, as a rule, presupposes a liberal-permissive style of relations with children. Educators do not try to limit the behavior of children, do not restrain children in any of their manifestations and actions. Children are impulsive, any prohibition on the part of other adults can cause aggressiveness.

Third model suggests a democratic (helpful) style of relationships with children. Teachers pay more attention to the organizational and educational aspect of their activities: their attitude towards children is aimed not only at the effectiveness of the learning process, at maintaining order and discipline, but also at educating moral and volitional qualities child, the development of his self-esteem, the image of "I". The teacher stimulates the subjectivity of the child, organizing the cooperation of children with each other, mutual assistance, coordination of actions. The democratic position of the teacher creates optimal conditions for the formation of a positive emotional microclimate of the group. This style implies not only a focus on the child, recognition of his rights and obligations, dignity and shortcomings, but also respect for the family lifestyle, family relations with a favorable development option (T.N. Doronova).

Pedagogy of cooperation is oriented from the personality-oriented model of education and organization of pedagogical activity. The essence of this model is defined in the Concept of preschool education (V.V. Davydov. V.A. Petrovsky, 1989). Meanwhile, L.M. Klarina, V.G. Maralov, V.A. Sitarov and others cite data that only every fifth teacher implements a personality-oriented approach to raising and educating children, a third of modern preschool educators are in the position of teaching -disciplinary didactic model, in the rest there is no clear orientation to a particular model.

An analysis of modern publications devoted to the problem of a student-centered model of pedagogical activity shows that they are trying to consider it in the context and logic of subject-subject relations. Many researchers believe that the teacher should recognize children as subjects of education. However, in the works of G.M. Kodzhaspirova, T.A. Kulikova, Yu.B. Nadtochiy and others emphasize the need to gradually lead the child from the object position to the subjective one.

4. The originality of children's culture:

The basis of pedagogical activity is the dialogue of culture: the world of adults and the world of children. The main problem of pedagogical activity is the combination of the requirements and goals of the educator (mentor, teacher) with the capabilities, desires, requests and goals of children (trained, educated). The dialogue of two cultures involves interaction based on cooperation, mutual understanding, equality of the two worlds, the principle of accepting a child as he is.

Children's subculture is a special system of ideas about the world of values ​​that exist in the children's environment. It finds its expression in various children's games, rituals, verbal creativity, etc.

Children's subculture is formed under the influence of society, its traditions, attitudes towards children, attention of the adult world to the world of childhood. For example, children's word creation is "a kind of challenge to the consciousness of an adult, which, although supported by ready-made social experience, is also limited by it"

What should be a modern educator? Modern teacher? What should it be like for children, for their parents, for their colleagues? What qualities should he have? And what should he strive for? We ask ourselves these questions more than once in the process of ongoing educational work.

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Model of the modern teacher. Prepared by: Solovey I.I.

“The ability to educate is still an art, the same art as playing the violin or piano well, painting well.” A. S. Makarenko.

It is known that only a “winged” teacher can bring up a “winged” child, only a happy one can bring up a happy one, and only a modern one can bring up a modern one.

What does it take to become a teacher? Kindness tolerance tolerance breadth of outlook a developed sense of empathy…

And the main thing in our profession is to love children, to love just like that, for nothing, to give them every moment a piece of your heart, and to love them as your own, without compromises and conditions.

So, what kind of educator are children, parents, society waiting for?

Educator Knows the specifics of preschool education and the organization of educational work with children of early and preschool age. Knows the general patterns of child development in early and preschool childhood; features of the formation and development of children's activities at an early and preschool age. Owns the theory and pedagogical methods of physical, cognitive and personal development of children of early and preschool age. Able to plan, implement and analyze educational work with children of early and preschool age in accordance with the Federal State Educational Standard of preschool education. Implements the pedagogical recommendations of specialists (psychologist, speech therapist, etc.) in working with children who experience difficulties in mastering the program, or children with special educational needs. Participates in the creation of a psychologically comfortable and safe educational environment, ensuring the safety of children's lives, their health, emotional well-being.

Educator Owns the methods and means of psychological and pedagogical education of parents (legal representatives) of children of early and preschool age, be able to build partnerships with them to solve educational problems. Possesses ICT competencies necessary and sufficient for planning, implementation and evaluation of educational work with children of early and preschool age. Modern society needs leaders, people who are able to make decisions and bear responsibility for them. Therefore, a modern educator should have bright leadership qualities, be able to lead not only children, but also be an example for colleagues and parents of pupils. He owns the methods and means of analyzing psychological and pedagogical monitoring, which makes it possible to evaluate the results of the development of educational programs by children.

A complex of qualities that a modern teacher should possess: Moral and ethical qualities: The desire to help. The tendency to be involved. Unselfishness. Honesty. Decency. Responsibility. High morality. Self-criticism.

A set of qualities that a modern teacher should possess: Neuro-psychic endurance: Energy. Working capacity. Initiative. Perseverance in achieving the goal. Willingness to experience psychological discomfort. Ability to withstand mental stress.

Model of a modern teacher: Attitude towards work: conscientiousness; discipline; interest in the success of their activities; responsibility for results; creative initiative; striving for self-improvement Attitude towards children: love; respect; goodwill; justice; patience; exactingness; empathy

Model of a modern teacher: Attitude towards parents: delicacy; ability to cooperate; desire for mutual understanding Attitude towards colleagues: respect; tact; goodwill; responsiveness.

Thank you for your attention!