7 types and models of pedagogical activity. Professional pedagogical activity of a preschool teacher, its types and structure. List of reporting documents

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Introduction

1. The concept of pedagogical activity

2. Basic models of pedagogical activity, their characteristics

3. Modeling as a teaching method

4. Psychological models of pedagogical activity based on a systems approach

Conclusion

Bibliography

INTRODUCTION

The essence and structure of pedagogical activity, as well as the productivity associated with them, is one of the most pressing issues of pedagogical science and practice. Usually, scientific analysis of these important phenomena is replaced by general discussions about the art of teaching.

Of course, the scientific analysis of pedagogical activity pays tribute to the uniqueness of the creative method of each teacher, but it itself is built not on descriptions, but on the principles of comparative research and qualitative and quantitative analysis. The direction associated with the application of the principles of a systematic approach to the analysis and construction of models of pedagogical activity is considered especially promising.

As an artificial, specially organized pedagogical system due to the objective laws of the development of society, it is under the constant “control” of society, i.e. the social system of which it is a part. Changes in the pedagogical system, its restructuring and adaptation depend on which elements or elements society is currently targeting: strengthening the material base, improving the content of education, caring for the financial situation of the teacher, etc. The reasons for many unsuccessful attempts to improve pedagogical systems lie in a non-systemic, local approach to transforming its elements. Society, forming a social order, builds an education system corresponding to it as the most general pedagogical system. It, in turn, has its subsystems all the social institutions that perform educational functions and are united into the education system.

For the effective functioning of pedagogical systems aimed at educating the younger generation, society creates a system for training teachers, secondary specialized and higher pedagogical educational institutions as pedagogical systems. Showing concern for the level of professional qualifications, society creates different levels of pedagogical systems for professional training and advanced training.

Thus, we see an inextricable connection between the pedagogical systems of our time and society, which determines the relevance of the further development of models of pedagogical activity in the modern education system.

1. Conceptpedagogical activity

Pedagogical activity is an independent type of human activity in which the transfer of social experience, material and spiritual culture is realized from generation to generation.

Based on this definition, types of activities are distinguished. Thus, activities aimed at creating and obtaining a material product are usually called practical; and activities aimed at changing the sphere of consciousness are usually called spiritual. These are relatively independent, although interconnected, forms of activity.

Let us now turn to the very interpretation of the concept of “pedagogical activity”. Analysis of the content of any type of activity indicates the presence of its psychological foundation, because The main characteristics of activity are considered to be objectivity - what it directly deals with (some material or ideal object), and subjectivity, since it is performed by a specific person. (A.N. Leontiev, S.L. Rubinstein, etc.)

The concept of activity is one of the key ones in modern psychology and pedagogy. Psychology studies the subjective aspect of activity.

It is obvious that teaching activity is one of the types of activity.

Pedagogical activities are divided into professional and non-professional (N.V. Kuzmina, E.M. Ivanova, etc.). An example of non-professional pedagogical activity can be the activity of raising children in a family or the activity carried out by enterprise managers. Non-professional teaching activity is considered to be teaching a craft. Thus, non-professional teaching activity is one that most people engage in in their daily lives, not necessarily having special pedagogical education and teaching qualifications. Professional pedagogical activity is carried out in public or private teaching and educational institutions and requires the professional competence of the persons carrying it out and a certain level of their special education.

Let us consider several approaches to the interpretation of the concept of pedagogical activity.

A.I. Shcherbakov characterizes the work of a teacher as “an art that requires from him deep knowledge, high culture, pedagogical abilities and, above all, an understanding of the psychological structure and content of pedagogical activity, its main functions, the implementation of which ensures the effect of education and upbringing of students.” A.I. Shcherbakov identifies 8 functions of pedagogical activity, arranging them in order of importance as follows: information, mobilization, development, orientation, constructive, communicative, organizational, research. Moreover, the last four, according to the author, “are not specifically pedagogical, since they take place in all types of modern skilled labor.”

V.A. Slastenin believes that “the activity of a teacher-educator, by its very nature, is nothing more than the process of solving an innumerable set of typical and original pedagogical tasks of various classes and levels. However, with all the richness and diversity, pedagogical tasks are tasks of social management.” According to V.A. Slastenin, “readiness to solve pedagogical problems at a high level of skill is determined by a number of professional pedagogical skills.” He considers the system of relevant skills as the basis for the formation of professional skills of a teacher-educator.

Yu.N. Kulyutkin classifies the teaching profession as a group of professions of the “person-to-person” type, which are characterized by interpersonal interaction. An integral characteristic of the latter are reflexive processes. At the same time, “the teacher strives to form in the student those “internal foundations” (knowledge, beliefs, methods, actions) that would allow the student to independently manage his future activities in the future. Meanwhile, it is important to set... a larger goal - development of the student’s personality, taking into account the areas of his personality and the different types of effects of his advancement.” Pedagogical activity appears in this theory as the teacher’s reflexive management of the student’s activities with the goal of developing the latter’s personality.

In the described characteristics, two approaches to defining the concept of pedagogical activity can be distinguished

The first is characterized by the recognition of the leading role of the teacher, who is the implementer of a specific educational, general education program, who fulfills his functional responsibilities and must meet the requirements of the profession. With this approach, the student is an object of the teacher’s proactive influence and influence.

In the second approach, the teacher is an intermediary between students and the outside world; he is an equal partner in dialogue interaction with the student.

The basis of this classification is the type of communication - monologue or dialogue. It should be noted that in all characteristics of monologue-type pedagogical activity, the form of orientation towards the type of communication is hidden: in words, the student is declared an active subject of the activity, but the forms of interaction that are offered are in fact a one-sided influence of the teacher. This approach clearly places an “emphasis” on the teaching process. In the second type, PD is filled with truly human meaning, expressed in cooperation and co-creation.

2. Basic models of pedagogicalactivities

A system is a collection of many interconnected elements that form a certain integrity. It necessarily involves the interaction of elements.

However, from the point of view of P.K. Anokhin, interaction as such cannot form a system of many elements. Developing the theory of functional systems, P.K. Anokhin emphasizes that a system can only be called such a complex of selective involvement of components, where interaction and relationship acquire the character of interaction of components aimed at obtaining a focused useful result.

The central scientific task of pedagogy and educational psychology as a science is to describe exactly how the components of the system depend on each other.

In pedagogy, there are numerous options for applying general systems theory to the analysis of pedagogical activity. So, N.V. Kuzmina, introducing the concept of a pedagogical system, highlights not only its structural components, but also the functional components of pedagogical activity. Within this model, there are five structural components:

1) subject of pedagogical influence;

2) object of pedagogical influence;

3) the subject of their joint activity;

4) learning objectives

5) means of pedagogical communication.

In fact, these components make up the system. If we try to remove one of them, the pedagogical system itself will immediately fall apart and be liquidated. On the other hand, not a single component can be replaced by another or by a combination of other components. Isolating a structural component does not mean completely describing the system. In order to define a system, it is necessary not only to identify its elements, but also to determine the set of connections between them. In this case, all structural components of the pedagogical system are in both direct and inverse dependence. The central scientific task of pedagogy and educational psychology as a science is to describe exactly how the components of the system depend on each other.

Developing the problem of pedagogical activity, N.V. Kuzmina determined the structure of the teacher’s activity. In this model, five functional components were identified:

1. The Gnostic component (from the Greek gnosis - knowledge) refers to the sphere of knowledge of the teacher. We are talking not only about knowledge of one’s subject, but also about knowledge of methods of pedagogical communication, psychological characteristics of students, as well as self-knowledge (one’s own personality and activities).

2. The design component includes ideas about the long-term objectives of training and education, as well as strategies and methods for achieving them.

3. The constructive component is the features of the teacher’s design of his own activities and the activity of students, taking into account the immediate goals of teaching and education (lesson, lesson, cycle of classes).

4. The communicative component is the features of the teacher’s communicative activities, the specifics of his interaction with students. The emphasis is on the connection between communication and the effectiveness of teaching activities aimed at achieving didactic (educational and educational) goals.

5. The organizational component is a system of teacher skills to organize their own activities, as well as the activities of students.

It must be emphasized that all components of this model are often described through a system of corresponding teacher skills. The presented components are not only interconnected, but also overlap to a large extent. So, for example, when thinking about the structure and course of a lesson, the teacher must also keep in mind from which lesson his students will come to this lesson (for example, after physical education, it is usually difficult for schoolchildren to calm down and concentrate). It is necessary to take into account the character and personal problems of each of them (after all, you should not call a child upset at home troubles to the blackboard, and a fable read halfway with laughter by the funniest person in the class can disrupt the lesson). This is how the gnostic and organizational components are connected. According to V.I. Ginetsinsky, who also proposes a model of a systemic nature, four functions can be distinguished in pedagogical activity:

1. The presentation function consists of presenting the content of the material to the student. The identification of this function is based on abstraction from specific forms of learning. It is focused on the very fact of presenting educational material.

2. The incentive function is to arouse students’ interest in learning information. Its implementation is associated with asking questions and evaluating answers.

3. The corrective function is associated with the correction and comparison of the results of the students’ activities.

4. Diagnostic function provides feedback.

The predominance of one or another function in the teacher’s activity indicates that the activity of students has a certain type, since a certain teaching method is being implemented. For example, the leading position of the incentive function is usually accompanied by the use of a problem method. The original concept of teacher activity was developed in the works of A.K. Markova. In the structure of a teacher’s work, she identifies the following components:

1) professional, psychological and pedagogical knowledge;

2) professional teaching skills;

3) professional psychological positions and attitudes of the teacher;

4) personal characteristics that ensure mastery of professional knowledge and skills.

psychological functional pedagogical modeling

3. Simulation as a teaching method

In modern didactic literature, the idea of ​​modeling as one of the teaching methods is widespread. It should be noted that modeling has been known as a scientific method for a very long time.

Definition of the model according to V.A. Shtoff contains four characteristics:

1) model - a mentally represented or materially realized system;

2) it reflects the object of research;

3) it is capable of replacing an object;

4) its study provides new information about the object.

Modeling refers to the process of constructing and researching models. When defining the concept of “educational model,” the emphasis is on the fact that the characteristics of the model should be easier to perceive didactically than similar or identical characteristics in the object itself. The structure of the didactic model contains fewer elements than the object itself. Research confirms that the use of simulation as a teaching method leads to a significant increase in learning efficiency. So, S.I. Meshcheryakova conducted an experiment during which one group of students (68 people) was introduced to mathematical modeling while studying a general physics course, while the other (83 people) were not purposefully taught this method.

As a result, the overall performance in special courses was higher in the first group than in the second. This conclusion is confirmed by studies conducted not only in higher but also in secondary schools. As a result of experimental studies, it was shown that in the process of traditional teaching, modeling activities are not spontaneously formed. Therefore, modeling should be considered as a teaching method and used purposefully. The use of this method has its own characteristics, neglect of which entails negative consequences. So, A.A. Matyushkin-Gerke showed that the lack of a clear distinction between real objects and mathematical models used to study the latter leads to the formation of a distorted scientific worldview in students.

The choice of teaching methods by a teacher is one of the most important aspects of the problem of productive teaching activity. The complexity of this issue lies in the fact that the choice of teaching method is determined by an extremely large number of factors. After analyzing the pedagogical literature, Yu.K. Babansky showed that the solution to the issue depends on 23 different indicators. In fact, it is impossible to select methods, and, consequently, develop the entire structure of the learning process according to 23 factors. Yu.K. When choosing a teaching method, Babansky suggests taking into account six main parameters, which include a whole variety of factors: patterns and principles of teaching; goals and objectives of training; subject content; educational opportunities for schoolchildren; features of external conditions; capabilities of the teachers themselves.

Method as a category of didactics is organically connected with all structural components of the pedagogical system. It can be assumed that the choice of teaching method is determined by the totality of the relationship of the method with each of the structural components of pedagogical systems. From the standpoint of a systems approach, the problem of optimal choice consists in clarifying the relationship between the teaching method and structural components: the subject and object of pedagogical influence, the subject of their joint activity and the purpose of learning. Since the teaching method itself is included in the content of the component of means of pedagogical communication, there is no talk here about the relationship of the above components.

At the same time, one can raise the question of the connection between methods and forms of teaching, since this component includes the concept of forms of teaching. In fact, for the problem of choosing a teaching method, it is significant that it is determined by precisely the four indicated structural components. This determinism is due to the process of pedagogical activity itself, where the choice of method is carried out at a lesson of a certain form (lecture, seminar, practical lesson, lesson). The organizational form of the lesson remains unchanged, but the specific goals of learning, the content of the subject, the state of the subject and object of pedagogical influence are subject to change. At the same time, the thought of N.D. remains relevant. Nikandrova that each organizational form of training is characterized by its leading methods. In general, in modern didactics the problem of the optimal choice of teaching methods is understood in the context of the dependence of the choice on a number of factors within a specific form of training.

A specific feature of higher education is the independent activity of students. In fact, teachers often associate this state of affairs with inter-exam assessment reduced to a minimum. However, such an understanding of student independence specific to higher education is unlikely to have any basis. After all, the effectiveness of students’ self-training is not so high. Irregularity of educational and methodological influence (consultations, testing, control) leads to a decrease in academic performance. Special studies also indicate that the thought of B.G. Ananyev that “...the absence of assessment is the worst type of assessment, since this effect is not orienting, but disorienting,” is true for any pedagogical systems, and not just for secondary schools. For higher education, along with traditional ones, it is necessary to organize new methods of control that are as time-efficient as possible.

One of the promising directions in this regard is the development and use of didactic tests in the learning process. Naturally, frequent assessment is especially important in younger years. Why? As practice shows, it is junior students who experience the greatest difficulties during self-study. For this period of study, it is necessary to increase the number of tests and assessment methods. What is the reason for these adaptation difficulties? At school, even in high school, the student is constantly monitored by several teachers, tests, tests, etc. are conducted every week, or even several times a week, not to mention oral quizzes, essays, and so on. Once at the university, yesterday's student is faced with the fact that virtually no one is monitoring his studies. Test week and session - control carried out every six months. Let's add to this the free class attendance that exists in many universities. It is quite natural that young people, left to their own devices, find themselves in a situation that can be described by a quote from Vladimir Vysotsky: “Yesterday I was given freedom - what am I going to do with it?” Comprehensive and systematic control at school is replaced without any transition period by almost complete independence at a university.

Intersession control is only a component of assessment, and it would be incorrect to reduce all assessment to it alone. Research conducted within the framework of higher education pedagogy shows that the presence of only one accounting and control system is characteristic of unproductive (formal) exactingness. Productive exactingness is represented, in addition to accounting and control, by a system of rewards and punishments.

Thus, midterm (intersession) assessment seems to be a necessary element of the activity of a higher education teacher, especially in junior courses. Another promising direction for solving the problem of adaptation is to improve methods of teaching students through teaching techniques for independent work.

In conclusion, it should be noted that when analyzing teaching activities, it is possible to use various models. The choice and application of models are determined by the basic theoretical or practical concept, as well as by the specific tasks set by the researcher or practitioner. It is important to remember the following: teaching activities are collaborative, not individual. It is combined already because in the pedagogical process there are necessarily two active parties: the teacher, the teacher - the student, the student. In this regard, it is often said that pedagogical activity is based on the laws of communication. However, teaching activity is collaborative in another sense. Almost always it is an “ensemble”. A student in the learning process simultaneously interacts not with one teacher, but with a whole group of teachers. When the activities of teachers turn out to be joint, coordinated, “ensemble”, then their pedagogical activity turns out to be effective and develops the student’s personality. The highest criterion of such consistency seems to be not just the interaction of teachers among themselves, but their mutual assistance aimed at achieving the ultimate goal. This ultimate task is not the achievement of a methodologically perfect process, but the personality of the student - his development, training and education.

4. Psychological models of pedagogical activity based on a systems approach

The development of modern pedagogy and the effectiveness of solving problems of teaching and educating younger generations cannot be imagined without its integration with other sciences. The focus of such integration is the growing, developing individual, the human personality. The main requirement of a systematic approach in pedagogy is to consider the child as an integral being in his most diverse relationships to the world around him - to family, friends, other social institutions, for example, to school, to church, etc.

The systems approach allows us to cognize, study, explore a pedagogical object at a specific level of analysis, to determine a set of elements identified on a common (system-forming) basis for them (that is, complementary to each other).

A systematic approach allows us to identify some subsystems that are particularly important for the effective functioning of the pedagogical system. It is quite obvious that here the subsystem comes first: “teacher-student”, then: “student-content”, “student-tools”, “teacher-content”, “teacher-tools”, “student-student”.

Based on the listed subsystems, we can identify a psychological model of pedagogical activity based on a systems approach - as a model of psychological support. Models of psychological support are a system of pedagogical activity, the process of interaction between teacher and students, assistance to students, psychologically intensive activity, which is based on a new understanding of education (subject-subject interaction, polylogical approach).

Psychological support is aimed at promoting the formation and self-realization of a person, revealing personal potential, identifying opportunities and ways to solve life problems, achieving educational goals and moral education. Psychological support turns out to be more effective if it is implemented in conditions of polysubjectivity and personal orientation; systematic, comprehensive and focused; emotional acceptance of personality; focus on developing a positive self-attitude, reflection and an adequate level of aspirations.

The educational environment is important. In this regard, it is necessary: ​​the creation of a sociocultural development environment in the pedagogical space; creation and development of the student body as an environment for children’s life and self-actualization; promoting the children's movement in and outside of school, assistance in the creation and functioning of children's and youth associations; pedagogical influence on the family as a factor in education.

The effectiveness of psychological support depends on the personality characteristics and activities of the teacher, manifested in:

value attitude towards the world of childhood;

in child-centeredness as a value; in the priority of anthropological values ​​(life, physical and mental health of the child);

in the focus on education as the most important component of the educational process;

in the teacher’s readiness for subject-subject interaction based on moral value orientations; in the teacher’s belief in the success of psychological support; in the emotional sensitivity of the teacher, the ability to sympathize, the ability to assess the emotional state of students, etc.

Thus, in the conditions of the modern educational process, the effectiveness of psychological support is determined by the influence of the personality and activity of the teacher, who displays a value-based attitude towards the world of Childhood and recognizes the priority of the student’s activity.

The paradigmatic and methodological foundations of the model of psychological support are the ideas of a systems approach, a personal development approach, and the subject-subject nature of pedagogical interaction; moral essence of education.

Another psychological model of pedagogical activity is an attempt to analyze and typologize the interaction between a teacher and a child, the essence of which is the psychological and pedagogical support of the child in solving his personal problems. Such interaction is aimed at creating the necessary conditions for the development of the child’s ability to independently solve problems and difficulties, and the development of his ability to self-determination. The main task of the teacher in this case is to create conditions for the development of the child’s abilities, his maturation and socialization. This model contains eight stages:

Stage 1 - indicative. The teacher’s task at this stage is to analyze the situation in order to determine whether the child has problems (based on direct or indirect indicators) and make a decision about starting interaction.

Stage 2 - entering into emotional contact with the child. Factors contributing to the creation of this atmosphere, conducive to deep personal communication, giving the teacher and child the opportunity to conduct a constructive dialogue:

Respect for the child and oneself, recognition of any person’s right to feel what he feels, to be who he is;

Authenticity (authenticity) - sincerity in expressing one's feelings, consistency of signals at the verbal and non-verbal levels;

The state of emotional stability, the teacher’s absence (at the moment of establishing contact) of affective reactions, the ability to concentrate attention on the child;

Mastery of verbal and non-verbal means of expressing approval, support and sympathy;

Awareness about the stereotypes of a given child’s positive and negative perception of an adult, the ability to create a positive attitude towards oneself.

Stage 3 - finding out the essence of the problem. Clarification and detailing of the problem situation, the manifestation of the child’s personal meanings and contradictions in his value-semantic sphere. Required basic techniques and skills: techniques of active and reflective listening, reinterpretation of messages, the ability to be understandable, the ability to build contractual relationships, the ability to give feedback. At this stage, it is important to create a reflective space in which all possible contexts of the situation would be recreated as fully as possible.

Stage 4 - self-determination in a problem situation. At this stage, the problem of taking responsibility for oneself, for one’s choice and its consequences becomes more acute. It is important that the child can assume the presence of options for action in a given problem situation (at the level of experience, knowledge or assumptions).

Stage 5 - new prospects. Now, in the mode of creative cooperation between an adult and a child, there is a search and discussion of various options for how to get out of a problematic situation. The “brainstorming” mode is well suited for this, when all possible ideas that come to mind are first recorded without criticism. When a sufficient number of ideas are collected, they are discussed and compared with each other.

Stage 6 - choosing a new strategy. After analyzing the ideas, a specific solution is selected, a plan for its implementation is determined, and new behavior is modeled. At this stage, it is possible to conduct training sessions to develop a skill, or to play role-playing simulation games. All this helps the child feel more confident and natural in a real life situation.

Stage 7 - implementation of plans. At this stage, specific steps taken are analyzed and, if necessary, plans are adjusted.

Stage 8 - reflection. In some cases, it makes sense to discuss the stages of counseling with the child, tracing when and how the problem was freed.

The teacher’s readiness to carry out this activity is based on reflection of his own self-determination in personal, semantic and procedural aspects. The main advantages of a systematic approach in the field of pedagogical phenomena are that thanks to it new problems arise, new tasks arise, and new directions of search are initiated.

CONCLUSION

In conclusion, it should be noted that when analyzing teaching activities, it is possible to use various models. The choice and application of models are determined by the basic theoretical or practical concept, as well as by the specific tasks set by the researcher or practitioner.

It is important to remember the following: teaching activities are collaborative, not individual. It is combined already because in the pedagogical process there are necessarily two active parties: the teacher, the teacher - the student, the student.

In this regard, it is often said that pedagogical activity is based on the laws of communication. However, teaching activity is collaborative in another sense. Almost always it is an “ensemble”. A student in the learning process simultaneously interacts not with one teacher, but with a whole group of teachers.

When the activities of teachers turn out to be joint, coordinated, “ensemble”, then their pedagogical activity turns out to be effective and develops the student’s personality. The highest criterion of such consistency seems to be not just the interaction of teachers among themselves, but their mutual assistance aimed at achieving the ultimate goal. This ultimate task is not the achievement of a methodically perfect process, but the personality of the student - his development, training and education

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3. Batrakova, S.N. Fundamentals of professional and pedagogical communication.- [Text] / S.N. Batrakova. -Yaroslavl, 1989

4. Bordovskaya, N., Rean, A. Pedagogy.- [Text] / N. Bordovskaya, A. Rean

5. Zimnyaya, I. A. Pedagogical psychology. - [Text] / I.A. Winter. - Rostov-on-Don, 1997.

6. Ismagilova, A.G. Style of pedagogical communication of a kindergarten teacher - [Text] / A.G. Ismagilova //Questions of psychology.-2000.-No. 5

7. Kan-Kalik, V.A. To the teacher about pedagogical communication. - [Text] / V.A. Kan-Kalik.- M., 1987

8. Klimov, E.A. Individual style of activity depending on the typological properties of the nervous system. - [Text] / E.A. Klimov.-Len.: Leningrad State University, 1969.

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11. Libin, A.V. Elements of the theory of human style. // Psychology today in the materials of the 1st All-Russian Conference. - [Text] / A.V. Libin.-M., 1996.

12. Lobanova, E.A. Preschool pedagogy: educational and methodological manual - [Text] / E.A. Lobanova. - Balashov: Nikolaev, 2005. - 76 p.

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17. Slastenin, V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook establishments - [Text] / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; Ed. V.A. Slastenina. - M.: Academy, 2002. - 576 p.

18. Stolyarenko, L.D. Pedagogical communication. - [Text] // L.D. Stolyarenko Pedagogical psychology for university students. - Rostov n/d: Phoenix, 2004. 19. Tolochek, V.A. Styles of professional activity. - [Text] V.A. Push. - M.: Smysl, 2000.-199

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Professional and personal qualities and abilities of a teacher

Modern pedagogy has accumulated materials that define the requirements for a modern teacher, which can be presented in the form of two components: professional and personal qualities and abilities of the teacher. The study of these structural components provides the opportunity to form a holistic idea of ​​the profession, as well as the opportunity to build educational programs and curricula for educational institutions with a pedagogical orientation in accordance with the requirements for university graduates.

Analysis of the main components of teaching activity allows us to conclude that not every person can be a teacher. To master the teaching profession, in addition to a certain psychological predisposition to teaching, a complex of personal qualities and abilities is necessary.

Characteristics of professional and personal qualities and abilities of a teacher

Already at the end of the 19th century. A list of the main personal qualities of a teacher was presented that contribute to the success of teaching activities. The most significant among the personal qualities of a teacher seem to be the presence of: determination, perseverance, hard work, modesty, observation, oratorical abilities, artistry, and readiness for empathy. In total, modern literature has identified more than fifty personal qualities of a teacher, which make up the portrait of a modern teacher.

In addition to personal qualities, modern literature presents the professional qualities of a teacher.

Definition

Professional qualities of a teacher are understood as those acquired in the process of professional training and associated with the acquisition of special knowledge, skills, ways of thinking, and methods of activity.

Among the professional qualities, scientific passion, love for one’s professional work, erudition, mastery of the subject of teaching, methods of teaching the subject, psychological preparation, general erudition, broad cultural outlook, pedagogical skill, mastery of teaching technologies, organizational skills, pedagogical tact, pedagogical technique, mastery of communication technologies, oratory and other qualities.

Professional qualities represent the foundation on which pedagogical excellence is built.

All professional qualities of a teacher can be grouped into three large groups: professional qualities that characterize the orientation of the teacher’s personality; professional qualities that reveal the pedagogical abilities of a teacher; professional qualities reflecting the professional competence of the teacher.

So, the personality of a teacher includes a complex set of knowledge of his subject, as well as important universal qualities and skills.

Model of a modern teacher

In modern education, processes of modernization and humanization are taking place; the implementation of a competency-based approach to building education has been developed and documented. In the light of the competency-based approach, a model of a modern teacher is being built.

Definition

Competence refers to the teacher’s ability to act in situations of uncertainty.

Professional competence can be presented as an integral characteristic of a teacher’s personality and professionalism, which allows one to determine his ability to effectively solve professional problems that arise in teaching activities in specific real situations.

The competency model of a modern teacher can be presented in the form of the following elements:

• Values, principles and goals.
• Professional qualities.
• Key competencies.
• Pedagogical methods, methods and technologies.
• Professional positions.

The competency model of a modern teacher is presented in Fig. 1.

Rice. 1. Competency model of a modern teacher

Definition

In this model, values ​​are understood as judgments and ideas that are recognized by the teacher and in his consciousness determine the maximum value boundaries of his activities.

Professional qualities may include a set of qualities, for example, friendliness and interest in treating students, willingness to accept constructive criticism from colleagues, having one’s own view of the social situation and the world around them, understanding people who have different values, interests, abilities, etc. d.

The key competencies of a future teacher are determined by the federal state educational standard and can be presented as follows (Fig. 2.).

Rice. 2. Key competencies of a future teacher

So, the figure shows the key competencies of a future teacher. The complex of key competencies is represented by educational competencies, communicative competencies, social competencies, and personal competencies.

Conclusion

Summarizing the above, we can characterize the professional and personal qualities of a teacher: the presence of focus, activity, self-regulation; pedagogical self-awareness as an image of the world specific to subjective activity; the presence of individual psychological properties, high morality and other properties and qualities. An important component of a teacher’s professionalism is professional competence, which consists of a number of competencies (educational, communicative, social, personal).

What should a modern educator be like? 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 educational work.

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Model of a 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, or painting well.” A. S. Makarenko.

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

What do you need to have to become a teacher? Kindness, patience, tolerance, breadth of outlook, 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 a piece of your heart every moment, and to love them as if they were your own, without compromises or conditions.

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

The teacher knows the specifics of preschool education and the features of organizing 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 in early and preschool age. Proficient in 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 for preschool education. Implements pedagogical recommendations of specialists (psychologist, speech therapist, etc.) in working with children who have difficulty mastering the program or children with special educational needs. Participates in creating a psychologically comfortable and safe educational environment, ensuring the safety of children’s lives, their health, and emotional well-being.

Educator Proficient in methods and means of psychological and pedagogical education of parents (legal representatives) of children of early and preschool age, and be able to build partnerships with them to solve educational problems. Possesses ICT competencies necessary and sufficient for planning, implementing and evaluating 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 teacher must have strong leadership qualities, be able to lead not only children, but also be an example for colleagues and parents of students. Proficient in methods and means of analyzing psychological and pedagogical monitoring, which allows assessing the results of children's mastery of educational programs.

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

A set of qualities that a modern teacher should have: Neuropsychic endurance: Energy. Performance. Initiative. Perseverance in achieving goals. Willingness to experience psychological discomfort. Ability to withstand neuropsychic stress.

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

ABSTRACT ON THE TOPIC:
Basic models of pedagogical activity (pedagogical systems).

Completed by 1st year student: Gilmanova A.F.

Area of ​​training: civil, family,

private international law

Checked: ________________

Introduction.
The essence and structure of pedagogical activity, as well as the productivity associated with them, is one of the most pressing issues of pedagogical science and practice. Usually, scientific analysis of these important phenomena is replaced by general discussions about the art of teaching.
Of course, the scientific analysis of pedagogical activity pays tribute to the uniqueness of the creative method of each teacher, but it itself is built not on descriptions, but on the principles of comparative research and qualitative and quantitative analysis. The direction associated with the application of the principles of a systematic approach to the analysis and construction of models of pedagogical activity is considered especially promising.
As artificial, specially organized due to the objective laws of the development of society, pedagogical the system is under constant “control” of society, i.e. the social system of which it is a part. Changes in the pedagogical system, its restructuring and adaptation depend on which elements or elements society is currently targeting: strengthening the material base, improving the content of education, caring for the financial situation of the teacher, etc. The reasons for many unsuccessful attempts to improve pedagogical systems lie in a non-systemic, local approach to transforming its elements. Society, forming a social order, builds an education system corresponding to it as the most general pedagogical system. It, in turn, has its subsystems all the social institutions that perform educational functions and are united into the education system. For the effective functioning of pedagogical systems aimed at educating the younger generation, society creates a system for training teachers, secondary specialized and higher pedagogical educational institutions as pedagogical systems. Showing concern for the level of professional qualifications, society creates different levels of pedagogical systems for professional training and advanced training.

Thus, we see an inextricable connection between the pedagogical systems of our time and society, which determines the relevance of the further development of models of pedagogical activity in the modern education system.

2. The concept of pedagogical activity.
Pedagogical activity is an independent type of human activity in which the transfer of social experience, material and spiritual culture is realized from generation to generation.
Based on this definition, types of activities are distinguished. Thus, activities aimed at creating and obtaining a material product are usually called practical; and activities aimed at changing the sphere of consciousness are usually called spiritual. These are relatively independent, although interconnected, forms of activity.
Let us now turn to the very interpretation of the concept of “pedagogical activity”. Analysis of the content of any type of activity indicates the presence of its psychological foundation, since the main characteristics of activity are considered to be objectivity - what it directly deals with (some material or ideal object), and subjectivity, since it is performed by a specific person. (A.N. Leontiev, S.L. Rubinstein, etc.)
The concept of activity is one of the key ones in modern psychology and pedagogy. Psychology studies the subjective aspect of activity.
It is obvious that teaching activity is one of the types of activity.
Pedagogical activities are divided into professional and non-professional (N.V. Kuzmina, E.M. Ivanova, etc.). An example of non-professional pedagogical activity can be the activity of raising children in a family or the activity carried out by enterprise managers. Non-professional teaching activity is considered to be teaching a craft. Thus, non-professional teaching activity is one that most people engage in in their daily lives, not necessarily having special pedagogical education and teaching qualifications. Professional pedagogical activity is carried out in public or private teaching and educational institutions and requires the professional competence of the persons carrying it out and a certain level of their special education.
Let us consider several approaches to the interpretation of the concept of pedagogical activity.
A.I. Shcherbakov characterizes the work of a teacher as “an art that requires from him deep knowledge, high culture, pedagogical abilities and, above all, an understanding of the psychological structure and content of pedagogical activity, its main functions, the implementation of which ensures the effect of education and upbringing of students.” A.I. Shcherbakov identifies 8 functions of pedagogical activity, arranging them in order of importance as follows: information, mobilization, development, orientation, constructive, communicative, organizational, research. Moreover, the last four, according to the author, “are not specifically pedagogical, since they take place in all types of modern skilled labor.”
V.A. Slastenin believes that “the activity of a teacher-educator, by its very nature, is nothing more than the process of solving an innumerable set of typical and original pedagogical tasks of various classes and levels. However, with all the richness and diversity, pedagogical tasks are tasks of social management.” According to V.A. Slastenin, “readiness to solve pedagogical problems at a high level of skill is determined by a number of professional pedagogical skills.” He considers the system of relevant skills as the basis for the formation of professional skills of a teacher-educator.
Yu.N. Kulyutkin classifies the teaching profession as a group of professions of the “person-to-person” type, which are characterized by interpersonal interaction. An integral characteristic of the latter are reflexive processes. At the same time, “the teacher strives to form in the student those “internal foundations” (knowledge, beliefs, methods, actions) that would allow the student to independently manage his future activities in the future. Meanwhile, it is important to set... a larger goal - development of the student’s personality, taking into account the areas of his personality and the different types of effects of his advancement.” Pedagogical activity appears in this theory as the teacher’s reflexive management of the student’s activities with the goal of developing the latter’s personality.
In the described characteristics, two approaches to defining the concept of pedagogical activity can be distinguished.
The first is characterized by the recognition of the leading role of the teacher, who is the implementer of a specific educational, general education program, who fulfills his functional responsibilities and must meet the requirements of the profession. With this approach, the student is an object of the teacher’s proactive influence and influence.
In the second approach, the teacher is an intermediary between students and the outside world; he is an equal partner in dialogue interaction with the student.
The basis of this classification is the type of communication - monologue or dialogue. It should be noted that in all characteristics of monologue-type pedagogical activity, the form of orientation towards the type of communication is hidden: in words, the student is declared an active subject of the activity, but the forms of interaction that are offered are in fact a one-sided influence of the teacher. This approach clearly places an “emphasis” on the teaching process. In the second type, PD is filled with truly human meaning, expressed in cooperation and co-creation.

3. Basic models of pedagogical activity.
A system is a collection of many interconnected elements that form a certain integrity. It necessarily involves the interaction of elements.
However, from the point of view of P.K. Anokhin, interaction as such cannot form a system of many elements. Developing the theory of functional systems, P.K. Anokhin emphasizes that only such a complex of selective involvement of components can be called a system, where interaction and relationship acquire the character of interaction of components aimed at obtaining a focused useful result.
The central scientific task of pedagogy and educational psychology as a science is to describe exactly how the components of the system depend on each other.
In pedagogy, there are numerous options for applying general systems theory to the analysis of pedagogical activity. Thus, N.V. Kuzmina, introducing the concept of a pedagogical system, highlights not only its structural components, but also the functional components of pedagogical activity. Within this model, there are five structural components:
1) subject of pedagogical influence;
2) object of pedagogical influence;
3) the subject of their joint activity;
4) learning objectives
5) means of pedagogical communication.
In fact, these components make up the system. If we try to remove one of them, the pedagogical system itself will immediately fall apart and be liquidated. On the other hand, not a single component can be replaced by another or by a combination of other components. Isolating a structural component does not mean completely describing the system. In order to define a system, it is necessary not only to identify its elements, but also to determine the set of connections between them. In this case, all structural components of the pedagogical system are in both direct and inverse dependence. The central scientific task of pedagogy and educational psychology as a science is to describe exactly how the components of the system depend on each other.
Developing the problem of pedagogical activity, N.V. Kuzmina determined the structure of the teacher’s activity. In this model, five functional components were identified:
1. The Gnostic component (from the Greek gnosis-cognition) refers to the sphere of knowledge of the teacher. We are talking not only about knowledge of one’s subject, but also about knowledge of methods of pedagogical communication, psychological characteristics of students, as well as self-knowledge (one’s own personality and activities).
2. The design component includes ideas about the long-term objectives of training and education, as well as strategies and methods for achieving them.
3. The constructive component is the features of the teacher’s design of his own activity and the activity of students, taking into account the immediate goals of teaching and education (lesson, lesson, cycle of classes).
4. The communicative component is the features of the teacher’s communicative activities, the specifics of his interaction with students. The emphasis is on the connection between communication and the effectiveness of teaching activities aimed at achieving didactic (educational and educational) goals.
5. The organizational component is a system of teacher skills to organize their own activities, as well as the activities of students.
It must be emphasized that all components of this model are often described through a system of corresponding teacher skills. The presented components are not only interconnected, but also overlap to a large extent. So, for example, when thinking about the structure and course of a lesson, the teacher must also keep in mind from which lesson his students will come to this lesson (for example, after physical education, it is usually difficult for schoolchildren to calm down and concentrate). It is necessary to take into account the character and personal problems of each of them (after all, you should not call a child upset at home troubles to the blackboard, and a fable read halfway with laughter by the funniest person in the class can disrupt the lesson). This is how the gnostic and organizational components are connected. According to V.I. Ginetsinsky, who also proposes a model of a systemic nature, four functions can be distinguished in pedagogical activity:
1. The presentation function consists of presenting the content of the material to the student. The identification of this function is based on abstraction from specific forms of learning. It is focused on the very fact of presenting educational material.
2. The incentive function is to arouse students’ interest in learning information. Its implementation is associated with asking questions and evaluating answers.
3. The corrective function is associated with the correction and comparison of the results of the students’ activities.
4. Diagnostic function provides feedback.
The predominance of one or another function in the teacher’s activity indicates that the activity of students has a certain type, since a certain teaching method is being implemented. For example, the leading position of the incentive function is usually accompanied by the use of a problem method. The original concept of teacher activity was developed in the works of A.K. Markova. In the structure of a teacher’s work, she identifies the following components:
1) professional, psychological and pedagogical knowledge;
2) professional teaching skills;

3) professional psychological positions and attitudes of the teacher; 4) personal characteristics that ensure mastery of professional knowledge and skills.

Conclusion
Thus, we can conclude that the pedagogical system is This is the integral unity of all factors contributing to the achievement of the set goals of human development.
A feature of modern pedagogical science is a comprehensive consideration of pedagogical activity, taking into account a wide range of both internal relations and external associated systems.
In systemic consideration, an object (phenomenon, process, relationship) is perceived not as a sum of parts, but as a whole.
Pedagogical systems are viewed as dynamic systems, the relationships between their components are constantly changing.
The functioning of the pedagogical system involves the interaction of its elements based on the implementation of internal and external connections, which allows one to achieve certain results in pedagogical activity.
Pedagogical systems are relatively independent and holistic, directly generating the process of human development.
Pedagogical systems that involve direct contact with students are pedagogical systems in the family, at school, in external institutions at the place of residence, etc. The fundamental system is the pedagogical process.
An enduring general innovation related to the pedagogical system as a whole is the optimization of the teaching and educational process. The development of this idea was headed in the early 70s. Academician Yu.K. Babansky. Certain results were achieved, which are still significant for domestic pedagogy and schools.
etc.................