EASTERN INSTITUTE OF ECONOMICS,
HUMANITIES, GOVERNANCE AND LAW
Faculty of Law
REQUIREMENTS FOR THE PERSONALITY OF THE TEACHER
abstract
Completed:
Group
UFA - 2005
Introduction…………………………………………………………………………….3 1. Requirements for the individual qualities of a teacher. ……………….. ..5
2. Professional competence. ……………………………………..eight
3. Pedagogical centering ………………………………………………….9
4. Professional and psychological profile of the teacher ………………10
Conclusion. ……………………………………………………………………15
Bibliography. ………………………………………………………......17
Introduction.
The position on the important, defining role of the teacher in the learning process is generally recognized in all pedagogical sciences. The term "pedagogy" has two meanings. The first is the field of scientific knowledge, science, the second is the field of practical activity, art.
The first property of an objective nature lies in the degree of knowledge of the taught subject by the teacher, in the degree of scientific training in this specialty, in related subjects, in broad education; then in acquaintance with the methodology of the subject, general didactic principles, and, finally, in the knowledge of the properties of children's nature, with which the teacher has to deal; the second property is of a subjective nature and lies in the art of teaching, in the personal pedagogical talent of creativity.
The second includes pedagogical tact, pedagogical independence, and pedagogical art. The teacher must be an independent, free creator, who himself is always on the move, in search, in development.
In pedagogical psychology, the most important social role of the teacher, his place, functions in society is emphasized, and the requirements placed on him and the social expectations formed in relation to him are analyzed. Accordingly, professional and pedagogical training and teacher self-training are considered as one of the leading problems of pedagogical psychology.
1. Requirements for the individual qualities of a teacher.
Consider the individual qualities of the teacher. They must simultaneously meet two levels of requirements for this profession. The requirements of the first level are imposed on the teacher in general as a carrier of the profession. They are irrelevant to social conditions, social formations, educational institution, academic subject. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in the conditions of a village, city, whether he teaches mathematics, labor, language, etc.
Researchers note the necessity of such personal qualities as the adequacy of self-esteem and the level of claims, a certain optimum of anxiety, which ensures the intellectual activity of the teacher, purposefulness, perseverance, diligence, modesty, observation, contact. The need for such a quality as wit, as well as oratorical abilities, artistry of nature is specially emphasized. Particularly important are such qualities of a teacher as readiness to understand the mental states of students and empathy, i.e. empathy, and the need for social interaction. Researchers also attach great importance to the “pedagogical tact”, in the manifestation of which the general culture of the teacher and the high professionalism of his pedagogical activity and orientation are expressed.
Each teacher should ideally have certain pedagogical abilities in order to achieve successful activity. Pedagogical abilities are usually included in the structure of the organizational and gnostic abilities discussed below, although these abilities can exist separately from each other: there are scientists who are deprived of the ability to transfer their knowledge to others, even to explain what they themselves understand well. The pedagogical abilities required for a professor who teaches a course to students and for the same scientist - the head of the laboratory are different.
Personality properties, the structure of which constitutes the actual pedagogical abilities:
Ability to make learning material accessible;
Creativity at work;
Pedagogical-volitional influence on students;
Ability to organize a team of students;
Interest and love for children;
Pedagogical tact;
The ability to connect the subject with life;
Observation;
Pedagogical requirement.
The requirements of the second level are presented to the advanced teacher in general, regardless of the academic subject that he teaches - this is his personal readiness for pedagogical activity. Readiness implies a wide and professional systemic competence, a person's strong conviction, a socially significant orientation of the individual, as well as the presence of a communicative and didactic need, the need for communication, and the transfer of experience.
A steady motivation to work in the chosen profession, the desire to realize oneself in it, to apply one's knowledge and abilities reflects the formation of the professional orientation of the individual. This is a complex, integrative quality.
The components of the professional and pedagogical orientation of the personality of teachers and masters of industrial training are social and professional orientations, professional and pedagogical interests, motives for professional activity and self-improvement, and professional positions of the individual. They reflect the attitude to professional and pedagogical activity, interests and inclinations, the desire to improve their training.
2. Professional competence.
The growing role of professionalism in modern conditions with particular acuteness poses the problem of professional competence of a specialist.
What does the concept of "professional competence" include? How does it differ from the usual knowledge, skills and abilities found in pedagogical literature?
Professional competence is an integrative quality of a specialist's personality, including a system of knowledge, skills, and generalized methods for solving typical problems.
The formation of professional competence depends on various personality traits; its main source is training and subjective experience. Professional competence is characterized by a constant desire for improvement, the acquisition of new knowledge and skills, and the enrichment of activities. The psychological basis of competence is the readiness for continuous improvement of one's qualifications, professional development.
An important characteristic of the socio-psychological orientation of the teacher is the type of pedagogical centralization.
Centering is the selective focus of the teacher on different aspects of the pedagogical process.
There are 6 types of centralization:
Conformal - centering on interests, opinions of colleagues;
Egocentric - centering on the interests, needs of one's self
Humanistic - centering on the interests of children. Teachers with such a centralization are distinguished by attention and sensitivity to all students;
Centering on the interests, requirements of the administration. Characteristic for teachers with unrealized individual characteristics due to their diligence and the reproductive nature of the activity;
Parental focus. It occurs among teachers who have become dependent on the parents of their students.
Methodical, or cognitive - centering on the content, means and methods of teaching.
4. Professional and psychological profile of the teacher .
Below is a generalized form of the professional-psychological profile of a teacher.
1. Socio-psychological orientation.
Type of pedagogical centering:
conformal,
egocentric
For the benefit of parents
Methodical.
2.Professional competence.
2.1. Pedagogical competence.
2.2.Psychological competence.
2.3. Socio-communicative competence:
Social and communicative adaptability,
Striving for concord
Intolerance for uncertainty
avoiding failure,
frustration tolerance.
3. Pedagogically significant qualities.
3.1. Logical thinking.
3.2. Creative potential.
3.3. Empathy.
Empathy,
Real empathy.
H.4. Subjective control:
internality,
Externality.
3.5. Social intelligence.
4. Pedagogically undesirable qualities.
4.1 Rigidity.
4.3 Demonstrativeness.
5. Pedantry.
Professional typical tasks and situations, as well as professional and pedagogical skills, became the basis for the diagnosis of professional competence.
The most formed according to the results of the assessment are gnostic skills - cognitive skills in the field of acquiring professional and pedagogical knowledge, obtaining new information, highlighting the main thing in it, generalizing and systematizing advanced pedagogical and personal experience,
Thus, speaking about the professional competence of a group of professional and pedagogical workers, we can note:
1) a high level of competence and the desire for self-improvement, the acquisition of new knowledge;
2) the formation of knowledge and skills necessary to solve didactic and methodological problems;
3) insufficient level of professional and technological readiness (including production and operational skills in working professions);
4) a low level of psychological and pedagogical knowledge and skills necessary for the implementation of the developmental function of a professional school teacher.
The study established the following characteristics for four personality substructures of professionally successful teachers:
· humanistic and methodical centering, the need for self-fulfillment and self-actualization, the predominance of internality over externality;
professional competence: psychological competence and social and communicative adaptability;
professionally important qualities: social intelligence, logical thinking, communication skills, pedagogical reflection, empathy;
Psychophysiological properties: emotional stability and extraversion.
An important condition for achieving the socio-economic goals of society renewal is advanced professional education. Ensuring the anticipatory nature of education is possible under the condition of a transition to student-centered learning.
The psychological structure of activity includes activity directed by motives and strategic goals; pedagogical interaction determined by tactical and operational goals; ways of implementing pedagogical interaction, the application of which depends on the conditions for performing actions and operations. The thematic core (central link) of the teacher's activity is personality-oriented pedagogical communication.
Professional functions, the content of the teacher's activity determine his professionally important characteristics, key qualifications and key competencies.
Conclusion.
All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective pedagogical activity is not possible. We also emphasize the importance of self-improvement, self-development, because the teacher lives as long as he is studying, as soon as he stops learning, the teacher dies in him.
The profession of a teacher requires comprehensive knowledge, spiritual boundless generosity, wise love for children. Considering the increased level of knowledge of modern students, their diverse interests, the teacher himself must develop comprehensively: not only in the field of his specialty, but also in the field of politics, art, general culture, he must be for his pupils a high example of morality, a bearer of human dignity and values .
What should be the object of the teacher's awareness in terms of his psychological professional and pedagogical training? Firstly: his professional knowledge and qualities (“properties”) and their correspondence to those functions that the teacher must implement in pedagogical cooperation with students, secondly: his personal qualities, as the subject of this activity, and, thirdly: his own perception of himself as an adult - a person who understands and loves a child well.
Bibliography.
1. Zeer E.F., Shakhmatova O.N. Personally oriented technologies of professional development of a specialist. Yekaterinburg, 1999.
2. Klimov E.A. Psychology of a professional. M.; Voronezh, 1996.
3. Podlasy I.P. Pedagogy: New training course: Proc. for stud. higher educational institutions: In 2 kn.–M.: Humanit ed. center VLADOS, 2003.–Kn.1.
INTRODUCTION
Personal criteria for teacher success
Features of the personal and individual qualities of the teacher
Compliance of the teacher with pedagogical activity
Style of pedagogical activity
Model of personal and business qualities of a teacher.
CONCLUSION
INTRODUCTION
Among them, the profession of a teacher is not quite ordinary. Teachers are busy preparing our future, they are educating those who will replace the current generation tomorrow. They are, so to speak, working with "living material", the deterioration of which is equated almost to a catastrophe, since those years that were spent on training were missed.
The profession of a teacher requires comprehensive knowledge, boundless spiritual generosity, wise love for children. Only every day, with joy, giving oneself to children, one can bring them closer to science, make them willing to work, and lay unshakable moral foundations.
The activity of a teacher is every time an intrusion into the inner world of an ever-changing, contradictory, growing person. We must always remember this so as not to injure, not to break the fragile sprout of the child's soul. No textbooks can replace the commonwealth of a teacher with children.
Teaching is one of the most honorable and at the same time very responsible professions on Earth. The teacher has a large circle of responsibility for improving the younger generation, shaping the future of the country. The teaching profession is very important and valuable for each of us. After all, it was the teacher who taught us to write the first word, to read books.
Many of us remember the school with warmth and delight. However, different teachers left different traces in our soul. You want to meet with some of them and even discuss life plans, you can congratulate someone on a holiday or go to him for a cup of tea, and it also happens that you don’t want to remember someone, but someone just disappeared from memory…
It is not enough for a teacher to know his subject well, he must be well versed in pedagogy and child psychology. There are many specialists in different fields, but not everyone can become good teachers.
1. Personal criteria for teacher success
A specific feature of the teacher's activity is the high involvement of the teacher's personality in it. This means that the personal characteristics of the teacher act as an instrument of his professional activity. The object of evaluation is not the whole set of personal characteristics of the teacher, but only that part of the personal qualities that is professionally significant.
Such qualities were structured in the works of Yu. K. Babansky, V. A. Slastenin, N. V. Kuzmina and others.
From the numerous existing diagnostic methods, we have identified such qualities of the teacher's personality, which, in our opinion, have a significant impact on the teacher's pedagogical activity.
Emotionality.
This quality includes:
intensity of emotions, their stability, depth of feelings;
the adequacy of the emotional state of the teacher to the activities of students;
the goodwill of the teacher's reaction to excitement;
confidence in their pedagogical thoughts and actions, satisfaction from the result of their work.
Expressiveness of speech.
This quality characterizes the content, brightness, imagery and persuasiveness of the teacher's speech.
Unfortunately, almost all teachers acquire a "professional" voice coloring: nervous monotony with elements of metal. This teacher's property, as established by psychologists, irritates and depresses students.
To set the voice, to master the means of external expressiveness, it is necessary to use the reflection of one's behavior and special exercises for oratory, and to enrich the vocabulary and imagery, the "Three O" rule applies:
Communication - with good literature, art, nature;
Communication - with interesting people, love, friendship;
Communication - with oneself - self-development - a time of sadness, creativity, reflection.
Creativity of personality.
The teacher, like the writer, must build his "external" and "internal" biography. It seems to be simple: think, write, read, memorize, decide, do it yourself, experiment daily... But if this is done without creativity, without the wit of the soul, then there will be no original judgments, no wonderful lessons, no witty jokes, no extraneous interests. As a result, the students are not interested in the teacher, they do not want to be with him. And the verdict: "The lesson is boring!"
One verse: I can create and do things.
Organizational skills.
They are necessary both to ensure the work of the teacher himself, and to create a good student team.
One verse: I will move mountains in an instant with the guys (I would still like to know why). I can plan, I can do.
Sense of humor.
Children love different teachers, but most of all cheerful ones - those who will not get into their pocket for a word and will find a way out of any difficulty.
V. A. Sukhomlinsky argued: “The teacher’s lack of a sense of humor raises a wall of mutual misunderstanding: the teacher does not understand the children, the children do not understand the teacher. The realization that the children do not understand you is annoying, and this irritation is a state from which the teacher often does not find a way out. A significant part of the conflicts between students and teachers could be prevented if the teacher were able to treat the cause of the confrontation with humor, turn everything into a joke.
One verse: I was mixed with humor in my childhood milk.
Perseverance, discipline.
These two qualities characterize the development of the teacher's will.
By perseverance, we mean the ability to achieve the set goal and bring the decisions made to the end.
Teacher Success Criteria
Pedagogical activity:
The level of education of ZUN.
The level of formation of the OUUN.
Innovative work.
Self-education, research work.
Education, qualification.
Self-analysis, self-diagnosis.
Psychological and pedagogical communication:
interest, motivation.
Conscious learning.
The teacher-student relationship.
Accounting for the individual characteristics of the student.
Teacher personality:
Emotionality.
Expressiveness of speech.
Creativity of personality.
Organizational skills.
Sense of humor.
Perseverance, discipline.
2. Features of the personal and individual qualities of the teacher
Consider the personal and individual qualities of the teacher also from the standpoint of the requirements that the school makes today for the teacher. We believe that a teacher must simultaneously meet three levels of requirements for this profession. The requirements of the first level are presented to the teacher in general as a carrier of the profession and to the teacher in particular. They are irrelevant to social conditions, social formations, educational institution, academic subject. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in a rural or urban school, whether he teaches mathematics, labor, language, etc. The requirements of the second level are imposed on an advanced teacher in general, regardless from the subject he teaches. And the third level is the level of requirements only for the teacher. Accordingly, a teacher in a modern school must meet all levels of such a narrowing pyramid of requirements.
So, a teacher in general as a teacher, a person who organizes and manages the educational activities of a student in any learning environment, should characterize:
a) high professionalism in the field of the language being taught, which gives him the moral right and the substantive opportunity to teach others,
b) the true objectivity of the evaluation of the results and the course of training,
c) didacticity, i.e. possession of pedagogical skills that allow organizing the educational process.
This is the level of his professionalism, which, as a matter of course, should characterize any real teacher: Teachers of our school should be distinguished (due to those methodological and general theoretical principles on which the advanced pedagogical theory and practice of teaching is built, for example, the principle of humanism, activity, consciousness, the principle developmental education, etc.) high social activity, humanity, love for children and the educational nature of pedagogical influence. Indicative in this regard is not only the content, but even the very title of the book by V. A. Sukhomlinsky “I give my heart to children”. Guided by these requirements, an advanced teacher in a secondary school treats the student as an active subject of educational activity, a partner in pedagogical communication, which is organized according to the scheme: subject - subject. Here both subjects are mutually respecting, interacting sides of communication. This is a plan for the social characteristics of the teacher.
The teacher as a subject, characterized by all the features inherent in the teacher of any other academic discipline in school conditions, is also determined by specific features. So, according to A. A. Alkhazishvili, the teacher should be able to find, choose the subject of communication, direct it in such a way that students do not feel his humiliating superiority either in knowledge, or in age, or in the social role of the teacher. Moreover, A. A. Alkhazishvili emphasizes that the teacher, being a partner of communication, should be interested in the process and result of this communication. If at some point in the training session, for some reason, he does not have this interest, then he must be so artistic as to be able not to reveal his absence.
The teacher should have another feature that often manifests itself in teaching - the ability to be both a partner and a teacher, directing verbal communication and correcting its shortcomings. This is a complex pedagogical skill that is not authoritarian, not imperative, but supportive, interested in managing communication with students. This skill is a professional-subject quality of a teacher.
3. Compliance of the teacher with pedagogical activity
success teacher pedagogical self-knowledge
The general psychological characteristic of a teacher can also include an indicator of his compliance (as a subject) with the pedagogical activity itself. We distinguish three plans for such correspondence. The first is predisposition to pedagogical activity (and suitability for it). It is revealed in the absence of anatomical, morphological, physiological and psychological contraindications to the profession, such as hearing loss, tongue-tied tongue, etc. abilities. Considering the importance of the correct organization of pedagogical communication with students by the teacher, it is necessary to pay special attention to the presence or special formation of these particular abilities.
The second plan for the correspondence of a teacher to his profession is his personal readiness for pedagogical activity. Readiness implies broad and systemic professional competence, a person's strong conviction, a socially significant orientation of the individual, as well as the presence of a communicative and didactic need, the need for communication, and the transfer of experience.
Inclusion in pedagogical communication and teaching it reveals the third plan of the correspondence of a person to the activity of a teacher. It is expressed in the ease, correctness of establishing contact with the interlocutor, the ability to monitor the interlocutor's reaction and respond adequately to it. Personally, “a teacher who teaches oral speech should be of the type of people with whom it is easy and interesting to talk”
It is also important to note that the pedagogical activity itself, being determined by the individual psychological characteristics of a person, forms a certain style of behavior peculiar to it, the contour of the teacher's communicative actions. “Under the influence of the specifics of pedagogical communication, the negative manifestations of such individual psychological characteristics as extroversion or introversion are leveled, as a result of which the method of solving the teacher’s communicative tasks in pedagogical communication is optimized, regardless of whether he belongs to one of the two types,” emphasizes the researcher of this problem. L. A. Kharaeva.
4. Style of pedagogical activity
Each person, depending on his individual psychological characteristics, and in particular on the type of nervous activity, develops his own individual style of pedagogical activity. On the basis of a combination of dynamic, meaningful and productive characteristics of pedagogical activity, A. K. Markov, A. Ya. Nikonova identified four types of such styles: emotional-improvisational, emotional-methodical, reasoning-improvisational and reasoning-methodical. The teacher will have to determine his style and, if necessary, improve it. Here is the description of the emotional improvisational style given by the authors. “You have many advantages: a high level of knowledge, artistry, contact, insight, the ability to present educational material in an interesting way. However, your activity is characterized and determined by shortcomings: lack of methodology, insufficient attention to the level of knowledge of weak students, insufficient exactingness, overestimation of self-esteem, hypersensitivity, causing excessive dependence on the situation in the lesson, etc.
On the material of the above characteristics, the dependence of the educational process on the style of the teacher is clearly visible. As a result, your students have a persistent interest in the subject being studied and high cognitive activity with fragile knowledge, insufficiently formed skills ... ”and a number of its individual psychological characteristics.
It is essential that the above characteristics of a teacher correlate with those features that determine the success of communication in general, according to V. Levy, V. A. Kan-Kalik. These features are; interest in people, quick and accurate reaction to the interlocutor, artistry, kind, optimistic, open attitude towards people without aggression, lack of bias and anxiety. It is obvious that it is the teacher, due to the specifics of the subject, which requires the organization of pedagogical communication as a means (conditions) and goals of learning, who needs to purposefully form these qualities in himself if they are not sufficiently identified.
5. Model of personal and business qualities of a teacher
The teacher brings to children not only knowledge. From the very threshold of the class, on which his figure appears, begins the complex interaction of his personality with the personalities of the students. The psychological result of this interaction depends on the personality of the teacher, on his conscious attitudes, on his attitude towards people in general, towards himself, towards the younger ones, on how this attitude is expressed! That is, first of all, from his character, personal qualities. The condition of the teacher also plays a role, but again, depending on his character and conscious attitudes.
No matter how professionally prepared a teacher is, he must constantly improve his personal qualities, which largely contribute to success in work. First of all, these are psychological and pedagogical qualities, focused on creating the effect of the teacher's personal charm: sociability, empathy, visuality, eloquence.
Sociability - the ability to quickly establish contact with people, "enter" the team. Man is a social being, and it can be said that this applies doubly to the teacher. Its essence is not just a totality, but a complex ensemble of social relations, i.e. their coherence, subordination, commonwealth, harmonious unity.
The main meaning of communication is the achievement of a spiritual community of a teacher and students, a teacher and work colleagues, which contributes to the formation of value consciousness, its attitude towards other people and towards oneself. The teacher must improve communicative competence - the ability to establish and maintain the necessary contacts with other people, to develop a set of knowledge, skills and abilities that ensure the flow of the communicative process.
Empathy - capturing the moods of people, identifying their attitudes and expectations, empathy with their needs. Empathy means understanding any feeling, anger, sadness, joy experienced by another person, and responding to your understanding of these feelings.
Thanks to empathy, the process of knowing the feelings of another person becomes more complete, real emotional empathy appears, which becomes the main reason for the emergence of inner closeness.
V.A. Sukhomlinsky wrote: “A person develops one of the most subtle needs - the need for a person.”
We have become sometimes economical in terms of kind and affectionate words. And at the same time, we wait for them with hope, without necessarily admitting it to ourselves. Learning to be involved in another person, actively and continuously looking for appropriate, adequate ways and forms - this is a work ultimately aimed at creating the desired joys of communication.
D.I. Pisarev wrote: “In order to understand a person, one must be able to put oneself in his position, one must feel his grief and joy.”
Unfortunately, not everyone succeeds, especially when it comes to a small person. Every year in our country, before reaching the age of one, 130 thousand children die, 44 thousand children are born with a diseased heart. Not many can count on the operation. “Only a sick soul can be deaf to someone else's misfortune,” the ancients said. Our state, judging by the situation of our children, really has a sick soul.
Empathy is a quality especially needed by a teacher. Without it, the thread connecting him to the student is paralyzed. To be able to feel the mood, the state of the child at the moment and choose the necessary pedagogical tools is not an easy task, but it is optimal a hundredfold - with the light of radiant grateful eyes.
To develop this quality, it will be useful for the teacher to get acquainted with the individual advice of D. Carnegie, placed in his book.
Here are some of them:
be genuinely interested in other people;
smile;
remember that a person's name is the sweetest and most important sound for him in any language;
be a good listener, encourage others to talk about themselves;
talk about what interests your interlocutor;
inspire your interlocutor with the consciousness of his significance and do it sincerely.
Visuality is the external attractiveness of a person. People present themselves through verbal and non-verbal means of communication. Even Cicero considered it necessary to pay attention not only to what everyone says, but also to the outward expression of feelings in facial movements.
A teacher who has pleasant manners, and this includes facial expressions, gestures, posture, and communication skills, wins people over. Good manners help to quickly adapt to any environment, make it easier to establish communicative links with people, and increase the possibility of influencing them. The formation of personal charm is achieved as a result of the teacher's enormous work on himself, a deliberate exercise in the development of psychological and pedagogical qualities. All the manners of the teacher should have one common feature - this is the observance of pedagogical tact, which includes increased sensitivity to others and the ability to find a form of communication with another person that would allow him to maintain personal dignity.
A.P. Chekhov, said that everything should be fine in a person, while emphasizing the importance of clothing. The appearance of the teacher should testify to his movement towards people, the desire to be an example for them in everything.
Eloquence is the ability to inspire and convince words. The teacher will always need to master the techniques of arator's skill, knowledge of the patterns of public speech, the basic requirements for speech culture, the art of operating with a word. The selection of the language style of communication is carried out taking into account the content of the language material and the listeners' readiness for its perception. Speech should be adapted to those with whom you communicate. The art of speech is also its flexibility, originality, expressiveness, the ability to freely use the literary wealth of the native language, the ability to speak artistically vividly, figuratively, using elements, comparisons, metaphors.
Communicating constantly, the teacher should not forget about the tone in which he speaks with other people. Here, too, it is important to remember the commandment of Hippocrates: “Do no harm!” It is known that people are able to become infected with negative emotions faster than positive ones. You can spoil a good mood for a person very quickly, but how difficult it is to restore it later!
Negative emotional states are especially harmful in our communication with the younger ones: by reducing the level of vital activity, they undermine educational productivity, contain a great affective explosiveness and conflict potential of great destructive power!
Before you enter the classroom or the teacher's room, do not forget to shake off from yourself, even there, beyond the threshold of the school, where no one sees you, all that negative that has stuck along the way, and turn on self-control vigilance: what will you bring into the teacher's room? Let it be a bright upliftment of Goodness and Peace. But she needs protection in order to bring her from the teacher's room to the children, so that the "infection" does not leak into the classroom.
CONCLUSION
It is not a fact that a great professional, a scientist will be able to teach children, especially at school. This requires a special warehouse of personality, the unique qualities of an educator.
Personal qualities required for a teacher:
propensity to work with children;
the ability to interest in one's plan, to lead oneself;
a high degree of personal responsibility;
self-control and balance;
tolerance, invaluable attitude towards people;
interest in and respect for the other person;
desire for self-knowledge, self-development;
originality, resourcefulness, versatility;
tact;
purposefulness;
artistry;
demanding of oneself and others;
observation (the ability to see trends in the development of the child, in the formation of his skills, abilities, the emergence of needs and interests).
The profession of a teacher requires, as a rule, pedagogical education. It can currently be obtained at colleges (more often this is the level of a preschool teacher or a primary school teacher) or pedagogical or general universities (bachelor's degree - 4 years - with the right to teach certain academic disciplines at school, master's degree - 2-3 years - an additional right to take leadership positions and conduct research work, postgraduate studies - 3 years - the right to teach in higher educational institutions).
LIST OF USED LITERATURE
1.Antilogova L.N. Ethical and psychological aspects of teacher's work. Omsk. - 2009.
.Carnegie D. How to win friends and influence people. /translation from English. M.: Progress: 2008.
.Kronik A.A., Kronik E.A. Starring: You, We, He, You, I. / Psychology of meaningful relationships. - M.: Thought. 2009. - p.127.
.Communication and optimization of joint activities (under the editorship of G.M. Andreeva, Ya. Yanoushek. - M .: MGU, 2008.
.Pisarev D.I. Cup of Wisdom. - M.: Children's literature. - 2008.
.Sukhomlinsky V.A. Studies on communist education. Public education. - 2010. - No. 2.
.According to Jung, methods of general psychological typology of personality. In the book: Rogov E.I. Teacher's personality: theory and practice. Rostov-on-Don, Phoenix, 2009, p. 95-96.
.Alekseev A.A., Gromova L.A. Psychogeometric test. In the book: Rogov E.I. Teacher's personality: theory and practice. Rostov-on-Don, Phoenix, 2009, p. 97-103.
.Methodology for assessing the professional orientation of the teacher's personality. In the book: Rogov E.I. Teacher's personality: theory and practice. Rostov-on-Don, Phoenix, 2009, p. 123-128.
.The study of personality with the help of a modified form "B" (I.Farenberg, X.Zarg, R.Gampel). In the book: Rogov E.I. Teacher's personality: theory and practice. Rostov-on-Don, Phoenix, 2009, p. 67-82.
.Narakidze V.G. Personal School of Anxiety Manifestation (MMPI). In the book: Rogov E.I. Teacher's personality: theory and practice. Rostov-on-Don, Phoenix, 2010, p. 83-86.
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The profession of a teacher requires from the individual not only a deep knowledge of the content and methods of teaching a subject, but also the presence of a number of professionally significant qualities. Today, there are quite a lot of special professiograms that define personality traits that play a dominant role in the professional activities of a teacher.
Modern professiograms should include not only pedagogical, psychological, but also moral and ethical qualities of the teacher's personality, which is due to the mass practice of pedagogical didactogeny among the children's audience.
An analysis of the moral aspects of pedagogical activity has allowed a number of researchers to identify the main groups of moral and pedagogical qualities of a teacher:
The moral choice and attitude of the teacher to his profession,
The moral attitude of the teacher to students and to other participants in the pedagogical process,
The moral attitude of the teacher to the social environment and public life.
However, from our point of view, a clearer and more complete classification of the professionally significant qualities of a teacher's personality is given by those researchers who take into account the moral behavior of a person as the main link in the teacher's activity.
Professionally significant qualities of a teacher's personality(classification by V.I. Zhuravlev)
1.Intelligent Options:
Ability to speak and write,
Readiness for self-improvement,
Self-criticism, calmness, wit, sense of humor,
Good memory, erudition.
2. worldview orientation:
Desire to work with children
Love for the profession
honesty, firmness,
Having a professional position
The desire to give yourself to children. 3. Psychotypological qualities:
Will, firmness,
Observation,
self-control, self-regulation,
restraint, balance,
courage, resilience,
Tolerance.
4. Extraverted qualities:
Altruism, benevolence, communication,
Kindness, mercy, tenderness,
Fairness and respect for the student,
Empathy.
Highlighting such qualities as mercy, understanding, tenderness, respect for the student and others, focuses on the sphere of moral feelings of the teacher. Emotional activity and culture of moral feelings of the teacher reflects his moral level and is the most important means of education. By their psychological nature, feelings are stable conditioned reflex formations in the human mind, which form the basis of his affective-volitional reactions in various situations.
What qualities should a good teacher have? Practitioners also tried to answer this question, in whose activities the humanistic principle dominated. However, these “qualities” were considered by pedagogical humanists (J. Korchak and others) not as postulates, but as necessary skills, indicators of the teacher’s true mastery:
The ability to be interested in the feelings of the child, his opinions and statements,
The ability to "bend over to the child and listen",
The ability to provide the child with relative freedom, to save him from constant guardianship,
Ability to be kind and fair
The ability not to blame children,
The ability to find a "zest" in each child and reveal it,
The ability to trust the pupil in the independent organization of his life,
The ability to patiently wait for the time when the child's abilities will be revealed,
The ability to give children tenderness, kindness, love,
The ability to support the weak, withdrawn, unfortunate, rejected by everyone,
The ability to let someone else's offense through your heart,
The ability to create such conditions for the child, which will give him the opportunity to become better and thereby bring joy to the teacher.
From the point of view of pedagogical ethics, it is also possible to single out Cree-
theories of pedagogical professionalism, the mastery of which can be included in the mandatory set of professionally significant qualities:
tolerance(multiple answers to the questions of pupils, the absence of a "repressive" reaction to children's pranks),
benevolence(tone, style of speech, behavior),
sensitivity(the ability to conduct a survey in the classroom without suppressing the personality of the student, without "catching" him in ignorance),
equilibrium(single style of communication, both “with easy” and “difficult” pupils),
refinement(protection of children's feelings),
compassion(empathy)
universal humanity(love for every student).
Any classification model or professiogram is ideal and static. In pedagogical practice, the diversity of the teacher's personal qualities is manifested in dynamics, where it is quite difficult to draw a line between what is positively assessed by students in the personality of the teacher and what the teacher himself highly appreciates as a professional.
Research in the field of professionally significant qualities of a teacher's personality as a whole gives extremely polar results. positions of students (pupils, students), the qualitative characteristics were distributed as follows:
1) benevolence, justice, responsiveness of the teacher,
2) deep knowledge of the subject, professionalism,
3) scientific activity (scientific publications, academic degrees, etc.)
Positions themselves teachers the main indicator of the teacher's professional activity is his desire for scientific activity (participation
in scientific and practical conferences, the development of new curricula, etc.), and moral and ethical qualities on the ranking scale occupy the lower positions along with some other indicators.
Thus, it is not surprising that the teacher is not always able to find mutual understanding with the children's audience and communicate with pupils on an equal footing.
It should be remembered that the children's audience evaluates the teacher primarily by moral qualities:
Kindness - 64.1%, - sincerity - 51.8%,
Fairness in grading - 41.2%, - deep knowledge of the subject - 40%,
Understanding students, the ability to win them over, penetrate into their soul - 22.5%),
An even attitude towards everyone - 22.5%, - caring, the ability to rejoice in success - 20%,
Honesty, frankness, truthfulness - 18.1%,
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Forgiveness - 11.1%,
Responsiveness, sincerity - 11.1%,
The ability to explain the material well - 10.5%,
Erudition - 9.9%,
Demanding, adherence to principles, strictness, sense of humor - 7%,
Patience, calmness, politeness - 5.9%.
The core of all pedagogical qualities, as noted by V.A. Karakovsky, is to get satisfaction from caring for others: “Kindness is a bright altruistic orientation, setting for constant, daily good work, absolute disinterestedness, cultivating the habit of caring for people and enjoying this care.”
QUESTIONS FOR THINKING
What professionally significant qualities from the point of view of ethics of communication should be shown by the teacher in the following situations:
1. The student smeared another student's chair with Moment glue. The students laughed. The injured student was crying.
2. The student brought a dove to class and released it during the lesson. The lesson was disrupted, the children were jumping with excitement and catching a dove.
3. The student poured water into the balloon. Threw in the classroom at the lesson. The ball jumped. The students laughed.
4. The student complained to the class teacher that he was undeservedly given a deuce. I forgot my homework notebook at home, but claims that I completed my homework in full.
Did you mean the Order of the Ministry of Labor of Russia dated 10/18/2013 N 544n (as amended on 12/25/2014) "On approval of the professional standard "Teacher"
Federal Law No. 122, adopted in May 2015, this standard is mandatory for application from January 1, 2017.
The professional standard of a teacher is a document that takes into account all the requirements for the personality and professional competence of teachers. The standard puts forward requirements for the personal qualities of a teacher, inseparable from his professional competencies, such as the willingness to teach all children without exception...
4.3. Part Three: Development (Personal qualities and professional competencies necessary for a teacher to carry out developmental activities) 1. Willingness to accept different children, regardless of their real learning opportunities, behavioral characteristics, mental and physical health. A professional setting to help any child. 2. The ability during observation to identify a variety of problems in children associated with the characteristics of their development. 3. The ability to provide targeted assistance to the child with their pedagogical techniques. 4. Willingness to interact with other specialists within the framework of the psychological, medical and pedagogical council. 5. Ability to read the documentation of specialists (psychologists, defectologists, speech therapists, etc.). 6. The ability to draw up, together with other specialists, a program for the individual development of the child. 7. Possession of special techniques that allow for correctional and developmental work. 8. The ability to track the dynamics of the child's development. 9. The ability to protect those who are not accepted in the children's team. 10. Knowledge of the general patterns of personality development and the manifestation of personal properties, psychological laws of periodization and developmental crises, age characteristics of students. 11. The ability to use psychological approaches in the practice of their work: cultural-historical, activity and developmental. 12. The ability to design a psychologically safe and comfortable educational environment, to know and be able to prevent various forms of violence at school. 13. The ability (together with a psychologist and other specialists) to provide psychological and pedagogical support for educational programs of primary and secondary general education, including additional education programs. 14. Possession of elementary methods of psychodiagnostics of personal characteristics and age characteristics of students, monitoring of the child's personal characteristics together with a psychologist. 15. The ability (together with a psychologist and other specialists) to draw up a psychological and pedagogical description (portrait) of the student's personality. 16. The ability to develop and implement individual development programs, taking into account the personal and age characteristics of students. 17. The ability to form and develop universal learning activities, patterns and values of social behavior, behavior skills in the world of virtual reality and social networks, multicultural communication skills and tolerance, key competencies (according to international standards), etc. 18. Possession of psychological and pedagogical technologies (including inclusive ones) necessary for working with various students: gifted children, socially vulnerable children in difficult life situations, migrant children, orphans, children with special educational needs (autistic, ADHD, etc.), children with disabilities, children with behavioral deviations, children with addiction. 19. The ability to form children-adult communities, knowledge of their socio-psychological characteristics and patterns of development. 20. Knowledge of the basic patterns of family relations, allowing you to work effectively with the parent community.
The main criteria in modern pedagogy, which any teacher should be guided by, performing their activities, are professional, personal qualities and abilities. The combination of these aspects and their detailed study allows us to form a comprehensive idea of the professional direction. This subsequently allows the specialist to fully fulfill their duties through the detailed construction of curricula and programs, according to the requirements.
An analysis of the characteristics of the professional and personal qualities of a teacher leads to the conclusion that not every citizen can be trained as a teacher. For a full-fledged study of the profession and its deep development, it is necessary to have a psychological predisposition to learning. In addition, a person must have a certain set of personal qualities and abilities to successfully perform their professional duties.
Assessment of pedagogical abilities
More than a century ago, a list of key personalized qualities of a teacher was formed that contribute to the successful conduct of professional activities. To form a model of a teacher, a person must have such qualities as:
- Observation.
- Purposefulness.
- Diligence.
- Persistence.
- Modesty.
- Oratorical skills.
- Artistry.
In addition to personal qualities, of which more than fifty have been identified, a teacher must also possess certain professional qualities.
Definition 1
The concept of the professional qualities of a teacher includes such components as special knowledge, skills, abilities, behavior patterns, ways of thinking and methods of conducting activities acquired during the period of professional training.
In addition to the described components of professionalism, a well-trained teacher should have:
- erudition.
- Dedication to your work.
- Scientific passion.
- Deep knowledge of their field of study.
- Methods of doing business.
- Psychological preparation.
- Broad cultural horizons.
- Pedagogical tact, technique, skill and many other skills.
Thus, professional pedagogical activity can be carried out by a person who has a wide range of the above characteristics and who has been trained in a specialized educational institution.
The acquired professional qualities are a kind of foundation on which the high professional skills of a teacher are based. All of them can be divided into several aggregate groups that characterize the orientation of the teacher's personality and reveal pedagogical abilities.
If we talk about pedagogical activity, it can be noted that it includes the scientific and practical side of the work. Even after the changes that have taken place in the structure of modern education, the teacher today must competently combine all teaching methods and be competent in the conduct of his professional activities.
To create such conditions, a number of transformations have taken place in the field of education, which allow the full implementation of the competence-based approach. It allows you to competently build the learning process, in accordance with the requirements and norms established by the state and reveal the abilities of students.
Definition 2
Under definition "competence" It implies the ability of a teacher to act within a professional framework even in the event of an uncertain situation.
Definition 3
Professional competence is the integrity of the personal and professional qualities of the teacher, allowing to designate the ability to effectively solve problems that arise in the process of conducting activities.
The competence model of a modern teacher can include:
- Professional quality.
- Goals, values, principles.
- Key competencies.
- Pedagogical technologies, methods, methods.
- professional positions.
For ease of understanding, a schematic competence model is presented.
Picture 1
Definition 4Values are judgments, ideas that are for the teacher the defining element of the boundaries of his activity at the level of subconscious understanding and acceptance.
Thus, the competencies of a future teacher unconditionally include not only professional skills acquired in the learning process, but also personal characteristics that allow them to fully fulfill their professional duties. There is a federal state educational standard that defines the key competencies of a future teacher.
Figure 2
Key competencies of the future teacher
As you can see, the complex of key competencies is represented by an educational, communicative, social and personal element, which together create a model of a highly professional teacher of our time.
Conclusion
Summing up, it can be noted that the characteristic qualities of a modern teacher are purposefulness, activity, the ability to self-regulate, the possession of a formed pedagogical consciousness, certain psychological properties that allow them to carry out activities with high efficiency and within the established norms. Also, an important element is professional competence, which determines the quality of the teacher's work.
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