Creative development. Determining the level of pedagogical skill Patterns and mechanisms of development of pedagogical abilities

Sections: School administration

Current state the domestic educational system is characterized by the active implementation innovative technologies into the pedagogical process. In the context of ongoing changes, increasingly high demands are placed not only on the professional knowledge, skills and abilities of the teacher, but also on the level of his professional self-development.

Traditional forms of advanced training for teachers are known:

subject courses
work in methodological associations
self-education
self-analysis of activities
open lessons
teaching advice, method advice
work in creative groups
seminar system
certification.

The professionalism of each teacher can be characterized by one of the following levels:

Reproductive - knows how to tell others what he knows;

Adaptive - knows how to adapt his message to the audience of listeners;

Local-modeling – owns strategies for forming a knowledge learning system for individual sections of the program;

System-modeling knowledge - owns strategies for forming a system of knowledge, abilities, skills for the course as a whole;

System-modeling creativity - masters strategies for transforming his subject into a means of forming a creative personality capable of self-development in new conditions.

Teachers who are at the reproductive level of activity are completely absorbed in the subject being taught, its retelling, close to the text.

At the adaptive level, the number of structural elements of the pedagogical system and the connections between them increases. The teacher is looking for how to adapt educational information to the characteristics of the audience, but the main thing remains information.

At the local modeling level of activity, sufficient knowledge of information allows the teacher to begin searching for different ways of presenting it. At the same time, he is able to accumulate psychological knowledge about the class and about individual students.

At the level of system-modeling knowledge, the goals of the pedagogical system fall into the zone of active attention of the teacher. Only at this level of activity does the question arise about the extent to which the teacher’s individual work system is subordinated to the target result.

The level of system-modeling creativity corresponds to the highest skill of the teacher, when his attention is focused on the personality of the student, when the teacher turns the academic subject into a means of forming the student’s creative personality, capable of self-development and personal self-affirmation.

Like our students, you and I have different teaching abilities. In the literature, they are defined as individual stable personality characteristics, consisting of specific sensitivity to the object, processes and results of learning, allowing one to find productive ways to solve pedagogical problems in specific conditions. Pedagogical abilities are a functioning system, so their main criterion is the result of activity.

In addition to abilities, the level of professionalism directly depends on the professional competence of the teacher. The main elements of pedagogical competence can be identified:

special competence in the field of the taught discipline (in-depth knowledge of the subject, qualifications and experience, knowledge of how to solve both technical and creative problems)
methodological competence in the field of methods of forming students' knowledge of learning (proficiency in various teaching methods, knowledge of didactic methods and techniques, ability to apply them, knowledge psychological mechanisms acquisition of knowledge, development of skills, formation of skills)
psychological and pedagogical competence in the field of education (possession of pedagogical diagnostics, ability to build pedagogically appropriate relationships with students, implement individual work based on diagnostic results, knowledge of developmental psychology, interpersonal and pedagogical communication, the ability to awaken and develop students’ sustainable interest in the subject)
differential psychological competence in the field of motives, abilities, orientation of students (the ability to identify personal characteristics, attitudes and orientation of students, determine and take into account emotional state people, the ability to competently build relationships with managers, colleagues, students, parents)
reflection pedagogical activity or autopsychological competence (the ability to realize the level of one’s own activity, one’s abilities; knowledge about methods of professional self-improvement, the ability to see the reasons for shortcomings in one’s work, in oneself; the desire to improve oneself). Without self-educational needs, a teacher’s professional growth is impossible.

Analysis of the annual survey of parents of first-graders on the main personality traits of the teacher primary classes includes more than 20 qualities:

love for children
professional competence
patience
kindness
pedagogical skill.

Love for children is also an incentive for professional improvement. The teacher accidentally or deliberately puts into practice some technique and as a result receives interest in the subject, respect and love of the child. This gives the teacher professional satisfaction; he not only learns and applies a well-known technique, but also looks for new ones. The desire to make students fall in love with you is professionally necessary and justified; this means gaining trust and authority. However, the teacher himself must become established as a person, create his own image and style of activity. An indifferent teacher does not need the love of children. He contemplates a sloppy child, a bully or a loser, without trying to change them.

Today, there is a demand for a teacher who is capable of creatively approaching the solution of any problem, comparing, analyzing, researching, and being able to find a way out of atypical situations. In accordance with this, the need arose to search for new ways to develop the creative personality of a teacher. One of them is research activities. Experts rightly emphasize that “the research element was, is and, as we believe, will be even more the most important element of practical pedagogical activity.” A teacher who has mastered the research function and is able to creatively solve various pedagogical tasks, look for new solutions to pedagogical situations, will be able to organize the learning process at a level that meets the requirements of modern society.

We find a philosophical understanding of the problem in the context of personal self-development in the works of G. S. Batishchev, M. M. Bakhtin, N. A. Berdyaev, V. S. Bibler, G. Hegel, S. I. Gessen, E. N. Gusinsky, V.P. Zinchenko, E.V. Ilyenkov, I. Kant, M. Mamardashvili, K. Marx, F. Engels, as well as in the works of Yakut researchers A.G. Novikov, V.D. Mikhailov, K.D. Utkin, V. E. Stepanova and others. Psychological aspects of the problem are reflected in the studies of K. A. Abulkhanova-Slavskaya, A. A. Bodalev,

L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, A. N. Leontyev, V. A. Petrovsky, S. L. Rubinstein, G. A. Zuckerman, in the works of foreign scientists A. Maslow, M. Heidegger, K. Rogers, D. Watson, W. Hunter and others. At the interdisciplinary level, the problem is studied by V.I. Andreev, I.A. Zimnyaya, L.N. Kulikova, A.V. Merenkov and others. The possibilities of personal self-development in the educational process are presented in the works of E. V. Bondarevskaya, O. S. Gazman, I. I. Ilyasov, G. K. Selevko, V. V. Serikov, I. S. Yakimanskaya and others Issues of professional self-development of a teacher are covered in the works of Yu. N. Kulyutkin, L. M. Mitina, V. A. Slastenin, the need for a teacher to master the research function is outlined in the works of V. I. Zagvyazinsky, V. I. Zvereva, Yu. A. Konarzhevsky, V. S. Lazarev, A. M. Moiseev, M. M. Potashnik and others.

Despite the undoubted significance of these studies, they do not fully reflect the technologies of professional self-development of a teacher in the context of modernization of education.

Analysis of scientific literature and empirical experience allows us to highlight a number of contradictions:

between the requirements for teacher training and activities related to innovations in the field of education, and the lack of conscious interest in mastering the research function aimed at creative improvement of the pedagogical process and professional self-development;
between the need to reorient the teacher’s activities towards new pedagogical values associated with creativity, and the insufficient development of the theoretical foundations for providing pedagogical support to the teacher-researcher;
between the increasing role of using group potential for qualitative improvement of the work of the teaching staff and the insufficient orientation of management activities in the school towards the collective subject of pedagogical activity.

Thus, a problem is identified, which is the need to develop theoretical foundations and conditions for enhancing the professional self-development of a teacher. We offer you our experience in the possibility of enhancing professional self-development by creating social and pedagogical conditions for teacher development

research function. The insufficient development of this problem and the need to solve it in school practice determined topic research: “Mastering the research function as a factor activation of professional self-development of the teacher.”

The object of management is the process of professional self-development of the teacher.

The subject of management is the research function as a factor and condition for the professional self-development of a teacher.

The purpose of the work is to theoretically and practically substantiate the socio-pedagogical conditions that ensure the effectiveness of a teacher’s professional self-development in the process of mastering the research function.

The work is based on hypothesis, according to which the activation of a teacher’s professional self-development in the process of mastering the research function of pedagogical activity is ensured when:

the school has created a specially organized developmental, innovative environment that provides for tolerant relationships between colleagues, open to the broadcast and socialization of one’s experience;
cooperation between teacher-researchers was organized on the basis of facilitative, conventional and multifunctional interaction;
the teacher is involved in the process of managing the development of the school through complicity, active participation and partnership.

To effectively solve the problem it is necessary:

analyze the problem of professional self-development of a teacher;
establish interdependent connections between the level of professional self-development of a teacher and the level of proficiency in research skills and abilities;
track the effectiveness of a teacher’s professional self-development in the process of mastering the research function during the stage-by-stage implementation of management tasks based on facilitative, conventional and multifunctional relationships;
adapt the model of professional self-development of a teacher in the process of mastering the research function for our educational institution;
develop scientific and methodological recommendations for creating social and pedagogical conditions for teachers to master the research function at school.

To solve the assigned problems, a complex was used methods: theoretical - analysis and synthesis, abstraction and concretization, analogy and modeling, analysis of teaching experience, cause-and-effect analysis of the obtained empirical data, retrospective analysis of one’s own activities; empirical - experimental work, study and generalization of best work experience, observation, questioning, rating, conversation, interviewing, self-assessment of students, expert assessment. During the research process, pedagogical measurements were carried out, and mathematical data processing took place.

Research results:

tested pedagogical methods and technologies that ensure the success of teachers mastering the research function;
the results of the activities are introduced into the practice of organizational and managerial activities of the entire school in the implementation by teachers of the research function as a means of professional self-development;
Organizational and managerial recommendations have been developed for teachers to master the research function.

At the first stage, the theoretical basis of the study was determined, including study and analysis conceptual approaches to develop the topic, the state of teacher training for research work was analyzed, and the socio-pedagogical conditions for teachers to master the research function were identified.

At the second stage, modeling and experimental testing of the conditions for enhancing the professional self-development of teachers in the process of organizing research activities, criteria, indicators and levels of professional self-development have been developed.

At the third stage), the final results of the study were summarized and theoretically comprehended, a quantitative and qualitative analysis of the results was carried out, and management recommendations were developed:

1. Activation of the teacher’s professional self-development (as a transformative subject) is ensured by forming the need for professional self-development (as a functioning subject) and stimulating his search and creative activity (as an operating subject) on the basis of personality-oriented, personality-activity and personality-creative approaches.

2. A teacher’s professional self-development is based on his gradual mastery of the research function: a) the teacher’s involvement in research activities; b) organization of research activities; c) integration of research skills into teaching activities in the process of facilitation, conventional and multifunctional interaction.

3. The social and pedagogical conditions created at school for mastering the research function (specially organized developmental environment, organization of cooperation between teachers; involvement of the teacher in the process of managing the development of the school) contribute to the professional self-development of the teacher.

The analysis of scientific works devoted to the consideration of aspects of personal self-development made it possible to establish that self-development is a process determined biologically through ancipation, teleonomics, introversion, reflection, and defines individualization as the self-realization of a person as a subject of his own activity. This means that the process of self-development is considered in the dialectical unity of opposites - socialization and individualization, this is an inextricably interconnected process, at a certain stage complemented by the self-government of the individual, who begins to consciously organize her own life, and therefore, to construct, to one degree or another, her own development. The factor influencing the direction and intensity of self-change and at the same time the degree of its implementation is not just the external environment and the influence of other people on a person, but the angle of view on these influences developed by the person himself, the measure of his understanding and acceptance of them for himself, that is, his personal decision, personal position.

This implies the thesis that self-development is an integral process of social and personal development, conditioned by subjectivity, subjective activity of the individual, living and working conditions. Self-development is an unconditional value for a person; self-development is creativity directed towards one’s personality. The ability for an actively creative position is acquired by a person only as a result of long-term, purposeful efforts aimed at changing himself. As a result creative work an irreversible qualitative change in the psychological status of the individual occurs over oneself, expressed in the need for self-improvement, self-education, and in building oneself as an individual. We consider the individual’s ability for self-development to be an integral component of a teacher’s professionalism.

In the course of analyzing theoretical sources, understanding our own experience of teaching and management activities, based on the essence of the process of self-development, we clarified and specified the concepts of “professional self-development” and “professional socialization”, which made it possible to understand the internal mechanisms of how a teacher builds his unique trajectory of professional development and determine management tasks aimed at activating this process.

Professional self-development is considered as a dynamic process of assimilation, mastery, modernization of professional experience, technology of activity, leading to the formation and development of individual professional competencies. The social aspect, reflected in the concept of “professional socialization,” is the formation of professional knowledge, abilities, skills, the assimilation of social and professional norms, the formation of the individual as a subject professional activity. As a result of professional socialization, there is an active implementation of accumulated professional experience, which involves continuous professional self-development and self-improvement.

As a result of the study of the main characteristics of professional self-development, its technological stages:

1) self-awareness, expressed in awareness of one’s needs, capabilities, interests;
2) self-cultivation, when the teacher independently formulates the goals and objectives of self-development, plans work on himself, selects means of self-influence;
3) self-manifestation, as a result of which a new quality of content and structure of activity arises.

The technological approach to professional self-development of the individual has made it possible to find optimal ways to activate this process.

The processes of radical transformations in a modern school require the teacher to reorient his activities towards new pedagogical values that are adequate to the nature of scientific creativity, which, in turn, involves the search for new ways to develop the creative personality of the teacher, one of which is research activity. It, as an integral component of innovative processes in education, motivates teachers to further develop their professional activities, activates self-awareness, self-education, self-development, develops creative, communicative, reflexive and predictive abilities, that is, it brings the teacher-researcher into a state of intense activity.

An analysis of works devoted to the essence and content of the teacher’s research function (V.I. Zagvyazinsky, V.I. Zvereva, V.S. Lazarev, A.M. Moiseev, N.V. Nemova, T.V. Orlova, M. M. Potashnik, T.I. Shamova, etc.), made it possible to determine that this function, as a necessary component of professionalism, has qualitatively new characteristics. It is included in all types of his professional activity, is its main element and factor of creativity, an indicator of attitude to new information, a way of solving scientific and practical problems of education and training.

The process of a teacher mastering the research function is considered as a consistent system of interrelated actions based on a creative approach to pedagogical phenomena, mastery of heuristic search skills and methods of scientific and pedagogical research, analysis of one’s own experience and the experience of other teachers. At the same time, the managerial role consists of carrying out a number of tasks: at the motivational stage - introducing the teacher to research activities; at the organizational stage - teacher training in research technology; at the generalizing stage - providing an opportunity for generalization and translation of the experience gained.

The maturity of a teacher’s research skills is determined using criteria such as research motivation, scientific style of thinking, technological readiness for research, creative activity of the individual, which contain a number of identified indicators and levels (reproductive, heuristic, creative).

Depending on the performance results, the professionalism of each teacher can be characterized by one of the following levels:

In order to optimize the process of a teacher mastering the research function, socio-pedagogical conditions have been identified that contribute to the formation of a teacher as a subject of professional activity, the formation of positive motivation in the process of joint research work.

Firstly, this is the creation of a specially organized environment through development school development programs, stimulation of research activities, organization of a teacher training system. The innovative activities of the school as a “specially organized environment” contribute to the activation of the teacher’s activities, his professional growth, and raises the teacher’s prestige in his own eyes. The organization of research activities as a form of introducing pedagogical innovations is built on the basis of program-targeted management of school development. At the same time, the goals of school development are perceived by the teacher as the implementation of subjectively significant individual, group, and social goals.

Secondly, the organization of joint research activities and effective pedagogical interaction is built on facilitative, conventional relationships. The social context in which the teacher masters the research function and the emerging interpersonal relationships support the autonomy of the teacher and contribute to his self-development. Organizing multifunctional forms of interaction through mastering a variety of pedagogical roles, participating in the work of various creative groups on research problems, forming one’s own point of view - all this contributes to professional self-development. Managerial tasks are aimed at the special organization of activities and optimization of communication, causing the need for self-expression and self-realization of the teacher, allowing him to be taken out of the sphere of narrow professional, subject interests into the sphere of public interests.

Thirdly, intra-school management, based on democratic principles, which involves the involvement of all teachers in managing the development of the school, increases the responsibility of the teacher for the results of his work.

Innovative activities are being developed at school. The created specially organized innovative environment facilitates the implementation of the research program and acts as important condition self-development of subjects of the educational process. The organizational structure of school development management is defined as a complex linear-functional structure with matrix-type elements.

A problem-oriented analysis of the received materials showed that, despite the obvious presence of success indicators, the process of innovation was not holistic. The organization of research work was based on the method of “large doses”, the methods of “key cases” prevailed, which was reflected in the slow pace of self-development of teachers, the emergence of destructive factors, and difficulties in mastering new things. Accordingly, we have identified the following contradictions:

1) between the need to master the research function and the weak personal motivation of the teacher;
2) between the need for research activities and insufficiently developed research skills and abilities;
3) between the possibilities of in-school preparation for research activities and insufficiently effective forms of pedagogical support.

The identified contradictions led to the need to develop a dynamic three-stage model “Activation of professional self-development of a teacher”.

The conceptual foundations of the model we have developed are built on the paradigm of continuous self-development of a person, which is considered as a unique, spiritual-natural, self-developing system. The essence of the model is that it is capable of ensuring the active professional self-development of a teacher as a subject and creator of his life experience.

Modeling the process of enhancing the professional self-development of a teacher in the context of organizing research work determined the identification of the main goals:

1) formation of the need for professional self-development through involvement in research activities;
2) stimulation of professional self-development through the organization of research activities;
3) activation of professional self-development through generalization of research experience and the teacher’s transition to continuous innovative activity.

In the process of modeling, the main ways to improve the professional status of a teacher were identified. In accordance with the main idea of the study, which is the design of managerial actions focused on the development of the individual as a subject of his professional activity, the formation of a system of interactions between participants in the research process is identified as the leading directions. An organizational task has been identified, which is to unite teacher-researchers into a team of like-minded people who accept the common goal and objectives of school development, who are able to independently design and carry out their professional activities on the basis of research tasks, providing mutual assistance and support to each other.

Criteria for the effectiveness of professional self-development in the process of research activities have been determined:

at the first stage(formation of the teacher’s need for professional self-development in the process of involvement in the research function): the presence of the teacher’s needs for professional self-development; positive attitude towards mastering the research function; availability of an individual professional self-development program; positive attitude towards interaction with colleagues;
at the second stage(stimulating professional self-development of a teacher in the process of developing research activities): active participation in conducting methodological events of the school, city and region; promotion of the teacher in the implementation of an individual research program, step-by-step and scrupulous actions; mastering self-organization skills; mastering research skills and abilities;
at the third stage(intensification of professional self-development in the process of generalization and translation of experience in implementing the research function in teaching activities): positive changes in the effectiveness of professional activities, advanced training; increased satisfaction with one’s own activities; active dissemination of your experience, availability of publications; teacher's ability for self-development.

On initial stage“I can do it myself” management actions were aimed at involving teachers in research activities by uniting them into a team of like-minded people who accept a common goal and objectives, capable of independently moving along the chosen path with mutual support. We saw one of the necessary conditions for enhancing the self-development of a teacher-researcher as providing the opportunity for various sources of information, the most important of which are: the availability of literature, electronic sources; communication with colleagues, organization of training; own research practice.

The technological approach to creating an innovative environment was ensured through the development of goal setting for the educational institution as a whole, departments and individual employees; determining the functional responsibilities of each; establishing types of connections between employees; development of norms (samples) and criteria for professional activity; organization of continuous professional training for teachers. When organizing in-school education based on a person-centered approach, the main management task was to create conditions for a learning environment and activities that would contribute to the formation and self-development of the personality of the teacher-researcher.

At the second stage, “I can with others,” goal setting was aimed at organizing the interaction of subjects, stimulating professional self-development in the process of carrying out research activities using a personal-activity approach. At the same time, the focus was on self-organization of teachers, the ability to manage themselves, manage the process of self-government based on a pedagogical analysis of the research situation, making management decisions, including goal setting, setting tasks and developing a plan for their implementation, self-organization, self-control and self-regulation.

Teachers could reflect planning their professional growth, tracking the results of mastering their new function, self-assessment, self-diagnosis and design of their own teaching activities in the methodological portfolio “Steps of Growth” that we developed. The successful advancement of teachers according to the developed research programs was facilitated by the system of scientific and methodological work created at the school, the organization of search and creative activities of teachers and A departments, in scientific and practical laboratories and creative groups. Managerial tasks were aimed at the special organization of activities and optimization of communication, causing the need for self-expression and self-realization of the teacher, allowing him to be taken out of the sphere of narrow professional, subject interests into the sphere of public interests.

At the final stage of the implementation of the “I can for others” model, the tasks were: teachers’ mastery of the technology for generalizing the research experience obtained as a result, providing an opportunity for generalization and translation of innovative experience; stimulating the transfer of innovative experience to a specific educational situation.

Analysis of difficulties during the implementation of the model led to the need to develop additional measures that contributed to teachers’ mastery of the research function:

correction of the training program in accordance with the needs, interests and individual experience of the teacher;
reducing teacher overload through the scientific organization of research work;
identification and clarification of methods of social and pedagogical support for teachers at each stage of professional self-development.

During the implementation of the model and the search for solutions to the identified problems, there was a transition from “embedding” socio-pedagogical support into the system for managing the research activities of teachers to the creation whole system support for the teacher-researcher at every stage of his professional self-development. These adjustments were made to the program for implementing the developed model. The results obtained during the implementation of the model we developed allow us to conclude that:

1) a significant point in the professional development of teachers is the presence of needs, positive motivation and self-understanding by teachers of the goals of their activities (I can do it myself, so I will engage in research activities...);
2) working in the mode of active innovative activity, group interaction contributes to the self-cultivation of the professional’s personality and mastery of research skills (I can work with others, and at the same time I can gain experience in the process of interaction...);
3) organizing the process of advanced training through obtaining positive results from the implementation of the research function of pedagogical activity, generalization and translation of the experience gained contribute to the activation of professional self-development (I can do it for others, while I am constantly improving myself).

The effectiveness of the developed model was tested through control and evaluation actions to determine the level of activation of the teacher’s professional self-development.

Diagnostic tools are presented by a number of methods (“Study of teachers’ attitudes to interaction”, “Needs of teaching staff for professional self-development” (according to N.V. Nemova), “Teachers’ attitude to research activities” (according to V.I. Zvereva), “Teacher’s ability to self-development” (V.I. Zvereva, N.V. Nemova), “Possession of research skills” (developed by the city of Kustanai), sociological and pedagogical methods were also used (observation, conversation, questioning, interviewing, self-analysis, self-assessment); analysis of school documentation, analysis of the products of creative and research activities of teachers.

A comparative analysis of the diagnostics of the activation of a teacher’s professional self-development in the process of mastering the research function demonstrates positive dynamics.

As can be seen from the data presented, the creation of social and pedagogical conditions at each stage contributed to the activation of the process of self-change of teachers.

Thus, we come to the conclusion that in order to increase the efficiency of the process of teachers mastering the research function, it is advisable to propose the following organizational and managerial recommendations:

define strategic goal the activities of the team as “growing” new teachers capable of active professional self-development;
create positive motivation teachers to master the research function of pedagogical activity through immersion in a developing, innovative, tolerant environment;
stimulate the creative cooperation of teachers on the basis of facilitative, conventional, multifunctional interaction;
organize differentiated training for teachers in the technology of implementing the research function, taking into account subjective professional and personal experience based on the use of active forms and methods of professional and self-educational activities;
actively use various methods of social and pedagogical support for teachers at all stages of mastering the research function in their professional activities;
in order to develop a subjective position and increase personal responsibility for the results of the research, involve the teacher in managing the development of the school on the basis of complicity, participation and partnership

1) reproductive level. The teacher knows how to tell others what he knows. This level of N.V. Kuzmina classifies it as unproductive;

2) adaptive level. The teacher can tailor his message to the characteristics of the audience. This is a low-productivity level;

3) locally modeling level. The teacher knows strategies for teaching students in individual sections of the course. He is able to formulate a pedagogical goal, select the means to achieve it, and present the result of students’ progress in educational and cognitive activities. The level is moderately productive.

4. A level that systematically models students’ knowledge. A teacher at this level masters strategies for developing a system of knowledge, skills, and abilities in the academic subject as a whole. The level is productive.

5. A level that systematically models the activities and behavior of students. A teacher of this level, unlike the previous one, has strategies for transforming his subject into a means of shaping the personality of students. This level is considered highly productive.

Teachers of the first two levels do not have special pedagogical abilities; only general talent is demonstrated. They appear only at the third level. At the fourth and fifth levels, pedagogical talent manifests itself. Manifestation pedagogical abilities intensifies with an increase in the level of productivity of teaching activities.

The learning task as a structural component of learning activity.

The most important component in the study structure. activities – an educational task – it is offered to the student as a specific educational task, the formulation of which is important for the decision and its result. According to A.N. Leontiev, a task is a goal given under certain conditions. The main difference between a learning task and various other tasks is that its goal and result are to change the subject of learning itself. action, and not in changing the objects with which he acts (D.B. Elkonin). Almost all studies. activities presented as a system of educational tasks (D.B. Elbkonin, V.V. Davydov, A.G. Ball) they are given in definition. textbook situations and involve the implementation of appropriate learning activities (subject, control, auxiliary). Structure of studies. the task consists of 2 components (A.G. Ball): 1- subject of the task in the initial state; 2- model of the required state of the educational task.

The procedure that ensures the solution of the study. tasks, title way to solve it (A.G. Ball). When school problem solving in one way, then the student’s goal is to find it, and when the problem can be solved in several ways, the student. chooses the shortest and most economical method. At the same time, experience in applying knowledge is accumulated, this contributes to the development of logical search techniques and the improvement of the child’s thinking abilities. At the beginning, students do not know how to pose and solve problems. tasks - this function was performed by the teacher. Acceptance of a learning task by a student occurs when the teacher explains why it is necessary to complete the learning task. At this time, the student always compares the learning task with the meaning of learning for himself, with all possibilities, that is, he defines or redefines it.

E.I. Mashbits formulated. psycho. requirements for educational tasks: 1- More than one educational task must be constructed. ass., and their set; 2- When designing an educational system. ass it is necessary that it ensures the achievement of not only immediate, but also distant educational goals; 3- Study. ass must ensure the assimilation of the system of means necessary for successful implementation. textbook act; 4- Study. ass should kostruir. in such a way that the means of action that need to be learned act as a direct product of learning (this is the executive part) and (the indicative and control parts are a by-product).

The success of teaching activities depends on the complex of abilities of the teacher. High achievements in the same activity can be achieved by different combinations of abilities, so we can talk about their different types. The presence of different abilities allows us to talk about the possibility of compensating some abilities with others, as a result of which the relative weakness of any one ability is compensated by another.

Ability is an opportunity. The achieved level is reality. In terms of performance, each teacher can be assigned to one of the following levels, with each subsequent level including all previous ones:

1) reproductive level: the teacher can and knows how to tell others what he knows;

2) adaptive level: the teacher knows how to adapt his message to the characteristics of the audience;

3) local modeling level: the teacher masters strategies for teaching knowledge, skills and abilities in individual sections of the course, knows how to formulate a pedagogical goal, anticipate the desired result and create a system and sequence for including students in educational and cognitive activities;

4) systemic modeling of activity and behavior level: the teacher masters strategies for transforming his subject into a means of shaping the personality of students, their needs for self-education, self-education and self-development.

Teachers at the first two levels do not have special teaching abilities. Only when moving to the third level does the teacher show more pedagogical abilities, the higher his level.

All considered levels are interconnected. A teacher, in the process of mastering professional knowledge and skills, moves from one level to another in the course of activities, and the structure of his abilities changes accordingly. As a higher level is achieved, the teacher becomes more capable of discovering new things and creating original things. What is the final result of his efforts?

There are three main results of communication:

change in the recipient's knowledge;

changes in recipient settings;

changing the recipient's overt behavior.

Patterns and mechanisms of development of pedagogical abilities

The question of abilities should be merged with the question of development, the question of pedagogical abilities - with the question of the professional activity and personality of the teacher. It is in the process of overcoming professional and personal difficulties that pedagogical abilities develop (as a spontaneous change), and their formation (as a purposeful change) is carried out in specially organized conditions of the system of university and postgraduate teacher training.

The development of a person, in contrast to the accumulation of “experience” in mastering knowledge, skills, abilities, is the development of his abilities, and the development of abilities is what defines development as such, in contrast to the accumulation of knowledge and skills. In his book “Man and the World” S.L. Rubinstein formulates the basic rule for the development of abilities, which is that development occurs in a spiral: the realization of an opportunity, which represents an ability at one level, opens up new opportunities for further development, for the development of abilities at a higher level. A person’s talent is determined by the range of new opportunities that the implementation of existing opportunities opens up.

The main idea of A.N. Leontyev: all mental functions and abilities inherent in man as a social being are developed and formulated as a result of mastering the experience of previous generations. Mastering the achievements of social development, “translating” them into “one’s own” abilities occurs through other people, i.e. in the process of communication, where a child, a person, learns adequate activities. Thus, this process is, in its function, a process of education.

Developing the problem of abilities, B.G. Ananyev emphasizes the role of the individual’s active activity in the assimilation of social experience. Abilities are a manifestation of the creative development of the mind, and not the simple accumulation of knowledge. Consequently, abilities are a manifestation of the creative use of accumulated knowledge, the innovative position of the person himself in relation to the knowledge that he assimilates, his independence and consciousness. Thus, it is assumed that ability is not a simple accumulation of knowledge.

According to L.S. Vygotsky, abilities develop initially as an imitation of a cultural pattern of thinking and activity; then there is a change in the original sample, followed by reflection and recording of the differences between one’s way of activity and the cultural one.

Without knowledge of psychological patterns and mechanisms, it is impossible to determine the strategy, the general direction of the formation and development of pedagogical abilities and the professional activity of the teacher as a whole. In order to become a creator, believes V.N. Druzhinin, you need to master a certain level of culture, enter a certain sphere of life with the help of another person - a “model of creativity.” The presence of imitative ability provides “ease of entry”; creative ability (creativity, ability of imagination) determines productivity and originality.

The positive impact of a teacher’s professional activity on the development of his teaching abilities is due to the following conditions: 1) the activity should evoke strong and lasting positive emotions in the teacher; 2) the teacher’s activities should be as creative as possible, and not just reproductive in nature; 3) it is important for a teacher to organize his activities so that he pursues goals that always slightly anticipate his existing capabilities, the level of activity he has already achieved.

mastery teaching pedagogical

The fundamentals of pedagogical skills, implemented in activities, are already a manifestation of professionalism. But its level can be judged by how pedagogical tasks are solved and, ultimately, what results will be achieved. Determining the level of pedagogical excellence is impossible without establishing its indicators and formulating criteria.

Depending on the results, four levels of mastery can be distinguished: Teacher's Handbook / Author - comp. I.N. Kuznetsov. - Minsk: Modern word, 2005. P.346-347.

1) reproductive (the teacher knows how to tell others what he knows, and in the way he knows);

2) adaptive (the teacher is able not only to convey information, but also to transform it in relation to the characteristics of the object with which he is dealing);

3) locally modeling (the teacher is able not only to transmit and transform information, but also to model a system of knowledge on certain issues);

4) systematically modeling knowledge (the teacher knows how to model a system of activities that forms a system of knowledge in his subject).

Determining the level of pedagogical excellence is impossible without establishing its indicators and formulating criteria. By indicators of pedagogical skill one can judge its level.

Indicators pedagogical skill is something by which one can judge its level.

Criteria pedagogical skill - its distinctive features, which can be used as a measure for assessing pedagogical skill.

The criteria for a teacher’s teaching activities should be related to the most important components educational process, i.e. with components of the didactic basis. The task is to highlight the most significant things that are reflected in the teaching activities of the teacher in connection with each component of the didactic basis. This is essential and will be hallmark, which can be used as one of the measures for assessing a teacher’s skill. It is very important that together these criteria make it possible to carry out a comprehensive assessment of the teacher’s teaching activities. Thus, the listed criteria are necessary and at the same time sufficient to determine the level of the teacher’s teaching activity.

There are five criteria for the teaching activity of a teacher. Rating on a 10-point scale for each of them gives 5 indicators that can be combined into a generalized functional indicator of pedagogical skill.

A comprehensive indicator of a teacher’s skill covers a generalized functional indicator and a generalized performance-personal indicator.

Generalized functional indicator represents the sum of points according to five criteria: mastery of content and its didactic organization; organization and implementation of teacher activities; organization of student activities; stimulation and motivation of the student’s personality; structural and compositional construction of an educational lesson.

Each criterion is scored on a 10-point scale.

1) Knowledge of content and its didactic organization:

1. Knowledge of the content of education (knowledge of the content and its application in practice).

2. Scientific content, its novelty and use of the results of your research.

3. Availability of content.

4. Developmental and educational nature of the content.

5. Selection of the content that is optimal in terms of volume and highlighting the main, essential content in it.

6. Reliance on the known (updating previous knowledge), connecting new material with previously studied material.

7. Establishing intra-subject and inter-subject connections.

8. Combination of abstract and concrete in content.

9. Variety of means of conveying content.

10. Orientation of content towards the formation of a system of knowledge, skills and abilities.

2) Organization and implementation of teaching activities of the teacher:

1. Mastery of all types of learning activities and their combination.

2. Orientation of the teaching activity of the teacher towards the organization of cognitive activity of students.

3. Demonstration of constructive, gnostic, organizational and communication skills.

4. Pedagogical technique (speech, gestures, establishing contact with the audience, form and structure of presenting information, technique of using teaching aids, the ability to focus attention on the entire audience, attention to the respondent, the ability to listen, etc.).

5. Scientific organization pedagogical work.

6. Selection of optimal forms, methods, means of teaching and the nature of guiding the educational work of students at each stage of the training session.

7. Pedagogical tact. The ability to control yourself and your mood.

8. The ability to restructure one’s activities. Improvisation.

9. Creative attitude to activity. Creative use of teachers' experience. Own pedagogical findings.

10. Use in teaching activities personal qualities and opportunities. Individual style of teaching activity.

3) Organization of educational activities of students:

1. Clear formulation of the goal, setting tasks and bringing them to the attention of the trainees.

2. Construction of training as a system for organizing the educational activities of students at different stages of the training session. Selection of the most rational types of activities for students to master educational material.

3. Selection of teaching methods in accordance with the assigned tasks, content and capabilities of the trainees.

4. The system of organizing independent classroom and extracurricular educational activities, the formation of cognitive independence.

5. Accounting individual characteristics and capabilities of trainees. Individualization and differentiation in the organization of educational activities.

6. A combination of individual, group and collective forms of student activity.

7. Teaching methods of cognitive activity. Fostering a work culture for students.

8. A variety of means of organizing educational activities.

9. Taking into account the difficulties encountered when mastering the content and didactic preparedness to overcome them.

10. Prompt adjustment of educational activities.

4) Pedagogical stimulation and motivation of students’ educational activities:

1. Taking advantage of opportunities pedagogical impact on the personality of the student, components of the educational process (personality of the teacher, content of education, forms, methods, teaching aids).

2. Formation of teaching motives.

3. The use of methods to stimulate educational activities (pedagogical requirements, encouragement, punishment, competition, public opinion).

4. Formation of cognitive interest.

5. The combination of control and self-control in the learning process as a stimulating influence.

6. A combination of exactingness and respect for the student’s personality. Reliance on positive qualities and characteristics of the learner.

7. Microclimate. The relationship between the teacher and students, the style of communication and leadership in the learning process.

8. Formation of duty and responsibility in learning.

9. Fostering a creative attitude towards educational work.

10. Career guidance and the formation of the professional orientation of the individual in training.

5) Structural and compositional construction of the training session:

1. Performing the main functions of a teacher in the learning process (comprehensive solution to the problems of education, upbringing and development).

8. Selection of the most appropriate structure of the training session in accordance with the tasks and features being solved educational material.

3. Purposeful relationship and interaction of the main components of the educational process (teacher - students - content).

4. Selection of means of pedagogical communication (forms, methods, teaching aids, methods of pedagogical stimulation and motivation). The expediency of their use in accordance with the goal and content of the training session.

5. Clarity and consistency of transition from stage to stage, connecting the links of the educational process with each other.

6. Rational distribution of time between the stages of the training session. Choosing an appropriate pace of learning, eliminating waste of time.

7. Prompt adjustment of the training session.

8. Increasing the information content of training (increasing the amount of knowledge acquired at the same time).

9. Creating optimal conditions for learning.

10. Summing up the results of the training session and focusing on independent work.

Generalized performance-personal indicator associated with the results of professional activity related to both students and teachers. It covers: learning success; comprehensive solution to the problems of education, upbringing and development of students; the degree of transfer of the student from the level of “object of training and education” to the level of “subject of training and education”; improving your professional activities; professional, pedagogical and social significance of the teacher’s personality. These indicators reflect the positive changes that occur when students master the basics of science and certain cognitive, intellectual, and practical competencies. Let's expand on these criteria through primary indicators:

1. Successful learning: creates students’ interest in their subject; achieves solid and deep knowledge; develops strong skills and abilities; teaches to apply knowledge, skills, abilities; forms a system of knowledge, skills, and abilities.

2. A comprehensive solution to the problems of education, upbringing and development of students: teaches them to overcome difficulties, show persistence and strong-willed efforts in solving the problems of education, upbringing, development; forms a scientific worldview; forms the team and personal qualities of students; develops abilities and fosters a creative attitude towards academic work; forms responsibility for the results of educational activities and behavior.

3. The degree of transfer of the student from the level of “object of training and education” to the level of “subject of training and education”: teaches methods of educational activities; forms cognitive independence; forms motives for learning; instills skills and abilities of self-education and self-education; forms an active life position and the need for self-education and self-education.

4. Improving professional activities: constantly improves knowledge, skills, and abilities; constantly searches for new things in work, shows creativity; studies the experience of other teachers; analyzes and summarizes personal experience work; is responsible for activities and their results.

5. Professional, pedagogical and social significance of the teacher’s personality: the formation of professionally significant personal qualities and value orientations and relationships; authority among teachers; authority among students; actively participates in social work; the experience of this teacher is used by others.

When assessing the results of a teacher’s professional activity, the following points can be used: 2 - clearly expressed, 1 - occurs, 0 - absent.

The criteria for teaching activities allow us to evaluate the functional aspect of a teacher’s activity in teaching. Performance and personal indicators are also associated with the main components of the educational process. The following are associated with students, their educational activities and the systemic-structural combination of components: the success of training, a comprehensive solution to the problems of education, upbringing, development of students, the degree of transfer of the student from the level of “object of training and education” to the level of “subject of training and education.”

Thus, these performance-personal indicators cover all components of the didactic basis, and through them the relationship with all components of the didactic superstructure can be traced. They are a reflection of the influence of all components of the educational process on the final result of the teacher’s professional activity.

The maximum number of points for the functional aspect is 50, for the performance-personal aspect - 50. The maximum comprehensive indicator is 100 points. Using it, we will highlight the levels of professional activity, the levels of the teaching activity of the teacher (functional aspect), and the levels of the effective-personal aspect.

Thus, the listed indicators and criteria are necessary and at the same time sufficient to determine the level of skill of the teacher.

5. sincere love for children, the desire to understand them and help them.

Levels of pedagogical creativity: reproductive, adaptive, local modeling, systemic modeling.

The professionalism of each teacher can be characterized by one of the following levels:

1. Reproductive (very low). knows how to tell others what he knows;

2. Adaptive (low). knows how to adapt his message to the audience of listeners;

3. Local modeling (average, sufficient). This level is characterized by high quality in certain areas of educational work with students. owns strategies for forming a training system for individual sections of the program;

4. System modeling (highest). This is a manifestation of a creative attitude to all types of activities, the implementation of a scientific search for ways to increase the effectiveness of the educational process. System-modeling knowledge – owns strategies for forming a system of knowledge, skills and abilities for the course as a whole;

System-modeling creativity– masters strategies for transforming his subject into a means of forming a creative personality capable of self-development in new conditions.

Teachers who are at the reproductive level of activity are completely absorbed in the subject being taught, its retelling, close to the text.

The level of system-modeling creativity corresponds to the highest skill of the teacher, when his attention is focused on the personality of the student, when the teacher transforms academic subject as a means of forming a student’s creative personality, capable of self-development and personal self-affirmation.

in various directions: moral, legal, anti-drug, environmental, labor, economic, aesthetic, physical, etc. Implementation of the content and tasks of each indicated directions involves taking into account the specifics of the future professional activities of specialists, the human and professional qualities necessary for this.

Organizational physical education of students includes the following main areas:

General preparatory direction provides comprehensive physical training students and maintaining it at the level of the requirements of the state program physical education.

Sports direction provides specialized systematic training in one of the sports in sports improvement departments (sections), as well as participation in sports competitions in order to improve the level of sportsmanship.

Professionally applied direction promotes the use of physical education means in relation to the chosen specialty, taking into account its characteristics.

Hygienic direction provides for the use of physical education to restore performance and improve health.

Health-improving and recreational direction provides for the use of physical education means when organizing recreation and cultural leisure on weekends and during the holidays to improve health.

Medical direction ensures the restoration of health in general or individual functions of the body, reduced or lost as a result of diseases or injuries.

system moral values divided into absolutely eternal, national, civil, family and personal life values (A. Vishnevsky).

1. Absolutely eternal values. This universal human values, which have universal meaning and an unlimited scope of application (goodness, truth, love, honesty, dignity, beauty, wisdom, justice).

2. National values. They are significant for one people, but they are not always shared by other peoples.

3. Civic values. They are based on the recognition of the dignity of people and find their application in democratic societies.

4. Family values. They cover the moral foundations of family life, relations between generations, the laws of marital fidelity, caring for children, memory of ancestors, and the like.

5. Personal life values. They are important primarily for the person himself, they determine his character traits, behavior, economic success, style privacy etc.

Education method- this is a way for a teacher to influence the consciousness, will and behavior of a pet in order to form the desired qualities in him and the all-round harmonious development of his personality.

General education methods traditionally classified according to their functional orientation. On this basis, the following three groups of methods are distinguished:

Formation of worldview and spiritual-axiological orientations;

Methods of organizing activities and shaping behavior;

Methods of stimulating and adjusting individual behavior and activity.

Beliefs - this is a method that involves deliberate, targeted influence on the consciousness, will and feelings of pupils in order to form stable beliefs in them.

Example - a method of education that involves organizing a role model in order to optimize the process of social inheritance.

methods takes requirement as a method of pedagogical influence on the consciousness of a pet in order to provoke, stimulate or inhibit certain types of its activities.

Exercises is a method of education that involves the systematic, organized, repeated performance of certain actions in order to master them, increase their effectiveness and develop skills.

method training, which provides for the organization of systematic and regular performance by pupils of certain actions with elements of coercion and obligation in order to form specific habits in behavior.

OK - this is a method of pedagogical influence on the individual, which expresses a positive assessment by the teacher of the pet’s behavior in order to consolidate positive qualities and stimulate activity. Condemnation - this is a method of education that involves the influence of the teacher on the student’s personality in order to condemn or inhibit his negative actions and deeds.

In educational work with students, one should use various shapes : direct educational, production activities, participation in public affairs, behavior in everyday life.

a wide range of forms of activity that contribute to the formation of a comprehensively developed personality. These are training sessions (lectures, seminars, practical classes), practice, scientific clubs, creative studios, excursions, hikes, various forms and types of socially useful work, etc.

The main form of activity that ensures the development of a student’s personality and his development of professionalism is different types training sessions. Here there is an educational impact on the consciousness and will of students, on the one hand, through the content of educational material, on the other hand, through the organization of students in academic work and above all through the moral and spiritual potential of the teacher.

A prominent place in the system of education of student youth are occupied by means of education, the property of material and spiritual culture (fiction and scientific literature, media, objects fine arts, cinema), forms and types educational work (meetings, conferences, games, sports activities, etc.), which are used in the process of educational work.

Teaching as a specific type of activity of students. The purpose and structure of the teaching (motives, learning activities, actions of control, evaluation and analysis of results), the relationship of structural elements.

Teaching acts as a type of activity, the purpose of which is to acquire by a person the knowledge, skills and abilities necessary ultimately to perform work activities.

Educational activities – leading activity school age, within which the controlled assignment of bases takes place social experience primarily in the form of intellectual basic operations and theoretical concepts.

Participate in educational activities certainly two persons: 1) teacher; 2) student.

By imparting knowledge to students, the teacher teaches them to think and observe, and to express what they understand in speech. The student acquires not only knowledge, but also a way to think independently and acquire knowledge. Well-organized training is educational in nature. During the learning process, the student’s personality is formed: its orientation, strong-willed character traits, abilities, etc.

Structure- it's relative sustainable system connections of elements that form a whole (thing). The subject's educational activity has a structure that includes the following components: I) motivation, 2) educational tasks in specific situations, 3) educational actions; 4) control turning into self-control; 5) assessment, which turns into self-esteem.