Pedagogical activity has many principles and features that every teacher must remember and adhere to. We will try to consider not only the general characteristics of pedagogical activity, but also learn about its features, methods of construction, and methods of working with children. After all, even a certified teacher cannot always know exactly every rule and concept.

Characteristic

So, perhaps, it’s worth starting with the characteristics of the teacher’s professional pedagogical activity. It lies in the fact that pedagogical activity is, first of all, the influence of the teacher on the student, which is purposeful and motivated. The teacher should strive to develop a comprehensive personality and prepare the child to enter adulthood. The basis of such activities is the foundations of education. Pedagogical activity can only be implemented in an educational institution, and its implementers are exclusively trained teachers who have completed all the necessary stages of training and mastery of this profession.

The characteristic of the goal of pedagogical activity is that it is necessary to create all the necessary conditions for the normal development of the child, so that he can fully realize himself as an object and as a subject of education. You can easily determine whether the set goal has been achieved. To do this, we simply compare those personality qualities with which the child came to school and those with which he leaves the educational institution. This is the main characteristic of pedagogical activity.

Subject and means

The subject of this activity is the very organization of the process of interaction between the teacher and his students. This interaction has the following focus: students must fully master sociocultural experience and accept it as the basis and condition for development.

The characteristics of the subject of pedagogical activity are very simple; the teacher plays his role. In more detail, this is the person who performs a certain type of teaching activity.

There are certain motives in pedagogical activity, which are usually divided into external and internal. External ones include the desire for professional and personal growth, but internal ones include a humanistic and prosocial orientation, as well as dominance.

The means of pedagogical activity include: knowledge not only of theory, but also of practice, on the basis of which a teacher can teach and educate children. It also includes not only educational literature, but also methodological literature, and various visual materials. This is where we can finish characterizing the content of teaching activities and move on to practical aspects.

Value characteristics

It has long been known that teachers belong to the class of intelligentsia. And, of course, each of us understands that it is the work of the teacher that determines what our future generation will be like and what their activities will be aimed at. It is in this regard that every teacher must take into account the value characteristics of teaching activity. So, these include:

The teacher's attitude towards the childhood period. Here the main emphasis is on how fully the teacher understands the peculiarities of relationships between children and adults, whether he understands the values that children now face, and whether he understands the very essence of this period.
Humanistic Only from the name it becomes clear that the teacher must demonstrate his humanistic position. His professional activity should be focused on the cultural values of all humanity, on building a correct dialogue with students, on organizing a creative and, most importantly, reflective attitude towards work. As a kind of application to this value, we can highlight the principles of pedagogical activity, voiced by Sh. Amonashvili, that the teacher must love children and humanize the environment in which these children find themselves. After all, this is necessary so that the child’s soul is in comfort and balance.
High moral qualities of a teacher. These qualities can be easily noticed by observing a little the teacher’s style of behavior, his manner of communicating with children, his ability to resolve various situations that occur in teaching activities.

These are the value characteristics of pedagogical activity. If the teacher does not take these points into account, then his work is unlikely to be successful.

Styles of teaching activity

So, now it’s worth paying attention to the characteristics of the styles of teaching activity, of which modern science has only three.

Authoritarian style. Here the students act only as objects of influence. When organizing the learning process, he acts as a kind of dictator. Because he gives certain tasks and expects his students to carry them out unquestioningly. He always strictly controls educational activities and at the same time is not always quite correct. And there is no point in asking such a teacher why he gives any orders or controls the actions of his students so tightly. There will be no answer to this question, since such a teacher does not consider it necessary to explain himself to his children. If you dig a little deeper into the psychological characteristics of this type of teaching activity, you will notice that most often such a teacher does not like his job, has a very tough and strong-willed character, and is characterized by emotional coldness. Modern teachers do not welcome this style of teaching, since there is a complete lack of contact with children, their cognitive activity noticeably decreases, and the desire to learn disappears. Students are the first to suffer from an authoritarian style. Some children try to protest against such teaching, go into conflict with the teacher, but instead of receiving an explanation, they encounter a negative reaction from the teacher.
Democratic style. If a teacher has chosen a democratic style of teaching, then he, of course, loves children very much, he likes to come into contact with them, in this way he shows his high professionalism. The main desire of such a teacher is to establish contact with the children; he wants to communicate with them on equal terms. His goal is a warm and calm atmosphere in the classroom, complete mutual understanding between the audience and the teacher. This style of teaching does not involve a lack of control over children, as it might seem. Control exists, but it is somewhat hidden. The teacher wants to teach children independence, he wants to see their initiative, teach them to defend their own opinion. Children quickly make contact with such a teacher, they listen to his advice, offer their own solutions to certain problems, and they develop a desire to take part in educational activities.
Teachers who choose this style of teaching are called unprofessional and undisciplined. Such teachers lack self-confidence and often hesitate in class. They leave children to their own devices and do not control their activities. Any student group is certainly pleased with this behavior of the teacher, but only at first. After all, children are in dire need of a mentor; they need to be supervised, given tasks, and helped with their implementation.

So, characterizing the styles of pedagogical activity gives us a complete understanding of how relationships between students and the teacher can be built and what the latter’s behavior will lead to. Before you go to a lesson with children, you need to accurately determine your preferences in teaching.

Psychological and pedagogical activities

In this topic, it is also necessary to pay attention to the characteristics of psychological and pedagogical activity, since it is slightly different from the pedagogical activity we have already considered.

Psychological and pedagogical activity is the activity of a teacher, which is aimed at ensuring that the subjects of the educational process develop in personal, intellectual and emotional directions. And all this should serve as the basis for the beginning of self-development and self-education of these same subjects.

A teacher-psychologist at school must direct his activities towards the socialization of the child’s personality, in other words, he must prepare children for adult life.

This direction has its own implementation mechanisms:

The teacher must present children with real and imagined social situations and, together with them, look for ways to resolve them.
A diagnosis is made of whether children are ready to enter into social relationships.
The teacher must encourage children to strive for self-knowledge, to be able to easily determine their own position in society, to adequately assess their behavior and to be able to look for ways out of various situations.
The teacher should help children analyze various social problems and design their behavior in cases where they find themselves in difficult life situations.
The teacher creates a developed information field for each of his students.
Any children's initiative is supported at school, and student self-government comes to the fore.

This is a simple characteristic of psychological and pedagogical activity.

Pedagogical activity of the teacher

Separately, in pedagogical activity, I would like to highlight the types of activities of a school teacher. There are eight species in total, each of which has soybean characteristics. We will consider the essence of each of the available types below. The description of these types can also be called a characteristic of the pedagogical activity of a teacher who works at school.

Diagnostic activities

Diagnostic activity consists in the fact that the teacher must study all the capabilities of the students, understand how high their level of development is and how well they are brought up. After all, it is simply impossible to perform high-quality pedagogical work if you do not know the psychological and physical capabilities of the children with whom you have to work. Important points are also the moral and mental education of children, their relationships with the family and the general atmosphere in the parental home. A teacher can properly educate his student only if he has studied him from absolutely all sides. In order to correctly carry out diagnostic activities, the teacher must master all the methods by which it is possible to accurately determine the level of education of the student. The teacher must know not only everything about the educational activities of children, but also be interested in their interests outside of school, study their inclinations towards one or another type of activity.

Orientation-prognostic

Each stage of educational activity requires the teacher to determine its directions, accurately set goals and objectives, and be able to make predictions about the results of the activity. This means that the teacher must know exactly what he wants to achieve and in what ways he will do it. This also includes expected changes in students' personalities. After all, this is precisely what the teacher’s pedagogical activity is aimed at.

The teacher must plan his educational work in advance and direct it to ensure that children’s interest in learning increases. He must also voice specific goals and objectives that are set for the children. The teacher should strive to unite the team, teach children to work together, together, set common goals and achieve them together. The teacher should direct his activities to stimulate the cognitive interests of children. To do this, you should add more emotions and interesting moments to your speech.

Orientation-prognostic activity cannot be interrupted; the teacher must act in this direction constantly.

Construction and design activities

It is very connected with orientation and prognostic activity. This connection is easy to see. After all, when a teacher begins to plan to establish connections in a team, in parallel with this, he must design the tasks assigned to him, develop the content of educational work that will be carried out with this team. Here, the teacher will greatly benefit from knowledge from the field of pedagogy and psychology, or rather those points that directly relate to the ways and methods of organizing the educational team. You also need to have knowledge about existing forms and methods of organizing education. But this is not all that a teacher should be able to do. After all, here it is also important to be able to correctly plan educational work and educational activities, as well as engage in self-development. Because the ability to think creatively is extremely useful in this matter.

Organizational activities

When the teacher already knows exactly what kind of work he will do with his students, has set a goal for himself and defined the tasks of this work, he needs to involve the children themselves in this activity and awaken their interest in knowledge. Here you cannot do without the following number of skills:

If a teacher has seriously taken up the task of teaching and educating students, then he must quickly and correctly determine the tasks of these processes.
It is important for the teacher to develop initiative on the part of the students themselves.
He must be able to correctly distribute tasks and assignments in the team. To do this, you need to know well the team with whom you will have to work in order to sensibly assess the capabilities of each participant in the pedagogical process.
If a teacher organizes any activity, then he simply must be the leader of all processes and carefully monitor the progress of the students’ actions.
Students will not be able to work without inspiration, and that is why the teacher’s task is to become this very inspirer. The teacher must control the entire process, but so carefully that it is barely noticeable from the outside.

Information and explanatory activities

This activity is quite important in the modern pedagogical process, since now almost everything is connected with information technology. Here the teacher will again act as the organizer of the educational process. It is in it that children should see the main source from which they will draw scientific, moral, aesthetic and worldview information. That is why it will not be enough to simply prepare for the lesson; you need to understand each topic and be ready to answer any question from the student. You need to be completely dedicated to the subject you are teaching. After all, it will probably not be news to anyone that the course of the lesson directly depends on how well the teacher has mastered the material he is teaching. Can he give high-quality examples, easily move from one topic to another, and provide specific facts from the history of this subject?

So, we see that the teacher must be as erudite as possible. He must be aware of all the innovations within his subject and constantly communicate them to his students. Another important point is the level of his mastery of practical knowledge. Since it depends on him how well students will be able to master knowledge, skills and abilities.

Communication-stimulating activities

This is an activity that is directly related to the teacher’s influence on students at the time of learning. Here the teacher must have high personal charm and moral culture. He must be able not only to establish friendly relations with students, but also to competently support them throughout the entire educational process. You should not expect high cognitive activity from children if the teacher is passive. After all, he must show by his own example the need to demonstrate his labor, creative and cognitive skills. This is the only way to make children work and not just force them, but awaken their desire. Children feel everything, which means they should feel respect from their teacher. Then they will respect him too. They must feel his love in order to give theirs in return. During teaching activities, the teacher must be interested in the lives of children, take into account their desires and needs, learn about their problems and try to solve them together. And, of course, it is important for every teacher to gain the children’s trust and respect. And this is only possible with properly organized and, most importantly, meaningful work.

A teacher who in his lessons displays such character traits as dryness and callousness, if when talking with children he does not show any emotions, but simply uses an official tone, then such activity will definitely not be successful. Children are usually afraid of such teachers, they do not want to make contact with them, and have little interest in the subject that this teacher presents.

Analytical and assessment activities

The essence of the characteristics of pedagogical activity of this type lies in its name. Here the teacher carries out the pedagogical process itself and at the same time makes an analysis of the progress of training and education. Based on this analysis, he can identify positive aspects as well as shortcomings that he must later correct. The teacher must clearly define for himself the purpose and objectives of the learning process and constantly compare them with the results that were achieved. It is also important here to conduct a comparative analysis between your achievements at work and the achievements of your colleagues.

Here you can clearly see the feedback of your work. In other words, there is a constant comparison between what you wanted to do and what you managed to do. And based on the results obtained, the teacher can already make some adjustments, note the mistakes made and correct them in a timely manner.

Research and creative activities

I would like to finish the description of the teacher’s practical pedagogical activity with this type of activity. If a teacher is at least a little interested in his work, then elements of such activity are necessarily present in his practice. Such activity has two sides, and if we consider the first, it has the following meaning: any activity of a teacher must be at least slightly creative in nature. On the other hand, the teacher must be able to creatively develop everything new that comes to science and be able to present it correctly. After all, you must agree that if you do not show any creativity in your teaching activities, then children will simply stop perceiving the material. No one is interested in just listening to dry text and constantly memorizing theory. It is much more interesting to learn something new and look at it from different angles, to take part in practical work.

Conclusion

This article presented all pedagogical activities that reveal the entire learning process as fully as possible.

With the emergence of the teaching profession, however, family education, public education, and the spontaneous and accidental education of children and youth did not disappear from public life.

As before, almost the entire society is engaged in some kind of pedagogical activity. The pedagogical component is present in the activities of any management structure; the pedagogical function is realized by art; Doctors, journalists, and directors become educators. Pedagogical activity turns into an attribute of universal human culture.

Thus, the purpose of pedagogical activity is to form relationships between people in a variety of areas.

Let's highlight these areas:

1. Family, family relationships - a person is raised primarily in a family, experiencing the influence of parents, brothers, sisters and other relatives. At the same time, he influences the people close to him.
2. The sphere of self-education, the formation of oneself as an individual, as a specialist. These processes begin around adolescence and then for most people continue throughout their lives.
3. Management sphere - in enterprise teams. institutions and organizations; the person at the head of the team passes on his experience and knowledge to the young and leads them along.
4. The sphere of global interhuman relations - establishing relationships, mutual understanding, cooperation, the ability to compromise, agreement in the sphere of international, interhuman relations.

We have identified areas in which general pedagogical activity is manifested. Its forms are quite versatile.

But along with general pedagogical activities, there is professional pedagogical activity. It is carried out by specially trained people - teachers.

Definition of teaching activity.

According to psychologist L.M. Mitina, “pedagogical activity includes the professional activity of a teacher aimed at solving the problems of development and training of the younger generation” Mitina L.M. The teacher as a person and professional. M.: - 1994, P. 15..

Pedagogical activity is a type of professional activity, the content of which is training, education, education, development of students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, institutes for advanced training, institutions of additional education, etc. ) Introduction to teaching. M., "Academy". 2000, p.6..

Features of teaching activity:

1. Pedagogical activity is unique. Uniqueness is determined by its object. The object of pedagogical activity is a living, developing personality. A characteristic feature of the object of pedagogical activity is that it simultaneously acts as the subject of this activity. Therefore, for the success of teaching activity, not only interest in it, passion for it, and responsibility for it are important. But its success also depends on the attitude of the children themselves towards the teacher, i.e. from their relationship.
2. Many means are used in pedagogical activity, but the main one is the word of the teacher. His word is at the same time a means of expressing and understanding the essence of the phenomenon being studied, a tool of communication and organization of schoolchildren’s activities. Using the word, the teacher influences the formation of personal meaning, awareness of the significance of objects, processes and phenomena of the surrounding reality.
2. The results of pedagogical activity, firstly, “materialize” in the mental appearance of another person - in his knowledge, skills, and abilities, in the traits of his will and character; secondly, they are not immediately obvious; they may be distant in time. In the process of development of a child's personality, periods of progressive changes are observed, and there may be even the opposite. In some cases, difficulties arise in assessing the results of teaching activities from the current position of society. For example, a teacher develops moral values and guidelines that, from the standpoint of today’s specific situation, turn out to be unclaimed.
3. Let us consider another very relevant feature of pedagogical activity today. Modern market relations suggest considering teaching activity as a sphere of providing educational services. These services include training in additional educational programs, individual educational routes, tutoring, etc. - something that goes beyond the relevant educational standards.

The logic of building a market for educational services dictates the need to protect consumer rights. Among his rights: the right to information about services, the right to choose a service, and the right to guarantee the quality of the services provided. In the education system, these consumer rights are ensured by educational programs and educational standards. A variety of programs and standards form the field of choice for educational services. Educational programs are created to inform consumers about the essence of services. Programs and standards act as a guarantee of the quality of educational services. In this sense, educational services are understood as those that government institutions can provide to the population, institutions and organizations. Thus, in educational institutions, educational services are provided to society through teaching activities.

So, we come to the understanding that teachers are engaged in expediently structured, organized pedagogical activities. But a significant part of society in a certain area also takes part in pedagogical activities. The question arises: can a mass profession rely on a single talent or calling? Or can anyone do this activity?

There is a concept of medical contraindications to the choice of professions, types of work, forms of professional training. Such contraindications may also be psychological. Contraindications are statements about which activities are not recommended or are categorically unacceptable for certain health problems, diseases, or character traits.

These are the contraindications for the teaching profession given by A.V. in his book. Mudrik.

If your health is poor and the doctors think it will not improve, and you agree with them, then it is better to choose a quieter job than teaching.

If, despite long and hard work on yourself, you have poor diction, then it is better for you not to become a teacher.

If, despite all your efforts, you cannot make contact with people, then do not rush to enter a pedagogical educational institution.

If people, junior or senior, cause you persistent hostility or constantly irritate you, then refrain, at least for a number of years, from entering the teaching path.

If your comrades say that you lack kindness, that you are often unfair, that you have a difficult character, consider whether you can get rid of these shortcomings before becoming a teacher.

If you are captured by some idea, the realization of which is the conscious goal of your life, then do not rush to abandon it and become a teacher.

But what if you are already studying at a pedagogical university?

There are two ways to correct a mistake: abandon the chosen path and try, after testing yourself well, to find your place; the second option is to force yourself to work hard to correct your shortcomings and work, work on yourself.

Teaching work is characterized by very high nervous tension. In order to master the mass of children, to capture them with one’s pedagogical and educational influence, it is necessary, as the People’s Commissar of Health I.A. Semashko noted, exceptionally high neuropsychological tension. The work of a teacher is excessively large in volume and is associated with limited opportunities for recreation and exposure to the fresh air.

Contraindications to the choice of professions of this type (including teaching) are a weak nervous system, speech defects, inexpressiveness of speech, isolation, self-absorption, unsociability, severe physical disabilities (as sad as it may be), sluggishness, excessive slowness, indifference to people." dullness", lack of signs of disinterested interest in a person.

But what about someone who has already chosen the profession of a teacher, who has already become a student at a pedagogical educational institution? There is no need to despair, you need to work hard and persistently on yourself. A lot can be changed if you know what needs to be changed, what needs to be worked on. To do this, the book provides various kinds of tests with which you can test yourself and find out what qualities of a teacher’s personality you need to develop in yourself Mudrik A.V. Teacher: skill and inspiration. M., 1996. P.38..

But the most important contraindication is the lack of desire to work with people, focusing only on one’s own self.

A person’s belonging to a particular profession is manifested in the characteristics of his activities and way of thinking. According to the classification proposed by E. L. Klimov, the teaching profession belongs to the group of professions whose subject is another person. But the teaching profession is distinguished from a number of others primarily by the way of thinking of its representatives, a heightened sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out as a separate group. Its main difference from other professions of the “person-to-person” type is that it belongs to both the class of transformative and the class of management professions at the same time. Having the formation and transformation of personality as the goal of the activity, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.

The main content of the teaching profession is relationships with people. The activities of other representatives of professions such as “person-to-person” also require interaction with people, but here it is connected with the best way to understand and satisfy the needs of a person. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people to achieve them.

Thus, one of the features of pedagogical activity is that its object has a dual nature (L.K. Markova): on the one hand, it is a child, a student in all the richness of his life activity, on the other, these are those elements of social culture that he owns teacher and which serve as “building material” for the formation of personality. This duality of the nature of pedagogical activity often leads to the fact that a young teacher inadequately understands the subject area of his activity, in the center of which the child is, and unjustifiably reduces it to working with educational material, to preparing and conducting lessons, forgetting that the latter - only a tool of pedagogical activity, and not its essence. Therefore, the teaching profession requires complex teacher training - general cultural, human studies and special.

V.D. Slastyon identifies its humanistic, collective and creative character as the main specific features of the teaching profession.

Humanistic function teacher’s work is associated primarily with the development of the child’s personality, his creative individuality, with the recognition of the right of the developing personality to be the subject of joint activities. All activities of the teacher should be aimed not only at helping the child solve the problems facing him today, but also at preparing him to independently achieve new, complex, promising goals that determine the path of his further development.

The collective nature of pedagogical activity. If in other professions of the “person - person” group the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a seller, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of influence on the development of the pupil’s personality. That is why today people are increasingly talking about the aggregate (collective) subject of pedagogical activity.

In psychology, a “collective subject” is an interconnected and interdependent group of people performing joint activities.

The collective (collective) subject of pedagogical activity in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense - the circle of those teachers who are directly related to a group of students or an individual student.

The main characteristics of a collective subject are interconnectedness and interdependence, joint activity and group self-reflection.

Interconnectedness in the teaching staff contributes to the formation of pre-activity, i.e. the formation of motivation to achieve a common goal, the formation of a common pedagogical orientation, in other words, the formation of like-minded teachers. The concept of “like-minded people” does not mean abandoning one’s personal views and teaching methods. ...Like-minded people are people who think about one thing, but think differently, ambiguously, solving issues this one in their own way, from the standpoint of their views, based on their discoveries. The more shades there are within any human community, the more vital it is. Therefore, the more teachers’ thoughts about one in fact, the deeper and more diverse this will be realized one case".

Joint activity as a characteristic of a collective subject, it presupposes not only joint activity, but also joint communication, communication, group behavior, and intragroup relations. Pedagogical activity is impossible without the exchange of experience, without discussions and disputes, without defending one’s own pedagogical position. A teaching staff is always a team of people of different ages, different professional and social experiences, and pedagogical interaction involves communication and relationships not only with colleagues, but also with students and their parents. Therefore, only if the teaching staff becomes a collective subject is it able to transform existing contradictions into constructive joint activity, and not turn them into constant conflict. L. S. Makarenko argued: “The unity of the teaching staff is an absolutely decisive thing, and the youngest, most inexperienced teacher in a single, united team, headed by a good master-leader, will do more than any experienced and talented teacher who goes against with the teaching staff. There is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, there is nothing more harmful.”

The most important characteristic of a collective subject is the group’s ability to self-reflection, as a result of which the feelings of “We” (experiences of belonging to a group and unity with it) and the image-We (group idea of one’s group, its assessment) are formed. Such feelings and images can only be formed in teams that have their own history, traditions, respect the pedagogical experience accumulated by the older generation and are open to new pedagogical searches, able to give a critical, objective assessment of their professional activities.

Thus, the totality of characteristics of the collective subject of pedagogical activity allows us to judge psychological climate (atmosphere) in the teaching staff, on which the effectiveness of the teacher’s work, his satisfaction with his own work, and the possibility of self-realization and self-actualization in the profession largely depend.

Pedagogical activity as a creative process. The most important and system-forming feature of pedagogical activity is its creative nature. Starting from the classics of pedagogy and ending with the latest research into pedagogical activity, all authors in one way or another considered the activity of a teacher-educator as a creative process. This problem is most fully presented in the works of V. A. Kan-Kalik. He is considering pedagogical creativity as a process of solving countless problems in changing circumstances.

It should be noted that in any human activity there are elements of creativity, i.e. Any activity necessarily combines creative and non-creative (algorithmic) components. Algorithmic - assumes a standard situation that excludes freedom of choice when solving a problem. Creativity occurs when the method of activity is not predetermined, but is determined by the subject of the activity himself in accordance with the characteristics of the situation. However, the role of the creative component in different types of activity is significantly different. The algorithmic component of pedagogical activity is represented by a set of normative psychological and pedagogical knowledge and experience. However, they are used in constantly changing conditions and non-standard situations. Thus, a carefully developed lesson summary in a situation of “live” communication with students invariably undergoes changes. This is the specificity of pedagogical creativity. V. A. Kan-Kalik and N. D. Nikandrov note that “the very nature of pedagogical creative work is characterized by a number of parameters that, in the most literal sense of the word, are of a normative nature, which by no means excludes their heuristic origin, but presupposes some knowledge of this normativity. If this does not happen, then the results of pedagogical creativity cannot be sufficiently effective, just as one cannot compose poetry without having knowledge of rhyme techniques, meters, etc.” However, most researchers note that it is in pedagogical activity that the creative component prevails over the normative (algorithmic) one, since a constant choice of the optimal option for solving a pedagogical problem is required.

What is the difference between pedagogical creativity and scientific, technical, and artistic creativity? Answering this question, V.I. Zagvyazinsky pointed out the following features of the teacher’s creativity.

1. Strictly limited, compressed in time. “The teacher cannot wait for it to “bloom”; he must find the optimal methodology for the upcoming lesson today, and often make a new decision during the lesson itself in a matter of seconds if a situation arises that he did not expect.”

2. Since pedagogical creativity is fused with the teaching and educational process, it should always bring positive results. “Negatives are permissible only in mental tests and estimates.”

3. Pedagogical creativity is always co-creation.

4. A significant part of the teacher’s creativity is carried out in public, in public (the ability to manage one’s psychophysical state).

The result of pedagogical creativity is also specific. N.V. Kuzmina notes that the “products” of pedagogical creativity are always pedagogical innovations aimed at improving the pedagogical process or the pedagogical system as a whole. The sphere of pedagogical creativity, and consequently the emergence of pedagogical inventions, is unusually wide. They can be both in the field of selection and composition of information content in educational and extracurricular activities, and in the field of selection and organization of various types of activities, in the creation of new forms and methods of teaching and upbringing, in ways of solving pedagogical problems. However, most often they point to the subjectivity of novelty in pedagogical creativity (the discovery made by the teacher is important not so much for pedagogical theory or practice, but for him and his students in the course of solving a specific pedagogical problem).

Pedagogical activity, being creative in its essence, requires each teacher to have a creative approach to their professional activities. However, the degree of creative realization of a particular teacher depends on his motives, personal qualities, individual abilities, level of knowledge, general cultural and professional experience. Therefore, pedagogical creativity can be realized at different levels. V. A. Kan-Kalik and N. D. Nikandrov identify the following levels of pedagogical creativity.

1. Level of elementary interaction with the class. Feedback is used and impacts are adjusted based on the results. But the teacher acts “according to the manual,” according to the template.

2. The level of optimization of lesson activities, starting with its planning. Creativity here consists of a skillful choice and appropriate combination of content, methods and forms of teaching already known to the teacher.

3. Heuristic level. The teacher uses creative opportunities for live communication with students.

4. The level of creativity (the highest) characterizes the teacher with complete independence. /The teacher can use ready-made techniques, but put his own personal touch into them. He works with them only insofar as they correspond to his creative individuality, the characteristics of the student’s personality, the specific level of learning, education, and development of the class.

Thus, each teacher continues the work of his predecessors, but the creative teacher sees broader and much further. He one way or another transforms pedagogical reality, but only the teacher-creator actively fights for radical changes and himself is a clear example in this matter.

Features of teaching work at the present stage

Functions of teaching work

1. Educational: equipping students with a system of knowledge, skills and abilities.

2. Educational: formation in students of a scientific worldview, moral personality traits, views and beliefs. At school there are no lessons of generosity, nobility, respect and attention to the dignity and honor of people. Even ancient thinkers posed the question: “Why are there teachers of mathematics, but there are no teachers who teach virtue?” And they themselves answered: “Because all teachers should be moral teachers.”

3. Developmental: When teaching, students should develop cognitive interest, creativity, will, emotions, cognitive abilities - speech, thinking, memory, attention, imagination, perception.

4. Social and pedagogical: educate not only the student, but also his parents, carrying out pedagogical education.

5. Public: a teacher is a conductor of ideas of universal human values, a propagandist, an active member of our society.

Characteristic features of the educational (pedagogical) process

1. A certain focus.

2. Interrelation and internal contradiction of the processes of teaching and learning.

3. Continuous change in the components of the educational process in connection with changes in the social order of society (goals, objectives, content, forms, methods).

4. Subject – subjective relationships, constant interactions. These features determine the entire structure of pedagogical activity and make the work of a teacher different from the work of other people.

The main factors mediating teacher activity and its results

1. The nature of the stage of socio-economic development of society.

2. Ideology of society.

3. Transformation of science into a productive force.

4. Differentiation and integration of sciences.

5. Scientific and technological progress.

6. Increasing flow of information.

7. The increasing role of leisure in the formation of a new type of people.

Requirements for the activities of a modern school teacher

1. Purposefulness of training, development and education of younger generations.

2. Implementation of the educational process on an activity-communicative basis and a humane-personal approach.

3. Taking into account changes in social and age relationships, accelerating the mental and physical development of schoolchildren.

4. Implementation of the constantly changing content of education and upbringing.

5. Improving the educational and material base of the school.

6. Compliance with the requirements for organizing the educational process in accordance with innovative educational institutions and new pedagogical technologies.

7. Systematic professional development.

Features of a teacher’s work in a modern school

1. The nature of a teacher’s work is determined in general by the direction of the educational process, resulting from the needs of the development of our society, its social order.

2. Specifics of the object of the teacher’s activity – students. The organization of all pedagogical activities must take into account the characteristic features of training, education and personal development as an object of pedagogical influence. This is a complex dialectical process that occurs in accordance with the laws of personality development; it is associated with changes in its structure and functions. Development does not occur in direct dependence on pedagogical influences, but according to the laws inherent in the human psyche, in accordance with the characteristics of perception, understanding, memorization, development of the will and character of the student.

3. The object of pedagogical influences is at the same time their subject. There may be responses to influences: a reaction of resistance (from minimal level of tension to acute conflict) or a reaction in the form of cognitive activity (from low level to maximum). In the educational process there should be not just the influence of the teacher on students, but a unique interaction between them, dialectical relationships between them, as well as between teams of teachers and students. In this case, there may be refractions of such influences to the subject’s independent influence on himself: self-education, self-training, self-improvement.

4. The teacher deals with two objects of activity: with students and with educational material.

A real teacher spends a lot of effort and time on replenishing his scientific knowledge, on purposeful selection of material, and on correlating it with the capabilities of students. He creatively reconstructs the content of education, dissects it, enriches it with the experience of the surrounding life and personal observations of students, makes it accessible to those being educated, etc.

5. An essential point in pedagogical influences is the nature of the activities in which the teacher includes schoolchildren, arousing the need and interest in knowledge and methods of acquiring it, as well as developing their persistence in overcoming educational difficulties.

6. Pedagogical work is creative work. It requires the teacher to constantly search for new solutions to the problems of teaching, educating and developing children and youth.

7. The source of personal development is the contradiction between the student’s new needs, requests, aspirations and the level of development of his capabilities, between the requirements presented to him and the degree of mastery of the skills necessary to fulfill them, between new tasks and his established ways of thinking and behavior.

The teacher’s activities should be aimed at dialectically resolving these contradictions, at turning them into the driving forces of the teaching and educational process.

8. The creative nature of pedagogical work is manifested in all areas of a teacher’s activity:

1) constructive, which includes activities aimed at designing the educational process (selecting content and drawing up a composition from the information it communicates to students; planning students’ activities aimed at mastering this content; designing their own activities at each stage of learning);

2) organizational, which includes: organizing information in the process of learning new material, organizing students’ activities, organizing one’s own activities and behavior;

3) in communicative, which includes the organization of relationships in the process of various types of activities (game, work, etc.);
4) in Gnostic, which includes the study of:
a) the object of their activity (students);

9. Creativity in pedagogical activity is an activity whose products are spiritual values of social significance. Pedagogical creativity is, firstly, of a mass nature;

secondly, it rarely results in new inventions or pedagogical discoveries;

thirdly, the teacher’s creativity has a wide range. 10. The work of a teacher always takes place in teams of students, teachers, parents, and in close interaction with the public. And this work achieves high efficiency if all the actions and searches of the teacher are aimed at satisfying common needs and goals. 11. The productive activity of a teacher is ensured only by

skill

. It consists in the ability of a teacher, through rational efforts, with the help of a system of pedagogical means, to achieve maximum results in the training, education and development of schoolchildren, spending on this the time allotted by curricula and programs.– Levels of implementation of teaching activities by a teacher 1st level

reproductive– . The teacher retells to others what he knows himself, and in the way he knows himself. 2nd level

adaptive. The teacher not only transmits information, but also transforms it in relation to the characteristics of the object with which he works (ensures its accessibility).

Level 3 – locally modeling– . The teacher not only transmits and transforms information, but also models activity systems that ensure the acquisition of knowledge, skills and abilities on individual topics and sections of the program by the majority of students.

4th level – systematically modeling knowledge and behavior. The teacher models and implements a system of activities that forms a system of knowledge and skills in the subject, as well as a system of value orientations of students.

Level 5

systematically modeling activities and relationships. The teacher models a system of activities, which in turn forms in students the ability to acquire knowledge and develop traits of universal human values and relationships. This level is the highest proof of the teacher’s developed creative skills; it ensures the maximum result of his activities.

Characteristics of teacher types Type 1 – proactive:

takes initiative in organizing communication and interaction in the classroom. noticing individual differences, he immediately builds an unrealistic model that exaggerates these differences many times, believing that this model is reality.

If a student is a little more active than others, in their eyes he is a rebel and a hooligan; if a student is a little more passive, he is a quitter, a cretin, etc. Hence, the teacher’s behavior is not always objective and justified in communication.

Signs by which one can “identify” the presence of negative attitudes, that is, an unconsciously bad attitude towards a student:

1) he gives the “bad” student less time to answer than the “good” one, that is, he does not allow him to think and prepare;

2) if a “bad” student gives the wrong answer, the teacher does not repeat the question, does not offer a hint, but immediately asks another or gives the correct answer himself;

3) he is “liberal” - he evaluates the incorrect answer positively;

4) at the same time, he more often scolds the “bad” person for an incorrect answer;

5) accordingly, he is less likely to praise the “bad” person for the correct answer;

6) strives not to react to the “bad” person’s answer, calls out the other without noticing the raised hand;

7) smiles less often, looks less into the eyes of “bad” people than “good” people;

8) calls less often, sometimes does not work at all with a “bad” student in the lesson.

Teacher's professional identity

It is an important condition for the growth of teaching skills and includes:

1) knowledge about yourself as a specialist;

2) knowledge about oneself as an individual;

3) emotional attitude towards oneself as a professional teacher.

The development of professional self-awareness occurs:

1) in the process of understanding the level of preparedness;

2) in self-knowledge of oneself as a person;

3) in self-knowledge as a professional;

4) in the process of self-analysis of one’s activities and its results;

5) in the process of professional self-assessment.

The professional growth of a teacher and the development of his creative potential depend on the depth of analysis of these criteria. An important indicator of the level of professional self-awareness, a critical attitude towards oneself, the results of one’s activities and the possibilities for self-improvement of a teacher is his professional self-esteem. It plays a regulatory role in the process of a teacher’s professional growth, which is possible only with self-regulation based on the “mismatch” between self-assessment and the ideal idea of a teacher.

Self-regulation parameters:

1) the need for self-regulation of cognitive activity and self-improvement (the desire to change oneself, one’s character, one’s will, organize one’s activities, improve skills, etc.);

2) sustainable self-regulation (real productivity of self-improvement, self-regulation at the level of habit, that is, control of one’s behavior, the ability to organize one’s activities, etc.).

Levels of self-regulation

1st level – high. The need for self-education, self-education, self-improvement, that is, to increase the indicators of manifestation of all personal and professional qualities. This level is characterized by high development of curiosity, intelligence, will, general and professional culture and erudition, needs and value orientations. A high level of self-regulation presupposes intellectual activity, which has the following characteristics:

1) awareness and identification of the problem;

2) the ability to predict one’s own activities and the activities of others;

3) the ability to plan and implement plans;

4) the ability to use logical operations and transfer existing knowledge and skills to other situations;

5) motivational-value dialectical approach to activity; the ability to perceive, search, analyze and process information necessary when making and implementing pedagogical decisions;

6) economical thinking (rationality, finding the most original way to solve problems, etc.);

7) independence of thinking in overcoming difficulties, in choosing ways to resolve difficulties, in developing action algorithms, etc.;

8) flexibility of thinking: speed of transformation of the method of action in accordance with changes in the situation, departure from standard solutions, from the stereotype, finding an appropriate option, switching from the forward train of thought to the reverse one;

9) a developed ability of pedagogical foresight, both content-targeted and operational, ensuring that the teacher is equipped with a complex of strategic and tactical means and methods for a more perfect organization of the educational process.

reproductive– intermediate. It is characterized by the fact that with a high need for self-regulation, there is a lack of system in performing the necessary work: “I want to be a good teacher, but I don’t always plan to accomplish what I planned,” or “I can’t always agree with what is proposed or recommended to do,” etc. .P. In this case, the stability of self-regulation and self-improvement sharply lags behind, since such a person does not control his behavior, is not guided by methodological requirements and practical recommendations, and cannot organize his activities correctly and in the right direction. Subjectivity predominates in the judgments of such a person; He rarely turns out to be a master teacher, since when preparing any task, he neglects the main postulates and is guided by “his own understanding”, his not always rational approaches.

3rd level – short. Self-regulation is characterized by the fact that it is combined with a low need for self-improvement. Although such a person knows little, he does not want to know more, he does not want to find and read relevant literature that would raise him to a higher level of intelligence, erudition, personal and professional qualities.

The intellect of such a person is narrow and infantile. He tends to choose light entertainment activities, spend his free time walking with friends, and ignore reading newspapers and fiction. Such people do not make creative teachers. They are characterized by narcissism, selfishness, and subjectivism. The main feature of such a person is that his self-esteem is conflicting in nature, since it comes into direct conflict with the norm, with scientifically substantiated conclusions confirmed by practice. These are, as a rule, conflict-ridden people, because they tend to overestimate their abilities, levels of knowledge and judgment, inflate their aspirations and self-esteem, and reduce the importance of improving the motivation of activity and the importance of working on themselves.

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teaching activitiesTeaching- this is a special type of social (professional) activity that is aimed at realizing the goals of education.

Teaching activities- this is, first of all, communication, and therefore the future teacher must have communicative qualities. From a psychological point of view, this type of people are classified as extroverts, but this does not mean that an introvert cannot be a teacher. After all, teaching is business communication; absolutely every person who considers it his duty to convey his thoughts to others can reach this level. Sometimes a person who is withdrawn in everyday life can explain something better than a communicative person. teaching teaching educational education

Engelhardt E. A. (director of the St. Petersburg Pedagogical Institute, and then second director of the Tsarskoye Selo Lyceum), to the question, why he considers teaching the most productive activity for society, answered: “Because any other activity, no matter how diligent it may be, remains a single activity, while the teacher, having raised and educated at least ten young men, thereby increased his activity tenfold for the benefit of society. I believe that there is nothing more useful and higher than the calling of a teacher who devoted himself entirely to the education of excellent citizens for his Fatherland."

Scientific pedagogical activity- this is a type of pedagogical activity, the purpose of which is to obtain new knowledge about the pedagogical relations between adults and children and the forms of their development. Scientific pedagogical activity consists of two types: theoretical And experimental.

Traditionally main types of teaching activities, carried out in a holistic pedagogical process, are training and education. Training carried out within any organizational form usually has strict time limits, a strictly defined goal and options for achieving it.

The most important criterion for the effectiveness of training is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not directly achieve the goal, since it is unattainable within the time frame limited by the organizational form. In educational work, it is possible to provide only for the consistent solution of specific goal-oriented tasks.

The most important criterion for effectively solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities. It is also difficult to identify in a developing personality the result of the activity of the teacher-educator.:

Features of professional teaching activity

1. The managerial activity of the teacher, i.e. activities to organize the educational activities of the student(s).

2. The teacher is the most important source of socialization of the student. In the broadest sense, a teacher is an example of a Human Being.

3. The teacher must constantly learn himself. The third feature of teaching activity is constant self-development. The teacher is “both a boss, an actor, and a student.”:

Structure of teaching activity

Constructive activity - constructive-content (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning your actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process);

Organizational activity - implementation of a system of actions aimed at actively involving students in various types of activities, organizing joint activities, self-organization of a teacher’s own activities at a university;

Communicative activity - establishing pedagogically appropriate relationships between the teacher and students, other teachers, parents, and representatives of the public;

The Gnostic component is the teacher’s system of knowledge and skills, as well as certain properties of cognitive activity that influence its effectiveness;

Control-evaluative (reflective) component.

Literature

1. Pisarev V.E., Pisareva T.E., Theory of pedagogy - Voronezh: Kvarta Publishing House, 2009. P.612

2. Fokin Yu.G. Teaching and education in higher education: Methodology, goals and content, creativity: Textbook for students. higher textbook institutions.- M.: Publishing Center “Academy”, 2002. pp. 14-16.

4. Kuzmina N.V. Professionalism of the personality of the teacher and master of industrial training. M., 1990.

5. Markova A.K., Nikonova A.Ya. Psychological features of a teacher’s individual style of activity // Issues. psychology. 1987. No. 5.

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