We analyzed the first of them, related to the psychological characteristics of students. The second goal of educational psychology is related to the psychological characteristics of teachers.
Recently, when studying the problem of emotional burnout, teachers often fall into the group of people who are especially susceptible to this psychological illness. Indeed, it is well known that teachers often have a weak nervous system, that they are emotionally unrestrained, get tired quickly and have a low threshold for fatigue. In addition, there are often cases when young professionals, assuming that they can effectively teach and even radically change the existing education system, begin to work as teachers, but after a short time there is no trace of their hopes and dreams. Moreover, they often turn out to be the most inert, the most rigid and unjustifiably strict teachers, complaining about bad students and unsatisfactory conditions of professional activity. If we add to this that a significant number of teachers have problems in their personal lives related to both marital and child-parent relationships, then it becomes obvious that the problems of the psychological characteristics of teachers require their solution within the framework of the tasks of building effective teaching.
If we do not delve into the personal characteristics of teachers, but limit ourselves to psychological characteristics that are directly related to the professional position of the teacher, then three aspects can be distinguished.
More than twenty years ago, in one of the first studies devoted to the issues of professional teams, the teaching team was identified as one of the most destructive, which not only does not help solve professional problems, but in every possible way interferes with the construction of effective teaching.
Psychologists are well aware of the phenomenon of a teaching team, when outwardly everyone loves and supports each other very much, but in fact even the existing groups within are unstable due to the fact that their members and participants change all the time. Thus, one team supports its director, but in every possible way interferes with and even discredits the activities of the meaningful leader. However, even with a slight change in the situation, some members of this team may join the meaningful leader and, accordingly, become opposition to the director, etc. In a number of cases, the teaching staff unites for a while, for example, when a common “enemy” appears in the form of some commission, a new administrator or parents who begin to confront teachers. The most interesting thing is that at this time in such an educational institution the level of organization and conduct of the pedagogical process is qualitatively changing for the better. As soon as the situation stabilizes, the common enemy disappears or finds some common motives with someone from the team, both relationships and the quality of education change.
If we try to analyze what causes protracted conflicts in the teaching staff, it turns out that they, as a rule, are associated not with professional, but with the personal interests and characteristics of teachers. Even when it seems that the rejection of one teacher by another is connected with the theoretical direction promoted by one of them, which determines the features of teaching, in reality it turns out that the “theoretical” aspect only marked the beginning of the conflict, and personal hostility contributed to its protracted nature.
We can conclude that the nature of relationships between teachers is largely determined by their personal characteristics. That is why the first requirement for the psychological characteristics of teachers and at the same time a condition that allows you to create a team of like-minded people, a team that is a team not because its members work together, but by jointly solving problems, is ability to communicate meaningfully.
On the one hand, meaningful communication assumes that the subject has no problems in implementing personal communication. On the other hand, for its implementation it is necessary that partners perceive the problems solved in the process of their professional work as common. Then their content will become the content of communication. In relation to teaching, this means that despite the disciplines taught and whether a particular teacher teaches a particular student, the teaching staff solves common problems related to the training and development of students. In this case, the content of teachers’ professional work will determine their communication and interaction with each other.
Consequently, the first psychological feature of teachers is related to their ability to communicate meaningfully and interact with each other. Only in this case can pedagogical teams emerge that organize a developing educational environment and provide comprehensive and continuous education.
The second psychological feature of teachers is their ability to manage and control their professional position.
The study of the characteristics of the subject’s professional self-awareness and his professional position showed that they are closely related to his personal position and holistic self-awareness. At the same time, the teacher manages his professional self-awareness and the position that arises on its basis with the help of a personal position. That is, the professional position changes and is controlled by the personal position of the subject. Only in this case can we talk about professional growth and advanced training, only then does a professional position not interfere with a person in his personal life.
However, as research results show, for a significant number of teachers the opposite happens: their personal position begins to experience pressure from the pedagogical one. This leads to the fact that in everyday life, teachers still behave like teachers. They constantly and without reason teach and educate others, react to emerging situations from a pedagogical point of view, and ultimately begin to perceive themselves only as teachers. It is for this reason that they are often unhappy, have conflicts and problems with their spouses and cannot find a common language with their own children.
Very similar to teachers with a predominant pedagogical position are those teaching whose professional and personal positions do not differ. They, just like the teachers described above, perceive themselves only as teachers. This often results in them involuntarily taking a position “above” in relation to both students and even their colleagues. In many cases, conflicts in teaching teams are connected precisely with the fact that several teachers begin to claim the position “from above”. Unlike teachers, for whom the main role is played by the pedagogical position, teachers with a single, undivided position have very big problems in communication due to the peculiarities of the development of the emotional sphere. If the former, in principle, can sympathize with another, for a while “forget” about their pedagogical point of view, albeit with some volitional effort, then for the latter, everything human simply turns out to be alien.
Among teachers you can also find those whose professional and personal positions have little contact. If you remember the teacher from R. Bykov’s film “Attention, Turtle,” then on the way to school she walked with the light gait of a young girl and was dressed in a short skirt and a smart beret. Before entering the school, having pulled her skirt to the desired length and turned the shore into a classic headdress, she even changes her gait. Now nothing in her will betray youth, good mood, joy of spring. She turns into, in her opinion, a typical teacher who has no age, does not pay attention to the weather, and does not care about her own appearance. And if in one situation everything is colored by a personal position, in another it is subordinated to a professional position.
Such teachers, unlike teachers from previous groups, are happier and more prosperous. In real life, they completely forget (or try to forget) that they are teachers. However, despite the greater effectiveness of this combination of professional and personal positions, it should be noted that teachers in this case often have a low level of qualifications. In addition, it is very difficult for them to improve their level, since both when implementing a professional position and in situations where they act as students, they are limited only to special organized classes, without incorporating the learning material into real life.
The third aspect of the psychological characteristics of teachers is related to their ability to learn and self-learn.
It is advisable to start describing the ability to learn with a fact that was obtained as a result of one psychological study devoted to the problems of children’s personal readiness for schooling.
Children of senior preschool and junior school age, on the one hand, were taught certain skills and abilities, and on the other hand, they were asked to teach an adult how to fold a boat out of paper, which they knew how to make well. It was discovered that only children who can teach an adult the skills they have mastered can learn well. If the child did not accept the learning task well, could not find a way to solve the problem and (or) did not accept the help of an adult to complete the task, he, as a rule, could not explain to the “learning” adult what and how to do and for making a boat, did not see mistakes intentionally made by his student, he did not control the result obtained during the training.
Despite the specific goals of the study related to personal readiness for schooling and the age of the subjects (6-8 years), the results obtained can fully be attributed to the problem of psychological characteristics of teachers that interests us.
In terms of the attitude of teachers to their own learning, they can be divided into four categories.
The former are very willing to learn and try to use every opportunity to attend various courses and get acquainted with new technologies. However, despite their love of learning, they practically do not use new knowledge and skills in practice. This is due to the fact that in some cases learning is only externally learning, but in its psychological content it is not learning. In relation to this category of teachers, training does not lead to changes in their consciousness and self-awareness. For them, learning is a kind of entertainment, comparable to reading an interesting book, the contents of which are forgotten as soon as they finish reading. Even if the content is not forgotten, it turns out to be in no way connected with the daily professional tasks of the teacher.
Other teachers (second category) are also very willing to learn and, unlike their colleagues belonging to the first category, very actively use the acquired knowledge in their professional activities. They introduce innovations every year, and often some are directly opposite to others. Usually these are very enthusiastic people who, under the influence of learning, constantly change their views on students, the subject of study, and tasks. They tend not only to incorporate new methods into the learning process, but also to copy those who introduced them to these methods in their manner of explanation, behavior, and even clothing style.
Despite the attractiveness of this group of teachers, it should be noted that they often have serious problems with their teaching qualifications, since they do not improve the level of their teaching activities, but constantly change it. In addition, teachers in this category do not feel well about their students and experience difficulties in creating joint activities with students.
The third category of teachers includes people who not only do not like to learn, but experience torment if they have to act as students for even a short time. These teachers sincerely believe that no new technologies, psychology or game teaching methods can help them in their professional activities. They like to appeal to their extensive experience or the experience of their loved ones, they tell numerous cases when they managed to teach a student who was completely unteachable, and they boast about the ways and methods they have invented to manage and control students. They tend to complain that from year to year students are getting worse and worse, that previously teachers had a much better attitude, that only they can cope with the difficult and thankless task of teaching.
The last (fourth) category includes teachers, the number of whom in some educational institutions is very small. They try to find answers to questions that arise in their training in the process of implementing professional activities. In addition, they try to learn not only through special courses, but also by studying specialized literature, analyzing cases and situations from films and plays, and bringing their own interests and hobbies into their work.
If we return to the problem of emotional burnout, to which many teachers are susceptible, we can say that those who know how to communicate meaningfully, manage and control their professional position and are capable of teaching and self-learning master the art of pedagogy and not only do not lose their emotional basis, but also have the necessary conditions for its development and improvement. Regardless of who these teachers teach (a preschool child or a student), both in their professional activities and personal lives they are determined by the future, and do not complain or grieve about the irretrievably gone ideal past. They master new activities in order to become real partners with their students, so that their pedagogy becomes a true pedagogy of cooperation.
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, 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 forecasts for 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.
The characteristics of any teacher are his pedagogical features. Such features are largely determined by his abilities. At the same time, abilities can be general and special, specific to a given profession. General ones include those that lead to high results in various types of activities. Special ones include those that determine success in performing pedagogical activities, training and education. These specific abilities include:
1) the ability to empathy, i.e. understanding and feeling a child, understanding the problems that he experiences, and predicting the degree and nature of these problems;
2) independence in the selection of educational and methodological material;
3) the ability to present and explain material of the same content in a versatile and accessible way, so that students understand it well;
4) constructing the learning process in such a way that the individual personal characteristics of students are taken into account, and also ensure their constructive and dynamic acquisition of knowledge, skills and abilities accordingly;
5) the ability to dose information to students in such a way that they learn a significant amount in the shortest possible time
volume of information, as well as intellectually and morally formed;
6) the ability to convey one’s own experience to both students and fellow teachers, and to learn, in turn, from their example;
7) the ability for self-learning and self-improvement, including the search and creative processing of useful information for learning, as well as the ability for its practical use within the framework of teaching activities;
8) the ability to organize and orient students in such a way that their motivation and structure of educational activities correspond to the curriculum. You can also highlight abilities that help proper upbringing:
1) the ability to correctly assess the situation and the child’s internal state, empathy;
2) the ability to take on the role of example and role model within the educational process;
3) the ability to evoke in children only positive and noble feelings, aspirations and motivation;
4) the ability to adapt educational influences according to the individual characteristics of each child;
5) the ability to provide moral support to a child in difficult situations;
6) choosing the necessary style of communication with each child and the ability to instill in him a feeling of self-respect.
18 The concepts of “pedagogical skill” and “pedagogical creativity”
Pedagogical activity has not only a quantitative measure, but also qualitative characteristics. The specifics of a teacher’s work can be assessed by determining the level of his creative attitude to his work, as well as his skill.
Pedagogical skill is a synthesis of personal and professional qualities and personality traits that determine the high effectiveness of the pedagogical process.
The components of pedagogical mastery include special knowledge, abilities, skills and habits that determine pure mastery of the basic techniques of a particular type of activity. There are four parts to the skill of a teacher:
1) skill as an organizer of general and individual activities for children;
2) skill of persuasion;
3) mastery of transferring one’s knowledge and experience;
4) mastery of teaching techniques. According to N.N. Tarasevich, pedagogical skill is a complex of personality traits, a high level of professional activity, the humanistic attitude of the teacher’s personality, highly professional knowledge, pedagogical abilities and technology.
The core of pedagogical skill is the totality of knowledge and attitudes of the individual. Success is determined by abilities, and the commonality of focus and effectiveness is determined by high-quality mastery of pedagogical techniques.
Pedagogical technique is the ability to find the right style and tone in communicating with students.
Correct diction and a well-trained voice are also required.
Pedagogical creativity is the process of solving pedagogical problems in changing conditions.
Pedagogical creativity is a consequence of mastery. The creative abilities of a teacher are formed on the basis of his accumulated social experience, pedagogical and psychological knowledge, which allows him to find new solutions and methods, and improve his professional skills.
Pedagogical creativity covers all aspects of teaching activity: planning, organization, implementation and analysis of results.
In creative activity, the cognitive, emotional-volitional and motivational-need components of the personality are expressed in their entirety.
To learn creative activity, it is necessary to have stable mental activity and creative cognitive motivation among future teachers.
The area of manifestation of a teacher’s creativity includes solving both pedagogical and communicative problems, which serve as the background for teaching activities. V. A. Kan-Kalik considers the ability to manage one’s mental and emotional state, especially in a public setting, to be a communicative task. The combination of all the creative properties of a teacher’s personality determines her creativity.
E. S. Gromov and V. A. Molyako identify the signs of creativity: originality, heuristics, fantasy, activity, concentration, clarity, sensitivity.
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 perhaps 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 constructed, 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, and 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.
Introduction
1. 2. . Conclusion Literature Introduction Pedagogical activity is one of the most difficult areas of human labor. Successful implementation of teaching activities requires that every teacher deeply master: 1) his subject; 2) theory of knowledge and pedagogical sciences; 3) the ability to reveal connections and relationships between individual concepts; 4) the ability to organically connect the knowledge acquired by students in various subjects into a unified system of scientific views; 5) the ability to use various means of mass communications (fiction, radio, cinema, television, etc.) to develop the student’s cognitive activity, his social activity and independence. Modern scientific and psychological research of any subject of pedagogical activity involves a psychological analysis of his professional competence. This term combines three main aspects of the phenomenon of pedagogical work: teaching activity, pedagogical communication and manifestations of the teacher’s personality, which are considered separate procedural indicators (or blocks) of such competence. The effectiveness of the pedagogical work of a teacher, educator or lecturer is assessed by those qualitative positive changes in the mental development of pupils, pupils or students that took place under the influence of the teacher. This takes into account the personal and intellectual development of the object of application of pedagogical efforts, its formation as an individual and a subject of educational activity. In the effective indicators of professional competence, it is customary to distinguish two blocks: training and learning ability; education and breedability. Teaching work is one of the most difficult types of human activity. Its effective implementation requires the presence of certain psychological qualities, as well as the operation of broad and versatile professional knowledge and skills, on the basis of which the teacher makes the actual practical decision. Like any other activity, such activity is characterized by: motivation, goal-setting and objectivity (the psychological structure of activity: motive, goal, object, means, methods, product and result), and its specific feature is productivity. 1.Efficiency of teaching activities For scientifically based management of the educational process, a teacher must not only know well the science he is teaching, its current state, its connection with other sciences, with life, with practice, but also be able to transfer his knowledge to children. Without this you cannot become a good teacher. Each school subject, each area of scientific knowledge has its own characteristics, its own difficulties, and its own basic method of cognition. In this regard, each school discipline must have a deeply thought-out teaching methodology. Knowledge of teaching methods helps the teacher to ensure a deep understanding and solid assimilation by students of the fundamentals of science, connections between natural phenomena and the surrounding life, skillful application of acquired knowledge in practice and the use of acquired knowledge for the development and formation of the student’s personality. The effectiveness of teaching and upbringing of students depends primarily on the internal unity of knowledge, purposeful mental actions and correctly formed relationships of the child to the surrounding reality, to people, to business and to himself as a subject of activity. And if this is so, then it is quite obvious that in his pedagogical activity the teacher cannot limit himself only to the function of imparting knowledge to students. He must be able to manage the mental activity of students, correct and direct it. Only in this case the teacher is able to ensure the comprehensive development and education of the child as an individual. The effectiveness of managing students' mental activity during the learning process depends not only on the ordering of the source of information (the content of knowledge communicated to students), but also on the ordering of the system of children's mental actions itself. This system must provide solutions to specific problems. Only under these conditions can each student actively function as a conscious and independently thinking subject of educational activity. That is why the teacher must master not only the relevant knowledge, but also the skills and abilities of presenting this knowledge. He must be able to mobilize the attention of students, develop their thinking and form in them socially significant value orientations. Successful pedagogical communication is the basis for effective professional activity of a teacher. Communication with students for pedagogical purposes plays an important role in the socialization of the student and in his personal development. However, even experienced teachers encounter communication difficulties that complicate their teaching work, often causing an acute feeling of dissatisfaction, and sometimes doubts about their professional competence. It is very difficult for a modern teacher to keep up with the times. Learning conditions are changing rapidly; for some school subjects there are from 5 to 14 textbooks by different authors. The student environment is characterized by differentiation: one pole is formed by children who know what they want in their lives and how this can be achieved, and on the other pole there are children who live one day at a time: they want nothing and do not strive for anything. Communication with students is complicated by both objective and subjective factors, which forces the teacher again and again to return to thinking about the complex aspects of communication. What is the psychological side of pedagogical communication? Pedagogical communication is the professional communication of a teacher with students in class or outside of it (in the process of teaching and education), which has certain pedagogical functions and is not aimed at creating a favorable psychological climate, optimizing educational activities and relationships between the teacher and students within the student body. Pedagogical communication is a multifaceted organizing process; establishing and developing communication, mutual understanding of interaction between teachers and students, generated by the goals and content of their joint activities. Professional pedagogical communication is a system of techniques and methods that ensure the implementation of the goals and objectives of pedagogical activity and organize and direct the socio-psychological interaction of the teacher and students. In pedagogical communication, communicative (exchange of information between communicating), interactive (organization of interaction) and perceptive (perception of each other by communication partners and establishment of mutual understanding) sides are realized. Emphasizing the highlighted characteristics allows us to say that pedagogical communication should not be a heavy duty, but a natural and even joyful process of interaction. The nature of its organization, in particular the external regulation of the activities of the participants (through the distribution of roles or specifying ways of working together), is quite important for the effectiveness of educational cooperation. At the same time, the appointment of a facilitator, designed to regulate the course of discussion in the triad, can become a factor in the self-organization of joint work of participants in educational cooperation. Speaking about methods of cooperation, it is important to note that not only the form of cooperation itself is essential, but also the way of organizing a joint solution to the problem. pedagogical activity conflict self-regulation 2.Conflicts and pedagogical activity Very often people ask whether it is possible to live a life without conflicts. And they are very upset when they hear that this is unrealistic. However, some often quarrel with others and are known as conflict people, while others do not. This depends on many factors, primarily personal, but also on what is meant by conflict. The broadest definition of conflict is a breakdown in communication between people. At the same time, all conflicts are divided into two groups: intrapersonal and interpersonal. Intrapersonal conflict is a confrontation between different tendencies in the individual himself, for example, a conflict between “I want” and “I need”, or a conflict between two “I want”, or a conflict of self-organization, self-improvement, a conflict of self-esteem and the assessment of others, etc. Internal conflict is always connected in one way or another with external circumstances. Having arisen under their influence, it affects a person’s behavior, his actions, and his emotional state. These conflicts most often appear in adolescence, and then throughout a person’s life they can arise in any significant situations, during life changes. For example, the best student at school turns out to be one of many at the institute, a sociable, sociable person cannot find a common language with colleagues, the best student cannot cope with work, with practice, etc. Not everyone is able to resolve their conflict on their own. Most people need an attentive and kind friend, and some need a specialist. So, intrapersonal conflict is characterized by a contradiction between the most significant tendencies of the individual. At the same time, self-esteem necessarily suffers. For a favorable resolution of the conflict, the following is necessary: A person needs to realize (or help him realize) which of his tendencies are in conflict. It must be convincing to him that it is this trend that needs correction. In this case, it is necessary that he himself come to this conclusion. It is necessary to restore a person's emotional well-being. Restore self-esteem and establish it on a different basis. Self-esteem should be made more rational (rational). In this case, interpersonal conflicts should be avoided. Change the level of aspirations, develop a person’s self-understanding. Interpersonal conflicts are conflicts between people, and they arise in all areas where people come into contact with each other. At school, these may be conflicts between teacher and student, teacher and teacher, teacher and parent(s). students, parents and children (if teacher assistance and intervention is required). Pedagogical conflicts are divided into three groups: Motivational conflicts. They arise between teachers and students due to the latter’s weak educational motivation or, more simply, due to the fact that schoolchildren either do not want to study or study without interest, under duress. The conflicts of this group grow and, ultimately, mutual hostility, confrontation, and even struggle arise between teachers and students. Essentially, motivational conflicts arise because in our school teachers and students are separated, opposed, have different goals and different orientations. .Conflicts associated with shortcomings in the organization of schooling. This refers to the four periods of conflict that students go through while studying at school. 1st period - 1st grade, adaptation to school. 1st period - 5th grade, transition to secondary school, adaptation to a new way of life. The th period is the end of school. Ready for further life or not. .Interaction conflicts. These conflicts occur for reasons not of an objective nature, but of the personal characteristics of those in conflict. The most common among students are leadership conflicts, which reflect the struggle of 2 - 3 leaders and their groups for their primacy in the class. A group of boys and a group of girls may conflict, 3-4 people may conflict with the class, etc. Conflicts in “teacher-student” interactions, in addition to motivational ones, can act as conflicts of a moral and ethical nature, when teachers or students act tactlessly or incorrectly. Conflicts between teachers can arise for various reasons: from problems with the school schedule to clashes of an intimate and personal nature. In “teacher-administration” interactions, conflicts arise caused by problems of power and subordination. Any conflict has a certain structure, scope and dynamics. The structure of a conflict situation consists of the internal and external positions of the participants, their interactions and the object of the conflict. The following potentially conflict-generating pedagogical situations can be identified: activity conflicts that arise due to the student’s failure to complete academic assignments, academic performance, extracurricular activities; behavioral conflicts that arise through a student’s violation of rules of conduct at school and outside of it; relationship conflicts that arise in the sphere of emotional and personal relationships between students and teachers and communication in the process of teaching activities. Features of pedagogical conflicts: professional responsibility of the teacher for a pedagogically correct solution to the situation; participants in conflicts have different social status, and this determines their different behavior in the conflict; the difference in age and life experience gives rise to different degrees of responsibility for mistakes in solving them; through different understandings of events and their causes among the participants, it is not always easy for a teacher to understand the depth of a child’s experiences, and for a student to cope with his emotions; the presence of other students during a conflict makes them not only witnesses, but also participants; the conflict acquires educational content; the teacher’s professional position in a conflict obliges him to take the initiative in resolving the conflict and put the student’s interests first; any mistake a teacher makes when resolving a conflict gives rise to new situations and conflicts; Conflict in teaching activities is easier to prevent than to successfully resolve it. At the 1st stage, the development of the conflict can be blocked, for example, by engaging in practical activities or sports. At the 2nd stage, it is no longer possible to suppress the conflict: passions rage, the participants are excited, and demonstrate “forceful techniques.” This must be experienced. But now the conflict situation has come to fruition, the conflicting parties have exhausted their strength and energy, and the 3rd stage begins. There is a feeling of guilt, regret, repentance. Only now is it possible and necessary to conduct educational conversations, identify and eliminate the causes of conflicts. 3.Self-regulation of teaching activities There are various ways to help understand another person. The method of introspection - a person puts himself in the place of another, and then reproduces the thoughts and feelings that, in his opinion, this other is experiencing in a given situation. But there is a danger of mistaking one’s own thoughts and feelings for the thoughts and feelings of another. Constant adjustments are needed based on knowledge about the person. The method of empathy is feeling into the inner experiences of another person. Good for emotional people, “artists” with intuitive thinking, who also know how to trust their emotions, and not just criticize them. The method of logical analysis is for rationalists who rely on thinking. They analyze the situation, their idea of the communication partner, and his behavior. In the second case, a person tries to maintain inner peace and stability and tries not to fall into the atmosphere of tension that conflict brings with it. Experience shows that if one of the interacting people acquires and maintains restraint, balance and detachment, then the other participant is deprived of the opportunity to start a conflict or further interact in a “conflict mode”. American psychologists offer many ingenious ways to maintain inner peace. Here are some of them: if you come under “attack” from the opposite side, then in order not to hear the attacker’s remarks, you need to think about something of your own, recite poetry, multiply multi-digit numbers, remember jokes or recipes; you can imagine that you are dressed in some kind of protective suit, from which all the words bounce off like balls or flow down like streams of rain; you can imagine your inner irritation coming out of you in the form of some kind of cloud or ghost; you can try to imagine your opponent in a funny way, for example in some kind of fancy dress; you can finally imagine that all the words that “fly” at you fall into him and decorate him in the most incredible way. In any case, all means are good for maintaining inner peace, and, fortunately, these means are not visible to anyone, whatever your imagination is capable of. For self-regulation, you can use the following methods of self-education and psychocorrection: In the case of inadequate self-esteem - the method of self-criticism, self-purification; among the methods of psychocorrection - introspection, identification, expansion of methods of self-expression. For personal anxiety and overcontrol - pedagogical analysis of activity, self-control, social reflection, empathetic listening, behavior modeling, analysis of colleagues' lessons, reflection of one's own behavior at different stages of the lesson, exercises to relieve tension. When a problem arises of an imbalance of cultural and social development, it is good to use self-criticism, self-education, relaxation, and decentration. In case of emotional coldness, formalism towards the child, insufficiently developed communicative competence of the teacher, authoritarianism, it is advisable to analyze pedagogical situations, conduct exercises to master the elements of pedagogical communication and the communication system in a specific pedagogical situation, develop a positive perception of children, master the technique of intonation and facial expressions. In case of insufficient professional competence in certain aspects of activity, inability to organize one’s time, poorly developed individual pedagogical abilities - adherence to a daily routine, planning, training of reflective behavior, development of pedagogical intuition, improvisation skills, self-diagnosis of personal and professional deficiencies, social and psychological training. The teacher must begin solving the problem of self-improvement by changing his attitude towards himself, paying attention to his personal needs, developing positive thinking, his intellect, and the ability to manage his emotions. Conclusion Pedagogical activity is a system of relationships and interactions between teachers and students and among themselves, as well as the teacher’s structuring of the educational process based on the development of his professionally important personal qualities. The activity of a teacher is a very complex and multifaceted work in psychological content, requiring from the individual a high ideological level, deep and versatile knowledge, a high general culture, stable interests in the field of teaching science, a clearly expressed professional and pedagogical orientation, love for children, knowledge of the laws of childhood, theories and practices of training and education. In the process of performing pedagogical activities, the teacher not only demonstrates his physical and spiritual strengths, but also shapes them, and the higher the consciousness of the social and personal significance of the specialty chosen by the teacher, the wider the opportunities for the comprehensive development and formation of his personality. Of great importance for the formation of a teacher’s personality are the interpersonal relationships that develop in the process of his activity in the teaching staff. The high activity of a teacher’s personality, his pedagogical skills largely depend on his social and professional orientation, on the level of development of his civic and political qualities, responsibility for his behavior and actions and, finally, on the degree of his involvement in the creative activities of the school’s teaching staff in educating the growing child. generations. A deep awareness of one’s social role, one’s social duty and ideological unity with the team of fellow workers creates favorable internal conditions for the comprehensive development and formation of a teacher’s personality traits: dedication, discipline, organization, perseverance and efficiency. These qualities help the teacher to show strong-willed efforts in achieving the goal, and especially when difficulties are encountered along the way. Literature 1. Developmental and educational psychology. - M.: Education, 1973. - 288 p. Demidova I.F. Pedagogical psychology. - M.: Academic project, Triksta, 2006. - 224 p. Zimnyaya I. A. Pedagogical psychology. - M.: Logos, 2001. - 384 p. Kutishenko V. P. Vikova and pedagogical psychology. - K.: Center for Basic Literature, 2005. - 128 p. Pedagogical psychology. - M.: VLADOS - PRESS, 2003. - 400 p.
