Requirements for a modern teacher.

Prepared by:

teacher primary classes

MKOU "Secondary school No. 3"

Danilchenko N.V.

2. Part one: training.

3. Part two: educational work.

4. Part three: development ( Personal qualities and professional competencies necessary for a teacher to carry out developmental activities).

5. Part four: professional competencies of a teacher, reflecting the specifics of work in an elementary school.

For several years now, the professional standard of a teacher has become the center of attention of the entire pedagogical sphere of Russian society. However, the application of new standards will only come into effect in 2017.

It is expected that the professional standard of teacher activity, from January 1, 2017, will be put into effect in all educational institutions of the Russian Federation. Prior to this, only certain educational institutions were tested according to this standard: schools, preschools, as well as higher educational institutions, in which the course of study for a new generation of teachers, educators and pedagogues was changed senior management with a focus on a new professional standard.

All educational institutions will receive at least six months to adapt to new standards, which should not lead to strong changes on the bureaucratic side of the issue.

What is the professional standard of a teacher?

In the ministry’s documents it is defined as follows: “The world is changing, children are changing, which, in turn, puts forward new requirements for the qualifications of a teacher. But one cannot demand from a teacher what no one has ever taught him. Consequently, the introduction of a new professional standard for a teacher should inevitably entail a change in the standards of his training and retraining in higher education and in advanced training centers.”

By expanding the boundaries of a teacher’s freedom, the professional standard simultaneously increases his responsibility for the results of his work, placing demands on his qualifications and offering criteria for its evaluation.

Taking into account the different levels of qualifications of the country's teachers, a procedure for the gradual, stage-by-stage introduction of a professional teacher standard is envisaged.

Why do we need a professional teacher standard?

The standard is a tool for implementing education strategies in a changing world.

The standard is a tool for improving the quality of education and bringing domestic education to the international level.

The standard is an objective measure of a teacher’s qualifications.

The standard is a means of selecting teaching staff for educational institutions.

The standard is the basis for the formation employment contract, fixing the relationship between employee and employer.

The need to fill the teacher’s professional standard with new competencies:

Working with gifted students.

Work in the context of implementing inclusive education programs.

Teaching Russian to students for whom it is not their native language.

Working with students with developmental problems.

Working with deviant, dependent, socially neglected and socially vulnerable students with serious behavioral problems.

Scope of application.

The field of preschool, primary and general secondary education. The professional standard of a teacher can be applied:

a) when applying for a job in a general education institution for the position of “teacher”;

c) during certification of teachers of educational institutions by regional bodies executive branch executing management in the field of education;

d) during the certification of teachers by educational organizations themselves, if they are given the appropriate powers.

Purpose of application

1. Determine the necessary qualifications of a teacher, which affects the results of a child’s education, upbringing and development.

2. Provide necessary preparation teacher to obtain high results of his work.

3. Ensure the necessary awareness of the teacher about the requirements placed on him.

4. Promote the involvement of teachers in solving the problem of improving the quality of education.

1. Part one: training

The teacher must:

1. Have higher education. Teachers who have specialized secondary education and are currently working in preschool organizations and primary schools should be given the conditions to receive it without interrupting their professional activities.

2. Demonstrate knowledge of the subject and curriculum.

3. Be able to plan, conduct lessons, analyze their effectiveness (lesson self-analysis).

4. Master forms and methods of teaching that go beyond lessons: laboratory experiments, field practice, etc.

5. Use special approaches to teaching in order to include all students in the educational process: with special educational needs; gifted students; students for whom Russian is not their native language; students with disabilities, etc.

6. Be able to objectively assess students’ knowledge using different shapes and control methods.

7. Possess ICT competencies

2. Part two: educational work

The teacher must:

1. Master the forms and methods of educational work, using them both in class and in extracurricular activities.

2. Know the methods of organizing excursions, hikes and expeditions.

3. Master the methods of museum pedagogy, using them to broaden the horizons of students.

4. Effectively manage student behavior to ensure a safe learning environment.

5. Effectively manage classes in order to involve students in the process of learning and education, motivating their educational and cognitive activities. Set educational goals that contribute to the development of students, regardless of their origin, abilities and character, and constantly look for pedagogical ways to achieve them.

6. Establish clear rules of behavior in the classroom in accordance with the school charter and rules of conduct in the educational organization.

7. Provide comprehensive assistance and support in organizing student self-government bodies.

8. Be able to communicate with children, recognizing their dignity, understanding and accepting them.

9. Be able to find (discover) the value aspect of educational knowledge and information and ensure its understanding and experience by students.

10. Be able to design and create situations and events that develop the child’s emotional and value sphere (the child’s culture of experiences and value orientations).

11. Be able to detect and implement (embody) educational opportunities various types the child’s activities (educational, play, work, sports, artistic, etc.).

12. Know how to build educational activities taking into account the cultural differences of children, gender, age and individual characteristics.

13. Be able to create child-adult communities of students, their parents and teachers in study groups (class, club, section, etc.).

14. Be able to support the constructive educational efforts of parents (persons replacing them) of students, involve the family in resolving issues of raising the child.

15. Be able to cooperate (interact constructively) with other teachers and specialists in solving educational problems (tasks of the spiritual and moral development of the child).

16. Be able to analyze the real state of affairs in the classroom, maintain a business-friendly friendly atmosphere in the children's team.

17. Be able to protect the dignity and interests of students, help children who find themselves in conflict situation and/or unfavorable conditions.

18. Maintain the way of life, atmosphere and traditions of school life, making a positive contribution to them.

3. Part three: development (Personal qualities and professional competencies necessary for a teacher to carry out developmental activities)

1. Willingness to accept different children, regardless of their actual educational capabilities, behavioral characteristics, mental and physical health. Professional attitude towards helping any child.

2. The ability, during observation, to identify various problems of children associated with the characteristics of their development.

3. The ability to provide targeted assistance to the child with one’s pedagogical techniques.

4. Willingness to interact with other specialists within the framework of a psychological, medical and pedagogical consultation.

6. The ability to draw up, together with other specialists, a program for the individual development of a child.

7. Possession of special techniques that allow carrying out correctional and developmental work.

8. The ability to monitor the dynamics of a child’s development.

9. The ability to protect those who are not accepted in the children's group.

10. Knowledge of the general patterns of personality development and the manifestation of personal properties, psychological laws of periodization and developmental crises, age characteristics of students.

11. The ability to use psychological approaches in the practice of their work: cultural-historical, activity-based and developmental.

12. Ability to design a psychologically safe and comfortable educational environment, know and be able to carry out prevention various forms violence at school.

13. Ability (together with a psychologist and other specialists) to provide psychological and pedagogical support for primary and secondary educational programs general education, including additional education programs.

14. Knowledge of elementary methods of psychodiagnostics of personal characteristics and age characteristics of students, monitoring of the child’s personal characteristics together with a psychologist.

15. The ability (together with a psychologist and other specialists) to draw up a psychological and pedagogical characteristics (portrait) of the student’s personality.

16. The ability to develop and implement individual development programs taking into account the personal and age characteristics of students.

17. The ability to form and develop universal learning activities, patterns and values social behavior, skills to behave in the world virtual reality And social networks, multicultural communication skills and tolerance, key competencies (according to international standards), etc.

18. Proficiency in psychological and pedagogical technologies (including inclusive ones) necessary for working with various students: gifted children, socially vulnerable children in difficult life situations, migrant children, orphans, children with special needs educational needs(autism, ADHD, etc.), children with disabilities, children with behavioral deviations, children with addiction.

19. The ability to form child-adult communities, knowledge of their socio-psychological characteristics and patterns of development.

20. Knowledge of the basic patterns of family relationships that allow you to work effectively with the parent community.

4 . Part four: professional competencies of a teacher, reflecting the specifics of work in an elementary school

Teacher primary school must

1. Take into account the uniqueness of the social situation of the development of a first-grader in connection with the transition of the leading activity from play to learning, and purposefully form in children the social position of the student.

2. Ensure the development of the ability to learn (universal learning activities) to the level necessary for studying in basic school.

3. Provide during organization educational activities achieving meta-subject educational results as the most important new developments of primary school age.

4. Be prepared, as the most significant adult in the social situation of the development of a primary school student, to communicate in conditions of an increased degree of trust between children and the teacher.

5. Be able to respond to children’s direct appeals to the teacher, recognizing serious personal problems behind them. Be responsible for the personal educational results of your students.

6. When assessing the successes and capabilities of students, take into account the unevenness of the individual mental development of children of primary school age, as well as the unique dynamics of the development of educational activities of boys and girls.

It is obvious that the widespread introduction of a professional teacher standard cannot happen instantly, on a command from above. A period is needed for its refinement and adaptation of the professional community to it.

Modern requirements for a primary school teacher

Full name Minlibaeva Natalya Viktorovna

Job title primary school teacher

Organization Municipal budgetary educational institution "School No. 6"

City Muravlenko

List of used literature

1. Modern requirements for a teacher 4

2. Social and professional functions of a primary school teacher 6

Conclusion 14

References 16

Introduction

The teacher occupies a special place in the life of a primary school student, since at this age he is a model of actions, judgments and assessments for the child. The acceptance of the student’s position, the motivation of learning activities, and the child’s self-esteem depend decisively on the teacher. If in middle and high schools many teachers are responsible for the implementation of the educational program, then the teacher of this class is primarily responsible for the educational program of the elementary school. That is, the child’s development and his success in the future depend on how much the teacher himself understands the complex of tasks facing both him and his students.

Currently, in accordance with the concept of modernization of Russian education, I direct my main efforts as a primary school teacher to developing the child’s need for educational activity and an insatiable desire to learn. Without thoughtful, daily, labor-intensive work, it is impossible to acquire knowledge. Therefore, changes aimed at developing key competencies affected primarily primary school teachers. .

The functions of the pedagogical activity of a primary school teacher reflect both the general purpose of the teacher and the special social order that is determined by the specifics of the primary school and modern requirements for it. If in the past the role of the first teacher of children was often understood narrowly as teaching schoolchildren the basics of subject knowledge and the simplest educational skills, today his functions have expanded and become comparable to the functions of a secondary school teacher. A modern primary school teacher is at the same time a teacher, an educator, an organizer of children’s activities, an active participant in communication with students, their parents and colleagues, a researcher of the pedagogical process, a consultant, an educator and a social activist. He constantly improves the level of his professionalism and teaching skills, and conducts a creative search for new things. The functions of a primary school teacher’s professional activity are even broader than those of a subject teacher, since he is always working class teacher and teaches a larger number of diverse academic disciplines.

The educational standard of the new generation sets new goals for the teacher. Therefore, I create conditions for my students to work independently and for active mental activity. My task as a teacher is not just to form or develop the necessary qualities, but also to interact with the environment in which a child grows and, as an adult, can take a worthy place in society. Giving students the opportunity to make a choice, argue their point of view, take responsibility for this choice, and not give them something ready-made - this is an activity that largely depends on the teacher, something that will allow them to succeed in implementing new standards.

The student himself understands the goal, chooses solutions and evaluates the result himself. We are obliged to teach the child to quickly respond to changing conditions, to cultivate the habit of change, so that children are self-confident and do not feel a sense of fear. Development is impossible without overcoming difficulties through independent efforts or with the help of classmates or a teacher. To be prepared for this, the teacher should comprehend the idea of ​​a system-activity approach as the basis of the Federal State Educational Standard and create conditions for the formation of universal educational actions.

Over the past decades, society has undergone dramatic changes in its understanding of the goals of education and ways to implement them. In essence, there is a transition from teaching as a teacher presenting a system of knowledge to students to active problem solving in order to develop certain decisions; from mastering individual educational subjects to interdisciplinary study of complex life situations; to cooperation between teacher and students in the process of mastering knowledge. .

1. Modern requirements for a teacher

A modern school is a dynamic society and the most important educational environment for the younger generation, which is intensively developing and modernizing, striving not only to meet the needs of the current society, but also to anticipate and form new ones. At the same time, it is influenced and resists many negative socio-economic factors:

1) Unfavorable economic and socio-political situation in the country and regions, lack of funding and technical support for municipal educational institutions.

2) Inconsistency in compliance with the principles of state policy in education.

3) The crisis of the modern family as an educational institution, the employment of parents and the abandonment of children.

4) Increased tension in relations between people in society, incl. interethnic disagreements and instability, etc.

And also – the content and methodological imperfection of the educational process; “unedited” formal and informal relationships in school society; underestimation of the importance of the development of personal individuality of students and teachers, increased tension in interpersonal relationships in school society, etc. result in problems of building human relations and are externally activated in the form of various kinds of conflicts: between teachers and administration, between parents and teachers, teachers and children, etc.

The concept of “teacher” often refers to a profession, a social role, a type of activity, and a person’s orientation. .

The specialty is enshrined in qualification documents and determined through the subject of activity. It can be narrow or broad, but, in any case, it is an arsenal of knowledge about a certain fragment of objective reality, which is reflected in the corresponding scientific subject (teacher, psychologist, philologist, historian, etc.).

A profession is a type of work activity of a person who has a complex of special theoretical knowledge and practical skills acquired as a result of special training and work experience. The profession of a primary school teacher and a teacher in general is an activity with its own purpose, product of activity, norms and means that are determined by social function and technology. The profession serves a specific area social activities. Within the framework of one specialty, independent professions can actually exist (subject teacher, language and literature teacher, translator, etc.).

There is a wide range of professions in the teaching profession:

Educator; - teacher; - school psychologist; - social teacher;

Valeologist; - methodologist, etc.

Pedagogical specialty – this is a type of activity within this professional group, characterized by a set of knowledge, abilities and skills acquired as a result of education and ensuring the formulation and solution of a certain class of professional and pedagogical tasks in accordance with the assigned qualifications. .

The field of education is interesting and important for any of us. Therefore, the professional standard of a teacher is of particular interest. The new standard is a guideline to which we must move, but it is not yet entirely clear how to approach its implementation.

1. Social and professional functions of a primary school teacher

Pedagogical qualification is the level and type of professional preparedness, which characterizes the capabilities of a specialist in solving a certain class of problems. Intensive development primary education, a variety of alternative programs, a fundamental change in the procedural side of teaching has brought to the fore the problem of a qualitative change in the personality of the teacher, his role and activities in the educational process. Today, the task of training a new type of primary school teacher who has deep knowledge in the field of psychology of learning, development and formation of a child’s personality, organization of communication in educational activities, as well as possessing special knowledge and skills for introducing innovative technologies into the practice of school life.

Creative activity is the highest level cognitive activity person. Psychologists consider creativity as the most important mechanism of personality and a necessary condition for its self-regulation (manifestation of individuality, uniqueness). It is characterized by productive activity, in which there is an ascent from more simple shapes to more complex ones. If the teacher has abilities, motives, knowledge and skills, a product is created that is novel, original, and unique.

When considering the essence of pedagogical creativity, one can highlight its characteristics:

Transformation and combination of knowledge and skills into new conditions;

Ability to act independently;

The ability to comprehend teaching activities;

Absence of a template, stencil, stereotype.

Creativity involves creating something new using specific procedures:

a) transfer of acquired knowledge and skills to a new situation;

b) independent vision of problems in an unfamiliar situation;

c) seeing a new function in an already familiar object;

d) combining previously known methods into new conditions.

And here we need situations where active mental activity is required from the teacher. Therefore, to master the technology creative activity, it is necessary to engage in systematic solving of problematic problems, as well as create conditions for modeling problem situations. .

Specifics of professionalism in different types activities (professions) can most clearly be presented through a professiogram containing instructions on the normative characteristics of the employee’s activities and those professionally important psychological qualities that the employee must have to carry out this type of work.

The standard of the “portrait of a profession” is a professiogram, which is taken as the basis for the qualification characteristics of a specialist. The latter is a state document that defines general requirements for the personality and professional competence of a teacher. .

Here, based on the results of an analysis of the real educational activities of primary school teachers and taking into account the development forecast general requirements requirements of society for a qualified primary school teacher, and also based on a survey of employers, a professionogram of a primary school teacher was developed, which is presented through a description of the types of activities of a primary school teacher and consists of professional competence and a psychogram. The structural components of a professionogram are the most important for determining the content of curricula and programs, and the content of professional competence allows one to unambiguously determine the program vocational training students of pedagogical college.

In the psychological and pedagogical literature there are many studies devoted to the problems of the activities and personality of the teacher. However, they usually talk about the teacher in general, the general functions of pedagogical activity, the general structure of teaching abilities, etc. Meanwhile, the teaching profession is very multifaceted and includes a number of different, although related, specialties distinguished by the subject taught by the teacher and by the age of the students with whom he works. The first in this row is the primary school teacher. .

It is clear that if there is a certain specificity of an activity, then there must be features corresponding to it in the structure of professionally important qualities of the person who chooses this activity. Therefore, in most cases, applicants to pedagogical educational institutions think about the question of what specialty they should enter, and, having become students, they try to develop the necessary PVCs. The above fully applies to those who choose the profession of primary school teachers.

Thus, in school practice, the problem of primary school teachers’ readiness to use innovations in the educational process arises. This problem is connected not so much with the awareness of the didactic task, thinking through the possibility of certain types of educational and cognitive activities of students, but with the professional competence, experience of the teacher, and his personal qualities. A teacher is able to convey to students only those value orientations that are inherent to him. In this regard, the teacher is not just a personification of normative activities, but also an active subject who implements his way of life for the benefit of society.

In modern pedagogical literature, there is no consensus on the important professional and personal qualities of a teacher that determine his pedagogical activity, and there are practically no works that consider the professionally important qualities of a primary school teacher. There is a certain contradiction in the system of training primary school teachers. On the one hand, there is a modern social order for teachers who are capable of raising the level of their professionalism and pedagogical skills, and conducting a creative search for something new. At the same time, the functions of the professional activity of a teacher of primary schoolchildren are even broader than those of a subject teacher, since he always works as a class teacher and teaches a larger number of diverse academic disciplines. A primary school teacher is also a special education teacher age group: A junior schoolchild sees an ideal person in his teacher. On the other hand, the existing system of training these specialists does not make it possible to form a complete psychological system of activity in future specialists, so the lack of developments about the professionally important qualities of primary school teachers prevents the emergence of an “image of a professional”, which one must strive for and correspond to in order to become a real professional. .

The professional standard raises conflicting thoughts. Of course, rapidly changing life poses new challenges for everyone, including schools, that have never had to be solved before. And immediately one of the main problems that the education system will face when introducing the standard arises, and which is highlighted in the document: “ But one cannot demand from a teacher what no one has ever taught him.”. For the last fifteen years, teachers, going to work, do not know whether they will teach children according to yesterday’s rules, or have already come up with new ones. Another experiment on the teacher and the school? Another worrying fact is that every teacher we have must have a very broad profile. Of course, the expanding list of problems in society entails an expansion of the types of activities, knowledge, and competencies that a teacher must master and effectively implement. But why should a teacher conduct psychological diagnostics? I agree, pedagogical - yes, but psychological should be carried out by a psychologist. A subject teacher should not be a generalist, otherwise what kind of specialist is he? It is unrealistic to use the ability to evaluate to evaluate the work of a specific teacher. “readiness to interact with other specialists within the framework of a psychological, medical and pedagogical consultation” or “the ability to read documentation from specialists (psychologists, speech pathologists, speech therapists, etc.)” (Part 3. Points 4, 5). How can you relieve a teacher if he is faced with the problem of reporting on the criteria for assessing the item on the family, expressed in a demand for the teacher? “to be able to support the constructive educational efforts of parents (persons replacing them) of students, to involve the family in resolving issues of raising a child”? (Part 2. Clause 14). But the requirements for the teacher “knowledge of the basic patterns of family relationships, allowing you to work effectively with the parent community”(Part 3. Paragraph 20), as one of the personal mandatory characteristics of a teacher, I think, will help unite the efforts of teachers and parents in raising children. .

The teaching profession involves the following values:

Altruistic - to be useful to society.

Values ​​associated with the specifics of work - the opportunity to communicate with children, teach a favorite subject.

Various types of rewards.

Self-expression - create, use your abilities, etc.

The development of a teacher’s personality is impossible without self-determination, i.e. having your own position in life, your own worldview, the ability to understand yourself and others. The teacher develops positions, and they are reflected in the motives for his teaching activities.

In his work, the teacher first adapts, adapting his individual characteristics to the conditions of his workplace, as a result of which he develops an individual creative style of activity. Here we see how the personality of the teacher as a whole changes, i.e. the process of its professionalization (this is the acquisition of professional traits and habits that are characteristic of representatives of this profession, as well as the development of a certain way of thinking and communication).

In connection with professionalization, a teacher develops certain personality traits and qualities, and changes occur in the very process of his professional activity. This leads to a certain freedom in carrying out one’s activities and achieving the desired result. And here the reason for all changes is the teacher’s personality itself. .

And since the individual style of activity is formed and changes under the influence of the individual, this can be characterized as a personal style of activity. This style reflects all previous human activity, and changes in activity are related due to the diversity of the teacher’s life path. And this is something new, something of its own, connected with the interests of the teacher himself, therefore, the formation of a style is a complex dynamic process. This process, when significant differences are discovered in habitual and familiar behavior, which are associated with the introduction of something new, original, into an already familiar situation, is associated with the formation of the creative style of the teacher (personality).

The motivational and personal attitude towards the profession and one’s activities is associated with professional self-improvement. This is the basis for creativity and social advancement of the teacher. Here his subjectivity acquires special significance for him.

Personal development teacher is the core factor of his pedagogical work. The main areas of his activity are pedagogical activity itself, pedagogical communication and his personal qualities - they are all interconnected and mutually influencing each other. Their development is particularly influenced by the activity of the teacher, his subjective position, which is presented as the main component in the teacher’s personal structure (according to A.K. Markova).

“The professional standard of a teacher is a framework document that defines the basic requirements for his qualifications”(characteristics of the standard) Despite all the serious and partly fair claims of the public regarding the quality of teachers’ work, no one doubts that a teacher is a creative profession, incompatible with strict restrictions and templates. The brightest successful teachers, magical meeting with whom he leaves an indelible mark in the life of a young person - always went beyond standards, raising, first of all, the scale of his personality. It is unheard of luck for children and their parents when fate gives such a teacher. That is why any talk about introducing standards in the field of education is perceived by the creative layer of society, which is most interested in the quality education of their children, as a system of strict taboos and restrictions followed by bureaucratic control and therefore causes psychological rejection. So what is the purpose of developing and subsequently approving a professional standard? If this is done to simplify and facilitate the control function, which any bureaucratic system is prone to, then the formalization of requirements for the teacher and the minute regulation of his work cannot be avoided. In my opinion, the meaning of developing a professional teacher standard is different: a professional standard is a tool for implementing education strategies in a changing world. The standard is published for public discussion - this is great. We are offered a dialogue. Therefore, I will express my opinion on some points. - In terms of the teacher’s educational activities, the “standard” describes 18 points of requirements, while in terms of educational work (after all, the main one) – only 7. As if in the educational process teachers do not use all this, and educational work is carried out only in those allocated in separate hours of teaching load “educational work”. The developers of the “standard” do not agree with pedagogy and psychology - for them, “learning activity” and “educational work” are different concepts. It would be appropriate to recall the classics of pedagogy, Kapterev, Ushinsky, Makarenko, psychologists Galperin, Talyzina, Leontyev and other luminaries of domestic (and not only) science who did not separate education from teaching, because these are inseparable concepts, according to scientists. - The developing function of the subject has turned into one that kills any cognitive interest. Teaching hours are being reduced primary school in the Russian language, literary reading, mathematics for the sake of “general developmental” subjects, as if these subjects do not develop or educate anything. Without knowledge in these subjects, we will not be able to ensure the development of the ability to learn (universal learning activities) to the level necessary for studying in basic school. Therefore, it is necessary to legally establish the Professional Standard of a Teacher, “designed, first of all, to liberate the teacher, to give a new impetus to his development.” But it would be necessary to first calculate at least the teacher’s working week. How much time does he spend on preparing for lessons, checking notebooks, working with parents, students, methodological and other meetings, reporting, developing various plans and programs, additional classes with the lagging, gifted, extracurricular activities school, district, city level, non-governmental educational institutions, holding meetings, parent committees, individual interviews, etc. At the same time, everything was entrusted to the teacher. Responsible for literally everything: training, education, keeping the child busy around the clock. How much does a teacher have left for his personal life, recreation, and health? But an intelligent, cultured teacher is worth a lot, and his quality is different. .

Conclusion

Professional Feature of a modern teacher is that at present his work is acquiring a proactive, project-based character and, as a consequence, a central requirement for professional qualities Teachers become mastery of the technology of designing the content, methods, forms, and means of education in accordance with the goals and priorities set by the state.

For the first time in Russian education, the concept and content of a professional teacher standard is being developed. The professional standard is designed to increase motivation teaching staff to labor and the quality of education. The professional standard of a teacher is intended to establish uniform requirements for the content and quality of professional teaching activities, to assess the level of qualifications of teachers when hiring and certifying, and career planning; to form job descriptions and development of federal state educational standards teacher education. .

School reform continues, and its main driver remains the teacher, who is at the center of school life. The role of the teacher is increasing, and the requirements for his professional qualities are growing.

At the same time, the school and the teacher are faced with new difficulties and insufficient attention from society. The prestige of the teaching profession has been reduced.

In these difficult conditions In the teaching field, we need not just professionals, but real devotees of their craft, bright personalities who are able to overcome emerging difficulties and work creatively. At the same time, it is necessary that not just a few, not just leaders and innovators, become such individuals. It is necessary for the mass teacher to rise to a higher level of professional and personal development. .

Personality, as is known, is formed in activity, and above all in leading activity. For a teacher, this is pedagogical activity, the development of which begins during the period of professional training. Pedagogically purposeful activity “generates” (A.N. Leontyev) the necessary professional and personal qualities, which then ensure the success of professional work.

A single chain of two links is created: “from activity to personality” and “from personality to activity.” To prevent it from breaking down, it is necessary to ensure the unity of activity-based and personal approaches in professional training. And in order to fully implement both approaches, a systematic approach is needed. Only holistic modern system professional training will solve the problem of training teachers at the required quality level, because it is system principle makes it possible to form a complete psychological system of activity in future specialists and achieve interaction between personality and activity. .

References

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Gurevich K.M. Professional suitability and basic properties of the nervous system. M.: Nauka, 2010. 272 ​​p.

Carnegie D. How to win friends and influence people. M.: Progress, 2010. 283 p.

Klimov E.A. Introduction to occupational psychology. M.: MSU, 2008. 157 p.

Kuzmina N.V. Essays on the psychology of teacher work. L.: Leningrad State University, 2007. 183 p.

New pedagogical thinking / Ed. A.V.Petrovsky. M.: Pedagogika, 2009. 280 p.

Fundamentals of pedagogical skills / Ed. I.A. Zyazyuna. M.: Education, 1989. 302 p.

Problems of transition to a multi-level system of teacher education: Materials of the All-Russian meeting. Kaluga: KSPI, 2012. 81 p.

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Shadrikov V.D. Problems of systemogenesis of professional activity. M.: Nauka, 2012. 185 p.

The special professional and social functions of a teacher, the need to be in sight of the most impartial judges - his students, parents, the public - place increased demands on his personality and his moral character. Requirements for a teacher are a system of professional qualities that determine the success of teaching activities (Fig. 17).

Rice. 17. Qualities of a teacher

People have always placed an increased demand on the teacher, they wanted to see him free from all shortcomings. In the charter of the Lvov fraternal school of 1586 it was written: “The didaskal or teacher of this school intends to be pious, reasonable,

humbly wise, meek, self-controlled, not a drunkard, not a fornicator, not a covetous person, not a lover of money, not a sorcerer, not a tale-teller, not a promoter of heresies, but a piously hasty, presenting a good image in everything, not in calico virtues, so that there will be disciples, as their teacher." In the very early XVII V. extensive and clear requirements for teachers were formulated, which are not outdated to this day. Ya.A. Comenius reasoned that the main purpose of a teacher is to become a role model for students with his high morality, love for people, knowledge, hard work and other qualities and to cultivate their humanity through personal example.

Teachers should be a model of simplicity - in food and clothing; vivacity and diligence - in activity; modesty and good behavior - in behavior; the art of conversation and silence - in speeches, to set an example of “prudence in private and public life" Laziness, inactivity, and passivity are completely incompatible with the profession of a teacher. If you want to drive out these vices from students, first get rid of them yourself. Whoever undertakes the highest task—the education of youth—must practice night vigils and hard work, avoid feasts, luxury and everything “that weakens the spirit.”

Ya.A. Comenius demands that the teacher treat children attentively, be friendly and affectionate, and not alienate children with his harsh treatment, but attract them with his fatherly disposition, manners and words. Children need to be taught easily and joyfully, “so that the drink of science is swallowed without beatings, without screams, without violence, without disgust, in a word, affably and pleasantly.”

K.D. called the teacher “a fruitful ray of sunshine for a young soul.” Ushinsky. The teacher of Russian teachers placed extremely high demands on mentors. He could not imagine himself as a teacher without deep and varied knowledge. But knowledge alone is not enough; “The main road of human education is conviction, and conviction can only be acted upon by conviction.” Any teaching program, any educational method, no matter how good it may be, that has not passed into the conviction of the educator, remains a dead letter that has no force in reality.

Among the requirements for a modern teacher, spirituality is returning to the leading place. With his personal behavior and attitude to life, the mentor is obliged to set an example of spiritual life, to educate students on the high ideals of human virtues, truth and goodness. Today, many communities require that their children's teacher be a believer to whom they can entrust the moral education of their children.

An important requirement for a teacher is the presence of pedagogical abilities - a personality quality expressed in a tendency to work with students, love for children, and enjoyment of communicating with them. Often teaching abilities

narrowed down to the ability to perform specific actions - speak beautifully, sing, draw, organize children, etc. The following types of abilities are identified.

Organizational - the teacher’s ability to rally students, keep them busy, divide responsibilities, plan work, summarize what has been done, etc.

Didactic - ability to select and prepare educational material, visibility, equipment, accessible, clear, expressive, convincing and consistent presentation of educational material, stimulate the development of cognitive interests and spiritual needs, increase educational and cognitive activity, etc.

Receptive - the ability to penetrate into the spiritual world of students, objectively assess their emotional state, and identify mental characteristics.

Communicative - the teacher’s ability to establish pedagogically appropriate relationships with students, their parents, colleagues, and heads of the educational institution.

Suggestive ones consist of an emotional-volitional influence on students.

Research is embodied in the ability to cognize and objectively evaluate pedagogical situations and processes.

Scientific-cognitive are reduced to the teacher’s ability to assimilate new scientific knowledge in the field of pedagogy, psychology, and methodology.

The leading abilities, according to the results of numerous surveys, include pedagogical vigilance (observation), didactic, organizational, expressive, the rest are reduced to the category of accompanying, auxiliary.

Many experts are inclined to conclude that the lack of pronounced abilities can be compensated by the development of other professional qualities - hard work, an honest attitude to one’s responsibilities, and constant work on oneself.

We must recognize pedagogical abilities (talent, vocation, inclinations) as an important prerequisite for successful mastery of the teaching profession, but by no means a decisive professional quality. How many teacher candidates, having brilliant inclinations, never succeeded as teachers, and how many initially incapable students rose to the heights of pedagogical excellence. A teacher is always a hard worker.

Therefore, we must recognize his important professional qualities as hard work, efficiency, discipline, responsibility, the ability to set a goal, choose ways to achieve it, organization, perseverance, systematic and systematic improvement of his professional level, the desire to constantly improve the quality of his work, etc.

Before our eyes, there is a noticeable transformation of educational institutions into production institutions providing “educational services” to the population, where plans, contracts are in effect, strikes occur, and development

competition is an inevitable companion of market relations. In these conditions, those qualities of a teacher that become professionally significant prerequisites for creating favorable relationships in the educational process acquire particular importance. Among them are humanity, kindness, patience, decency, honesty, responsibility, justice, commitment, objectivity, generosity, respect for people, high morality, optimism, emotional balance, the need for communication, interest in the lives of students, goodwill, self-criticism, friendliness, restraint, dignity, patriotism, religiosity, integrity, responsiveness, emotional culture, etc. A mandatory quality for a teacher is humanism, i.e. attitude towards a growing person as the highest value on earth, expression of this attitude in specific deeds and actions. Humanity consists of interest in the individual, sympathy for her, help, respect for her opinion, knowledge of the characteristics of development, high demands on educational activities and concern for her development. Students see these manifestations, follow them at first unconsciously, gaining over time the experience of a humane attitude towards people.

A teacher is always a creative person. He acts as the organizer of the daily life of schoolchildren. Only a person with a developed will can awaken interests and lead students, where personal activity plays a decisive role. Pedagogical management of such a complex organism as a class or a group of children obliges the teacher to be inventive, quick-witted, persistent, and always ready to independently resolve any situations. The teacher is a role model who encourages children to follow him.

Professionally necessary qualities teachers are self-control and self-control. A professional is always, even under the most unexpected circumstances (and there are many of them), obliged to maintain a leading position in the educational process. Students should not feel or see any breakdowns, confusion, or helplessness of the teacher.

A.S. Makarenko pointed out that a teacher without brakes is a damaged, uncontrollable machine. You need to remember this constantly, control your actions and behavior, not stoop to resentment towards children, and not get nervous over trifles.

The spiritual sensitivity in a teacher’s character is a kind of barometer that allows him to feel the state of the students, their mood, and come to the aid of those who need it most in a timely manner. The natural state of a teacher is professional concern and personal responsibility for the present and future of their students.

An integral professional quality of a teacher is fairness. By the nature of his activity, he is forced to systematically evaluate the knowledge, skills and actions of students. Therefore, it is important that his value judgments correspond to the level of development of schoolchildren. Based on them, they judge the teacher’s objectivity. Nothing like this

The teacher must be demanding. This the most important condition his successful work. The teacher first of all makes high demands on himself, because you cannot demand from others what you do not possess yourself. Pedagogical demands must be reasonable, taking into account the capabilities of the developing personality.

A sense of humor helps the teacher neutralize tension during the teaching process: a cheerful teacher teaches better than a gloomy one. In his arsenal there is a joke, a proverb, an aphorism, a friendly trick, a smile - everything that allows you to create a positive emotional background, makes schoolchildren look at themselves and at the situation from a comic side.

Separately, it should be said about the professional tact of the teacher - maintaining a sense of proportion in communicating with students. Tact is the concentrated expression of mind, feeling and general culture teacher Its core is respect for the personality of the student. This warns the teacher against tactlessness and prompts him to choose the optimal means of influence in a particular situation.

Personal qualities in the teaching profession are inseparable from professional ones. Among them: mastery of the subject of teaching, methods of teaching the subject, psychological preparation, general erudition, broad cultural outlook, pedagogical skill, mastery of pedagogical work technologies, organizational skills, pedagogical tact, pedagogical technique, mastery of communication technologies, oratory, etc. Love for one’s work is a quality without which there cannot be a teacher. Its components are conscientiousness and dedication, joy in achieving educational results, constantly growing demands on oneself, on one’s qualifications.

The personality of a modern teacher is largely determined by his erudition and high level of culture. Anyone who wants to navigate freely in the modern world must know a lot.

The teacher is a clear role model, a kind of standard of how one should behave.

In elementary school, the teacher is an ideal, his demands are the law. No matter what they say at home, the categorical “And Marya Ivanovna said so” instantly removes all problems. Alas, the idealization of the teacher does not last long and tends to decline. Among other things, the influence of preschool institutions is felt: children see in the teacher the same kindergarten teacher.

3rd grade students write an essay “Teacher”. I wonder what they will wish for teachers, what qualities they will pay attention to?

Rural schoolchildren unanimously agreed that their teacher was an excellent master of her craft. By this time, many children have already formed their own image of a teacher. Most see him as the kindest person, understanding specific actions as kindness: he doesn’t give bad marks, doesn’t assign homework for Sunday, answers all questions, praises good answers, tells his parents more good things than bad: “so that when mom comes home after parent meeting, I wasn’t angry.”

It is interesting to note that the qualities “good” and “kind” are identified: a good teacher is always kind, a kind teacher is always good. In addition, the teacher must be smart - “to know everything and immediately answer all questions.” He loves children, and children love him. The teacher is the most fair man: gives correct, well-deserved grades and to the best students at the end of the quarter “... does not give grades that they did not have.” Restraint is highly valued: “so as not to shout without understanding”, “to listen to the answers to the end.” And besides, the teacher: neat (implying the teacher’s beauty, taste in clothes, hairstyle), knows how to tell interesting stories, polite, modest, strict (“so that the students fear and love (!) the teacher”), knows the material (“and not so that students corrected mistakes on the board”), affectionate like a mother or grandmother, cheerful like a sister, demanding (“because I can study for “4” and “5”, but the teacher doesn’t ask and demands little, I don’t study”), 15 students out of 150 who wrote the essay wanted teachers not to give bad marks in the diary for accidentally forgetting their uniform or slippers, breaking a pen, or fidgeting in class: “otherwise mom gets angry and even hits.”

The humanistic school completely rejects didactogeny - a callous, soulless attitude towards children. Didactogeny is an ancient phenomenon. Even in the old days, they understood its detrimental effect on learning, and a law was even formulated, according to which the soulless attitude of a teacher towards a student will certainly lead to negative consequences. Didactogeny is an ugly relic of the past.

Now in schools they don’t beat, they don’t humiliate, they don’t insult, but didactogeny... remains. Y. Azarov talks about a teacher who gave the main place to “order” during lessons: “Children, sit down!”, “Children, hands!”, “Straighten up!” For several years in a row she has been held up as an example: she has discipline, knows how to organize children, and keeps the class in her hands. This - “hold in your hands” - most accurately characterizes the essence of her, alas, didactogenic method.

The words of the famous Georgian teacher Sh. Amonashvili, who calls for transforming the work of education on the principles of humanity, are permeated with pain. In one of the articles, he recalls his school years, with what excitement and foreboding of something wrong he opened the notebook returned by the teacher. The red lines in it never brought joy: “Bad! Error! Shame on you! What does it look like! Here

for this!” - this is how every red line was voiced in the voice of my teacher. The errors he discovered in my work always frightened me, and I was not averse to throwing away the notebook or, at best, tearing out of it the ominous page filled with these, as it seemed to me, signs of the teacher scolding me. Sometimes I received a notebook that was not just covered with dashes and birds (in fairy tales, birds usually talk about something good, joyful, mysterious), but along each line there were wavy lines drawn, like my teacher’s nerves twisted with anger. If at that moment, when he was correcting my work, I was nearby, then, probably, he decorated me with the same red stripes.

If a teacher has only love for the work, he will be a good teacher. If a teacher has only love for the student, like a father or mother, he will be better than the teacher who has read all the books, but has neither love for the work nor for the students. If a teacher combines love for his work and for his students, he is a perfect teacher. L.N. Tolstoy.

Functions of the teacher. The person who organizes and implements the educational process at school is the teacher. We can say this: a teacher is a person who has special training and professionally engaged in teaching activities. Here you should pay attention to the word “professionally”. Almost all people are engaged in non-professional teaching activities, but only teachers know what, where and how to do, they know how to act in accordance with pedagogical laws, and bear, in the prescribed manner, responsibility for the high-quality performance of their professional duty.

An elementary school teacher is a special teacher. He is a mediator between children and the world of adults. He perfectly knows the mysteries of the maturing psyche, knows how to give the child knowledge, teaches him to be human. The work of a primary school teacher is incomparable in its significance to any other work: its result is a person. To him - the most knowledgeable, the most responsible, the most important teacher - family and society entrust the most precious things: the fate of their citizens, their country, its future. The person who stands at the teacher’s table is responsible for everything, knows and can do everything. It is the responsibility for the fate of each student, the younger generation, society and the state that characterizes the teaching position. What are the results of the work of teachers today - this will be our society tomorrow. It is difficult to imagine another activity on which so much depends on the fate of each person and the entire nation.

Already in the most distant times, an iron law was discovered: what kind of teachers are what kind of society. In the history of the development of human civilization, those states took the lead where they were better school and teachers. Any diminishment of the teacher’s role almost always ended in failure: states grew weaker, morals deteriorated. The teacher is modest and inconspicuous, but it is enough to bring him down from the pedestal and thereby undermine people’s faith in the truth, of which he is the personal representative, as ignorance immediately rears its head and begins its destructive impact, throwing the achievements of civilization back to the caves.

With great passion, M. Gorky emphasized the role of the Russian teacher in society: “If you knew how much the Russian village needs a good, smart, educated teacher! In Russia, he needs to be placed in some special conditions, and this needs to be done quickly, if we understand that without the broad education of the people, the state will collapse, like a house built from poorly baked bricks! the village with the same desire as he would go into exile. He is hungry, downtrodden, intimidated by the possibility of losing a piece of bread. And he needs to be the first person in the village, so that he can answer all the peasant’s questions, so that the peasants recognize his strength. , worthy of attention and respect, so that no one dares to yell at him... to humiliate his personality, as we all do: a policeman, a rich shopkeeper, a priest, a police officer, a school trustee, a foreman and that official who is called a school inspector, but he does not care about the best organization of education, but only about the careful implementation of the circulars of the district..."

The pedagogical function is the direction of work prescribed to the teacher: the application of professional knowledge and skills. Of course, the main areas of application of pedagogical efforts are training, education, upbringing, development and formation of students. In each direction, the teacher performs many specific actions, so his functions are often hidden and not always revealed. Nevertheless, having looked at the root of the teaching profession, we will establish what underlies professional pedagogical activity, and we will find out that the main function of the teacher is to manage the processes of teaching, upbringing, development, and formation.

The teacher is called upon not to teach, but to direct the teaching; not to educate, but to lead the processes of education. And the more clearly he understands this main function, the more independence, initiative, and freedom he provides to his students. A true master of his craft remains in the teaching and educational process, as it were, “behind the scenes”, outside the limits of the choice freely exercised by students, but in fact controlled by the teacher.

Socrates also called professional teachers “obstetricians of thought”; his doctrine of pedagogical skill is called “Maieutics”, which translated means “midwifery art”. A knowledgeable teacher is obliged not to convey ready-made truths, but to help birth thoughts in the student’s head. Consequently, the core of pedagogical work is in managing all those processes that accompany the formation of a person.

Management as the main pedagogical function is divided into specific pedagogical actions. The implementation of any pedagogical project, be it a lesson, a class hour, the study of a separate topic or section in a lesson, the organization of a quiz, an Olympiad or a “moving break”, a school holiday, an act of mercy or an environmental expedition, begins with setting a goal. The essence of the management process is to coordinate the actions of students along the line of coincidence “goal - result”. Management of the learning process is based on the capabilities of students: their level of preparedness, performance, attitude to learning, etc. The teacher learns about all this during the diagnostic process. Without knowledge of the characteristics of the physical and mental development of schoolchildren, the level of their mental and moral education, the conditions of classroom and family education, etc. can't be done correct setting goals, nor choose the means to achieve it. In order for pedagogy to educate a person in all respects, it must know him in all respects, emphasized K.D. Ushinsky. That is why a teacher should be fluent in predictive methods for analyzing pedagogical situations.

Inextricably linked with goal setting and diagnosis, forecasting is carried out (from the Greek - “advanced knowledge”). It is expressed in the teacher’s ability to foresee the results of his activities in specific conditions and, based on this, determine what and how to do. A teacher who does not know how to look ahead, who does not understand what he is striving for, is likened to a traveler wandering at random who can reach his goal only by chance. Pedagogy that does not teach teachers to predict, V.A. Sukhomlinsky called a witch doctor, and a teacher who is unwilling or unable to look forward and foresee the development of events, an illiterate nanny.

Having received a diagnosis and based on a favorable prognosis, the teacher begins to draw up a project for teaching and educational activities. The diagnosis, prognosis, and project become the basis for developing a plan for educational activities. With its compilation, as we already know, the preparatory stage of the pedagogical process ends. A good teacher will not enter the classroom without a plan that has been thought out in every detail, clear, specific, and provided with everything necessary.

Thus, diagnostics, forecasting, design and planning are pedagogical functions performed by teachers at the prepared stage of each new cycle of teaching and educational activities.

At the next stage - the implementation of intentions - the teacher performs informational, organizational, evaluative, control and corrective functions. The teacher’s organizational activities are related to the involvement of children in the intended work, cooperation with them in achieving the chosen goal. The teacher is the main source of information for students. He knows everything about everything, and is fluent in his subject, pedagogy, methods and psychology. Control, evaluation and correction functions are necessary for the teacher, first of all, to create effective incentives, thanks to which the process will develop and the intended changes will occur in it. Teachers are becoming more and more aware that pushing and coercion do not lead to success. With control, the reasons for failures, breakdowns, and shortcomings become more clear. The collected information allows you to adjust the process and use it in a timely manner. effective means, introduce effective incentives. At the final stage of the pedagogical cycle, the teacher performs an analytical function, the main content of which is the analysis of the completed task: what is the effectiveness, why is it lower than planned, where and why did recessions occur, how to avoid this in the future, etc.

The variety of functions of a teacher brings into his work components of many specialties - from an actor, director and manager to an analyst, researcher and breeder. In addition to his immediate professional tasks, the teacher performs social, civil, and family functions.

Thus, a primary school teacher carries out many activities. In professional language they are called pedagogical functions. The main pedagogical function is the management of the educational process. At the preparatory stage, management includes: goal setting, diagnosis, forecasting, design and planning. At the stage of plan implementation, the teacher performs informational, organizational, evaluation, control and corrective functions, and at the final stage - an analytical function.

Requirements for a teacher. The special professional and social functions of a teacher, the need to always be in sight of the most impartial judges - their students, interested parents, the general public - place increased demands on the teacher’s personality and moral character. Requirements for a teacher are a system of professional qualities that determine the success of teaching activities.

From time immemorial, evidence about the requirements for a teacher has reached us. People have always placed great demand on him; they wanted to see their teacher free from all earthly shortcomings. In the charter of the Lviv fraternal school of 1586 it was written: “The didaskal or teacher of this school is to be pious, reasonable, humbly wise, meek, self-controlled, not a drunkard, not a fornicator, not a covetous person, not a lover of money, not a sorcerer, not a tale-teller, not a promoter of heresies , but a pious haster, presenting a good image in everything, not in calico virtues, so that there may be students as their teacher.” At the very beginning of the 17th century, extensive and clear requirements for a teacher were formulated, which are not outdated to this day. Ya.A. Comenius reasoned that the main purpose of a teacher is to become an example for his students to follow with his high morality, love for people, knowledge, hard work and other qualities, in order to cultivate humanity in them.

Teachers should be an example of: simplicity - in food and clothing, cheerfulness and hard work - in activity, modesty and good behavior - in behavior, the art of conversation and silence - in speeches. And also set an example of “prudence in private and public life.” Laziness, inactivity, and passivity are completely incompatible with the profession of a teacher. If you want to drive out these vices from students, first get rid of them yourself. Whoever undertakes the highest task - the education of youth - must practice night vigils and hard work, avoid feasts, luxury and everything “that weakens the spirit.”

Ya.A. Comenius demands that the teacher treat children attentively, be friendly and affectionate, and not push children away with harsh treatment, but attract them with a fatherly disposition, manners and words. Children need to be taught easily and joyfully, “so that the drink of science is swallowed without beatings, without screams, without violence, without disgust, in a word, affably and pleasantly.”

K.D. called the teacher “a fruitful ray of sunshine for a young soul.” Ushinsky. The teacher of Russian teachers placed exceptionally high demands on national mentors. He could not imagine himself as a teacher without deep and varied knowledge. But knowledge alone is not enough. You still need to have strong convictions. Without them, it is impossible to become a real teacher - an educator of youth: "... the main road of human education is conviction, and conviction can only be acted upon by conviction." Any teaching program, any educational method, no matter how good it may be, that has not passed into the conviction of the educator, remains a dead letter that has no force in reality.

The first requirement for a teacher is the presence of teaching abilities. Pedagogical abilities are a personality quality expressed in a tendency to work with students, love for children, and enjoyment of communicating with them. Often pedagogical abilities are narrowed down to the ability to perform specific actions - speak beautifully, sing, draw, organize children, etc. The main groups of abilities have been identified:

Organizational. They are manifested in the teacher’s ability to unite students, keep them occupied, divide responsibilities, plan work, summarize what has been done, etc.

Didactic. Select and prepare educational material, visuals, equipment, present educational material in an accessible, clear, expressive, convincing and consistent manner, stimulate the development of cognitive interests and spiritual needs, increase educational and cognitive activity, etc.

Receptive. They are expressed in the ability to penetrate into the spiritual world of students, objectively assess their emotional state, and identify mental characteristics.

Communicative. They are manifested in the teacher’s ability to establish pedagogically appropriate relationships with students, their parents, colleagues, and heads of the educational institution.

Suggestive. They consist of an emotional-volitional influence on students.

Research. They are embodied in the ability to cognize and objectively evaluate pedagogical situations and processes.

Scientific and educational. They come down to the teacher’s ability to assimilate new scientific knowledge in the field of pedagogy, psychology, and methodology.

The leading pedagogical abilities, according to the results of numerous surveys of teachers, include pedagogical vigilance (observation), didactic, organizational, expressive, the rest can be classified as accompanying, auxiliary.

Many experts are inclined to conclude that the lack of pronounced abilities can be compensated (balanced) by the development of other important professional qualities - hard work, an honest and serious attitude to one’s responsibilities, and constant work on oneself.

Pedagogical abilities (talent, vocation, inclinations) should be considered an important prerequisite for successful mastery of the teaching profession, but by no means a decisive professional quality. How many teacher candidates, having brilliant inclinations, never succeeded as teachers, and how many initially incapable students grew stronger and rose to the heights of pedagogical excellence. A teacher is always a great worker.

Therefore, we must recognize hard work, efficiency, discipline, responsibility, the ability to set a goal, choose ways to achieve it, organization, perseverance, systematic and systematic improvement of one’s professional level, the desire to constantly improve the quality of one’s work, etc. as important professional qualities of a teacher. Through these qualities, the teacher is realized as an employee performing his duties in the system of industrial relations.

Before our eyes, there is a noticeable transformation of educational institutions into production institutions providing “educational services” to the population, where plans and contracts are in effect, strikes occur, and competition is developing - an inevitable companion of market relations. In these conditions, the human qualities of a teacher become of particular importance, which become professionally significant for creating favorable relationships in the educational process. Among these qualities are humanity, kindness, patience, decency, honesty, responsibility, justice, commitment, objectivity, generosity, respect for people, high morality, optimism, emotional balance, the need for communication, interest in the lives of students, goodwill, self-criticism, friendliness, restraint, dignity, patriotism, religiosity, integrity, responsiveness, emotional culture and many others. A mandatory quality for a teacher is humanism, i.e. attitude towards a growing person as the highest value on earth, expression of this attitude in specific deeds and actions. Humane relationships are made up of interest in the individual, sympathy for the student, helping him, respect for his opinion, knowledge of the peculiarities of development, high demands on his educational activities and concern for the development of his personality. Students see these manifestations and follow them, at first unconsciously, gradually gaining experience in treating people humanely.

A teacher is always an active, creative person. He acts as the organizer of the daily life of schoolchildren. Only a person with a developed will can awaken interests and lead students, where personal activity plays a decisive role. Pedagogical management of such a complex organism as a class or a group of children obliges the teacher to be inventive, quick-witted, persistent, and always ready to independently resolve any situations. The teacher is a role model who encourages children to follow him.

The professionally necessary qualities of a teacher are endurance and self-control. A professional is always, even under the most unexpected circumstances (and there are many of them), obliged to retain a leading position in the educational process. Students should not feel or see any breakdowns, confusion or helplessness of the teacher. Also A.S. Makarenko pointed out that a teacher without brakes is a damaged, uncontrollable machine. You need to remember this constantly, control your actions and behavior, not stoop to insulting children, and not get nervous over trifles.

The spiritual sensitivity in a teacher’s character is a kind of barometer, allowing him to feel the state of the students, their mood, and come to the aid of those who need him most in a timely manner. The natural state of a teacher is professional concern for the present and future of their students. Such a teacher is aware of his personal responsibility for the fate of the younger generation.

An integral professional quality of a teacher is fairness. By the nature of his activity, the teacher is forced to systematically evaluate the knowledge, skills, and actions of students. Therefore, it is important that his value judgments correspond to the level of development of schoolchildren. Based on them, they judge the teacher’s objectivity. Nothing strengthens the moral authority of a teacher more than his ability to be objective. Prejudice, bias, and subjectivity of the teacher are very harmful to the cause of education.

The teacher must be demanding. This is the most important condition for its successful work. The teacher first places high demands on himself, because you cannot demand from others what you do not possess yourself. Pedagogical demands must be reasonable. Parenting masters take into account the capabilities of the developing personality.

Neutralize strong tension, present in the pedagogical process, helps the teacher with a sense of humor. No wonder they say: a cheerful teacher teaches better than a gloomy one. In his arsenal there is a joke, a joke, a proverb, a successful aphorism, a friendly trick, a smile - everything that allows you to create a positive emotional background in the class, makes schoolchildren look at themselves and at the situation from a comic side.

Separately, it should be said about the professional tact of the teacher as a special kind of ability to build relationships with students. Pedagogical tact is maintaining a sense of proportion in communication with students. Tact is a concentrated expression of the mind, feelings and general culture of the teacher. The core of pedagogical tact is respect for the personality of the student. Children's understanding warns the teacher against tactless actions, prompting him to choose the optimal means of influence in a particular situation.

Personal qualities in the teaching profession are inseparable from professional ones. Professional qualities are associated with the acquisition of special knowledge, skills, ways of thinking, and methods of activity. Among them: mastery of the subject of teaching, methods of teaching the subject, psychological preparation, general erudition, broad cultural horizons, pedagogical skill, mastery of teaching technologies, organizational skills, pedagogical tact, pedagogical technique, mastery of communication technologies, oratory and other qualities. Love for one's professional work is a quality without which there cannot be a teacher. The components of this quality are conscientiousness and dedication, joy in achieving educational results, constantly growing demands on oneself, on one’s teaching qualifications.

The personality of a modern teacher is largely determined by his erudition and high level of culture. Anyone who wants to navigate freely in the modern world must know a lot. The teacher is always a clear role model; he is a kind of standard of how it is accepted and how one should behave.

In elementary school, the teacher is an ideal, his demands are the law. No matter what they say at home, the categorical “And Marya Ivanovna said so” instantly removes all problems. Alas, the idealization of the teacher does not last long and tends to decline. Among other things, the influence of preschool institutions is felt: children see in the teacher the same kindergarten teacher.

3rd grade students write an essay “Teacher”. I wonder what they will wish for teachers, what qualities they will pay attention to?

Rural schoolchildren unanimously agreed that their teacher, or rather the teacher, was an excellent master of his craft. By this time, many children have already formed their own image of a teacher. Most see him as the kindest person. By kindness, our third-graders understand the most specific actions: not giving bad marks, not assigning homework for Sunday, answering all questions, praising good answers, telling parents more good things than bad, “... so that when mom comes home after a parent-teacher meeting, "I wasn't angry."

It is interesting to note that the qualities “good” and “kind” are identified: a good teacher is always kind, a kind teacher is always good. In addition, the teacher must be smart - “... so that he knows everything and immediately answers all questions.” He loves children, and children love him. The teacher is the fairest person: he gives correct, well-deserved grades and to the best students at the end of the quarter “... does not give grades that they did not have.” Restraint is highly valued: “so as not to shout without understanding”, “to listen to the answers to the end.” And besides, the teacher is: neat (implying the teacher’s beauty, taste in clothes, hairstyle), knows how to tell interesting stories, polite, modest, strict (“so that the students fear and love (!) the teacher”), knows the material (“not so, so that students correct mistakes on the board"), affectionate, like a mother or grandmother, cheerful, like a sister, demanding (“because I can study for “4” and “5”, but the teacher does not ask and demands little, I don’t study "). 15 students out of 150 who wrote the essay wanted the teachers not to give two marks in the diary for accidentally forgetting their uniform or slippers, breaking their pen, or fidgeting in class (“...otherwise mom gets angry and even hits”).

The humanistic school completely rejects didactogeny - a callous, soulless attitude towards children. Didactogeny is an ancient phenomenon. Even in the old days, they understood its detrimental effect on learning, and a law was even formulated according to which a rude, callous attitude of a teacher towards a student will certainly lead to negative consequences. Didactogeny is an ugly relic of the past.

Now in schools they don’t beat, they don’t humiliate, they don’t insult, but didactogeny... remains. Yu. Azarov talks about a teacher who gave the main place in the lessons to “order”: “children, sit down!”, “children, hands!”, “straighten up!”, “children, legs”... For several years in a row, the teacher was placed in example: she owns the class, she knows how to organize the kids, she holds the class... This last one - “hold in your hands” - most accurately characterizes the essence of her method. The method, alas, is didactogenic.

The use of the concept “ideal teacher” significantly explains the situation. An ideal teacher is an example of a professional, a bearer of civil, production and personal functions formed at the highest level.

The ideal teacher is a role model, a benchmark for preparation and a standard for comparison. The structure of pedagogical potential, expressed through the concept of an ideal teacher, is presented in Appendix 1.

Attention should be paid to the dynamism of pedagogical qualities. Remaining unchanged in name, they are constantly filled with new content. Therefore, specific features of the qualities of an ideal teacher should be subject to regular critical analysis, otherwise, having ossified in their development, they will look archaic and unattractive to students who have a keen perception of reality. But it's not just that. Until now, a significant drawback has been that the qualities of an ideal teacher have been abstract guidelines and inflated claims.

Almost never did they become valid and no one undertook their complete formation, in accordance with the ideal. Now, designed as components of a teacher’s professional potential, these qualities cease to be good wishes, since they act as the goal of his training. Setting the latter diagnostically, i.e. so that its components can be honestly determined, measured, and then checked the level of formation, we obtain a real program for approximating the formation of a teacher.

No profession places such demands on a person high requirements like a teacher's room. From the table of required professional qualities (Appendix 1) you can see how much a teacher has to work on himself in order to boldly enter the classroom and say: “Hello, children, I am your teacher.”

Teacher's skill. When analyzing the work of a primary school teacher, an integral (united) quality—teaching skill—comes to the fore. There are many definitions of teaching excellence. In the very general meaning- this is a high and constantly improving art of education and training. The basis of mastery is the fusion of personal culture, knowledge and outlook of the teacher with pedagogical technology and best practices. To master a skill, you need to know and be able to do a lot. You need to know the theory, be able to use effective technologies of the educational process, choose them correctly for each specific situation, diagnose, predict and design a process of a given level and quality.

There are many components of pedagogical mastery. It is, first of all, expressed in the ability to organize the educational process in such a way as to achieve the required level of education, development and knowledge under all, even the most unfavorable conditions. A real teacher will always find a non-standard answer to any question, will be able to approach the student in a special way, spark a thought, and excite him. Such a teacher knows the subject deeply and knows how to convey his knowledge to students. The master is fluent in modern teaching methods. Can this be learned? The experience of the masters shows that it is possible. Most teachers are able to use modern working methods if they wish. The path to this is not easy, it requires effort. Its stages are as follows: observation of the work of masters, constant self-education, study of specialized literature, introduction of new teaching methods into one’s own practice, self-analysis.

The art of a teacher is especially manifested in the ability to teach in the classroom. An experienced teacher ensures that students master the program material during the lesson; for him, homework is a way to deepen, consolidate, and expand knowledge. The secret of success of experienced teachers is the ability to manage student activities. The master teacher, as it were, conducts the entire process of knowledge formation, directs the work of students to the most important and complex units of content.

Another important indicator of mastery is the ability to activate students, develop their abilities, independence, inquisitiveness, and force children to think in class.

The ability to effectively carry out educational work in the learning process, to form in a student high morality, a sense of patriotism, hard work, and independence is another element of pedagogical skill.

A teacher who does not have mastery seems to impose knowledge without requiring reasoning. A master teacher knows how to make the root of knowledge not bitter, but sweet. The teacher's task is to find positive emotions in the learning process itself. He will alternate working methods, stimulate student activity, give interesting examples, etc. You can’t repeat yourself, you need to constantly find new original ways.

An important element of pedagogical skill is a high level of pedagogical technology. Pedagogical technology is a complex of knowledge, abilities, skills necessary for a teacher in order to effectively apply in practice his chosen methods of pedagogical cooperation. Mastery of pedagogical technology requires special knowledge in pedagogy and psychology and special practical training. First of all, the teacher masters the art of communicating with children: he knows how to choose the right tone and style of communication with them. In relationships with children, simplicity and naturalness are important. The master does not speak to them in an artificial, edifying, or familiar tone.

An integral element of pedagogical technique is the teacher’s ability to manage his own attention and the attention of children. In large groups of children with a significant number of operations performed by them, nothing should escape his control. It is also very important to be able to determine a student’s behavior by external signs. state of mind. This cannot be ignored when choosing pedagogical actions. Moreover, this forms the basis of pedagogical tact and occupies the most important place in pedagogical activity.

A sense of pace is also inherent in the teacher. One of the reasons for many mistakes is that teachers poorly balance the pace of actions, pedagogical decisions: they are either in a hurry or late, and this in any case reduces the effectiveness of the pedagogical influence.

A large group of skills and abilities of pedagogical technology consists of techniques for expressive demonstration by the teacher of his subjective attitude to certain actions of students or their manifestations. moral qualities. The teacher does not remain indifferent. He rejoices at the good deeds of his students, and is saddened by the bad. His experiences are always perceived by children as the most realistic assessment of their actions. In this sense, the skill of a teacher is to some extent akin to the skill of an actor. The teacher’s appeal can be both a request and condemnation, approval and order. The teacher always “plays” the same role - himself and thereby pursues only one goal - to correctly influence the students.

Pedagogical communication - establishing contact with children. It can also be defined as professional interaction between a teacher and students, aimed at establishing a trusting relationship between them. Speech culture, proper breathing, voice production, the ability to control your voice, your face, pause, control facial expressions, and gestures all play a role here. “I became a real master only when I learned to say “come here” with 15-20 shades, when I learned to give 20 nuances in the setting of a face, figure, voice,” admitted A.S. Makarenko].

Problems of pedagogical communication are actively studied in world pedagogy. The recently published book by American educators J. Brophy and T. Gudd, “Teacher-Student Relations,” analyzes the features of the “subjective” communication of a teacher, manifested in a selective attitude towards students. For example, it has been found that teachers more often turn to students who arouse their sympathy. Students who are indifferent to them are ignored by teachers. Teachers treat “intellectuals,” more disciplined, efficient students better. Passives and “blunderers” come in second place. And independent, active and self-confident schoolchildren do not enjoy the teacher’s favor at all. The external attractiveness of a student has a significant impact on the effectiveness of communication.

J. Brophy and T. Goodde also found that teachers:

they involuntarily tend to appeal more to those students who sit at the first desks;

their achievements are assessed with higher scores;

prefer students who have beautiful handwriting;

those who are more neatly dressed are also singled out;

female teachers give higher grades to boys;

male teachers slightly inflate grades for attractive female students, etc. .

Depending on the style of pedagogical communication, three types of teachers are identified: “proactive”, “reactive” and “overactive”. The first is proactive in organizing communication, individualizes his contacts with students, his attitude changes in accordance with experience. He knows what he wants and understands what his behavior contributes to achieving the goal. The second one is also flexible in his attitudes, but he is internally weak. It is not he himself, but the schoolchildren who dictate the nature of his communication with the class. He has vague goals and overt opportunistic behavior. An “overactive” teacher is prone to exaggerated assessments of his students and building unrealistic communication models. If a student is a little more active than others, he is a rebel and a hooligan; if a student is a little more passive, he is a quitter and a cretin. The grades he has invented force such a teacher to act accordingly: he continually goes to extremes, fitting real students into his stereotypes.

In addition to the teacher’s main weapon - the word, in his arsenal there is a whole set of non-verbal (non-speech) means of communication. The role is played by posture, facial expressions, gestures, gaze. Research, for example, has shown that when the teacher's face is motionless or invisible, up to 10 - 15% of information is lost. Children are very sensitive to the teacher's gaze. When his face becomes unfriendly, students feel discomfort, and their work efficiency decreases. “Closed” poses of the teacher (when he somehow tries to close the front part of the body and take up as little space as possible; “Napoleonic” standing pose: arms crossed on the chest, and sitting: both hands resting on the chin, etc. ) are perceived as distrust, disagreement, opposition. “Open” poses (standing: arms open, palms up, sitting: arms outstretched, legs extended) are perceived as trust, agreement, goodwill. All this is perceived unconsciously by students.

Enthusiasm, joy and distrust are usually conveyed in a high-pitched voice, anger, fear - quite high, grief, sadness, fatigue - soft and muffled. Voice can also become a barrier to teaching. Much can be changed through self-education and constant self-improvement training. The speed of speech also reflects the teacher's feelings: fast speech - excitement or concern; Slow speech indicates depression, arrogance or fatigue.

It has been proven that stroking, touching, shaking hands, patting are biologically required form stimulation, especially for children from single-parent families for whom the teacher replaces the missing parent. By patting a naughty or offended person on the head, you sometimes achieve more than all other means combined. Not every teacher has the right to do this, but only those who enjoy the trust of their students.

The norm of pedagogical distance is determined by the following distances:

personal communication between teacher and students - from 45 to 120 centimeters;

official communication in the classroom - 120-400 centimeters.

A feature of pedagogical work is constant change(“gap”) of communication distance, which requires the teacher to repeatedly adapt to specific conditions and a lot of stress.

Gestures always enliven a story and make communication easier (or more difficult). For example, gestures are very favorable when the hands are turned palms up. Do not cross your legs, put your hands behind your back or keep them in your pockets - this creates a barrier between interlocutors. Gestures should be avoided index finger- in this way, the teacher once again emphasizes his role as a leader, a person standing above, and also try not to fiddle with his pen or glasses, not to drum his fingers on the table, not to stomp his feet - this is distracting and demonstrates your impatience or uncertainty. The teacher looks at each of his students in turn, and not at the window or book. Then every student in the class will feel your attention.

To summarize, we note that everything depends on skill. And mastery itself is the result of a teacher’s long hard work on himself. Some people are content with the “middle”, calming themselves down: they listen, sit quietly, have time - and that’s enough. Such a teacher will never leave a mark in the hearts of his students. If you are going to be a teacher, then be a professional - a master of your craft.

Modern education in the world is the most widespread type of human activity. Education becomes the main matter of life for the vast majority of young and middle-aged people who study throughout their active professional career.
Russian society puts forward a very specific social order for the training of specialists. This order is formulated in the report of the State Council of the Russian Federation “On the educational policy of Russia in modern stage": "A developing society needs modernly educated, moral, enterprising people who can make independent decisions, are capable of cooperation, are mobile, constructive, and are ready for intercultural interaction."
The ongoing changes in modern Russian society require adequate modernization of the education system to meet the needs of society and the state in training professionals of the new generation.
The state of teaching activity is characterized by a transition to working according to federal state educational standards (hereinafter referred to as the Federal State Educational Standard), which put forward new social requirements for the education system. What should a school be like to fulfill the task set for it by the state? A.A. Fursenko defined this with the words: “We must prepare the child for the future life so that he will be a successful person, regardless of how he studies.” Introduction of the Federal State Educational Standard is new stage modernization of Russian education. His concept dictates new requirements for the personality of the teacher, as a key figure in transformative activities in the field of education. Currently, significant innovations in the field of organization, content and technology of teacher education do not provide that level of personal and professional readiness teacher to creativity, making non-standard decisions, interacting with students, showing initiative, and being active in activities that would correspond to the process of updating the target, content and procedural characteristics of education. The updated education system must come new teacher, with a new type of thinking, capable of implementing the tasks put forward by the Federal State Educational Standard.

Current issues introduction of the Federal State Educational Standard:

- New targets. To achieve results, new pedagogical tools are required. Make it old pedagogical ways is impossible, and this means that teachers need not only to change the elements of the pedagogical system, but also to reconsider the entire system of their activities, learn to design a lesson in the logic of educational activity: situation - problem - task - result. The teacher must structure the lesson so that it teaches problem solving. The standard also gives the teacher an understanding of the result, based on which he will build the educational process.
-Manufacturability of activities. The teacher must build educational activities technologically, understand the logic and structure of this activity. The key technologies designed to ensure the achievement of new educational results are the technology of organizing project activities of students, the technology of problem-based (problem-based dialogic) learning, information communication technologies, and the technology of assessing educational achievements. Today, the teacher ceases to be the bearer of “objective knowledge.”

Its main task is to motivate students to show initiative and independence in discovering new knowledge and finding ways to apply it in solving various problematic problems. Thus, on the one hand, students develop interest in new material and selfless cognitive motivation; on the other hand, students achieve a true understanding of the material. The fact that independently acquired knowledge is particularly durable does not require proof.

-The basis of the standard is a system-activity approach to training. This forces us to reconsider the ways of interaction with the student in the cognitive process. The goal of education is not the transfer of a certain amount of knowledge, but the creation of conditions for the maximum development of the child’s individuality, his abilities, inclinations, and interests. In this regard, the content of education is selected on the basis of highlighting the competencies that are necessary for each person. The role of the teacher is also changing: from a “translator” of information, he turns into an organizer of student activities. Accordingly, the student does not just sit, listen and reproduce the information received in the lesson, but becomes an active participant in acquiring and mastering this information. The student must become the subject of the activity. Teacher and psychologist V.V. Davydov wrote: “It’s high time to change the purpose of education - not just to give practical skills, but to teach how to learn.”

-Organization of control and assessment activities. A new understanding of educational results determines the need to update the traditional assessment activities of a teacher. Effective assessment activities require the following competencies:

The ability to select and apply modern educational technologies and assessment technologies that are adequate to the goals set (Portfolio technology, technology for assessing students’ educational achievements, etc.);

Correctly apply various evaluation scales and procedures (comprehensive final work, level approach to presenting planned results, etc.);

To form students’ evaluative independence.

-Organization of extracurricular activities. Due to it, the space of interaction between participants in the educational process expands, an opportunity arises for organizing project and search work. Extracurricular activities make it possible to create conditions for the student to master other non-curricular activities that will teach him to solve problems and develop his individual abilities and capabilities. Russian psychologist A.N. Leontyev said: “The grief of our education lies in the fact that in our education there is an impoverishment of the soul when enriched with information.”

In the context of modernization of the education system, the main driver remains the teacher and, therefore, increasing the level of his professionalism is an indispensable condition for this process. The teaching profession, although it is a mass one, is still a special mass profession. Its role is increasing, and at the same time the requirements for his professional qualities are growing. In the teaching field, we need not just professionals, but real devotees of their craft, bright personalities who are able to overcome emerging difficulties and work creatively. At the same time, it is necessary that not just a few, not just leaders and innovators, become such individuals. It is necessary for the mass teacher to rise to a higher level of professional and personal development.

The structure of professionally important pedagogical qualities can be presented as follows:
1. Professional competence allows the teacher Constantly improve yourself, seek new knowledge. He should not be a transmitter of knowledge, not a “lesson teacher,” but a person who is capable

design the educational environment of a child, class, school. Not to mention the fact that he must be an active user of information and communication technologies for learning. "Mature" professional competence will allow for a change in the teacher’s position from leading to accompanying.

2. Capabilities

Pedagogical abilities ensure the accumulation of fruitful information about students, allowing the use of “creative” suggestion, stimulating the formation of self-control and self-regulation, thereby ensuring the student’s need for self-development and self-affirmation.

Pedagogical failure is manifested in the fact that the teacher is insensitive to the needs and capabilities of the student, to his very strengths personality, activity, system of relationships, abilities. During the teaching process, such a teacher does not accumulate fruitful information that provides “creative” suggestion.

It is precisely because of the specific sensitivity to the object, means, conditions of activity and the finding of productive models for achieving the desired results that human abilities act as the most important prerequisite for the success of teaching work.

The level of ability can be judged by the level of performance.

If several abilities are harmoniously combined in the structure of a teacher’s personality, with pedagogical ones playing a leading role, then we can talk about the teacher’s talent. The combination of abilities ensures the achievement of very high results in teaching work.

3. Personal qualities

A modern teacher should be distinguished by the moral and civic qualities of a teacher as a person of his time. Teachers must understand that their key purpose is to educate Russian citizens. Let us recall the semantics of the word “education” – the transfer of an image. The teacher himself must be the bearer of the image of a person, people, country and pass on this image to the younger generation.
Hence, the priority should be recognized not as the tasks of transferring professional knowledge, but, first of all, the education of the spiritual, value-based, creative relationship of the teacher to the world, the skills of interaction with students on humanistic principles as the basis of his moral culture. Only a morally educated teacher can accomplish the tasks of moral education of youth. This task should be highlighted as a priority in the system of professional activity of a teacher in a general education institution.

4 .Professional self-awareness - These are character traits and intellectual abilities necessary for professional activities. Today it occupies a particularly important place psychological readiness and the intellectual ability of the teacher to master the necessary innovative competencies and apply them in their professional activities.

Thus, at the present time - a time of rapid informatization of education - the professional self-awareness of a teacher becomes an indispensable condition for his development as a professional.

And here is how the image is formed in the minds of a modern student professional teacher:

A professional teacher combines the traditional approach and introduces his own innovations into the learning process.

This is a person who knows how to find a common language with students, an approach to everyone, to interest and make students fall in love with their subject.

A professional teacher means a competent, willing to teach, wise person; he must love his subject and his students.

First of all, a professional teacher must have simple human qualities: kindness, understanding, teach not only science, but also life, and be a spiritual mentor.

One cannot but agree that this collective portrait of the teacher

a professional through the eyes of graduates fully meets the requirements that not only the new educational standard, but also time places on a teacher. Let us recall the important and correct words of the Russian teacher, the founder of scientific pedagogy in Russia, Konstantin Dmitrievich Ushinsky, “In the matter of teaching and upbringing, in the entire school business, nothing can be improved without going past the head of the teacher. A teacher lives as long as he learns. As soon as he stops learning, the teacher in him dies.” I wish all the teachers healthy ideas and healthy children's souls!