For a professional solution pedagogical tasks it is necessary to prepare specially, mastering the peculiarities of work in the field of education and upbringing of a person. Professional experience and skill are acquired in the course of solving pedagogical problems.

Significant for a professional teacher the following questions- how to conduct a problem lesson, how to develop a new or improve a well-known educational program, how to combine group, collective and individual work of students in the lesson, how to ensure the development of creative abilities during the lesson, how to stimulate interest in the subject.

What professional functions does a teacher perform?

The modern teacher performs gnostic, constructive, organizational, communicative, diagnostic, corrective and control-evaluative functions.

Which types of teaching activities practice today?

Types of pedagogical activities are divided depending on the type of pedagogical task:

1) practical activities on training and education of a person;

2) methodological activity of a specialist in presenting materials of pedagogical science to teaching staff of various institutions (related to the methodology of the academic subject or to the methodology of conducting educational work at school);

3) management activities of educational system leaders;

4) scientific and pedagogical activities (research).

Let us conduct a comparative analysis of them according to the structural components of pedagogical activity.

These components are the goal, the means to achieve it, the result, and also her object and subjects.

By objects and subjects of activity:

1) the subject is a teacher or educator, the object is a student, pupil, group or educational team;

2) the subject is a teacher-methodologist, the object is teaching practitioners;

3) the subject is the administration of the educational institution, the object is the teacher, educator, student, pupil, team of practicing teachers and student body;

4) the subject is the scientist-teacher, the object is the entire sphere of pedagogical activity as a whole (all pedagogical theory and practice).

By purpose:

1) transfer of life and cultural experience from the older generation to the younger;

2) message scientific discoveries, transfer of advanced pedagogical experience and innovations to the wider pedagogical community;

3) management of the work of practicing teachers;

4) search and development of new pedagogical knowledge in the field of improvement 1,2,3.

By means of achieving the goal:

1) methods and techniques of training or education, visual and technical means;

2) scientific and methodological seminars, conferences, distribution of specialized literature, introduction of scientific and practical achievements, exchange of experience;

3) methods and techniques of team management, methods of delegation of authority, collective cooperation, individual work with teachers, parents, students;

4) methods scientific knowledge(observation, experiment, modeling, development of theories and concepts, new pedagogical technologies).

The result of pedagogical work is the actualization and development of mental new formations in the student, pupil or teacher, as well as the improvement of the methods of their activities.

According to the results:

1) trained, educated and educated person;

2) a teacher with developed scientific thinking, a specialist in the field of theoretical research and discoveries concerning problems and methods of teaching, education and human development. A professional who is able to consider and combine theory with techniques and modern technologies practical work. In other words, a competent and creative teacher-practitioner involved in the innovation process;

3) developed and creative teaching staff achieving serious results in practical work, constantly increasing the growth of their knowledge and ensuring high quality education and upbringing of students in this educational system;

4) new pedagogical knowledge - in the form of laws, principles, new systems, technologies, methods, rules, forms of organization of teaching and educational processes.

In fact, pedagogical activity is joint and is built according to the laws of interaction, taking into account the characteristics of people’s communication and their styles of behavior.

In practice, differentiation can be observed communication styles ( V. A. Kan-Kalik):

Passionate style joint activities;

Friendly style;

Distance communication style;

Intimidation style;

Flirting style.

IN different situations such behavior styles, as: conflict, confrontational, smoothing, cooperative, compromising, opportunistic, avoidance, suppression, competitive or defensive style.

All possible styles of communication and behavior accompany some type of activity, forming the background and forming the appropriate emotional and moral environment of interaction.

Pedagogical activity is the management of the activities of the student (pupil) and the process of interaction with him.

What determines the success of teaching activities in terms of solving pedagogical problems? First of all, from the individual personal characteristics of the subjects (Teachers) of pedagogical interaction.

What are the requirements for a modern teacher?

Answers to various questions regarding professional teaching activities and the teaching profession can also be found in Chapter V

5. TEACHER: PROFESSION AND PERSONALITY

Formation of the teaching profession. The emergence of the teaching profession has objective grounds. Society could not exist and develop if the younger generation, replacing the older generation, was forced to start all over again, without creatively mastering and using the experience that it inherited.

Since the emergence of the teaching profession, teachers have been assigned primarily an educational function. A teacher is an educator, a mentor. This is his civic, human purpose.

As the processes of social production became more complex, methods of cognition developed, and scientific knowledge rapidly grew in society, a need arose for the special transfer of knowledge, skills and abilities. That is why, from the field of “pure” education, a relatively independent function has emerged in the teaching profession - teaching. The educational function began to be entrusted to other persons. Thus, in families of privileged classes, home educators were invited to raise children. In Russia, these were, as a rule, foreign tutors and governesses. In public and private educational institutions, along with teachers, there were class monitors, class mentors, class ladies, etc.

All nations and at all times have had outstanding teachers. So, the Chinese called the great teacher Confucius (U1-U centuries BC). One of the legends about this thinker is his conversation with a student: “This country is vast and densely populated. What is she lacking, teacher? - the student turns to him. “Enrich her,” the teacher replies. “But she’s already rich. How can we enrich it?” - asks the student. "Teach her!" - exclaims the teacher.

Czech humanist teacher J.A. Comenius dreamed of giving his people the collected wisdom of the world. He wrote dozens of school textbooks and over 260 pedagogical works. He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds knowledge into every corner of a human being, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who energetically leads an offensive against barbarism and ignorance (Komensky Ya.A. . Izbr.ped.soch.-M., 1995.-P.248-284).

Another famous teacher was the Swiss teacher I.G. Pestalozzi, who spent all his savings on creating orphanages. He dedicated his life to orphans, trying to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: “ Everything is for others, nothing for yourself.”

The great teacher of Russia was K.D. Ushinsky. The textbooks he created have had a circulation unprecedented in history. For example, “Native Word” was published 167 times. His legacy consists of 11 volumes, and his pedagogical works still have scientific value today. He described the social significance of the teaching profession as follows: “An educator who is on par with the modern course of education feels like a living, active member of a great organism fighting the ignorance and vices of humanity, a mediator between everything that was noble and lofty in the past history of people, and a new generation, the keeper of the holy covenants of people who fought for truth and good,” and his work, “modest in appearance, is one of the greatest deeds in history. States are based on this matter and entire generations live on it” (Ushinsky K.D. Collected works: In 11 volumes - M., 1951. - T.2.-P. 32).

Today, in developed countries, teachers constitute the largest group of intellectuals. It is more than twice the number of engineers and doctors. What makes a modern teacher remain attached to his profession? The American psychologist R. Gersberg found that the real motives of a teacher’s activity are variety of work, independence, professional growth, awareness of the importance of the matter, etc.

An important advantage of teaching is the wealth of social connections - with colleagues, students, parents.

The uniqueness of the teaching profession lies in the fact that by its nature it has humanistic character. In the process of education, the teacher solves two problems - adaptive and humanistic (“human-forming”). The adaptive function is associated with the adaptation of the student, pupil To specific requirements of the sociocultural situation, and humanistic - with the development of his personality and creative individuality.

On the one hand, the teacher prepares his students for a certain social situation, for the specific demands of society. But, on the other hand, he, while objectively remaining the guardian and conductor of culture, carries within himself a timeless factor. By developing the child's personality based on the richness of human culture, the teacher works for the future.

The desire to serve the future characterized progressive teachers of all times. Thus, a famous teacher and figure in the field of education of the mid-19th century. A.V. Disterweg, who was called the teacher of German teachers, put forward a universal goal of education: service to truth, goodness, beauty. “In every individual, in every nation, a way of thinking called humanity must be instilled: this is the desire for noble universal goals.” (Disterweg A. Favorite ped. Op. - M., 1956. - P.237). In realizing this goal, he believed, a special role belongs to the teacher, who is a living example for the student. His personality earns him respect, spiritual strength and spiritual influence.

Education for the sake of a child’s happiness is humanistic meaning pedagogical activity of V.A. Sukhomlinsky. Without faith in a child, without trust in him, all pedagogical wisdom, all methods and techniques of teaching and upbringing, in his opinion, are not valid. The basis for a teacher’s success, he believed, was the spiritual wealth and generosity of his soul, well-mannered feelings and high level general emotional culture, the ability to delve deeply into the essence of a pedagogical phenomenon.

The primary task of the teacher, noted V.A. Sukhomlinsky. is to discover the creator in every person, to put him on the path of original creative, intellectually fulfilling work. “To recognize, identify, reveal, nurture, and nurture in each student his unique individual talent means raising the individual to a high level of flourishing human dignity.” (Sukhomlinsky V.A. Favorite prod.: In 5 volumes - Kyiv, 1980. - T.5. - P. 102).

Objectives of pedagogical activity.

Most common task pedagogical activity in the educational process consists of creating conditions for the harmonious development of the individual, in preparing the younger generation for work and other forms of participation in life

society. It is solved by organizing a personal development environment and managing various activities of students with the goal of their harmonious development. Figuratively speaking, the pedagogical process is a process in which “educational teaching” and “educational education” are merged (A. Disterweg).

Requirements for a modern teacher.

Prepared by:

primary school teacher

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 the 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 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 have at least six months to adapt to the new standards, which should not lead to major changes in 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 of an employment contract that fixes the relationship between the employee and the 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 sphere 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 the necessary training for the teacher to obtain high results from 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 forms and methods of control.

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. Put educational purposes that contribute to the development of students, regardless of their background, abilities and character, are constantly looking for pedagogical paths their achievements.

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 (culture of experiences and value orientations child).

11. Be able to discover and implement (embody) the educational possibilities of various types of child activities (educational, play, work, sports, artistic, etc.).

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

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

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 actual condition activities in the classroom, maintain a friendly business 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, state of 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, behavioral skills in the world of 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 educational needs (autists, 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

An elementary school teacher should

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. When organizing educational activities, ensure the achievement of 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 success and capabilities of students, take into account the unevenness of individual mental development 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.

If we talk about the requirements that a modern teacher must meet, they can be divided into 4 large groups:

Educational requirements

Didactic requirements

Psychological requirements

Hygienic requirements

Let's look at the educational requirements for a teacher. This includes the ability to cultivate moral qualities in students and the ability to lay the foundation of aesthetic tastes. A modern teacher must show how the learning process is closely connected with life itself. After all, a person can only meet the needs and requirements of modern life by studying and gaining knowledge.

Didactic requirements are determined by the need to ensure the cognitive activity of students. The teacher in his work must competently combine verbal, visual, and practical teaching methods. The student must receive theory inseparably from practice, which he can apply in his future work and everyday life. There is a need for systematic monitoring of how students learn the material and how they can apply knowledge in practice. If there are any difficulties in this, their educational efforts must be adjusted in time. Feedback is very important. You need to communicate with students, understand their difficulties and experiences, and try to guide them in the right direction. You need to work on your own mistakes. If students have any gaps, they need to ask themselves the question “Where did I make a mistake in teaching?”

Psychological requirements. The teacher must be well prepared psychologically. A teacher's character always shines through in any lesson. You need to be demanding of students, but at the same time fair. You need to be friendly, but at the same time maintain subordination. Self-control is very important - it will help to overcome various negative states (such as uncertainty or temper, which is far from typical for teaching).

And the last point is hygiene requirements. In the classroom, a comfortable environment must be strictly observed. temperature regime, the room must be ventilated in a timely manner, and proper lighting must be provided. During the lesson, monotony and monotony should be avoided - listening should be alternated with written assignments, practical work, presentations and video materials.

LIST OF SOURCES USED

Nemov R.S.. Psychology: In 3 books. Book 1 - M., 1998.

Psychology and pedagogy: Proc. manual for universities / Comp. and resp. ed. A.A. Radugin. - M.: Center, 2000.

Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and pedagogy. - St. Petersburg: Peter, 2000.

Krysko V.G. Psychology and pedagogy Course of lectures 4th edition, revised OMEGA-L publishing house Moscow, 2006

Goranchuk V.V. Psychology business communication and management influences. St. Petersburg: Publishing House "Neva"; M.: OLMA-PRESS Invest, 2003.

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 in 1586 it was written: “The didaskal or teacher of this school is supposed 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 helper heresies, but a pious promoter, presenting himself with a good image in everything, not in calico virtues, so that his disciples may be like 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 models of simplicity - in food and clothing; vigor 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 an inclination 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 following types of abilities are identified.

Organizational – the teacher’s ability to rally students, keep them busy, divide responsibilities, plan work, sum up 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 and objectively evaluate them emotional state, 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.

A noticeable transformation is taking place before our eyes. educational institutions to production institutions that provide “educational services” to the population, where plans, contracts are in effect, strikes occur, competition develops - an inevitable companion of market relations. In these conditions, those qualities of a teacher that become professionally significant prerequisites for creating favorable relations in the educational process. 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 guidance Such a complex organism as a class or a children's group 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 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 strengthens the moral authority of a teacher more than the ability to be objective. Prejudice, bias, subjectivism are very harmful to the cause of education.

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 a concentrated expression of the mind, feelings and general culture of the educator. Its core is respect for the personality of the student. This warns the teacher against tactlessness and prompts him to choose optimal means impact in a specific 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: good teacher necessarily kind, kind - 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 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: 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 it harmful influence for training 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 was held up as an example: she masters discipline, knows how to organize children, holds the class in her hands... This – “hold in her 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, about the excitement and foreboding with which 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's to you 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.

...But why am I then called a “student” if I must complete all tasks without errors? - I thought as a child... Have teachers all over the world really conspired among themselves to hunt and make fun of the mistakes of their students? Then you can foresee how we children spoiled them: every day we probably made several million mistakes in our workbooks and test books! "Teacher! – Sh. Amonashvili calls. “If you want to improve and transform your method of education on the principles of humanity, then do not forget that you yourself were once a student, and ensure that your students are not tormented by the same experiences that tormented you.”

No profession makes such high demands on a person as teaching. Let's look at the final table of professional qualities (see Fig. 17), try to “try them on” for ourselves and see how much more work we need to do on ourselves 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 quality—teaching skill—comes to the fore. There are many definitions of it. In the most general sense, it is a high and constantly improving art of education and training. Mastery is based on a fusion of the teacher’s personal culture, knowledge and outlook with pedagogical techniques and best practices. To master the skill, you need to know the theory, use effective technologies of the educational process, choosing them correctly for a specific situation, diagnose, predict, design a process of a given level and quality, organize it so that, under all, even the most unfavorable conditions, you can achieve the desired level education, development and knowledge of students. A real teacher will always find a non-standard answer to any question, will be able to approach a student in a special way, ignite curiosity in him, and excite him. Such a teacher has a deep knowledge of the subject, has the ability to convey his knowledge to students, and is fluent in modern teaching methods. Can this be learned? The experience of the masters shows that it is possible. Most teachers, if desired, are able to master modern methods of work. The path to this is not easy, it requires tension, observation of the work of masters, constant self-education, studying specialized literature, introducing new teaching methods, and self-analysis.

The art of a teacher is especially manifested in the ability to teach in the classroom, for him homework– only a way to deepen, consolidate, expand knowledge. The secret of the success of experienced teachers is their ability to manage the activities of students; they, as it were, orchestrate the process of developing their knowledge, directing attention to the most important and difficult components of the content.

Another important indicator of mastery is the ability to activate students, develop their abilities, independence, inquisitiveness, force them to think in class, and use a variety of methods to enhance the learning process.

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 the skill, as it were, imposes knowledge, but a teacher who does know how to make the root of knowledge sweet, will find positive things in the learning process, will alternate working methods, give interesting examples, and find original ways to transfer knowledge.

An important element of pedagogical skill is a high level of pedagogical technology. Pedagogical technology is a complex of knowledge, abilities, and skills necessary to effectively apply methods of pedagogical cooperation in practice. This also requires deep knowledge of pedagogy and psychology, and special practical training. First of all, the teacher masters the art of communicating with children, the ability to choose the right tone and style, simplicity and naturalness. The master will not speak to them in an artificial, edifying or familiar tone.

Composite element pedagogical technique - 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 get out of control. It is important for a teacher to be able to external signs determine the student's behavior state of mind. This cannot be ignored when choosing pedagogical actions. Taking into account the student’s state at each moment forms the basis of pedagogical tact and occupies the most important place in the work.

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 their actions: they are either in a hurry or late, and this reduces the effectiveness of pedagogical influence.

A large group of skills consists of techniques for expressive demonstration by the teacher of his subjective attitude to certain actions of students, manifestations moral qualities. He rejoices at the good deeds of his pupils, is upset by the bad, and his experiences are perceived by the children as a real 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 a request, condemnation, approval, or order. The teacher always “plays” the same role - himself and thereby pursues only one goal - to correctly influence the students.

Pedagogical communication is the establishment of contact between the teacher and children. It can also be defined as professional interaction between a teacher and students, aimed at establishing a trusting relationship. Speech culture plays a role here, correct breathing, voice production. The teacher will learn to control his voice, face, pause, posture, facial expressions, gesture. “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,” said A.S. Makarenko.

Problems of pedagogical communication are actively studied in world pedagogy. The recently published book by American educators J. Brophy and T. Goodda, “Teacher-Student Relations,” analyzes the features of a teacher’s “subjective” communication, which manifests itself 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;

– evaluate their achievements 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 the grades of 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 means of communication: posture, facial expressions, gesture, gaze. Studies, for example, have 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 by students on an unconscious level.

Enthusiasm, joy and distrust are usually conveyed in a high-pitched voice, anger, fear - in a rather high-pitched voice, grief, sadness, fatigue - in a soft and muffled voice. Remember how the shrill or creaky voices of some mentors irritated you at school and you will understand that your voice can become an obstacle to teaching. Much can be changed by self-education, constant training on self-improvement. The speed of speech also reflects the teacher's feelings: fast speech - excitement or concern; slow is evidence of depression, arrogance or fatigue.

It has been proven that stroking, touching, shaking hands, patting are a biologically necessary form of stimulation, especially for children from single-parent families, for whom the teacher often replaces the missing parent. By patting a naughty or offended person on the head, you sometimes achieve more than by 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 cm;

Formal communication in the classroom – 120–400 cm.

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

Don't forget about gestures! They bring the story to life and make communication easier (or more difficult). For example, gestures are made 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. Avoid gesturing with the index finger - this way the teacher emphasizes the role of the person standing above. Try not to fiddle with your pen or glasses, drum your fingers on the table, or stomp your feet - this is distracting and demonstrates your impatience or uncertainty. The teacher looks at each student in turn, and not at the window or book. Then everyone will feel attention to themselves.

To summarize, we agree that everything depends on skill. And mastery itself is the result of a teacher’s long, hard work on himself. Some 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 master of your craft.

Modern requirements to the 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 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 larger number multidisciplinary academic disciplines.

The educational standard of the new generation sets new goals for the teacher. Therefore, for my students I create conditions for independent work, 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 fundamental 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 academic 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

The 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 MOU.

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 substantive 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 relationships 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.).

Profession is a gender labor activity a person who possesses 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. Profession Serves certain area social activities. Within the framework of one specialty, independent professions can actually exist (subject teacher, language and literature teacher, translator, etc.).

The teacher's specialty includes wide range professions:

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. The intensive development of primary education, the variety of alternative programs, and a radical change in the procedural side of teaching have 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 with deep knowledge in the field of psychology of learning, development and development of a child’s personality, organization of communication in educational activities, as well as special knowledge and skills for introducing innovative technologies into the practice of school life, has become urgent.

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 the analysis of real educational activities primary school teachers and taking into account developmental prognosis 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 the professionogram are the most important for determining the content of curricula and programs, and the content of professional competence allows you 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, general functions pedagogical activity, the general structure of pedagogical abilities, etc. Meanwhile, the teaching profession is very multifaceted and includes a number of different, albeit 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 corresponding features 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 PKK. 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 demand for teachers who are able to improve the level of their professionalism and pedagogical skills, and conduct 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 teacher of a special age group: the younger student sees in his teacher ideal person. On the other hand, the existing system of training these specialists does not make it possible to form a complete psychological system activities, so the lack of developments about the professionally important qualities of primary school teachers prevents the emergence of an “image of a professional”, which must be strived for and met 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? It is also alarming that each 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 requirement 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 in achieving 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 diversity life path teachers. 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.

The personal development of a 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, Leontiev 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 in primary grades in the Russian language, literary reading, mathematics are being reduced in favor 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 working week teachers. 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 at the school, district, city level, non-governmental educational institutions, conducting 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

The professional feature of a modern teacher is that currently his work is acquiring a proactive, project-based character and, as a result, the central requirement for a teacher’s professional qualities is mastering 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 the motivation of teaching staff to work 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; for the formation of job descriptions and the development of federal government 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, the teaching field requires not just professionals, but real devotees of their work, 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 the systemic principle that makes it possible to form a complete psychological system of activity in future specialists and achieve interaction between personality and activity. .

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