Professional pedagogical development. Professional development of the teacher. Control questions and tasks

My activity is a culture of support and assistance to a preschool child in the educational process - psychological and pedagogical support. It includes tasks for the timely and complete mental development children, ensuring their successful socialization, creating conditions conducive to the emotional well-being of each child.

Psychological and pedagogical support is not limited to the area of ​​direct interaction with the child, an important link in this process is the organization of work with teachers and parents as participants in the educational process.

Adults need to determine for themselves from time to time those motives that motivate their own activities, what drives their educational efforts and build interaction with children on the basis of humanistic principles: dialogization, problematization, personalization, individualization.

We, following A.N. Leontiev, believe motive the subject of need, where the cognitive element of the motive means the knowledge of the subject about the object that satisfies his need, and the function of the affective element of the motive is to give the object of the subject's need the necessary motivation. Motives are divided into known and actual ones. Only known motives are deprived of the function of motivation and meaning formation. Really acting ones occupy a certain place in the human mind, are divided into motives-stimuli and meaning-forming ones. Merging with the “I” area, the feeling of the internal necessity of action is considered one of the subjective signs of semantic formation, in particular, a sense-forming motive.

I made the assumption that the formation motivational sphere the personality of the teacher determines his professional development, the fundamental condition of which is the transition to more high level professional identity.

Based on the fact that Professional Development- this is such a development when the teacher is aware of his participation and responsibility for everything that happens to him, his pupils and tries to actively promote or counteract external circumstances, plans and sets goals for professional activity, changes himself in order to achieve them, purposeful work was organized c teachers.

Professional development is inseparable from personal development - both of them are based on the principle of self-development, which determines the ability of a person to turn his own life activity into an object of practical transformation.

My research topic was: “Professional development of teachers through the conduct of psychological and pedagogical seminars”. The importance of working on the indicated problem lies in the fact that only professional activity, given by a meaning-forming motive, contributes to the emergence of motivation for innovation, success in activity. Developing professionally, the teacher contributes to the formation of a successful personality of the child.

Target research work, held during 1999-2005, consisted of the following: promoting self-improvement, self-development, creative self-realization of teachers through psychological and pedagogical seminars.

For achievement the goal of the study, the following tasks:

1. Definition of professional and educational level teachers.
2. Model development professional development teacher. Determination of the stages of work on this topic.
3. Development and approbation of a cycle of classes on the professional development of teachers.

Determining the effectiveness of the work carried out based on the results of a diagnostic examination of teachers and children.

For the emergence of internal motivation of teachers, the emergence of personal meaning, changes in semantic attitudes, it was necessary to create conditions as:

• transformation of psychological and pedagogical knowledge;
• the formation of a reflexive position;
• awareness and transformation of the motive;
• ensuring success in activities.

object my research was the professional development of the personality of the teacher, item om - psychological and pedagogical seminars: theoretical and practical classes.

The following research methods : diagnostic examination, observation, individual conversations with teachers, a survey of children.

Back to top 1999 educational and qualification level members of the teaching staff in the amount of 24 people. presented the following picture:

In order to study the professional development of teachers in 1999, diagnostic examinations and self-diagnosis were carried out:

• motives that set the activities of teachers and personal meanings through the target setting: “What, for what and how” does a person;
• expressiveness of conflict meanings - internal barriers
• ability to decenter;
• style of communication with the child;
• striving for self-actualization (A. Maslow).

which allowed teachers to see what needs to be worked on.

The results of the diagnostic examination of teachers are as follows:

The personal meaning of what a person does (meaning for himself) is present in 74% of people;

Motivation for innovative activity is present in 74% of teachers;

The sense-forming motive is also characteristic of 74% of teachers;

The hierarchy of motives lined up as follows:

• in the first place - the motive of promoting the development of children;
• on the second - the motive of self-improvement, self-development;
• on the third - the motive of interest in novelty.

Hierarchy of internal barriers (severity of conflicting meanings) of teachers

looked like this:

Strong internal barrier in the form of:

Consequently, teachers are conscientious people and have a barrier that keeps them from

actions that are contrary to moral ideals and worldview. In addition to this moral regulator, they also have a strong dependence on the family and society, pride and pride, which in some situations prevent them from performing certain actions.

The ability of teachers to decenter:

A problem was found in the ability to decenter from one's own position, to take the child's point of view. The presence of potential and real decentration only in 40% of teachers, which indicates the presence of a traditional educational and disciplinary model of interaction at the level of individual consciousness in 60% of teachers.

Therefore, it was important to bring teachers to understand the need to take into account the age characteristics of the child and the fact that children are often guided not by what What says an adult, but How he says or what he shows by his appearance, and that the main condition influencing the child's attitude to the task is the nature of interpersonal relations.

The need for some teachers to develop the ability to decenter, the ability to establish partnerships with the child in the game, to satisfy his need for informal communication, the ability to listen, was confirmed by the results of a survey of children in relation to their adult community - teachers. A questionnaire developed by N. Mikhailenko, N. Korotkova was used.

It is possible to solve the tasks set and the problems that have arisen by providing a real humanization of educational work in kindergarten, when teachers are guided by the child, his well-being, his capabilities, interests. Domestic psychologist L.S. Vygotsky said that education in preschool age differs from school education in that the child learns from our program to the extent that it becomes his own program. Therefore, the task of the psychologist is to help educators and parents to turn their program of education and upbringing of the child into his own.

Due to the fact that the psychological support of a child in kindergarten is carried out both directly and indirectly through teachers, my professional interaction with them was carried out in three areas and theoretical practical material was offered:

1 - for the cognitive and socio-personal development of the child;

2 - on interaction with the family;

3 - for self-development, self-improvement, self-regulation.

Together with educators to assistance in taking into account the individual psychological characteristics of children, a successful transition to a new period of life held:

• monitoring the adaptation of children to the conditions of the kindergarten, which includes monitoring the emotional state of the child, game actions, his communication with adults, peers, the use of speech in communication, game actions and determining the content of the need for communication;
• monitoring of the social and emotional development of the child, aimed at determining the formation of the needs and motives of communication, attitudes towards an adult and a peer, forms of communication with an adult and a peer, the causes of difficulties in communication, possession of communication tools, studying the social status of the child, his self-esteem, behavioral characteristics, emotional well-being in the kindergarten group, relationships with parents;
• offered practical advice on the development of mental processes, the socio-emotional development of children, a map of the socio-emotional development of the child is filled out ( application number 1) .

The ongoing work ensures the emotional well-being of each child, contributes to the timely identification of the causes of difficulties, finding ways to eliminate them.

Approval of the paradigm of developing, student-centered education, the task of improving the professionalism of teaching staff, the results of the obtained diagnostic examination, when education alone is not enough to change the internal position of teachers, requires a transition from the traditional model to models of professional development of teachers.

Developed and tested teacher professional development model as follows:

At the 1st stage, the goal of the ongoing work with teachers was to improve pedagogical skills as a result personal growth in their profession through the formation of the motivational structure of the personality of the teacher. It consisted in the transformation of the cognitive and affective elements of the motive, which contributed to the development of the professional consciousness of the teacher.

At the second stage, the goal of the work with teachers was the development of professional competence, which was based on understanding others and oneself through others, the development of a reflective culture.

The practical implementation of the compiled model consisted in the organization of psychological and pedagogical seminars, including theoretical and practical classes. Each subsequent seminar was built on the basis of the identified difficulties and was a continuation of the previous one.

When planning work to solve the identified difficulties, we focused on the identified problem, the tasks for solving it, the conditions and means of its implementation.

An approximate scheme of the seminar, held during the year, was as follows:

• Determining the difficulties of teachers through diagnostics, self-diagnosis, feedback(written or verbal).
• Lectures.
• Business games to find and master the methods of pedagogical communication.
• Trainings.
• Individual counseling, which contributed to overcoming difficulties, internal barriers.
• Discussions.
• Approbation of psychological techniques by teachers and their correction in the course of practical activities.
• Diagnosis and self-diagnosis in order to identify the difficulties of teachers, receiving feedback.

During the period of research activities, the following psychological and pedagogical seminars were held: “My own psychologist”, “I am growing”, “You must love yourself”, “Know yourself through others”, “Know yourself and the other” (Appendix No. 2), aimed at including all participants in the process of self-knowledge, self-analysis, self-development, development and acquisition of certain practical skills and abilities in the context of the transformation of the cognitive and affective elements of the motive

The main tool was and is training, which affects the personality of the teacher: the system of beliefs, personal attitudes, ways of thinking and leads to the emergence of a meaning-forming motive, an increase in the level of professional competence. For example. the training “Know yourself through another”, which allows the teacher to see himself through the eyes of another, the prevailing stereotypes in communication, to develop the ability to listen and hear, was held for two years (Appendix 3) .

Discussions were held on the topics: “Should a child be punished?”, “We are where our beliefs lead us”, “How to really love a child?”, “The personality of an adult is the main condition for the development of a child’s personality”. They contributed to the development of the ability to conduct a productive dialogue: to listen and hear, take into account the point of view of another, maintain a position of cooperation in a conflict, strive to find a mutually satisfying solution.

Lectures, conversations, round enriched and deepened the knowledge of teachers, helped to rethink the existing ones. So, for example, teachers concluded, and some were convinced that a personality is formed, not born, and certain conditions are necessary for its formation:

• ensuring success in leading activities and communication;
• age-appropriate communication;
• timely elimination of the causes of communication difficulties;
• Team work, play with adults and peers;
• formation social competence child;
• understanding of one's own condition and the condition of the child.

By fulfilling these conditions, we ensure the creation of an atmosphere of emotional well-being for each child.

Business games helped to come to an understanding of what is necessary for the developmental interaction of an adult with a child, namely:

1) understanding general laws developing interaction:

• what this or that style of communication with the child leads to;
• how to build a process of communication with a child: distance, position, space corresponding to the age and characteristics of the child;
• what kind of reaction do we evoke from our communication partner;
• what are the motives of the child's behavior;

2) individual and age characteristics of the child:

• level of development;
• main interests;
• current state;
• individual features.

Individual counseling for teachers is carried out throughout the year and allows you to realize the motives, internal barriers, rethink your own views.

Psychological and pedagogical seminars contributed to the rethinking of their own difficulties by teachers, as well as the development of new patterns of action.

The final diagnostics, carried out in 2005, showed the following results of the implementation of the model of professional development of teachers .

• The level of qualification of teachers has increased:

• Hierarchy of motives teachers has the following picture:

Teachers have increased interest in creativity and novelty, the desire to develop children's interest in learning, self-improvement and self-development.

• Motivation for innovation all teachers have it, but it manifests itself

to varying degrees, since it depends both on the desire for self-actualization and on the level of development of self-consciousness.

• Personal meanings are present in 93% of teachers who have satisfaction from their professional activities.
• The severity of conflicting meanings of teachers is:

The number of internal barriers decreased in 11 people;
- the number of teachers dependent on public sanctions decreased by 38%, from family sanctions by 2%, having modesty and shyness by 29%, pride and pride by 34%, fear by 8%;
- organization increased by 13%, the need for freedom and creativity by 16%, there was no timidity.

All members of the teaching staff love children, accept the child as he is. They are characterized by the presence of a strong internal barrier in the form of conscience and morality (83%), it is difficult for them "... to refuse help at a difficult moment for a person", "... to commit an act that contradicts the ideal of a person."

• The desire of teachers for self-actualization inherent in every teacher, but in different

degree: increased in 20% of teachers. The desire for personal growth is pronounced in 75%; not enough for 25%. Consequently, most of the teachers are self-actualizing people, and a smaller part has a need for this.

• The ability of teachers to pedagogical decentration next:

The number of teachers with real decentralization by 20% and potential decentralization by 18% has increased;
- the number of teachers who have centering on the basis of identification has decreased by 3%;
- there are no teachers who have centering on the basis of alienation and centering on similarity.

There have been positive changes in the ability of teachers to take the position of the child, they began to understand him more deeply. But there still remains the task of facilitating the transition to real decentration in those teachers who have potential decentration and centering on the basis of alienation.

Conducted psychological and pedagogical seminars led teachers to understand that difficulties should be considered as "an incentive for further growth", as "overcoming one's own limits." They made very important conclusions that “the most important thing is to understand and accept the child”, “to give him unconditional love”.

Formation of the motivational sphere of the personality of the teacher on different stages his life was the goal, the means, the result.

The results of the professional development of teachers, stable positive dynamics of the level of school maturity of graduates kindergarten, their successful entry into school life allows us to speak about the effectiveness of using the model of professional development of teachers

Developing professionally and personally, teachers become a significant condition and factor in the personal development of the child.

Lydia Myasnikova
Professional and personal formation and development of a teacher

Professional and personal formation and development of a teacher

The present time is characterized by an increase in the pace of life. Updating information, its qualitative change, simplifying the ways of accessing data requires a person to be able to quickly navigate the social space and quickly respond to all changes. The requirements for modern teacher. It is important for him not only to comply professional requirements but also to raise the level of one's own development, flexibility of one’s thinking, to be in constant search for new things in the general cultural, scientific and professional areas, taking into account the changing needs of the state, society, economy and labor market.

Professional development of a teacher is inextricably linked with such processes as self-education, self-education, self-development.

Self-education is a process of self-acquisition of knowledge, involving the direct personal interest of the student.

Self-education is designed to perform the following functions (Knyazeva M. L.):

extensive (accumulation, acquisition of new knowledge);

Estimated (defining oneself in culture and one's place in society);

Compensatory (overcoming learning deficiencies, eliminating "white spots" in your education);

- self-development(improvement of a personal picture of the world, one's consciousness, memory, thinking, creative qualities);

Methodological (overcoming professional narrowness, completing the picture of the world);

Communicative ( establishing connections between sciences, professions, estates, ages);

co-creative (accompanying, assisting creative work, its indispensable complement);

The function of rejuvenation (overcoming the inertia of one's own thinking, preventing stagnation in a public position);

Psychological, psychotherapeutic (preservation of the fullness of being, a sense of belonging to the broad front of the intellectual movement of mankind);

Gerontological (maintaining connections with the world and through them the viability of the organism).

Thus, self-education is a necessary condition for the life of a modern educated person, its obligatory term professional success.

Self-education is a systematic human activity aimed at assimilation of the experience of previous generations, the formation of personality through independent work above oneself.

Self-education is inextricably linked with self-knowledge and awareness of the real and ideal Self, one's life experience and relationships with the outside world.

Experts identify a number of functions inherent in self-education:

Compensatory (expanding knowledge about yourself, your abilities and capabilities);

Adaptive (allows teacher timely adapt to a changing world, navigate in new conditions);

- developing(implies the formation of the ability to actively and competently participate in the transformation of oneself, one's pedagogical activity , continuous enrichment of the creative potential of the individual).

Self-development is a process of purposeful conscious change in one's personal sphere through self-awareness, self-esteem, self-organization and self-government.

According to the classification of E. A. Klimov, several stages are distinguished professional development:

Option phase (selection period professions) ;

Adoption phase (learning stage of the selected professions) ;

adaptation phase (entry into profession and getting used to it) ;

Interval phase (acquisition professional experience) ;

Mastery phase (qualified performance labor activity) ;

Mentoring phase (broadcast a professional with experience) .

The result of the professional and personal formation and development of the teacher is the mastery of pedagogical skills.

Pedagogical skill is the highest level of performance pedagogical activity manifested in the mastery teacher the art of education and training and the pursuit of continuous improvement.

Outwardly, skill is expressed in the successful solution of various pedagogical tasks, in a high level of organization of the educational process. But its essence lies in those qualities of the teacher's personality that give rise to this activity and ensure its success. And these qualities must be sought not only in skills, but in that system of personality traits, its position, which create teacher the opportunity to act productively and creatively.

A high level of craftsmanship enhances the quality of all work teacher, contributes to the formation professional position, which accumulates the highest levels of focus, knowledge and readiness for implementation professional activity. Extension pedagogical knowledge provides a tool for introspection of work teacher and identifying reserves of self-propulsion; a high level of abilities stimulates an ever brighter self-disclosure of the personality.

Related publications:

Professionally significant qualities of a teacher of a preschool educational organization IN late XIX century in the studies of P.F. Kapterev, an outstanding Russian teacher and psychologist, it was proved that one of critical factors success.

The program "I and YOU", aimed at the social and personal development of children The program "I and YOU" Prepared by the teacher of the inpatient department Dmitrieva Larisa Ivanovna Vyazma 2016 Explanatory.

Methodical theme: "Formation of cultural and hygienic skills in children 2 - 3 years old." Purpose: education of cultural and hygienic skills.

The program of professional and personal self-development of a teacher Topic: "Formation of values healthy lifestyle life based on the cooperation of pupils with adults and peers” Purpose: to provide.

Development of professional competencies of a teacher of a preschool educational organization Development of professional competencies of a preschool teacher educational organization(in the context of the implementation of the Federal State Educational Standard of preschool education).

Motives for choosing a teaching profession and motivation for pedagogical activity
Development of the teacher's personality in the system teacher education
Professional self-education of a teacher
Fundamentals of self-education of students pedagogical university and teachers

§ 1. Motives for choosing a pedagogical profession and motivation for pedagogical activity

The problem of motivation of pedagogical activity, as well as the problem of motivation of human behavior and activity in general, is one of the most complex and underdeveloped. There are practically no special studies that would trace the relationship between the motives for choosing a teaching profession and the motivation for pedagogical activity.
An analysis of the factors influencing the choice of a teaching profession by applicants makes it possible to determine their significance and build a ranked series: interest in subject - 27,2 %;
desire to teach this subject - 16.2%; the desire to devote oneself to raising children - 19.2%; awareness of pedagogical abilities - 6%; desire to have a higher education - 13%;
idea of ​​social importance, prestige of the teaching profession - 12.2%; striving for material security - 2.2%; so there were circumstances - 4 %.
If we combine those who have chosen the pedagogical profession in accordance with their inclinations towards teaching and upbringing, their interest in children, then only a little more than half of the future teachers choose the profession, guided by motives that testify to the pedagogical orientation of their personality.
It should be noted that even in the extremely difficult conditions of socio-economic life in Russia there were wonderful teachers-enthusiasts, whose choice of the teaching profession was due to motives of high social value. One of these was Nikolai Alexandrovich Dobrolyubov.
From the work of N.A. Dobrolyubov, written by him when he entered the Main pedagogical institute In Petersburg:
“Early I was seized by a noble determination to devote myself to the service of my fatherland. For a long time strange dreams agitated an inexperienced mind, but I finally settled on the title of a teacher. Thinking about this title, I felt in myself the ability, and desire, and patience - all that is needed for this difficult task ... I am able to convey knowledge, because I am not deprived of the gift of words, because I have a heart that often seeks to express itself, and what more is required of a teacher ... One thing confuses me: I am weak, young, inexperienced. How can I pass on new truths to a new generation when I myself am just entering into life, only still thirsting for enlightenment?But for this very reason I come to this sanctuary of science, in order to prepare myself in the continuation of several years to accustom oneself to the idea of ​​being a mentor of youth ... ".

The choice of the pedagogical profession in accordance with this or that motive (for what?) largely determines the motives of teaching. If we take into account that a motive is nothing more than an object of need, or an objectified need, then for future teachers such objects can be "pure" cognitive interest, the desire to better prepare for independent professional activity, a sense of duty and responsibility, or the desire to stand out among classmates through teaching, to take a prestigious position in the team, to avoid criticism from teachers and parents, the desire to earn praise, to receive increased scholarship and so on.
Based on the expediency of distinguishing between the motives for choosing a profession and the motivation for pedagogical activity, it should be noted that they correlate as past and present. Just as the motives for choosing a teaching profession and the motives for studying at an institute differed in the past, so does the motivation for teaching in the present.
The motivation of pedagogical activity is subject to the general mechanism of activity motivation and the formation of new motives. It was called the mechanism of turning a goal into a motive, or "shifting a motive to a goal" (A.N. Leontiev). Its essence lies in the fact that the goal, previously impelled to its implementation by some motive, eventually acquires an independent motivating force, i.e. becomes its own motive. For example, a novice teacher began to work, giving it all his strength, primarily because he was guided by ambitious feelings. But over time, he was fascinated by the very process of communicating with children, he awakened an interest in teaching. Implementation pedagogical process with all its complexities and at the same time attractiveness has turned from a goal into a motive for activity. The goal, as a rule, becomes more complicated, moves away.

The division of motives into leading (dominant) and situational (stimulus motives), external and internal allows us to assume with a high degree of probability that both for future teachers, teaching and for working teachers, their activities proceed as a chain of situations, some of which act as a purposeful attraction. The purpose of the activity and the motive here coincide. Other situations are perceived as purposeful coercion, when the goal and motive do not match. In this case, the teacher may treat the goal of pedagogical activity indifferently and even negatively.
In situations of the first type, teachers work with passion, inspiration, and therefore, productively. In the second case, it is painful, with inevitable nervous tension and usually does not have good results. But complex activity, such as pedagogical activity, is usually caused by several motives, differing in strength, personal and social significance. Polymotivation of pedagogical activity is a common phenomenon:
the teacher can work well for the sake of achieving high results, but at the same time satisfy their other needs (recognition of colleagues, moral and material encouragement, etc.).
The socially valuable motives of pedagogical activity include a sense of professional and civic duty, responsibility for raising children, honest and conscientious performance professional functions(professional honor), passion for the subject and satisfaction from communicating with children; awareness of the high mission of the teacher; love for children;

§ 2. Development of the teacher's personality in the system of teacher education

Currently, there is a deepening of contradictions between the requirements for the personality and activities of the teacher, and the actual level of readiness of graduates of pedagogical educational institutions to the performance of their professional functions; between the typical system of teacher training and the individual creative nature of his activity. An inevitable consequence of the technocratic and extensive approaches in teacher education was the alienation of the teacher from society and national cultures, from the school and the student. This led to a sharp decline in the social status and prestige of the teaching profession, a discrepancy between the teacher training system and social needs and exacerbation of educational problems.
These contradictions necessitate the solution of related problems in teacher education:
problems of new goal-setting;
problems of the new structure of education;
problems of updating the content of education;
problems of updating organizational forms and methods.
These problems serve as the basis for changing the target orientation, the introduction of a system of multi-level teacher education.
The goals of the multi-level structure of teacher education are to expand the capabilities of educational institutions in meeting the diverse cultural and educational needs of the individual and society, to increase the flexibility of general cultural, scientific and vocational training specialists in the field of education, taking into account the changing needs of the economy and the labor market.
Multilevel pedagogical education, implemented by successive educational and professional programs of different content and terms of training, provides the solution of the following tasks:
individual (student) - to make an individual choice of the content and level of education and training received, satisfying intellectual, social and economic needs;
society (education system, school) - to get a specialist in a shorter time with the requested qualification parameters;
teaching corps (faculty, college, university, institute) - to realize more fully scientific and professional-pedagogical potentials.
Obtaining pedagogical education is associated with the formation of a specialist different levels professional qualifications achieved by mastering the relevant programs (see diagram).
The basis of pedagogical education is the basic higher education implemented by educational and professional programs of the first and second levels. They provide the student's personality with the opportunity to master the system of knowledge about man and society, history and culture, to obtain a basic fundamental scientific training and the basics of professional pedagogical knowledge in the chosen direction of education.
The first level - general higher education - is achieved by mastering the educational and professional programs of the first level within two years of study. It ensures the right of the individual to continue education at the level of basic higher pedagogical education in educational and professional programs of the second level. In addition, those who wish can continue their education in the field of work or change their educational and professional orientation.

Functional-logical system of multilevel pedagogical education

On the basis of general higher education, a program of vocational and pedagogical training (up to 18 months) can be implemented, giving an average special education. In addition, for those who wish, within a short period of study (from 3 to 6 months), professional training can be carried out at the level of qualification of a junior specialist, taking into account the chosen scientific direction. Persons who have mastered such professional programs may occupy the positions of educational and auxiliary personnel (laboratory assistant, assistant teacher, educator) in an educational institution.
The second level of basic higher pedagogical education is designed for two years of study and provides for the implementation of an educational and professional program in one of the subject areas. Students who passed state exams and who have received a basic higher pedagogical education, a bachelor's degree in education is issued in the chosen direction.
In some areas, due to the peculiarities of the implementation of educational and professional programs of the second level, it is possible to combine it with a professional training program (the training period is three years).
To obtain the qualification of a specialist on the basis of basic higher pedagogical education, an opportunity is provided to master within a year professional programs in accordance with the future specialty, pass state exams and defend the final work. After that, the graduate receives a qualification certificate in one or two pedagogical specialties.
Complete higher pedagogical education is based on the basic higher education and represents the development and differentiation of professional and educational programs in areas of specialization. Due to the in-depth educational and professional program, the training of a specialist is provided mainly "on order". The main goal of this stage is the preparation of a teacher-researcher focused on creative, creative activity. The duration of training at the stage of complete higher pedagogical education is at least two years on the basis of a four-year basic higher education.
Persons who have received a complete higher pedagogical education are issued a master's degree in education in a specific area of ​​science and a qualification certificate in their chosen specialty, which provides the right to exercise professional activity in any type educational institutions(schools, lyceums, gymnasiums, colleges, universities).
The flexibility and variability of the multi-level structure of teacher education allows any student, if necessary, to stop it upon reaching one or another level, and then continue education at the next level in any university of a similar profile.
One of the primary tasks of teacher education in connection with the introduction of a multilevel structure is a deep renewal of its content, in which three interrelated blocks can be distinguished: general cultural, psychological and pedagogical and subject. Each of these blocks is represented by a number of modules.

general cultural block, constituting 25% of the study time, is designed to ensure the development of the teacher's worldview, create conditions for his life and professional self-determination, mastery of practical pedagogy, which is based on the general education of the teacher. Immersion
teacher in the context of universal culture, various languages, arts, ways of activity in all their originality requires the development of such elements of the general cultural block as philosophical and methodological, axiological, historical and cultural, socio-economic, natural science, communicative.
Psychological and pedagogical block, constituting 18% of the study time, is aimed at developing the pedagogical self-awareness of the teacher, his creative individuality, manifested in the methods of analysis, design, implementation and reflection of pedagogical activity. Since the formation of the "I-concept" of the teacher is not a one-time act, this block can be represented by such modules as orienting, theoretical-methodological, activity.
subject block, constituting 57% of the study time, is focused on mastering the logic of deploying the content of specific scientific knowledge as an integral part of human culture and as a means of developing the personality of students and communicating with them. It involves the development of such modules as general, related to a certain area of ​​scientific knowledge (humanitarian knowledge, natural science, etc.); integrated, uniting certain branches of the scientific direction into a single whole; special - in a specific area of ​​scientific knowledge (narrow or broad profile) change and self-improvement. However, this need itself does not automatically grow out of the need to resolve the contradictions between the demands placed on the teacher by society and the current level of his development as an individual and a professional. External sources activities (requirements and expectations of society) either stimulate work on oneself, or force the teacher to resort to all sorts of tricks that remove these contradictions, at least in his mind. In psychology, many compensatory mechanisms for removing such contradictions are known: rationalization, inversion, projection, "escape from reality", etc.
The basis of professional self-education, as well as the basis of the teacher's activity, is the contradiction between the goal and the motive. To ensure the shift of the motive to the goal means to cause a true need for self-education. The teacher's need for self-education, thus evoked, is further supported by a personal source of activity (beliefs; feelings - duty, responsibility, professional honor, healthy pride, etc.). All this causes a system of self-improvement actions, the nature of which is largely determined by the content of the professional ideal. In other words, when pedagogical activity acquires a personal, deeply conscious value in the eyes of the teacher, then the need for self-improvement manifests itself, then the process of self-education begins.

Professional ideal and means of professional self-education of a teacher

Psychologists note two methods of self-esteem formation. The first is to correlate the level of one's claims with the achieved result, and the second is in social comparison, comparing the opinions of others about oneself. But when using these techniques, adequate self-esteem is not always developed. Low claims can lead to the formation of inflated self-esteem, since only those educators who set themselves high goals usually have difficulties in their work. The method of forming self-esteem through comparing oneself and one's results with the results of colleagues cannot satisfy the creatively working teacher.
The main way to form a teacher's self-esteem (including the future one) is to measure their results with ideal personality and activities of the teacher-educator, and such work should begin as early as possible, from the first year. The simplest and at the same time the most reliable way to form a professional ideal is to read specialized literature, get acquainted with the life and pedagogical work of outstanding teachers. A correctly formed teacher's ideal is a condition for the effectiveness of his self-education.
The external factors that stimulate the process of self-education include the teaching staff, the style of school management and the factor of free time.

A teacher, especially a beginner, getting into the teaching staff, where there is an atmosphere of mutual exactingness, adherence to principles, constructive criticism and self-criticism, where they pay special attention to the creative searches of colleagues and sincerely rejoice at their findings, where one feels an interest in professional growth beginners, strives to meet the requirements of the professional ideal. On the contrary, the lack of collectivist principles among teachers, the neglect of creative search and a skeptical attitude towards the possibilities of self-education will inevitably kill the need for self-improvement.
If the school management does not create conditions for teachers under which each of them would have the opportunity to experience success that causes faith in own forces and abilities, if behind its requirements there is no concern for the success of teachers, the desire to help, then in such a school they do not have a need for self-education.
Finally, the time factor. It is necessary for the teacher to read fiction, periodicals, visits to museums, theaters, exhibitions, watching films and TV shows, studying special, as well as psychological and pedagogical literature.
The process of professional self-education is extremely individual. However, it is always possible to distinguish three interrelated stages in it: self-knowledge, self-programming and self-influence.
Professional self-knowledge a psychology course will help the future teacher. To identify general self-esteem, the traditional method of constructing ranked series of qualities of the ideal and characteristic of a particular individual can be used, followed by calculating the coefficient according to the appropriate formula. Self-esteem of professional qualities is determined using the same methodology, provided that the reference series is built from professionally significant qualities. identifying the level of focus on the teaching profession, the area of ​​preferred pedagogical activity (teaching or educational work) it is better to use projective techniques such as the verbal test "conceptual dictionary".
To identify the level of sociability (sociability), the test of V.F. Ryakhovsky2 is recommended. Given that the ability to communicate is made up of particular skills, and also depends on many factors, in-depth knowledge of oneself should go along the line of identifying the level of perceptual skills, pedagogical skills and such skills as the ability to listen to an interlocutor, manage communication, speak to an audience and etc.
Professional self-knowledge also involves the identification of features of volitional development, emotional sphere, temperament and character, features cognitive processes(perception, memory, imagination, thinking), speech and attention as personality traits.
Process self-programming personal development is nothing more than the materialization of one's own forecast about the possible improvement of one's personality.
The construction of a self-education program is usually preceded by the development of a system of "rules of life", which gradually become the principles of behavior and activity of the individual. For example, never be late anywhere; never answer anyone in monosyllables "yes" or "no" - look for other forms of answer; never refuse to help anyone, etc. Along with the self-education program, you can also draw up a plan for working on yourself: a maximum plan for a long period of time and a minimum plan (for a day, week, month).
For first-year students who have not yet accumulated sufficient experience in working on themselves, a program consisting of three sections seems to be more acceptable. Let's give it a simplified<лля удобства восприятия) вариант:

For obvious reasons, not all tasks and areas of work on oneself can be fixed in the program. Sometimes this is not really necessary. The main thing is that everyone who has entered the pedagogical path should develop his own set of life rules and principles and be strictly guided by them in life.

Means and methods self-action infinitely varied. Given the characteristics of his personality and specific conditions, each person chooses their optimal combination. A special place among the means of self-education is occupied by means of managing one's mental state, i.e. means of self-regulation. These include various methods of switching off, self-distraction, muscle relaxation (relaxation), as well as self-persuasion, self-order, self-control, self-hypnosis, etc. In recent years, due to the wide popularization, methods and techniques of targeted self-hypnosis are increasingly used with the help of special verbal formulas - auto-training.
Perfect mastery of the integral ability to think and act pedagogically cannot be ensured without special exercises aimed at developing observation, imagination as the basis for foresight and creative design of one's own actions and the actions of pupils. Scientific pedagogical thinking is expressed in the free operation of pedagogical facts, their decomposition into constituent components in order to penetrate into their essence, to establish analogies, similarities and differences in pedagogical phenomena. To do this, the future teacher must learn to classify facts and phenomena, establish the causes and identify the motives for the behavior and activities of participants in social interaction, solve analytical, predictive and projective tasks.

§ 4. Fundamentals of self-education of students of a pedagogical university and teachers

In a pedagogical university, yesterday's school graduates find themselves in new conditions that place high demands on them: to be able to rationally allocate and plan their time, organize their workplace, work with books and special literature, etc.

Mastering the skills and abilities of independent work begins with the establishment of a hygienically and pedagogically sound daily routine. It is necessary to plan your educational and extracurricular activities in such a way that there is time for both self-educational work and cultural recreation.

Mastering the skills of independent work and the skills of rational organization of educational work indicates the formation of a culture of mental work, which includes:

culture of thinking, manifested in the skills of analysis and synthesis, comparison and classification, abstraction and generalization, "transfer" of acquired knowledge and methods of mental activity in various new conditions;
sustainable cognitive interest, skills and abilities to creatively solve cognitive problems, the ability to focus on the main, most important problems at the moment;
rational techniques and methods of independent work on obtaining knowledge, perfect command of oral and written speech;
hygiene of mental labor and its pedagogically expedient organization, the ability to use one's time wisely, to expend physical and spiritual strength.

The most effective way of professional self-education of a teacher is the development of one of the scientific or methodological problems within the framework of the complex theme of the school.

Professional and personal development of teachers through mastering new pedagogical technologies

At the present stage of reforms in education, the implementation of new state standards, a teacher cannot do without knowledge of modern technologies that help him in improving professional competencies, mastering new standards of professional activity, and improving the educational environment.

The profession of a teacher involves continuous improvement, both in the subject area and in the possession of methods, forms, and technologies of teaching. The key condition for improving the quality of education is a high level of professional competence of teaching staff, which is achieved primarily through the self-education of teachers.Prospects for the development of modern education are focused on free and responsible relations of its participants. The interests of the individual are proclaimed a priority, and the realization of opportunities for its development is the main task of education.

The most favorable conditions that contribute to the professional and personal growth of a teacher arise in a situation where a teacher is included in innovative educational processes, since they are focused on a qualitative change in the education system, its optimization, require the teacher to respond flexibly to changing individual and group educational needs and requests, the adoption of independent decisions, a meaningful choice of ways of professional activity from a wide range of emerging pedagogical alternatives.

The main characteristic of the teacher's activity should be consideredpedagogical competence, which is understood as the effective possession by him of the system of educational skills and abilities, in their totality allowing him to carry out educational activities at a competent professional level and achieve optimal education for students.

For a modern teacher, theoretical knowledge (knowledge of modern psychological and pedagogical concepts), methodological knowledge (knowledge of the general principles of studying pedagogical phenomena, patterns of socialization of education and upbringing) and technological knowledge (knowledge of not only traditional, but also innovative educational technologies) become a priority.

Pedagogical technique as a component of the teacher's professional skills is corrected mainly in practical activities. However, when mastering new pedagogical principles and technologies, a necessary condition is not only the improvement of technical pedagogical methods, but also the personal self-development of the teacher, his self-actualization. The process of self-actualization includes the transition of potential personality traits into actual ones and acts as the main mechanism of self-development.

In this regard, it is advisable to dwell on the psychological requirements for the personality of a teacher who masters new pedagogical technologies. They include: variability of thinking, empathy (the ability to tune in to the “wave” of another person), tolerance (tolerance for dissent), communication (as a culture of dialogue), reflexivity, the ability to cooperate, etc.

The development of these qualities determines the high level of general culture, psychological, pedagogical and technological competence, creative (creative) abilities of the teacher. All this contributes to an increase inwillingness to innovatein general and to mastering new pedagogical technologies, in particular.

Pedagogical creativity -this is a higher level of teacher qualification. It is associated not so much with the production of new ideas and principles as with their modernization and modification.

A teacher who owns modern pedagogical technologies and has a technological culture must be flexible when using teaching methods and means, be able to modify their professional actions, while developing their own pedagogical technology.

The innovative activity carried out by a teacher in an educational institution allows him to rise to different levels of his professional and personal development.

In connection with the introduction of the Federal State Educational Standard in primary school, a new approach is required to work with the subject content of the material, as well as constantly updated methodological tools and technologies.

The established new requirements for the results of students make it necessary to change the content of education based on the principles of metasubjectivity as a condition for achieving a high quality of education.

A teacher today should be able to construct new pedagogical situations, new tasks aimed at using generalized methods of activity and creating by students their own products in mastering knowledge.

The meta-subject approach incorporates the best didactic and methodological examples of the development of the subject form of knowledge. But at the same time, it opens up new development prospects for such an educational form as a subject and a lesson.

The relevance of the problem associated with the need to implement a project of innovative changes in the teaching of subjects in a secondary school is:

 in new approaches to measuring the educational results of schoolchildren;

 in the requirement of new technologies for the organization of educational and extracurricular activities;

 in providing an integrated approach to innovation processes;

 in the ideas of student-centered learning included in the school development program;

 in the forms and methods of ensuring the motivational readiness of teachers to improve their professional skills,

 in providing individual educational needs of students.

Meta-subject technologies include project activities as a means of forming meta-subject skills and abilities. The use of the project method has great advantages.

Firstly, it contributes to the successful socialization of graduates by creating an adequate information environment in which students learn to navigate independently. Going beyond the curricula, this method forces students to turn not only to reference literature, but also to Internet resources and electronic sources. And this leads to the formation of a personality with an information culture as a whole.

Secondly, the relevance of research topics, the ability to vividly, visually acquaint a wide audience with the results of one's searches allow organizing a learning process that supports an activity-based approach to learning at all its stages. The creative abilities of students develop.

Interactive methodology. Interactive learning is learning through experience. What does it include? Experience by participants of a specific experience (through a game, exercise, study of a certain situation). Reflection on the experience gained. Generalization (reflection). Application in practice.

The use of interactive technologies in the practice of teaching allows solving at least two problems: to improve the quality of assimilation of the material and to develop the skills of interaction with other people in children.

Personally-oriented learning technologies. Student-centered learning is learning in which students are the subjects of learning and their own development. It is focused on the acquisition by students of the experience that they recognize as necessary in everyday life (the experience of solving problems, communication, etc.), that is, the experience of life. The purpose of this training is to create the necessary conditions for identifying the capabilities and abilities of students, revealing and developing the personality of each child, his original individual characteristics.

The acquired meta-subject skills will be useful for students when defending their final projects in classes studying under the Federal State Educational Standard, when passing an exam in the form of the Unified State Examination, as well as in their future professional activities and everyday life.

It is necessary to accelerate the improvement of the educational space in order to optimize the general cultural, personal and cognitive development of children, the creation of conditions for the achievement of success by all students. At the present stage of development of education, the identification, generalization and dissemination of innovative pedagogical experience becomes relevant.

One of the effective forms of disseminating one's own pedagogical experience is such a modern form of methodological work as a master class. The master class is an open pedagogical system that allows demonstrating new possibilities of development and freedom pedagogy, showing ways to overcome conservatism and routine. This form of methodical work is an effective method of transferring the experience of training and education, because the central link is the demonstration of original methods of mastering a certain content with the active role of all participants in the lesson.

We can highlight the most important features of the master class, namely:

 A method of independent work in small groups that allows for an exchange of views.

 Creation of conditions for the inclusion of all in vigorous activity.

 Statement of a problematic task and its solution through playing various situations.

 Techniques that reveal the creative potential of both the Master and the participants of the master class.

 The process of cognition is much more important, more valuable than knowledge itself.

The professional and personal development of a teacher is one of the goals of teacher education. Practice shows that the teaching profession and pedagogical skills can be mastered only at the individual-personal level.

That's whyto improve the quality of educationThe key tasks of the School of Education for teachers of mathematics, physics, computer science of school No. 2 for the 2015-2016 academic year are:

improving the pedagogical skills of the teacher through the development of effective pedagogical technologies that would contribute to the successful final certification of children in the format of the Unified State Examination and the CME;

the work of design and research activities of students;

studying the best practices of teachers in the development of methodological materials, visual aids, the use of educational Internet resources;

improving the professional qualities of a teacher through the organization of coursework, seminars, round tables, master classes;

using the possibility of attestation for the professional growth of a teacher, generalization and exchange of work experience.

The solution of these problems is supposed to be provided through purposeful methodological work in accordance with the individual capabilities of each teacher.

Personal and professional development of a teacher as a necessary condition for improving the quality of education

The results of the work of the teacher are not always tangible immediately. Most often, they manifest themselves in the personal qualities of students some time later.
According to A.V. Lunacharsky, a teacher is a person who shapes the future. He is a huge factor in this future. Only a person is capable of educating a person. From this it is clear that the development of the teacher himself, his intellectual, moral and professional qualities must outstrip the level of the social environment. This is possible if the teacher realizes his social significance, high personal responsibility, cognitive activity, constant objective introspection and systematic work on self-improvement.

One of the forms of manifestation of cognitive activity, conscious self-development is self-education. You cannot convey your thoughts and feelings to another person, but you can arouse interest and desire for a certain type of activity. This applies equally to teachers and students. The main thing is the development of the teacher's personality and, on this basis, an increase in the level of his qualifications, professionalism, and productivity.
The need for self-education is dictated, on the one hand, by the very specifics of teaching activity, its social role, and, on the other hand, by the realities and trends of lifelong education, which is associated with the constantly changing conditions of pedagogical work. The needs of society, the evolution of science and practice, the ever-increasing demands on a person, his ability to quickly and adequately respond to changes in social processes and situations, his readiness to restructure his activities, skillfully solve new, more complex tasks.
The meaning of self-education is expressed in the satisfaction of cognitive activity, the growing needs of the teacher, in self-realization through continuous education.
The essence of self-education lies in mastering the technique and culture of mental labor, the ability to overcome problems, to independently work on one's own improvement, including professional one.
The principles of self-education include: universality, continuity, purposefulness, integrativity, unity of general and professional culture, individualization, interconnection and continuity, accessibility, anticipatory character, compensatory nature, permanent transition from lower to higher levels, variability.
The problem of self-education concerns not only teachers, but also students. In our time, the preparation of schoolchildren for serious independent work is of particular importance. The implementation of the goals and objectives of the modern school is directly related to the increase in students' interest in learning, the development of inquisitiveness and cognitive activity, intellectual skills, ways of mastering information and transforming it into action. In other words, it is necessary to teach schoolchildren self-learning and self-education. This requires developing such qualities of the mind as: independence, observation, curiosity, the ability to raise questions and solve logical problems, perform tasks of a problematic and search nature, make experiments, participate in experiments, compare and analyze results, generalize the data obtained, draw conclusions. Therefore, when constructing a lesson, the teacher must provide for situations, tasks and activities of schoolchildren that train thought processes and moral-volitional efforts. In addition, it is necessary to plan and develop cognitive skills. How will the lesson train the skills of listening and hearing, highlighting the main idea, participating in discussions, defending one's own opinion, extracting information from various sources of knowledge (diagrams, tables, documents, textbooks, audiovisual aids, etc.)? Due to which the skills of writing theses will be formed. Supporting notes, reviews, etc.?
When managing the self-education of schoolchildren, it is necessary to take into account the regularities of this process, as well as the age and individual characteristics of children. For younger students, as a rule, this is inquisitiveness and susceptibility to knowledge, for middle-level students it is a multi-level and multi-directional nature of cognitive interests, often a means of self-affirmation among peers. High school students have professionally oriented interests. When organizing the independent work of schoolchildren, the teacher must predict the result, provide the children with the opportunity to demonstrate their achievements to students, teachers, and parents.
A teacher who does not have the ability to create, to form an actively thinking and active personality, to select the necessary means of influence for this purpose, is not able to educate and develop predictable qualities in his students. In order to educate, educate and develop a personality, a teacher needs to be able to improve himself, while being able to place emphasis on the main thing, i.e. on what ensures the success of pedagogical activity.
Research has shown that the methods, forms, methods of conducting a lesson by themselves do not ensure success in work, if they are not due to the personal qualities of the teacher. In the process of pedagogical interaction, students acquire not only knowledge, skills and abilities, but also become carriers of the teacher's personal qualities, carriers of his reflection. A student is more willing to learn in conditions if he feels his own development. Ensuring interested communication is based on the special sensitivity of the teacher to his pupil, on the ability to use a mental dialogue in the process of presenting information.
“If you carefully look at people who cannot praise anyone, blame everyone and are not pleased with anyone, then you will find out that these are the very people with whom no one is pleased.”
J.Labruye
Another aspect of improving the quality of education is the creation of situations of success in the classroom. This is practically impossible without the teacher's intensive work on himself, the development of his personal qualities. A happy person can only be brought up by a happy person. The success of a student can be created by a teacher who himself experiences the joy of success. After all, the task of the teacher is to give each student the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves. Success in learning is one of the sources of the student's internal strength, giving rise to energy to overcome difficulties, the desire to learn. This is the experience of a state of joy, satisfaction because the result to which a person aspired either coincided with his expectations or exceeded them. As a result of this state, new motives for activity are formed, the level of self-esteem and self-respect changes. All of the above is relevant to the work of the teacher.
Yes, children would like to take to their country, first of all, kind teachers who do not complain to their parents, who can teach dozens, who are sympathetic. Those who know how to be delighted with beauty, who know how to take the place of a child, who understand each child, who are fair, sincere, smiling, caring, cheerful, sensitive, friendly, explaining lessons well, who know how to give students a break and relieve tension at the right time, open to people who understand the nursery psychology, patient, responsive, moderately strict, those who are interesting to listen to, beautiful, smart, respectful students, loving all students. “A pass to the country of childhood” will not be given to teachers who swear, are always in a bad mood, raise their voices, are angry, aggressive, unable to hide their likes and dislikes, unfair, greedy, who are not ashamed that they teach poorly, explain the material poorly, incompetent.
What are the teachers' problems? What prevents them from working better, working on themselves, raising their level, achieving student success?
Of course, going from beginner to master is not easy. Professionalism does not just come with experience, it also depends on many other things: the motivation of the teacher, the content of the work, interest in the work, personal abilities and personality traits. But the personal and professional development of a teacher is a necessary condition for improving the quality of education. Unfortunately, there are teachers in the school who have stopped in their development, having received the first or highest category, they do not participate in competitions, do not give interesting open lessons and victories in competitions, all this, as it were, does not concern them. But modern requirements for education, scientific and technological progress, the level of our children tell us that this is unacceptable, it is impossible for the work of a gymnasium, creative events, competitions, olympiads, etc. rested on the same people, working creatively, constantly working on themselves. It is necessary for literally everyone to remember that we work at school, and this leaves a certain imprint on our work and the requirements for it. Perhaps today we have not fully disclosed this topic, since it is deep enough, but at least we managed to plunge into this problem and we will all think about the questions “What do we do to make our children interested in us? Are we the professionals? And will we get a pass to the country of childhood?”