Natalia Polovinkina
Levels of professional development modern teacher.
Levels of professional development of a modern teacher.
Inna Vitalievna highlights 9 levels of teacher professional development:
1 level - pedagogical skill - a set of skills and abilities, in other words pedagogical technique. 2 groups can be distinguished. Group 1 - the ability to control oneself, one's behavior, social-perceptual abilities, speech technique.
2 group - skill teacher influence others (children, parents, colleagues). This group includes didactic, organizational, technological, and communicative skills.
2 level - pedagogical skill. Modern understanding of ped. skill includes 4 components. 1-knowledge system. 2- skill system. 3- system of special abilities. 4-humanistic orientation in personality teacher(this is new).
3 level- willingness to innovate. This is an active state of the individual. teacher, a personal manifestation of his creative style of activity, which combines 3 component:
* psychological is motivation + personal qualities teacher.
* theoretical - knowledge system.
* practical - skill system.
After all this, we can say that READINESS is such a "fusion" of psychological, theoretical and practical readiness.
4 level - pedagogical creativity. This level associated not so much with the production, but rather with their modernization. Inna Vitalievna brought a very interesting example. this is such a model BUS_TROLLEYBUS_AIR. where Bus - the technique is slightly adapted for itself, for children. Trolleybus - 2-3 methods are combined, passed through itself and slightly modernized. The aircraft is the creation of a new technology. but still, in order to create an airplane, it is necessary to create first a BUS, then a TROLLEYBUS, and only then an AIRPLANE.
5 level-readiness of the teacher to the creation of proprietary technology. author's pedagogical technology is characterized by 1. the presence and consistency of technological copyright tools and techniques. 2. originality of their combination in an individual methodological system corresponding to a single plan and personal experience teacher. 3.Customized style it pedagogical activity . Summing up, we can say that TECHNOLOGY is a combination of scientific technological knowledge and the art of applying them in one's practice.
6 level- individual style pedagogical activity. This is an important condition, a mechanism, the result of the formation of readiness teacher to the creation of an individual copyright pedagogical(didactic-teaching-educational-educational) systems, methods, technologies.
REGULATIONS OF INNOVATIVE ACTIVITIES: 1. Clear reflection - where, how and why, for what teacher intends to innovate, what requirements should the author's program meet. 2. The program must contain not only an educational standard, but also a personal component. 3. educational program (author's) this is not an instruction "what to give to students" it is aimed at SUBJECT-SUBJECT learning. Also highlighted are TYPES of copyright programs:
1. Rationalization - obtained by partial improvements of existing programs.
2. Combinatorial - obtained by combining several programs.
3. Complementary - essentially new in content, complementing an existing package educational programs in DOW.
4. Innovative - characterized by novelty, design, teaching technologies.
8 level- individual methodical system. This is a set of individual forms, methods, means, methods of training and education that are optimal for teacher and his personal style pedagogical activity.
Personal and professional development of a teacher as a necessary condition for improving the quality of education
self-education is a system of mental and ideologicalself-education, which entails volitional and moral self-improvement, but does not set them as its goal.
G.M. Kodzhaspirova
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 is aware of his social significance, high personal responsibility, cognitive activity, constant objective self-analysis 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 on the other hand, realities and trends continuing 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. Implementation of goals and objectives 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 actions. 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 develop the skills of listening and hearing, highlighting main idea, participate in discussions, defend own opinion, extract information from various sources of knowledge (charts, tables, documents, textbooks, audiovisual tools, 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 age and individual characteristics children. At junior schoolchildren, as a rule, this is inquisitiveness and susceptibility to knowledge, for middle-level students - a multi-level and multi-directional character cognitive interests, which is 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 the highest category, they do not participate in competitions, do not give interesting open lessons and victories in the Olympiads, 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 quite deep, but at least we managed to dip 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?”
3. Features of the process of professional development of a teacher
The path of professional development of a teacher is a gradual, complex and far from always linear ascent from an amateur, self-taught, to a true creator, subject professional activity, the author of his own methodological system.
In adulthood, the problem of discrepancy between the I-real and I-ideal is exacerbated, and in connection with this, as in more early periods, not only age contradictions are possible, but also age crises. Moreover, along with negative ones in the middle of life, “crises of take-off”, the development of professional consciousness, autonomization and individualization in the profession are also possible, which is especially important in the process of professional and personal self-development of a teacher.
Professionalism, of course, 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 matter, personal abilities and personality traits. It cannot be assumed that only with the help of training you can make a super professional out of an amateur. However, purposeful, properly organized training in the system methodical work plays an important role in the development of a professional teacher.
Professional self-awareness as an indicator of professional and personal development of a teacher
First important step- this is the identification of the teacher's ability to introspection and self-assessment of his activities, since the growth of his pedagogical skills, attitude to criticism, exactingness to his work depends on this.
The process of self-reflection, self-analysis and self-assessment was most fully described from a psychological point of view by Bespalko V.P. He revealed this process through professional self-awareness, which is an integral part of pedagogical skills and a measure of teacher development. The author identifies four main components of professional self-awareness:
1) "actual I" - how the teacher sees himself now;
2) "retrospective I" - how he sees himself and evaluates in relation to initial stages your work;
3) "Ideal I" - what the teacher would like to become;
4) "reflexive self" - how, from the teacher's point of view, it is considered and evaluated by school leaders, colleagues, students and parents.
The "Actual Self" is the central element of the teacher's professional self-awareness and is based on three others. In relation to the "retrospective I" a system of criteria for assessing one's own professional experience and achievements is given. "Ideal Self" gives the perspective of the individual and determines self-development in the professional field. "Reflexive Self" is a scale of the environment in the teacher's professional activity and ensures the objectivity of self-assessment.
Formation of teacher motivation for professional self-development
Emphasizing the importance of the positive motive of self-development, Bespalko V.P. indicates that the formation of such motivation is equivalent to the formation of self-awareness skills for analyzing the interaction of all four of its components. To form a teacher's motivation for professional self-development, it is necessary: firstly, to have adequate self-esteem; secondly, the formation of a normative or ideal idea of pedagogical activity; thirdly, so that the teacher correlates his activity with the samples.
The place and significance of innovation activity in the process of professional self-development of teachers
Innovation activity plays a special role in the process of professional self-development. Therefore, the formation of a teacher's readiness for innovative activity is a turning point in this process, the most important level of his professional development.
If it is enough for a teacher working in a traditional system to master pedagogical techniques, i.e., a system of teaching skills that allow him to carry out teaching and educational activities on professional level and achieve more or less successful learning, as well as to acquire pedagogical skills, i.e. pedagogical skill, reflecting the special polished methods and techniques for applying psychological and pedagogical theory in practice, which ensures high efficiency educational process, - two basic level professional development, then for the transition to an innovative mode, the determining factor is the readiness of the teacher for innovation.
Formation of the teacher's readiness for innovative activity in the system of methodological work
Readiness as an active-effective state of the individual expresses the ability to solve pedagogical problems, taking into account the specific conditions of practical activity. Obviously, the definition of readiness for innovation cannot be limited to the characteristics of experience, skill and professionalism.
Readiness for innovation has three main components:
1) psychological (personal-motivational: necessary personal properties and the desire to introduce new things);
2) theoretical (a system of knowledge of innovations being mastered, technologies for their implementation, new methods and forms of professional activity, etc.);
3) practical (a set of skills to implement these innovations).
Many managers consider that the main thing in the system of methodical work is to give the necessary theoretical knowledge, that is, to form theoretical readiness. The most experienced managers understand the need to provide methodological assistance in the development of practical readiness, especially when difficulties arise. This is really important, but mainly in the traditional system of methodical work.
In the formation of readiness for innovative, including personality-oriented activities, the determining factor is psychological readiness, that is, personality-motivational.
But the main “stumbling block” in the structure of this readiness is still personal readiness, that is, the presence of basic personal qualities in teachers necessary for innovative activity.
However, the main component of the teacher's readiness to optimize the pedagogical process is psychological, i.e., personal and motivational. These are: 1) understanding and desire to optimize the methodological and pedagogical processes, 2) the teacher has the necessary personal qualities.
Studies show that teachers who successfully optimize the individual methodological system and the educational process as a whole, master such personal qualities as:
ü creative style of thinking and pedagogical activity;
ü variability and mobility of thinking;
ü concreteness and systematic thinking with the ability to highlight the main thing;
ü empathy - the ability to empathize;
ü a sense of proportion in decision-making and in actions, a sense of tact;
ü creativity (ability to be creative);
ü perceptivity (the ability to perceive the new);
ü tolerance - tolerance for dissent;
ü reflexivity;
ü contact in communication, communication and dialogue.
The results of innovative activities of a modern teacher of distance learning
Very important question for leaders and methodologists: what can be the result of a teacher's innovative activity? Such results are: individual style of pedagogical activity, author's programs, methods, technologies; methodical, psychological, research, pedagogical, technological culture, and most importantly - the author's pedagogical - didactic, educational, methodological system.
Stages of professional and personal self-development of a teacher
The first step is to find one's own position, when the teacher realizes that the effectiveness of his activity depends on the production of his own decisions.
Then - the second stage - there is a kind of external and internal professional dialogue - a critical analysis various options solution of the set pedagogical tasks.
The next step is choosing a priority, building the foundations of your own version of learning based on a comparison of traditional schemes of pedagogical activity with its innovative models, which are provided to the teacher in the course of interactive activity-game methodical lessons.
And, finally, - the last stage - the situation of "rejection of stereotypes" - reflection of one's own experience, substantiation and testing of one's author's methodological system.
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Professional development of the teacher's personality- the process of forming a complex of professionally significant qualities that express the integral structure and features of pedagogical activity.
This process of self-formation occurs by refracting the influence of the social environment through the internal conditions for the development of the teacher's personality. Awareness of the professional role, understanding of possible pedagogical decisions and their consequences, generalization of one's professional activity and forecasting of its prospects, the ability for self-control and self-improvement form the initial basis for the development of a professional teacher.
Professionally significant qualities are formed, changed, weakened or strengthened in the course of professional socialization of the personality of the teacher ( professional socialization of the personality of the teacher- assimilation of professional experience and culture), and individualization ( individualization of the personality of the teacher - uniquely individual way and form of appropriation of professional relations). In this process, the teacher participates simultaneously as a carrier and conductor of professionally significant qualities acquired by him, as an object of influence of social conditions on him and a subject that actively transforms pedagogical activity and himself.
The professional development of a teacher's personality is characterized by the following main parameters: a) structure, which is determined by the sequence of the teacher's entry into professional activities; b) orientation, which is a systemic quality, the structure of which includes the attitude to the profession, the need for professional activity and readiness for it; V) contradictions as a result of the interaction of subjective and objective factors and the basis of development; the main contradiction of the professional development of the personality of a teacher is the contradiction between the established qualities of the personality and the objective requirements of pedagogical activity; d) own time of professional development of the personality of the teacher, i.e. the time of existence of the system of interacting subjective and objective factors conditioned by pedagogical activity; e) uneven and heterochronous formation of professionally significant qualities, which is due to different types of tasks - cognitive, moral, communicative, labor, value-semantic - for each stage of personal development; progress in the performance of some actions (operations) is combined with the invariance or even regression in the performance of other actions (operations); f) continuous feedback of the results of the previous stage on the next one; these feedback effects of professional achievements on the teacher's personality act as secondary conditions for its development.
Professionally significant qualities develop through the "translation" of the general professional into the individual. They are transitive and move from one stage of professional development to another. They are based on the most stable methods and forms of professional activity and behavior of the teacher, his way of life. The criterion for the professional development of the teacher's personality is the level of formation of professionally significant qualities, which correlates with the level of the teacher's professional activity, reflecting the degree of mastery of this activity.
A necessary condition for professional development is professional self-education of a teacher - the practice-mediated expansion of the knowledge acquired at the university, the teacher's creative mastering of his professional role in order to fulfill it adequately. On different stages In the professional development of a teacher, self-education plays the most important, but meaningfully and methodically differently organized role.
In progress design professional self-education there are several stages:
1st stage: motivational - the formation of professional intentions, the choice of a profession;
2nd stage: conceptual - disclosure of the meaning and content of the forthcoming activity, development of a draft program for professional self-improvement based on the diagnosis of the current level of development;
3rd stage: project implementation - practical activities for self-improvement;
4th stage: reflective-diagnostic: intermediate and final diagnostics, analysis of results, reflection, adjustment of the self-improvement program, transition to the levels of professionalization and achievement of pedagogical skills.
Each of the stages involves major qualitative changes in the professional development of the individual. Stages differ in specific tasks and content. Effective Ways problem solutions are fixed in the form psychological mechanisms and professional qualities. From these positions, the professional development of a teacher's personality is characterized by qualitative changes in the structure and content (methods) of solving professional pedagogical problems. The professional development of a teacher's personality can be either complete (harmonious), when all of the above stages are implemented, or limited, when the teacher goes through only some of them.
At the motivational stage - the formation of professional intentions - students should get an adequate idea of social significance chosen profession, about the forms and methods vocational training, conditions of activity, material remuneration, the content of labor, professional requirements for the performer of this professional role.
At the second stage, professional self-determination begins - a complex and lengthy process of a person's search for his place in the world of professions, the formation of an attitude towards himself as a subject of a certain activity, a comparison of his physical and intellectual strengths, abilities, interests, inclinations, value orientations, attitudes with the requirements of professional activity , definition individual trajectory professional development
In the early stages, the decisive role in the professional development of the teacher's personality belongs to the social situation and the leading activity, in the subsequent stages - to the personality itself, its creative activity.
At the third stage, a professional and pedagogical orientation, a system of professional knowledge, skills, and ways of solving typical professional problems are formed. Stage professional adaptation characterized by the development of normative activities, the improvement of professional knowledge and skills and generalized ways of performing activities.
The fourth stage involves self-diagnosis and the transition to higher levels of professional readiness. At the stage of professionalization, stabilization of normative activity occurs, the formation of a professional position, as well as integrative complexes of knowledge, skills and personal qualities, which lead to the development of the most optimal style of performing activities at a creative level.
The formation of integral professionally significant personality characteristics continues at the stage of mastery. The decisive importance in their education belongs to the activity of the individual himself, aimed at finding optimal and creative ways to carry out pedagogical activities. By displaying excess activity, a person overcomes the established ways of performing activities, transforms, improves it, i.e. passes to a higher level of its mastery - creative, which leads to greater self-actualization of the personality.
It should be noted that a person, having reached a certain level of professional development, can stop his progressive development. In this case, the onset of stagnation is possible. A factor contributing to the stagnation of the professional development of a teacher's personality is, in particular, the isolation pedagogical system on the educational process. Overcoming stagnation is possible with the reorientation of the teacher with educational process on the personality of not only students, but also their own. Transforming the normatively given activity, choosing various professional positions, the personality more and more sharply declares itself as an individuality.
From what has been said, it follows that teacher education should be a continuous process, under which basic education serves only as a starting point, and one of its most important goals should be the formation of an attitude towards self-education, the development of skills independent work above oneself. The necessary conditions for the continuous education of teachers are, on the one hand, the development of an attitude towards self-education, and, on the other hand, the existence of a "social situation of development."
By means of appropriate state and public institutions, it is necessary to create such a permanent social situation, the "lines of force" of which will inevitably form a positive professional attitude and thus lead each teacher to the "orbit" of continuous education. In the process of self-educational activity, the creative potential of the teacher's personality is accumulated and the results of this activity are objectified not in a new tool or cultural invention, but, first of all, in the fact of the formation of this individual as a personality.
Self-education of a teacher is more effective if it is associated not only with narrow didactic goals, but proceeds from the idea of the comprehensive development of a specialist as a person. The more actively the teacher uses information for the development of his own personality, the greater its "pedagogical output", the more information turns into a means of educational influence of the teacher. And vice versa, the desire for a direct transfer of information into activities, bypassing the personal rethinking of information, limits its use in working with students.
Consequently, the target function of the teacher's self-education is the comprehensive development of his personality to ensure High Quality training and education of students. A teacher who constantly and systematically engages in self-education also has the most effective influence on the formation of the need for independent acquisition of knowledge in schoolchildren, on the development of their appropriate skills and abilities. As is known, personal example teacher at all times was considered the most important means education.
Self-education has always acted as a means of maintaining professional competence, being essential condition functioning of a person as an active person.
Under organization of professional and pedagogical self-education refers to a system of evidence-based measures aimed at establishing, i.e. involvement in self-education of all teachers, streamlining and improving their independent work to maintain and improve the level of their professional qualifications, the harmonious development of their personality.
The complexity of the problem of organizing pedagogical self-education lies in the fact that it is an objective-subjective process. As a result, both elements of the external control system and the individual consciousness of a particular teacher are involved in the management of the self-education system. Such a hierarchy of management of the system of self-education implies the solution by each control element of the specific tasks of its level, based on the principles of organization of pedagogical self-education.
Teacher self-education system includes the following components: installation; pedagogical introspection; goals and objectives; content; methods; the effectiveness of training and education.
The control mechanism of the system is installation for self-education.
Professional development of a teacher: problems and solutions.
Teacher in English MAOU Gymnasium No. 2, Balakovo, Saratov Region, Churkina T.N.
Professionalism is the work of a teacher, in which pedagogical activity, pedagogical communication is carried out at a sufficient level, the personality of the teacher is realized, in which good results are achieved in the education and upbringing of schoolchildren.
The professional development of any specialist is based on the dialectical principle “from simple to more complex”. All researchers dealing with this problem (V.I. Bespalko, N.V. Kuzmina, A.K. Markova, N.V. Nemova and others) clearly distinguish, structure and characterize the levels of professional development and its improvement, which indicates about professional development, carried out at each level of professional development. In addition, all researchers focus on the fact that all the levels they single out are closely interconnected, since each of them is either a condition for moving to the next level, or the result of mastering the previous one. The transition from level to level is a smooth process that characterizes professional development, expressed in qualitative changes.
Levels of teacher professional development
The main characteristic of the teacher's activity should be considered pedagogicalcompetence which it is assumed he already possesses - effective possession by him of a 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 students. Over time, the totality of various professional skills of a teacher is called pedagogical technique.
The concept of "pedagogical technique" includes two groups of indicators. The first group is associated with the teacher's ability to manage their behavior: (management of emotions, mood, facial expressions, pantomime, relieving mental stress, creating creative well-being); social-perceptual abilities (attention, observation, imagination), speech technique (diction, speech rate), etc.
The second group of indicators of pedagogical technology is associated with the ability to influence the personality and reveals the technological side of the pedagogical process: didactic, organizational, constructive, communicative, diagnostic-analytical and other skills.
next step professional growth teacher is pedagogicalskill , which is traditionally understood as educational competence brought to a high degree of perfection, reflecting the special polished methods and techniques for applying psychological and pedagogical theory in practice, which ensures high efficiency of the educational process. For a modern teacher, theoretical knowledge (knowledge of modern psychological and pedagogical concepts), methodological knowledge (knowledge of general principles studying pedagogical phenomena, patterns of socialization of education and upbringing) and technological (knowledge of not only traditional, but also innovative educational technologies).
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 in the level of its readiness for innovation in general and for mastering new pedagogical technologies, in particular. Readiness is defined as a qualitative indicator of the maturity of the teacher's self-regulation, as an active state of the individual, expressing the ability to solve pedagogical problems, taking into account the specific conditions and circumstances of practical activity. Determining the readiness for innovation cannot be limited to the characteristics of the teacher's experience and skill.
Readiness for innovation is such a personal manifestation of the creative style of activity, which uniquely combines a certain personal orientation, desire, need to introduce new methods and forms of professional activity (“combination” of psychological, theoretical and practical readiness).
And then we move on to, which are revealed by the results of the teachers themselves. The next, higher level of teacher qualification ispedagogical creativity . It is associated not so much with the production of new ideas and principles as with their modernization and modification.
Just on highest level his professional activity-innovation - the teacher puts forward and implements new, progressive ideas, principles, techniques in the process of training and education.
"Innovator" means "renewer", that is, a person who introduces and implements new, progressive principles, ideas, techniques in a particular field of activity.
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 ownown pedagogical technology .
the highest level professional development of a teacher is his readiness to create an author's technology (author's style), characterized by the consistency of methodological techniques, the originality of their combination in complete system, corresponding to the unified concept and personal experience of the teacher, the author's style of his pedagogical activity is one of the most important indicators of the teacher's personal development.
As we know,professionalism does not just come with experience, it depends on many factors: the teacher's motivation, the content of the work, interest in the matter, personal abilities and personality traits.Today, teachers are required to provide high USE scores, mastering computer technologies, mastering a competency-based approach, and fostering patriotism...
All these tasks teachers have to solve in the conditions of continuous modernization changes. And it is clear that in such circumstances, teachers have many professional and psychological problems that require special attention,What prevents teachers from working on themselves, raising their level, achieving student success?
In the psychological and pedagogical literature, the difficulties that arise in pedagogical activity have some General characteristics. These may include: difficulties of professional activity, psychological barriers, stereotypes, pedagogical errors, fears as a mental state of a teacher, professional personality deformations.
Common problems that are identified by questioning the teachers themselves: lack of time for self-education and self-actualization (due to an excess of reporting),the need to fulfill “non-core” instructions from the school administration and other authorities; the complexity of the phased participation in competitions; lack of worthy free courses PC; weak financial motivation and psychological problems in pedagogical activity, professional self-realization is hindered by low educational motivation of children, their mental passivity and indifference of parents
Problems in pedagogical activity arise when the pedagogical task is realized by the teacher, but he does not know how to solve it, or when the result obtained does not satisfy him; when the teacher experiences the “burnout” syndrome, which manifests itself as inadequate passivity that prevents the performance of certain actions. This is an internal barrier. psychological nature(unwillingness, fear, insecurity) prevents a person from successfully performing work.
There are two types of strategies for overcoming such problems: adaptation and transformation.
Strategy fixtures implemented through psychological protection. It is of a poorly conscious nature and often arises as a reaction to the teacher's difficulties in his activities. The main protective mechanisms in professional activity are: refusal to productively solve critical situations (repression, suppression, blocking, denial);mechanisms for restructuring thoughts, feelings, behavior (rationalization, intellectualization, projection, identification); removal of emotional stress (aggression); replacement of traumatic moments (regression, withdrawal into illness, search for alternative activities).
strategy transformations is a strategy of professional self-actualization, which contributes to the optimal overcoming of psychological barriers and provides psychological stability of the individual. The stage of self-realization of a teacher in the profession is carried out through the realization of one's capabilities, strengthening one's positive qualities, strengthening one's individual style, the ability to place emphasis on the main thing, i.e. on what ensures the success of pedagogical activity.
As psychologists advise: if you have a problem, formulate it more specifically, identify the main reasons for its occurrence, starting with “not” or “no”, turn this situation into a plus and your problem will already become a goal, a task for you. Outline for each task a set of measures to achieve it and act.
But in general, the following points are an integral part of successful professional development: if possible, re-read the works of famous psychologists and teachers, because everything new is well forgotten old; often solve all sorts of options for the GIA and the Unified State Examination (in the Reading section there are so many modern expressions in the language, the texts themselves contain so much information in different topics that, willy-nilly, you begin to educate yourself); attend classes of colleagues; participate in competitions, seminars, conferences; analyze your own lessons; create your own publications; create; build individual plan professional self-development and follow it.
