Slastenin V., Isaev I. et al

The article was prepared by Kalinkina Elena Alexandrovna and

Tatarnikova Victoria Alexandrovna

Theoretical foundations of the teacher's professional activity.

In the activities of a preschool teacher great importance has knowledge of the normative documentation, according to which the pedagogical process is built in the institution and knowledge of the main theoretical approaches, since it is on them that the construction of the content is based preschool education. The key legal documents regulating the activities of a preschool teacher are: legislative acts as: the Constitution of the Russian Federation, the Law on Education, the model regulation on a preschool educational institution, the charter of a kindergarten, the development program for preschool educational institutions, the educational program, the main general educational program for preschool childhood and the complex partial programs, federal state educational standards and many other legal documents and regulations that regulate the activities of preschool teachers.

The construction of the process of teaching and educating preschool children is carried out on the basis of the basic theoretical concepts of preschool education, these basic concepts form the basis of the Federal State Educational Standard for Preschool Education, including: cultural historical concept L.S. Vygotsky, activity approach and personal approach to teaching preschoolers. Each of these approaches reflects important provisions on the basis of which preschool education is built.

The cultural-historical approach developed by L.S. Vygotsky, reveals the features of the formation mental processes personality. Within the framework of this approach, the concept of development is key. This concept is understood by the author as a transition from one qualitative state to another in order to improve it. Within the framework of the cultural-historical concept, the main concepts that are significant for school education are the concepts of “leading activity”, “social situation of development”, as well as “psychological neoplasms in different age periods”.

The leading activity is the activity of the child, within the framework of which new types of activity are formed, mental functions develop, and personal neoplasms are formed. At preschool age, the leading activity is the game. Building educational program is based on accounting for the leading activity.

The social situation of development reflects the system of interpersonal interactions of the child with the people around him. By the beginning of each age period, a peculiar, specific for a given age, unique relationship develops between the child and the social reality surrounding him - it is this relationship that is called the situation of development. According to the cultural-historical concept, educational goals should be focused on:

1. Development of the child's culture, development and acquisition of knowledge, skills, values ​​and norms.
2. The interaction between the teacher and the child should be built on the basis of stimulation and reflection of various types of activities, situations of dialogue.
3. The content of education is built as a model of science in the system of culture and there is a selection of those theories and ideals and cognitive activity that have a general cultural significance.

The leading activity of preschool age - play - exhausts its developmental influence by the age of 7, when the child enters a new stage of development and moves on to schooling. This is due to the fact that the child has a psychological maturation of those functions and processes that have

important for learning. In preschoolThe game provides a number of functions and contributes to the development of the child's ability to correlate their actions with the model and obey the rules, regulate their actions and deeds, therefore, all these neoplasms act as indicators of the results of mastering the main general educational program of preschool education.

The most important concept within the framework of the cultural-historical concept is the concept of the zone of actuality and the zone of proximal development. The zone of actual development is what the child knows and knows at the moment, the zone of proximal development is what the child can learn and what tomorrow will move into the zone of his actual development. This is the foundation of early childhood education. Children develop a system of knowledge, skills and abilities. Thanks to the cultural-historical concept in preschool education, basic characteristics child development process, and they are taken into account in the process of education and upbringing.

Within the framework of the activity approach, the authors of which are A. V. Zaporozhets, A. N. Leontiev, L. S. Rubinshtein, activity is considered as a means of formation and development of the child's subjectivity. The activity approach means the organization and management of the educational activities of the child in the general process of his formation and development.

The essence of the activity approach states that the basis of development is the independent activity and joint activity of the child. Based on this approach, it is important not that the teacher gives the child ready-made samples that he learns, but that the child himself creates them together with the teachers. The personal approach at the heart of the organization of the educational process of a preschool institution indicates the recognition of the priority of the individual over the team, the construction of humanistic relations.

The personal approach in the activities of the teacher is a basic valuable orientation that determines his attitude in interaction with the child. Within the framework of the personal approach of preschool education, such concepts as "individuality", "personality", "I-concept", "choice", "pedagogical support" are considered. The integration of the content of preschool education, which is the unification of individual parts into a single whole, is the most important characteristic of preschool education at the present stage.

The process of humanization of the content of preschool education makes high demands on the organization of the pedagogical process, focuses on the search for constructive forms of interaction and the introduction of innovative technologies for teaching, educating and developing preschool children. Innovative processes of preschool education are carried out on the basis of a personality-oriented approach, within the framework of which the socialization and development of the child takes place, taking into account his individual characteristics and abilities. Modern pedagogical technologies determine the content of preschool education, the structure of pedagogical activity, the organization of the developing environment of preschool educational institutions. The content of education is the priority area on which the development of a person who is able to independently and consciously build his life in the spirit of universal values, taking into account the traditions of his people, depends. Of particular interest in this regard is preschool childhood, as the first stage of the system of continuous education, the initial stage of mastering cultural and historical values.

Literature:
1. Vygotsky L. S. Psychology and the doctrine of the localization of higher mental functions / L. S. Vygotsky // Coll. Op. - V. 6 vols. - T. 1. Questions of the theory and history of psychology. - M.: Pedagogy, 1982. - S. 168–174.

2. Personally-oriented approach in the work of a teacher: development and use / Ed. E. N. Stepanova. - M.: TC Sphere, 2003. - 138 p. 3.

3. Rubinshtein S. L. Man and the world / S. L. Rubinshtein. M.: Nauka, 1997. - 147 p.

Everyone must be taught... A woman must be educated, because all of humanity passes through her hands; stupid - a jug without a bottom, no matter how mine, it will not acquire a bottom, but it will be clean; gifted - the mind can pick up so much bad things that it can do a lot; those in charge - to lead well; subordinates - to reasonably obey; the rich, without wisdom, they are bran-fed pigs; the poor are donkeys forced to carry heavy things. Ya. A. Comenius

Teacher In ancient Greece, a teacher is a special slave who literally escorts to school a “GUIDE” TO LEAD, ACCOMPANY.

Educator is a general term used to refer to persons engaged in various types of educational activities PROFESSIONALS have special training NON-PROFESSIONALS parents, leaders of small groups, scientific schools

Pedagogical activity is a type of professional activity, the content of which is the training, upbringing, development and education of students; the art of managing the formation of the personality of another person by means of a specialty

The structure of pedagogical activity SUBJECT OBJECT MEANS PRODUCT TEACHER FORMATION AND DEVELOPMENT OF THE STUDENT'S PERSONALITY METHODS AND TECHNOLOGIES OF TRAINING AND EDUCATION, THE PERSONALITY OF THE TEACHER EDUCATION, EDUCATION OF THE PERSONALITY

The essential characteristics of pedagogical activity 1) the spiritual nature of the teacher deals with the highest value - the PERSONALITY of the student, who is the subject of his own activity for self-development, self-improvement, self-education; without appealing to its internal forces, needs, the pedagogical process will not be effective

Developing mechanism It is important for the teacher not only to stand in a subjective position (to realize the meaning of his activity), but also to put the Other (student) in the position of realizing the activity

2. The joint nature of the “flow of all-encompassing reciprocity” implies a teacher and the one whom he teaches, develops, educates. The essence of pedagogical activity is in the transition of activity for oneself into activity for the Other. The motive of pedagogical activity is the interests of other people.

3. The humanistic nature of pedagogical activity Humanism is a worldview that is characterized by confidence in the unlimited possibilities of self-improvement of a person, the inexhaustibility of his emotional, cognitive, adaptive capabilities. The object on which pedagogical efforts are directed is not the personality itself, but the process of its development and improvement.

The humanistic approach to pedagogical activity is the recognition of complexity, inexhaustibility, inconsistency, constant variability of a person in a person “Man is what is possible”. C. Rogers

Irreducibility - the openness of a person as a system that is biologically and socially improved thanks to the environment, communication, language; - a person cannot be reduced to any function or set of functions; – personality is always more than business, status, profession

Inexpressibility Man, as a spiritual being, is essentially completely inexpressible; man is a mystery, the significance and depth of which depends on his spiritual development.

Indefinability The inexplicability of a person from the point of view of external conditions and internal laws of his existence; internally, a person remains free, obeying his own laws and rules

Incompleteness of personality The formation of personality has a contradictory, discrete character. The personality is not complete, much is only outlined in it. She is in a state of self-construction, searching for her own face.

Acceptance and implementation of humanistic values ​​Values ​​- virtues ALTRUISM FRIENDLY DOMINANCE ACCEPTANCE and EMPATHY TOLERANCE Values ​​- life self-realization self-determination freedom support

The humanistic potential of pedagogical activity lies in the creation of opportunities for the constant development and personal growth of the teacher; activities that allow you to develop and realize your creative potential

4. Creative nature 1) the teacher designs the personality of the student, 2) makes independent decisions in unexpected situations; 3) selects and combines the most appropriate methods and forms of education; 4) produces ideas, creates new ways of pedagogical activity, corresponding to his pedagogical personality and characteristics of the audience.

Proximity to performing activity Reproduction in individual consciousness of the results of scientific and artistic creativity (coincidence of product and process) Irreversibility Irreproducibility Unpredictability Improvisation

5. The organizational nature of pedagogical activity pedagogical activity is essentially managerial, in which the teacher acts as an organizer, manager; The teacher is called upon not only and not so much to transmit knowledge, but to organize the educational process, to create conditions for the student to improve himself.

The specifics of pedagogical activity Pedagogical activity managing the transforming process of transformation personality possessing special knowledge about the subject of his specialty establishing and developing optimal relationships between students subject-specialized human studies

EDUCATION is “a purposeful process of upbringing and education in the interests of a person, society, state, accompanied by a statement of the achievement by the student of the educational levels established by the state” . The Law on Education of the Russian Federation The process of building a person's image, the purpose of which is the ideal of the individual, the image of the goal of life that has developed in a particular culture. I. Ya. Lerner

The main task of education is not to be content with the transmission of traditions and knowledge, but to improve the ability that enables a person to find unique meanings. V. Frankl

Education Conservation mechanism historical memory population IP Pavlov purposeful activity on the formation of a system of personality traits, attitudes and beliefs.

Education from a humanistic position “ascent to subjectivity” (M. S. Kagan) “actualization of the human pupil” (I. A. Kolesnikova) qualities “in-axis - nutrition - nutrition of the spiritual axis of a person (Sh. Amonashvili) self-determination "(G. Batishchev) integrity, opportunities

purpose of education? ? ? the formation of a harmoniously and comprehensively developed personality, prepared for proactive social and professional activities in modern society.

Learning is the process of organizing and stimulating the active educational and cognitive activity of students in mastering scientific knowledge, skills and abilities teaching the transfer of knowledge, skills, experience of activities teaching the assimilation of experience through its perception, comprehension, transformation

DEVELOPMENT consistent quantitative and qualitative change in the physical, intellectual, emotional and value properties of the individual; occurs in the process of assimilation of values, norms, attitudes, patterns of behavior inherent in this professional community

Socialization is the process and result of the involvement of the individual in the system of social relations, social adaptation, adaptation to social conditions, individualization, awareness by the individual of his uniqueness, the ability to be himself.

Professionalization as part of socialization preparation of the individual for conscious choice development of the professional orientation of the individual identification of cognitive and professional opportunities, interests of the individual formation of readiness for self-determination in the system of interpersonal and business relations

Cultural - humanistic function is not only to ensure the ascending reproduction of culture; BUT ALSO IN THE DEVELOPMENT OF A STUDENT AS A PERSON OF CULTURE.

Prognostic - predicting the result Analysis of the pedagogical situation Purpose and ways to achieve it Determination of stages and distribution of time Anticipation of the result

Constructive - designing the pedagogical process Selection and organization of the content of educational information Specification of goals based on the diagnosis of the needs and capabilities of students Determining pedagogical conditions (material, psychological) Planning their actions and the actions of the student

Organizational Creation of motivation to upcoming activities INTEGRATION AND ADAPTATION OF THE LEARNING MATERIAL TO THE LEVEL OF PREPAREDNESS OF STUDENTS Organization of joint activities Stimulation of cognitive activity and creativity of students

Communicative - building interpersonal interaction Perception of the psychological state of a partner Communicative attack ESTABLISHING PSYCHOLOGICAL CONTACT COMMUNICATION MANAGEMENT: distribution of attention, quick response to emerging barriers

Reflexive - summing up Control of the results of the educational process Analysis and evaluation of the results obtained Determination of the direction of correction of one's activities

Gnostic (research) systematic "pedagogical intelligence" Studying the age and individual-typological characteristics of students Studying the content and ways of influencing other people Studying the process and result of one's own activity, its advantages and disadvantages

A teacher's abilities are a factor in the development of students' abilities (N. V. Kuzmina) What abilities should a teacher develop in himself? Formulate a pedagogical credo (motto) of a successful teacher.

Literature on the basics of ped. activities Introduction to pedagogical activity: textbook. allowance for students. higher textbook establishments; under. ed. A. S. Robotova. - M.: "Academy", 2007. Winter I. A. Pedagogical psychology: Textbook for universities. -M. : Logos, 2005. Klimov EA Pedagogical work: psychological components. M. "Academy", 2004. Moreva N. A. Fundamentals of pedagogical skill -M. "Enlightenment", 2006. Nikitina N. N., Kislinskaya N. V. Introduction to pedagogical activity: Theory and practice. M.: "Academy", 2004.

Khutorskoy A. V. Human-like learning in the classroom - the goals and objectives of the experiment // Internet magazine "Eidos" 2008. -12 www. eidos. ru/journal/2008/071211-htm http: //elite. far. ru/index. phtml? page=book 5314000822 http: //www. ido. rudn. ru/psychology/pedagogical_psychology/ 12. html http: //www. humanism. ru/pedagogika 4. htm http: //uchebauchenyh. people. ru/books/uchebnik/soderza nie. htm

Literature on pedagogical axiology Krylova N. B. Culturology of education - M., 2000. Pedagogy of understanding: textbook. allowance / Yu. In Senko, M. N. Frolovskaya. - M., 2007. Slastenin V. A., G. I. Chizhakova Introduction to pedagogical axiology: textbook. allowance. -M. , 2003. Starikova LD History of Pedagogy and Philosophy of Education. - Rostov n / a, 2008. Reader on pedagogical axiology: Textbook / Comp. V. A. Slastenin, G. I. Chizhakova. - M. Voronezh, 2005.

Finish the phrase. . The purpose of pedagogical activity is. . . Its collaborative nature is manifested in. . . The unique nature of pedagogical activity is explained by the fact that. . . The universal nature of pedagogical activity is manifested in the fact that. . What is the essence of pedagogical activity?

? ? ? ? ? ? What is the specificity of pedagogical activity? What is the essence of the humanistic approach in pedagogy? There is an opinion that with the development of new information technologies, the teaching profession will disappear. Do you agree with this statement?

The essence of pedagogical activity
Main types of pedagogical activity
The structure of pedagogical activity
The teacher as a subject of pedagogical activity
Professionally conditioned requirements for the personality of the teacher

§ 1. The essence of pedagogical activity

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the mass media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, being engaged in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal(A.N.Leontiev).
The goal of pedagogical activity is connected with the realization of the goal of education, which even today is considered by many as the universal ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other hand, the needs and aspirations of an individual.
A.S. Makarenko paid great attention to the development of the problem of the goals of education, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "communist person", etc. A.S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective tendencies community development and bringing the content, forms and methods of pedagogical activity in line with the needs of society, they add up to a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society.
The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual.

Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a certain discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.
A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

§ 2. Main types of pedagogical activity

Traditionally, the main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work - this is a pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of the harmonious development of the individual. A teaching - This is a type of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship educational work and teaching reveals the meaning of the thesis about the unity of education and upbringing.
Education, the disclosure of the essence and content of which is devoted to many studies, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin and others), consider experience as its integral components, along with the knowledge and skills that a person acquires in the learning process. creative activity and experience of emotional and valuable attitude to the world around. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, a holistic pedagogical process in its content aspect is a process in which "educational education" and "educational education" are merged into one(ADisterweg).
Let us compare, in general terms, the activity of teaching, which takes place both in the learning process and outside school hours, and the educational work that is carried out in a holistic pedagogical process.
Teaching carried out within any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for how to achieve it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because it is unattainable within the time limits of the organizational form. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. The most important criterion for the effective solution of educational problems is positive changes in the minds of pupils, manifested in emotional reactions, behavior and activities.
The content of training, and hence the logic of teaching, can be hard-coded, which is not allowed by the content of educational work. The formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for by the curricula, is essentially nothing more than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to things, objects and phenomena of the surrounding world, to oneself. The logic of the teacher's educational work in each individual class cannot be predetermined by normative documents.

The teacher deals with approximately homogeneous "source material". The results of the exercise are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the cognitive activity of the student. The educator is forced to take into account the fact that his pedagogical influences may intersect with unorganized and organized negative influences on the student. Teaching as an activity has a discrete character. It usually does not involve interaction with students during the preparatory period, which can be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the pupil is under his indirect influence. Usually the preparatory part in educational work is longer and often more significant than the main part.
The criterion for the effectiveness of students' activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, and the intensity of advancement in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the educator's activities with the developed criteria for upbringing. It is very difficult to single out the result of the activity of the educator in a developing personality. By virtue of stochasticity educational process, it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in terms of its organization and implementation, and in the structure of a holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proved or deduced logically, then it is much more difficult to cause and consolidate certain relationships of a person, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude to learning activities in general, i.e. from the results of not only teaching, but also educational work.
The identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work while meeting all the requirements modern technology production and organization of labor; to prepare such a skilled worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, value the honor of his workshop, enterprise. A good master not only transfers his knowledge to students, but also guides their civil and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his work, people, can instill in students a sense of professional honor and arouse the need for perfect mastery of the specialty.
In the same way, if we consider the scope of duties of the educator of the extended day group, we can see in his activities both teaching and educational work. The regulation on after-school groups defines the tasks of the educator: to instill in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills; regulate the daily routine of pupils, observing the timely preparation of homework, assist them in learning, in a reasonable organization of leisure; to carry out, together with the school doctor, activities that promote the health and physical development of children; maintain contact with the teacher, class teacher, parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling the habits of cultural behavior and personal hygiene skills, for example, is already a sphere not only of education, but also of training, which requires systematic exercises.
So, of the many types of schoolchildren's activities, cognitive activity is not limited only by the framework of education, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create in the classroom an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that not teaching skills, but the skills of educational work are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers aims to form their readiness to manage a holistic pedagogical process.

§ 3. The structure of pedagogical activity

In contrast to the understanding of activity accepted in psychology as a multilevel system, the components of which are the goal, motives, actions and results, in relation to pedagogical activity, the approach of identifying its components as relatively independent functional activities of the teacher prevails.
N.V. Kuzmina singled out three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are needed, manifested in skills.
constructive activity, in turn, breaks down into constructive-content (selection and composition educational material, planning and construction of the pedagogical process), constructive-operational (planning their actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activity involves the implementation of a system of actions aimed at including students in various activities, creating a team and organizing joint activities.
Communicative activity is aimed at establishing pedagogically expedient relations between the teacher and pupils, other teachers of the school, members of the public, and parents.
However, these components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not reveal all aspects and areas of pedagogical activity with sufficient completeness.
A. I. Shcherbakov classifies the constructive, organizational and research components (functions) as general labor components, i.e. manifested in any activity. But he specifies the teacher's function at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions. Particular attention should be paid to the research function, although it relates to general labor. The implementation of the research function requires the teacher to have a scientific approach to pedagogical phenomena, to master the skills of heuristic search and methods of scientific and pedagogical research, including the analysis of their own experience and the experience of other teachers.
The constructive component of pedagogical activity can be represented as internally interconnected analytical, prognostic and projective functions.
An in-depth study of the content of the communicative function allows us to define it also through interrelated perceptual, proper communicative and communicative-operational functions. The perceptual function is associated with penetration into the inner world of a person, the communicative function itself is aimed at establishing pedagogically expedient relationships, and the communicative-operational function involves the active use of pedagogical equipment.
The effectiveness of the pedagogical process is due to the presence of constant feedback. It allows the teacher to receive timely information about the compliance of the results obtained with the planned tasks. Because of this, in the structure of pedagogical activity, it is necessary to single out the control-evaluative (reflexive) component.
All components, or functional types, of activity are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills.

§ 4. Teacher as a subject of pedagogical activity

One of the most important requirements that the teaching profession makes is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as the subject of pedagogical activity.
The position of a teacher is a system of those intellectual, volitional and emotional-evaluative attitudes towards the world, pedagogical reality and pedagogical activity. in particular, which are the source of its activity. It is determined, on the one hand, by the requirements, expectations and opportunities that society presents and provides to him. And on the other hand, there are internal, personal sources of activity - inclinations, experiences, motives and goals of the teacher, his value orientations, worldview, ideals.
The position of the teacher reveals his personality, the nature of social orientation, the type of civic behavior and activity.
social position teacher grows out of the system of views, beliefs and value orientations that were formed back in the general education school. In the process of professional training, on their basis, a motivational-value attitude to the teaching profession, goals and means of pedagogical activity is formed. The motivational-value attitude to pedagogical activity in its broadest sense is ultimately expressed in the direction that constitutes the core of the teacher's personality.
The social position of the teacher largely determines his professional position. However, there is no direct dependence here, since education is always built on the basis of personal interaction. That is why the teacher, clearly aware of what he is doing, is not always able to give a detailed answer, why he acts this way and not otherwise, often contrary to common sense and logic. No analysis will help to reveal which sources of activity prevailed when the teacher chose one position or another in the current situation, if he himself explains his decision by intuition. The choice of a professional position of a teacher is influenced by many factors. However, decisive among them are his professional attitudes, individual typological personality traits, temperament and character.
L.B. Itelson gave a description of the typical roles of pedagogical positions. The teacher can act as:
an informer, if he is limited to communicating requirements, norms, views, etc. (for example, you have to be honest);
friend, if he sought to penetrate the soul of a child"
a dictator, if he forcibly introduces norms and value orientations into the minds of pupils;
adviser if he uses careful persuasion"
the petitioner, if the teacher begs the pupil to be such "as it should be", sometimes descending to self-humiliation, flattery;
inspirer, if he seeks to captivate (ignite) with interesting goals, prospects.
Each of these positions can have a positive and negative effect depending on the personality of the educator. However, injustice and arbitrariness always give negative results; playing along with the child, turning him into a little idol and dictator; bribery, disrespect for the personality of the child, suppression of his initiative, etc.
§ 5. Professionally conditioned requirements for the personality of the teacher
The set of professionally conditioned requirements for a teacher is defined as professional readiness to teaching activities. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness, and on the other hand, scientific, theoretical and practical training as the basis of professionalism.
The content of professional readiness as a reflection of the goal of teacher education is accumulated in profesio-gram, reflecting the invariant, idealized parameters of the teacher's personality and professional activity.
To date, a wealth of experience has been accumulated in building a teacher's professiogram, which allows us to combine professional requirements for a teacher into three main complexes that are interconnected and complement each other: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty). When substantiating a professiogram, psychologists turn to establishing a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky highlights didactic, academic, communication skills, as well as pedagogical imagination and the ability to distribute attention.
A. I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational abilities to be among the most important pedagogical abilities. He also believes that in the psychological structure of the personality of a teacher, general civil qualities, moral and psychological, social and perceptual, individual psychological characteristics, practical skills and abilities should be distinguished: general pedagogical (information, mobilization, developmental, orientation), general labor (constructive, organizational , research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and their application in solving pedagogical problems and obtaining new information).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating a personality, affirming a person in a person. In this regard, the goal of teacher education can be represented as a continuous general and professional development of a new type of teacher, which is characterized by:
high civic responsibility and social activity;
love for children, the need and ability to give them your heart;
genuine intelligence, spiritual culture, desire and ability to work together with others;

high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values ​​and make creative decisions;
the need for constant self-education and readiness for it;
physical and mental health, professional performance.
This capacious and concise characteristic of a teacher can be concretized to the level of personal characteristics.
In the teacher's professiogram, the leading place is occupied by the orientation of his personality. In this regard, let us consider the personality traits of a teacher-educator that characterize his social, moral, professional, pedagogical, and cognitive orientation.
KD. Ushinsky wrote: “The main road of human education is persuasion, and persuasion can only be acted upon by persuasion. Any teaching program, any method of education, no matter how good it may be, that has not passed into the convictions of the educator, will remain a dead letter that has no power in reality. "The most vigilant control in this matter will not help. An educator can never be a blind executor of an instruction: without being warmed by the warmth of his personal conviction, it will have no power."
In the activity of the teacher, ideological conviction determines all other properties and characteristics of the individual, expressing his social and moral orientation. In particular, social needs, moral and value orientations, a sense of public duty and civic responsibility. Ideological conviction underlies the social activity of the teacher. That is why it is rightfully considered the most profound fundamental characteristic of a teacher's personality. A teacher-citizen is loyal to his people, close to them. He does not close himself in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.
In the structure of the teacher's personality, a special role belongs to the professional and pedagogical orientation. It is the framework around which the main professionally significant properties of the teacher's personality are assembled.
The professional orientation of the teacher's personality includes interest in the teaching profession, pedagogical vocation, professional and pedagogical intentions and inclinations. The basis of the pedagogical orientation is interest in the teaching profession which finds its expression in a positive emotional attitude to children, to parents, pedagogical activity in general and to its specific types, in the desire to master pedagogical knowledge and skills. teaching vocation in contrast to pedagogical interest, which can also be contemplative, means a propensity that grows out of the awareness of the ability for pedagogical work.
The presence or absence of a vocation can be revealed only when the future teacher is included in an educational or real professionally oriented activity, because a person's professional destiny is not directly and unambiguously determined by the originality of his natural features. Meanwhile, the subjective experience of a vocation for a performed or even chosen activity can turn out to be a very significant factor in the development of a person: to cause enthusiasm for the activity, the conviction of one's suitability for it.
Thus, the pedagogical vocation is formed in the process of accumulation by the future teacher of theoretical and practical pedagogical experience and self-assessment of their pedagogical abilities. From this we can conclude that the shortcomings of special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of the future teacher.
The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities that characterize the teacher's professional and pedagogical orientation.
Among these qualities are pedagogical duty And responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to help children and adults, everyone who needs it, within their rights and competence; he is demanding of himself, strictly following a peculiar code pedagogical morality.
The highest manifestation of pedagogical duty is dedication teachers. It is in it that his motivational-value attitude to work finds expression. A teacher who has this quality works regardless of time, sometimes even with the state of health. A striking example of professional dedication is the life and work of A.S. Makarenko and V.A. Sukhomlinsky. An exceptional example of selflessness and self-sacrifice is the life and deed of Janusz Korczak, a prominent Polish doctor and teacher, who despised the offer of the Nazis to stay alive and stepped into the crematorium oven together with his pupils.

The relationship of a teacher with colleagues, parents and children, based on the awareness of professional duty and a sense of responsibility, is the essence of pedagogical tact, which is at the same time a sense of proportion, and a conscious dosage of an action, and the ability to control it and, if necessary, to balance one remedy with another. In any case, the tactics of the teacher's behavior is to, anticipating its consequences, choose the appropriate style and tone, time and place of the pedagogical action, as well as carry out their timely adjustment.
The pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, citizenship and professional excellence. It is the basis on which trusting relationships between teachers and students grow. The pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special care and fairness are extremely important.
Pedagogical justice is a kind of measure of the objectivity of the teacher, the level of his moral upbringing. V.A. Sukhomlinsky wrote: "Justice is the basis of a child's trust in a teacher. But there is no abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, one must know the spiritual world of each child to the subtlety "" .
Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority. If in the framework of other professions the expressions "scientific authority", "recognized authority in their field", etc., are habitually heard, then the teacher can have a single and indivisible authority of the individual.
The basis of the cognitive orientation of the individual is spiritual needs and interests.
One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition professional development and improvement.
One of the main factors of cognitive interest is love for the subject being taught. L.N. Tolstoy noted that if you want to educate a student with science, love your science and know it, and the students will love you, and you will educate them; but if you yourself do not love it, then no matter how much you force to learn, science will not produce educational influence "". This idea was developed by V.A. Sukhomlinsky. He believed that "the master of pedagogy knows the ABC of his science so well that in the lesson, in the course of studying the material, the content of what is being studied is not in the center of his attention but the students, their mental work, their thinking, the difficulties of their mental work.
A modern teacher should be well versed in various branches of science, the basics of which he teaches, know its possibilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, to see the near and far perspectives of the science he teaches.

Most common characteristic The cognitive orientation of the teacher's personality is the culture of scientific and pedagogical thinking, the main feature of which is dialectics. It manifests itself in the ability to detect its constituent contradictions in each pedagogical phenomenon. A dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process where continuous development takes place through the struggle of the new with the old, to influence this process, promptly solving all the questions and tasks that arise in his activity.

INTRODUCTION 3
1. ESSENCE OF PEDAGOGICAL ACTIVITY 4
2. MAIN TYPES OF PEDAGOGICAL ACTIVITIES 8
3. STRUCTURE OF PEDAGOGICAL ACTIVITY 11
4. FUNCTIONS OF PEDAGOGICAL ACTIVITY 13
CONCLUSION 15
REFERENCES 16

INTRODUCTION

A teacher of any level of the educational system is a representative of the most massive part of the humanitarian intelligentsia. To a large extent, the fate of education, culture, and the formation of future generations depend on it.
It is difficult to imagine the development of society and the individual outside of pedagogical activity. Pedagogical activity can be considered as the most important attribute of human existence.
Outside of pedagogical activity, it is difficult to imagine the continuity of the educational process in its spatial and temporal characteristics. “The world in time and space is put under the sign of the school” (S. S. Averintsev). And the school is inextricably linked with the phenomena of "teaching-apprenticeship". The conjugation of pedagogical activity with these relations also largely determines its value, inherently humanitarian characteristics.
Pedagogical activity is a condition for the continuity of generations. It "grows" out of the culture of its era, is consistent with this culture, is aimed at its preservation and reproduction. But at the same time, it is a prerequisite and a condition further development culture, the emergence of fundamentally new phenomena in it. Real teachers are always concerned not only with the transfer, transmission of existing experience, accumulated knowledge, but also with the development of the creative potential of the personality of their students, their ability and ability to overcome the boundaries of the known, traditional. Thanks to this, it becomes possible to go beyond the educational standard, to create conditions for the successful development of those who are capable of not only reproducing activities, but also creative ones. This determines the special socio-cultural value of pedagogical activity.

1. ESSENCE OF PEDAGOGICAL ACTIVITY

In the ordinary sense, the word "activity" has synonyms: work, business, occupation. In science, activity is considered in connection with the existence of a person and is studied by many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. In activity, one of the essential properties of a person is manifested - to be active. This is precisely what is emphasized in the philosophical definition of activity as “specifically human form active relationship with the environment. As the psychologist B.F. Lomov noted, “activity is multidimensional”, therefore, there are numerous classifications of activity, which are based on it. various signs reflecting various aspects of this phenomenon. They distinguish spiritual and practical, reproductive (performing) and creative, individual and collective, etc. There are also various types of professional activity.
Pedagogical activity is a type of professional activity, the content of which is training, upbringing, education, development of students (children different ages, students of schools, technical schools, vocational schools, higher educational institutions, advanced training institutes, institutions of additional education, etc.).
The goal of pedagogical activity is connected with the realization of the goal of education, which even today is considered by many as the universal ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other hand, the needs and aspirations of an individual.
A.S. Makarenko paid much attention to the development of the problem of the goals of education, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "man-communist", etc. A. S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are singled out. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of the objective tendencies of social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they add up to a detailed program of step-by-step movement towards the highest goal - development individuals in harmony with themselves and society.
One of the most important characteristics of pedagogical activity is its joint nature: it necessarily involves a teacher and the one whom he teaches, educates, and develops. This activity cannot be an activity only “for oneself”. Its essence lies in the transition of activity “for oneself” into activity “for another”, “for others”. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).
Professional activity requires special education, i.e. mastering the system of special knowledge, skills and abilities necessary to perform the functions associated with this profession. You will acquire these knowledge and skills by studying theoretical and practical pedagogy, engaging in self-education and self-improvement in order to achieve high performance results and reach a high level of professionalism.
A person who is engaged in professional pedagogical activity can be called differently: educator, teacher, lecturer, teacher. Often it depends on the institution in which he works: a teacher in a kindergarten, a teacher in a school, a teacher in a technical school, college, university. The teacher is rather a generic concept in relation to everyone else.
They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, leaders of circles), teach and educate at school (teachers, class teachers, teachers of after-school groups, additional education teachers). Thus, already in childhood, a growing person becomes the object of the pedagogical activity of many people. But now the person has become an adult: he entered a technical school, college, higher educational institution, courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers and educators.
Having received a profession modern man in the course of his life, he will have to replenish his knowledge more than once, improve his qualifications, change the profile of his activity, and perhaps, for various reasons, change the profession itself. He will have to study at various courses, at institutes for advanced training, receive new or additional education. And again he falls into the sphere of pedagogical activity.
Thus, it turns out that not a single person can live without becoming the object of pedagogical activity. This is an activity that is extremely necessary in any society, in demand by the entire course of the socio-cultural, civilizational development of mankind, and has an enduring value.

2. MAIN TYPES OF PEDAGOGICAL ACTIVITIES

Traditionally, the main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of pupils in order to solve the problems of harmonious development of the individual. And teaching is a kind of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. Such an understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, the disclosure of the essence and content of which is devoted to many studies, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I.Ya. Lerner, M.N. Skatkin, etc.), its integral components, along with the knowledge and skills that a person masters in the learning process, consider the experience of creative activities and experience of emotional and valuable attitude to the world around. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, a holistic pedagogical process in its content aspect is a process in which educative education and educative education are merged.
The identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work while observing all the requirements of modern production technology and labor organization; to prepare such a skilled worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, value the honor of his workshop, enterprise.
In the same way, if we consider the scope of duties of the educator of the extended day group, one can see in his activities both teaching and educational work. The regulation on after-school groups defines the tasks of the educator: to instill in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills; regulate the daily routine of pupils, observing the timely preparation of homework, assist them in learning, in a reasonable organization of leisure; to carry out, together with the school doctor, activities that promote the health and physical development of children; maintain contact with the teacher, class teacher, parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling the habits of cultural behavior and personal hygiene skills, for example, is already a sphere not only of education, but also of training, which requires systematic exercises.
So, of the many types of schoolchildren's activities, cognitive activity is not limited only by the framework of education, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved, first of all, by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create in the classroom an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that not teaching skills, but the skills of educational work are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers aims to form their readiness to manage a holistic pedagogical process.

3. STRUCTURE OF PEDAGOGICAL ACTIVITY

Like any kind of activity, the activity of a teacher has its own structure:
1. Motivation.
2. Pedagogical goals and objectives.
3. The subject of pedagogical activity.
4. Pedagogical means and methods for solving the tasks.
5. Product and result of pedagogical activity.
Each type of activity has its own subject, just like pedagogical activity has its own.
The subject of pedagogical activity is the organization of educational activities of students, aimed at the development of subject socio-cultural experience by students as the basis and conditions for development.
The means of pedagogical activity are:
scientific (theoretical and empirical) knowledge, with the help and on the basis of which the conceptual and terminological apparatus of students is formed;
"carriers" of knowledge - the texts of textbooks or knowledge reproduced by the student during observation (in laboratory, practical classes, etc.), organized by the teacher, of the mastered facts, patterns, properties of objective reality;
aids- technical, computer, graphic, etc.
The ways of transferring social experience in pedagogical activity are:
explanation;
display (illustration);
collaboration;
direct practice of the student (laboratory, field);
trainings, etc.
The product of pedagogical activity is the individual experience formed by the student in the totality of axiological, moral and ethical, emotional and semantic, subject, evaluative components. The product of this activity is evaluated at the exam, tests, according to the criteria for solving problems, performing educational and control actions.
The result of pedagogical activity as the fulfillment of its main goal is the development of the student:
his personal development;
intellectual improvement;
his formation as a person, as a subject of educational activity.

4. FUNCTIONS OF PEDAGOGICAL ACTIVITY

In a number of psychological and pedagogical works, two groups of pedagogical functions are distinguished - goal-setting and organizational-structural.
1. The goal-setting group includes the following functions:
orientation;
developing;
mobilizing (stimulating the mental development of students);
informational.
This group of functions correlates with the didactic, academic, authoritarian, and communicative abilities of a person.
2. The organizational and structural group includes the following functions:
constructive;
organizational;
communicative;
gnostic.
Thus, the constructive function provides:
a) selection and organization of the content of educational information that must be learned by students;
b) designing student activities in which information can be assimilated;
c) designing their own future activities and behavior, what they should be in the process of interaction with students.
The organizational function is implemented through the organization:
a) information in the process of communicating it to students;
b) various activities of students;
c) own activities and behavior in the process of direct interaction with students.
The communicative function involves:
a) establishing proper relationships with students;
b) normal, business relations with other teachers, with the school administration.
Gnostic (research) function involves the study of:
a) the content and ways of influencing other people;
b) age and individual psychological characteristics of other people;
c) features of the process and results of their own activities, its advantages and disadvantages.

CONCLUSION

So, the meaning of the pedagogical profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
This activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the media. However, in the first case, this activity is professional, and in the second - general pedagogical, which each person voluntarily or involuntarily carries out in relation to himself, being engaged in self-education and self-education.
Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

BIBLIOGRAPHY

1. Bordovskaya N., Rean A. Pedagogy: Textbook. - St. Petersburg: Peter, 2008.
2. Borytko N. M., Solovtseva I. A., Baibakov A. M. Pedagogy. – M.: Academy, 2007.
3. Weindorf-Sysoeva M. E., Krivshenko L. P. Pedagogy. – M.: Yurayt-Izdat, 2005.
4. Grigorovich L. A., Martsinkovskaya T. D. Pedagogy and psychology. – M.: Gardariki, 2003.
5. Winter I. A. Pedagogical psychology. – M.: Logos, 2004.
6. Kotova I. B., Shiyanov E. N. Teacher: profession and personality. - Rostov - n / a, 2004.
7. Kuzmina N. V. Professionalism of the personality of the teacher and the master of industrial training. - M .: Pedagogy, 2000.
8. Lomov B. F. Methodological and theoretical problems psychology. - M.: Academy, 2004.
9. Pidkasy P. I. Pedagogy: Textbook. – M.: Higher education, 2008.
10. Podlasy I. P. Pedagogy. – M.: VLADOS, 2003.
11. Robotova A. S., Leontieva T. V., Shaposhnikova I. G. Introduction to pedagogical activity. – M.: Academy, 2000.
12. Sergeev I. S. Fundamentals of pedagogical activity: Textbook. - St. Petersburg: Peter, 2004.
13. Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: Textbook. – 7th ed. – M.: Academy, 2007.
14. Philosophical encyclopedic dictionary. - 4th ed. - M., 2003.
15. Yakunin V. A. Pedagogical psychology. - St. Petersburg: Peter, 2003.

transcript

2 1. General provisions Novosibirsk 2015 The code of professional ethics of the educator was developed in accordance with the Constitution of the Russian Federation, the Convention on the Rights of the Child, the Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation", the Law of the Russian Federation "On Education" and adopted in accordance with them other legislative and local acts, norms international law. 1.2. When carrying out his activities, the educator is guided by the following principles: - humanity; - legitimacy; - democracy; - justice; - professionalism; - mutual respect. 2. The purpose of the code The purpose of the code is to define the basic norms of professional ethics in the relationship of a teacher with pupils and their parents, with the pedagogical community and the state. 3. Fundamentals of the teacher's activity. The personality of the teacher. 2

3 3.1. The teacher is responsible for the quality and results of his educational activities, the pedagogical work entrusted to him - upbringing . The teacher does not create his authority with the help of incorrect methods and does not abuse it. The teacher educates by his positive example. He avoids moralizing, is not in a hurry to condemn and does not demand from others that he himself is unable to observe The teacher should not engage in illegal activities, he values ​​​​his reputation The teacher should be demanding of himself, strive for self-improvement The teacher should not lose a sense of proportion and self-control The teacher constantly takes care of the culture of his speech and communication. There are no swear words, vulgarism, rude and offensive phrases in his speech. The teacher is an honest person who respects the law. Neither taking a bribe nor giving it are combined with the professional ethics of a teacher. The teacher observes discreteness. The teacher is forbidden to communicate to other persons the information entrusted to him personally by the pupil or his legal representatives, with the exception of cases provided for by law

4 pervert his relations with pupils and colleagues or interfere with the performance of professional duties Drunkenness and abuse of other intoxicating substances is incompatible with the teaching profession. 4. The relationship of the educator with pupils 4.1. The educator shows respect for the personality of each child, benevolent attention to all pupils, takes into account their age and individual characteristics The educator in his work should not humiliate the honor and dignity of pupils, for any reason, including age, gender, nationality and other characteristics The educator is sensitive to the initiative of children in communication, taking into account their need for adult support The educator chooses methods of working with pupils that develop in them such positive traits and qualities as independence, curiosity, respect for adults, care for the younger, love for the Motherland The educator notes new achievements child in different types activities, draws attention to his new opportunities and abilities, fairly and objectively evaluates the work of pupils, does not compare with the achievements of other children The educator forms a positive attitude towards peers in children The educator should not abuse his official position, using his pupils for any services or favors for private purposes. 5. The relationship of the educator with the pedagogical community 4

5 5.1. The educational institution is based on the principles of freedom of speech and belief, tolerance, democracy and justice The educational institution observes a culture of communication, expressed in mutual respect, goodwill and the ability to mutual language. The head of the preschool educational institution is responsible for maintaining such an atmosphere Teachers strive to interact with each other, provide mutual assistance, respect the interests of each other and the administration educational institution The relationship between teachers is based on the principles of collegiality, partnership and respect. The teacher defends not only his own authority, but also the authority of his colleagues. He does not belittle his colleagues in the presence of pupils, their legal representatives or other persons. Teachers avoid unreasonable conflicts and scandalous situations in relationships. In case of disagreements, they strive for their constructive solution. The teacher has the right to openly express his opinion about the work of his colleagues, without spreading gossip. Any criticism expressed against another educator must be objective and justified. The administration cannot demand or collect information about the personal life of teachers that is not related to the performance of their work duties. The teacher has the right to encouragement from the administration of the preschool educational institution. The personal merits of the teacher should not be left aside. The teacher has the right to receive from the administration information that is important for the work of the preschool educational institution. The administration has no right to hide information that may affect the work of the educator and the quality of his work. 5

6 5.10. The initiative is welcomed Important decisions for the pedagogical community are made in the institution based on the principles of openness and general participation The educator in the process of educational activities should actively cooperate with a psychologist, medical worker, music director, physical education instructor, parents for personal development and the preservation of mental, psychological and physical health of pupils. 6. The relationship of the educator with the parents (legal representatives) of pupils 6.1. The educator must respectfully and benevolently communicate with the legal representatives of the pupils. 6.2. The educator advises legal representatives on the upbringing and education of pupils. 6.3. The teacher organizes work with a team of legal representatives of pupils (conversations, seminars, meetings) and provides individual pedagogical assistance(consultation, family visit) 6.4. The relationship of the educator with the legal representatives of the pupils should not affect the attitude towards the individual and the achievement of the pupils The relationship of the educator with the pupils should not be affected by the support provided by their legal representatives of the preschool educational institution. 7. The relationship of the educator with society and the state 7.1. The educator not only educates and educates children, but is also a public educator, custodian cultural property a decent educated person. 6

7 7.2. The educator tries to contribute to the development of civil society The educator understands and fulfills his civic duty and social role. 8. Regulations on the appearance of employees of the preschool educational institution 8.1. General provisions Each employee of the preschool educational institution, with his appearance and attitude to his work, must maintain and strengthen the overall image of the preschool educational institution General principles for creating an attractive appearance Neatness and tidiness Clothing must be clean, fresh, ironed, look new. Shoes must be clean and well-groomed throughout the working day. Miniskirts and blouses that are too short, revealing part of the abdomen or back, should be excluded from the working wardrobe. Employees should be attentive to personal hygiene rules (hair, face and hands should be clean and well-groomed, the deodorizing agents used should have a light and neutral smell) Restraint One of the main rules when choosing clothes and shoes, when using perfumes and cosmetics is restraint and moderation. Simple discreet decorations are allowed. For daytime makeup and manicure, soft, calm tones are appropriate. 9. Final provisions 7

8 9.1. When hiring a teacher at MKDOU Kindergarten 171 "Chernichka", the head of the institution must stipulate job responsibilities and familiarize the teacher with the content of the specified code. Violation of the provisions of the teacher's code is considered by the teaching staff and the administration of MKDOU D / s 171 "Chernichka". 8

ACCEPTED on general meeting MDOU "Kindergarten 11" forest fairy tale» APPROVED by the Head of the MDOU "Kindergarten 11" Forest Fairy Tale "Minutes 2 of 06/01/2015. R.I. Fokina Order 60-od dated 06/01/2015 Code of Professional

Municipal preschool educational institution Kindergarten 4 I approve: Head of MDOU Kindergarten 4 S.V. Soboleva Code of professional ethics for employees of MDOU Kindergarten 4 Kesova Gora 2014-2015.

Junior caregiver value their reputation. 3.3. educator, music director, physical instructor junior teacher should be demanding of themselves, strive for self-improvement.

Municipal Autonomous Preschool Educational Institution AGREED Minutes of the General Meeting of MADOU Employees dated February 30, 2016 12 APPROVED by order of the head of MADOU dated December 30, 2016 117 AGREED

Purpose: The Code of Professional Ethics of a teacher was developed in order to determine the basic norms in the relations of teachers with students and their parents, with the pedagogical community and the state. Scope of regulation:

EDUCATIONAL DIVISION OF THE LIMITED LIABILITY COMPANY "DRIVING SCHOOL "IN MOTION" I APPROVE: CEO LLC "Driving school" In motion "I.A. Olisova 2014 CODE OF PROFESSIONAL ETHICS

AGREED at a meeting of the labor collective I APPROVE the Director of the GBOU secondary school 349 order from G.N.

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "GENERAL DEVELOPING KINDERGARTEN WITH PRIORITY IMPLEMENTATION OF ARTISTIC AND AESTHETIC DEVELOPMENT 35 "MARGARITKA" OF ARKHIPOVSKY BUDENNOVSK VILLAGE

2.2. The personality of the preschool teacher. --The teacher of the preschool educational institution should strive to become a positive example for his own --The teacher of the preschool educational institution should not engage in anti-cultural, immoral, illegal activities. teacher

Code of Ethics and Anti-Corruption Worldview of Teachers of the GBOU Gymnasium 92 General Provisions

The specifics of work in an educational institution involves independent measures to protect students in dangerous situations. The teacher always works in a team, is closely connected with his colleagues and must be able to build relationships correctly.

REGULATIONS ON THE NORMS OF PROFESSIONAL ETHICS OF PEDAGOGICAL WORKERS of the State Budgetary General Educational Institution of Boarding School 1 named after K.K. Grot of the Krasnogvardeisky District of St. Petersburg

I APPROVE ACCEPTED by the decision of the pedagogical council protocol 4 of 12/28/2013. Prik Professional and ethical code of pedagogical workers of MBOU "Daryevskaya secondary school". Section 1. General Provisions. The teacher should

Municipal budgetary preschool educational institution kindergarten of a combined type of the second category 312 Pervomaisky district of the city of Rostov-on-Don Code of professional ethics of pedagogical

Municipal budgetary institution of additional education "Center for additional education of children" Approved by the Director of MBU DO "TSDOD" I.D. Orlova CODE OF PROFESSIONAL ETHICS 1. GENERAL PROVISIONS 1.1.

1.8. This Code defines the main norms of professional ethics, which: - regulate relations between employees, pupils and their parents (legal representatives); - protect their human

1. General provisions 1.1. These norms are developed in accordance with paragraph 6 of article 47 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, Decree of the President of the Russian Federation of May 7, 2012.

Annex 1 to the order of MBOU SOSH 23 dated 03/28/2014 50 Code of professional ethics for teachers of the municipal budgetary educational institution of secondary school 23 of Pervomaisky district

Municipal autonomous preschool educational institution of the city of Novosibirsk "Kindergarten 85 of the combined type" "ACCEPTED" by the Protocol of the general meeting of the labor collective MADOU d / s 85 9 dated 09/23/2014

Municipal Autonomous Educational Institution of Additional Education Center creative development and humanitarian education "Tomsk Hobby Center" Code of Professional Ethics for Teachers and Employees

Considered and adopted by the Pedagogical Council of the school, protocol 9 of 04/04/2014, the Moral Code of Professional Ethics of Teachers of the Municipal Budgetary General Educational Institution

1.7. The term of this Code is not limited. The code is valid until a new one is adopted. 1. Ethical rules of conduct for teachers in the performance of their labor duties. 2.1. By doing

APPROVED by the decision of the Pedagogical Council Protocol from I APPROVE Director of the MBU Lyceum 19 D. S. Kizilov Order of the Director of 20. Regulations on the Code of Professional Ethics of the Teacher of the MBU "Lyceum 19" 1. General

Code of Professional Ethics for Teachers of the Municipal Budgetary Preschool Educational Institution General Development Kindergarten 24 "Solnyshko" in Yuzhno-Sakhalinsk. 1. GENERAL PROVISIONS

CONSIDERED: at the general meeting of the labor collective of the Artinsky Lyceum MAOU (minutes 3 of April 21, 2016)

I. General provisions. 1.1. The Code of Professional Ethics for Pedagogical Workers (hereinafter referred to as the Code) was developed in accordance with the provisions of the Constitution of the Russian Federation, the Federal Law of the Russian

REGULATIONS ON THE STANDARDS OF PROFESSIONAL ETHICS OF PEDAGOGICAL EMPLOYEES OF THE STATE BUDGET PROFESSIONAL EDUCATIONAL INSTITUTION OCTOBER OIL COLLEGE IM. S.I. KUVYKINA Professional

St. Petersburg State Budgetary Vocational Educational Institution "College" Imperial Alexander Lyceum "ACCEPTED Minutes of the General Meeting 1 dated 02.09.2013 APPROVED Director

CODE OF PROFESSIONAL ETHICS AND SERVICE CONDUCT for employees of the State Budgetary Preschool Educational Institution of Kindergarten 81 supervision and rehabilitation of the Krasnogvardeisky district of St. Petersburg

1. General provisions The Code of Professional Ethics for a Teacher of the MKDOU Sloboda Kindergarten "Gingerbread House" of a general developmental type (hereinafter referred to as the Institution) is a document that defines the basic principles and

Accepted: I approve At the Council of Teachers Head of MBDOU "DSOV 30" Protocol 2 Chupina N.N. December 26, 2013 by Order of 20 Ethical Rules for Pedagogical Workers (hereinafter referred to as the Rules) of the Municipal

ADOPTED by the General Meeting of the MBDOU "Kindergarten 21" Rodnichok "Mikhailovka Minutes of 2013. APPROVED Head of MBDOU "Kindergarten 21" Rodnichok "Dorokhova N.B. 2013 Regulations on the professional ethics of teachers

STATE PROFESSIONAL EDUCATIONAL INSTITUTION OF THE YAROSLAVL REGION CODE OF PROFESSIONAL ETHICS OF A PEDAGOGICAL WORKER SPEI YAO YAROSLAVSK PROFESSIONAL COLLEGE 21 I. General Provisions

Department of Education of the Administration of the Kyshtym City District (Department of Education) Municipal special (correctional) educational institution for students, pupils

2.2. The professional ethics of a teacher is a system of principles, norms and rules of conduct that operates in the relationship of an employee with students, their parents (legal representatives) and others.

1. General Provisions educational organization additional education "Ecological and biological

1. GENERAL PROVISIONS 1.1. The Code of Professional Ethics for Teachers (hereinafter referred to as the Code) is a local act of the Branch of the Federal State Budgetary Educational Institution of Higher Professional Education "BSUEP" in Ust-Ilimsk (hereinafter referred to as the Branch), developed with the aim of creating a corporate

I. General Provisions 1. Code of Professional Ethics for Teachers of the State Budgetary Vocational Educational Institution of the Republic of Bashkortostan Sibay College of Arts

CODE OF ETHICS AND OFFICIAL CONDUCT OF PEDAGOGICAL WORKERS I. General Provisions

Flpnxnro f"le4arorrveckilm coberom flporoxon Ns 2 or 2I Oqlo/lf Vraepx4euo KOAEKC -(,9-37.=T"LEZ: \T7 e^\%a: ia 1 ili: *id$ iu? STrrKrr rreaa f o f rrrr ecklrx pa6 ornuko B MyHTIIIurIaJrbHoro a BTO H

CODE OF PROFESSIONAL ETHICS OF PEDAGOGICAL STAFF Krasnoyarsk 2014 1. General provisions 1.1. Code of Professional Ethics for Teachers (hereinafter referred to as the Code) MBOU Gymnasium 8 (hereinafter referred to as the Gymnasium)

Non-state preschool educational institution Kindergarten 25 of the open joint-stock company "Russian Railways" NDOU "Kindergarten 25 of Russian Railways" Regulations on professional ethics NDOU

REGULATIONS ON THE CONFLICT OF INTEREST OF THE PEDAGOGICAL WORKER MKOU "Trusovskaya secondary comprehensive school» Adopted at the meeting of the Pedagogical Council protocol 1 dated 13.09. 2014. 1. General provisions. 1.1. Present

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION COMBINED KINDERGARTEN 10 "ROSINKA" YUZHNO-SAKHALINSK Considered at a general meeting of the labor collective of MBDOU 10 "Rosinka" Protocol

MINISTRY OF GENERAL AND VOCATIONAL EDUCATION OF THE ROSTOV REGION

CODE OF PROFESSIONAL ETHICS OF THE PEDAGOGICAL WORKER 1. GENERAL PROVISIONS 1.1. The Code of Professional Ethics of a Teacher (hereinafter referred to as the Code) is a local act of MBOU SOSH 23, developed with the aim of creating a corporate

CODE OF PROFESSIONAL ETHICS FOR PEDAGOGICAL WORKERS I. General provisions 1.1. The Code of Professional Ethics for Pedagogical Workers (hereinafter referred to as the Code) is a document developed with the aim of introducing unified

State Autonomous Vocational Educational Institution "Pedagogical College" Orsk (GAPOU) I APPROVE Director GAPOU G.N. Levashova 2015. Adopted by the Pedagogical Council Protocol dated

1. GENERAL PROVISIONS Code of professional ethics (hereinafter referred to as the Code) is a code of conduct that ensures moral character those relationships between people that arise from their professional activities.

6.2.7. Positive feedback is welcome, teachers' comments on the activities of colleagues, schools outside the school, in speeches at scientific and practical conferences, scientific meetings, master classes,

CODE OF PROFESSIONAL ETHICS FOR PEDAGOGICAL WORKERS Date of introduction 2015-04-03

1 II. Responsibility 9. The teacher is responsible for the quality and results of the pedagogical work entrusted to him. 10. The teacher is responsible for the physical, intellectual, emotional and

I confirm: DOU TsRR-d / s 7. Ipatovo O.N.

Mansiysk autonomous region- Yugra "Raduzhnin Order from j f.e e.j v r t 5 6 L I APPROVE Director of the Institutional Institution "Raduzhninsky Political College" M.Sc. Volkov "J 3" Sb 2017 Code of Professional Ethics

APPROVED: Head of MBDOU "Kindergarten 97" g.o. Samara A.A. Sizko 2015 CODE of professional ethics for teachers of the municipal budgetary preschool educational institution "Children's

CODE OF PROFESSIONAL ETHICS OF WORKERS MBDOU kindergarten 74 "Ryabinka" Bryansk 1.Basic provisions 1.1. The Code was developed with the aim of establishing ethical relationships between participants in the educational

Code of Professional Ethics for Teachers 1. GENERAL PROVISIONS 1. This Code of Professional Ethics for Teachers (hereinafter KPI) is a document developed with the aim of creating a corporate

Code of Professional Ethics of a Pedagogical Worker "Secondary School 5, Balashov, Saratov Region" 1. General Provisions 1.1. Code of Professional Ethics of a Pedagogical Worker

Agreed by the Chairman of the "Gel of the trade union committee of the MBDOU CRR-Kindergarten "Rainbow"" At the Queen T.V. "3/" y/l y &-/? & 2014 I approve the Director of MBDOU TsRRgarden "Rainbow" T.V. 2014 ACCEPTED protocol from j ± j 0 j k /^/g

1. General provisions 1.1. Data of the Standards of Professional Ethics for Teachers of MAOU DO DYuSSh "Start" (hereinafter referred to as the Norms) is a document developed in order to prevent conflicts of interest, create a corporate

"ACCEPTED" At the pedagogical council, the protocol of November 24, 2014 9 "APPROVED" Director of MBOU secondary school 69 Penza E.V. Pikarov order dated November 25, 2014. 142/1 Code of Ethics

DEPARTMENT OF HEALTH OF THE PRIMORSKY KRAI REGIONAL STATE EDUCATIONAL BUDGETARY INSTITUTION OF SECONDARY VOCATIONAL EDUCATION "USSURI MEDICAL COLLEGE" (KGOBUSPO "USSURIISKY

Pedagogical ethics Ethics is the science of morality Duty Responsibility Happiness Freedom Meaning of life Conscience Beauty Justice Truth Good Moral categories Friendship Love Ethics studies morality

CODE OF CORPORATE ETHICS SHUS MBOU "School 65" Part 1. General Provisions 1. This code is a document developed with the aim of creating corporate culture at school, improving the image of the institution, optimizing

1. General provisions 1.1. Professional code ethics and official conduct of employees of the federal state budgetary professional educational institution "Studio School (college) under

Chapter 1. GENERAL PROVISIONS 1.1. This Code of Professional Ethics is a document developed with the aim of creating a culture in the school, improving the image of the institution, optimizing interaction with the external environment and

GENERAL PROVISIONS: Ethical code of school teachers. Project. The norms of the Ethical Code of Educators are guided by teachers and all employees of educational institutions working with children or youth. The

1.1. child, taking into account his individual characteristics. 1.2. This Code defines the principles and establishes the basic rules of conduct that are mandatory for all employees of the preschool educational institution. The Code governs relations

ST. PETERSBURG Kurortny district State budgetary preschool educational institution kindergarten 17 combined type 197706, St. Petersburg, Sestroretsk, st. Instrumentalshchikov, 17, lit.a

REGULATIONS ON ETHICS AND OFFICIAL CONDUCT OF PEDAGOGICAL WORKERS of the State Autonomous Vocational Educational Institution of the Saratov Region "Balakovo Industrial and Transport College"

Municipal Autonomous Preschool Institution "Child Development Center" - Kindergarten 18 "Victoria" municipality city-to. Anapa R I C A Z February 13, 2015 19-O Anapa On the establishment of the Commission

Sources of teacher ethics MBDOU 158 The Code of Professional Ethics for teaching staff of an institution engaged in educational activities (hereinafter referred to as the Code) was developed on the basis of the provisions of the Russian Constitution

Municipal educational institution "Gymnasium of Pereslavl-Zalessky" APPROVED by order of 17.03.2016 42/01-OD CODE OF PROFESSIONAL ETHICS OF PEDAGOGICAL WORKERS MOU "GYMNASIA" 1. General

Agreed Adopted by the decision Approved by the Chairman of the PC of the Pedagogical Council Head of the MBDOUd / s 11 E.N. Krapivinskaya MBDOU d / kindergarten 11 T.V. "23" 01.2014 order