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Pedagogical activity and its features. Psychological characteristics of teachers

Pedagogical activity has many principles and features that every teacher must remember and adhere to. We will try to consider not only the general characteristics of pedagogical activity, but also learn about its features, methods of construction, ways of working with children. After all, even a certified teacher cannot always know exactly every rule and concept.

Characteristic

So, perhaps it is worth starting with the characteristics of the teacher's professional pedagogical activity. It lies in the fact that pedagogical activity is, first of all, the influence of the teacher on the student, which is purposeful and motivated. The teacher should strive to develop a comprehensive personality, prepare the child for going out into adulthood. The basis of such activities are the foundations of education. Pedagogical activity can be implemented only in the conditions of an educational institution, and its implementers are exclusively trained teachers who have passed all the necessary stages of training and mastering this profession.

The characteristic of the goal of pedagogical activity is that it is necessary to create all the necessary conditions for the normal development of the child so that he can fully realize himself as an object and as a subject of education. It is easy to determine whether the goal has been achieved. For this, those personality traits with which the child came to school and those with which he leaves the educational institution are simply compared. This is the main characteristic of pedagogical activity.

Subject and means

The subject of this activity is the very organization of the process of interaction between the teacher and his students. This interaction has the following focus: students must fully master the socio-cultural experience and accept it as the basis and condition for development.

The characterization of the subject of pedagogical activity is very simple, in his role is the teacher. In more detail, this is the person who performs a certain type of pedagogical activity.

There are certain motives in pedagogical activity, which are usually divided into external and internal. External ones include the desire for professional and personal growth, but internal ones are a humanistic and pro-social orientation, as well as dominance.

The means of pedagogical activity include: knowledge of not only theory, but also practice, on the basis of which a teacher can teach and educate children. Also included here is not only educational literature, but also methodological, various visual materials. At this point, we can complete the characterization of the content of pedagogical activity and move on to practical aspects.

Value characteristics

It has long been known that teachers belong to the class of the intelligentsia. And, of course, each of us understands that it is the work of the teacher that determines what our future generation will be like, what its activities will be aimed at. It is in connection with this that every teacher should take into account the value characteristics of pedagogical activity. So, they include:

The attitude of the teacher to the period of childhood. Here, the main emphasis is on how fully the teacher understands the features of the relationship between children and adults, whether he understands the values that are now facing the children, whether he understands the very essence of this period.
Humanistic Only from the name it becomes clear that the teacher must show his humanistic position. His professional activity should be focused on the cultural values of all mankind, on building the right dialogue with students, on organizing a creative and, most importantly, reflexive attitude to work. As a kind of application to this value, one can single out the principles of pedagogical activity, voiced by Sh. Amonashvili, that a teacher must love children and humanize the environment in which these children are. After all, this is necessary so that the soul of the child is in comfort and balance.
High moral qualities of the teacher. These qualities can be easily noticed by observing a little the teacher's style of behavior, his manner of communicating with children, his ability to resolve various situations that occur in pedagogical activity.

These are the value characteristics of pedagogical activity. If the teacher does not take into account these points, then his work is unlikely to be successful.

Styles of pedagogical activity

So, now it is worth paying attention to the characteristics of the styles of pedagogical activity, of which modern science has only three.

authoritarian style. Here, students act only as objects of influence. When organizing the learning process, he acts as a kind of dictator. Because he gives certain tasks and expects from the students their unquestioning fulfillment. He is always in control learning activities and it is not always correct enough. And it makes no sense to ask such a teacher why he gives any orders or controls the actions of his students so tightly. There will be no answer to this question, since such a teacher does not consider it necessary to explain himself to his children. If you dig a little deeper into the psychological characteristics of this type of pedagogical activity, you will notice that most often such a teacher does not like his job, has a very tough and strong-willed character, and is distinguished by emotional coldness. Modern teachers do not welcome this style of teaching, since there is no contact with children, their cognitive activity is noticeably reduced, and the desire to learn disappears. Students are the first to suffer from authoritarian style. Some children try to protest against such teaching, go into conflict with the teacher, but instead of getting an explanation, they encounter a negative reaction from the teacher.
Democratic style. If a teacher has chosen a democratic style of pedagogical activity, then he, of course, loves children very much, he likes to make contact with them, so he shows his high professionalism. The main desire of such a teacher is to establish contact with the guys, he wants to communicate with them on an equal footing. Its purpose is warm and calm environment in the classroom, full understanding between the audience and the teacher. This style of pedagogical activity does not provide for the absence of control over children, as it might seem. Control exists, but somewhat hidden. The teacher wants to teach children independence, he wants to see their initiative, to teach them to defend their own opinion. Children quickly make contact with such a teacher, they listen to his advice, offer their own solutions to certain problems, they wake up with a desire to take part in educational activities.
Teachers who choose this style of teaching are called non-professionals and undisciplined. Such teachers do not have self-confidence, often hesitate in the classroom. They leave children to themselves, do not control their activities. Any student team such a behavior of the teacher certainly pleases, but only at first. After all, children are in dire need of a mentor, they need to be controlled, given tasks, and helped with their implementation.

So, the characteristics of the styles of pedagogical activity give us a complete understanding of how relations between students and the teacher can be built and what this or that behavior of the latter will lead to. Before going to a lesson with children, you need to accurately determine your preferences in teaching.

Psychological and pedagogical activity

In this topic, it is also necessary to pay attention to the characteristics of psychological and pedagogical activity, since it differs slightly from the pedagogical activity we have already considered.

Psychological and pedagogical activity is the activity of a teacher, which is aimed at ensuring that the subjects of the educational process develop in personal, intellectual and emotional directions. And all this should serve as a basis for the beginning of self-development and self-education of these very subjects.

The teacher-psychologist at school should direct his activities to the socialization of the child's personality, in other words, he should prepare children for adulthood.

This direction has its own implementation mechanisms:

The teacher should present the children with real and invented social situations and together with them look for ways to resolve them.
A diagnosis is made of whether children are ready to enter into social relationships.
The teacher should encourage children to strive for self-knowledge, to be able to easily determine their own position in society, to adequately assess their behavior and to be able to look for ways out of various situations.
The teacher should help the children analyze various social problems, design their behavior in cases where they find themselves in difficult life situations.
The teacher creates a developed information field for each of his students.
Any children's initiative at the school is supported, student self-government comes to the fore.

Here is such a simple characteristic of psychological and pedagogical activity.

Pedagogical activity of the teacher

Separately, in pedagogical activity, I would like to single out the activities of a school teacher. In total, eight species are distinguished, each of which has soybean characteristics. We will consider the essence of each of the existing types below. The description of these types can also be called a characteristic of the pedagogical activity of a teacher who works at a school.

Diagnostic activity

Diagnostic activity lies in the fact that the teacher must study all the possibilities of students, understand how high their level of development is and how well they are brought up. After all, it is simply impossible to perform high-quality pedagogical work if you do not know the psychological and physical capabilities of the children with whom you have to work. Important points are also the moral and mental upbringing of children, their relationship with the family and the general atmosphere in the parental home. A teacher can properly educate his student only if he has studied him absolutely from all sides. In order to correctly carry out diagnostic activities, the teacher must master all the methods by which you can accurately determine the level of upbringing of the student. The teacher should not only know everything about the educational activities of children, but also be interested in their interests outside the school, study their propensities for one or another type of activity.

Orientation-prognostic

Every stage educational activities requires the teacher to determine its direction, to accurately set goals and objectives, to be able to make predictions on the results of activities. This means that the teacher must know exactly what he wants to achieve and in what ways he will do it. This also includes expected changes in the personality of students. After all, this is precisely what the pedagogical activity of the teacher is aimed at.

The teacher must plan in advance his educational work and direct it to ensure that children have an increased interest in learning. He should also voice the specific goals and objectives that are set for the children. The teacher should strive to rally the team, teach children to work together, together, set common goals and achieve them together. The teacher should direct his activities to stimulate the cognitive interests of children. To do this, you should add more emotions, interesting moments to your speech.

Orientation-prognostic activity cannot be interrupted, the teacher must act in this direction constantly.

Structural and design activities

It is very connected with orientation and prognostic activity. This connection is easy to see. After all, when a teacher begins to plan the establishment of relationships in a team, in parallel with this, he must design the tasks assigned to him, develop the content of the educational work that will be carried out with this team. Here, the teacher will be extremely useful knowledge from the field of pedagogy and psychology, or rather those points that directly relate to the methods and methods of organizing the educational team. And also you need to have knowledge about the existing forms and methods of organizing education. But this is not all that a teacher should be able to do. After all, it is also important to be able to properly plan educational work and educational activities, as well as engage in self-development. Because in this matter the ability to think creatively is extremely useful.

Organizational activity

When the teacher already knows exactly what kind of work he will do with his students, has set a goal for himself and defined the tasks of this work, it is necessary to involve the children themselves in this activity, to arouse their interest in knowledge. Here you will not be able to do without the following series of skills:

If the teacher seriously took up the training and education of students, then he must quickly and correctly determine the tasks of these processes.
It is important for the teacher to develop the initiative on the part of the students themselves.
He must be able to properly distribute tasks and assignments in the team. To do this, you need to know the team you will have to work with in order to reasonably assess the capabilities of each participant in the pedagogical process.
If the teacher organizes any activity, then he is simply obliged to be the leader of all processes, to carefully monitor the progress of the students.
Students will not be able to work without inspiration, and that is why the task of the teacher is to become this very inspirer. The teacher must control the entire process, but so carefully that it is hardly noticeable from the outside.

Outreach activities

This activity is quite important in the modern pedagogical process, since now almost everything is connected with information technology. Here the teacher will again act as the organizer of the educational process. It is in it that children should see the main source from which they will draw scientific, moral, aesthetic and worldview information. That is why it will not be enough just to prepare for the lesson, you need to understand each topic and be ready to answer any question of the student. You have to give yourself completely to the subject you teach. After all, probably, it will not be news to anyone that the course of the lesson directly depends on how much the teacher managed to master the material that he teaches. Can he give good examples, easily move from one topic to another, give concrete facts from the history of this subject.

So, we see that the teacher should be as erudite as possible. He must be aware of all the innovations within his subject and constantly communicate them to his students. And also an important point is the level of his mastery of practical knowledge. Since it depends on him how well students will be able to master knowledge, skills and abilities.

Communication-stimulating activity

This is the activity that is directly related to the influence of the teacher on the students at the time of learning. Here the teacher must have a high personal charm and moral culture. He must be able not only to install friendly relations with students, but also competently support them throughout the entire educational process. You should not expect high cognitive activity from children if, at the same time, the teacher is passive. After all, he must show by his own example the need to demonstrate his labor, creative and cognitive skills. This is the only way to make children work and not just make them, but arouse desire in them. Children feel everything, which means they should feel respect from their teacher. Then they will also respect him. They must feel his love in order to give theirs in return. During the pedagogical activity, the teacher should be interested in the life of children, take into account their desires and needs, learn about their problems and try to solve them together. And, of course, it is important for every teacher to win the trust of the children and respect. And this is possible only with properly organized and, most importantly, meaningful work.

A teacher who in his lessons shows such character traits as dryness and callousness, if when talking with children he does not show any emotions, but simply uses a formal tone, then such an activity will definitely not be successful. Children are usually afraid of such teachers, they do not want to get in touch with them, they have little interest in the subject that this teacher teaches.

Analytical and evaluation activities

The essence of the characteristics of this type of pedagogical activity lies in its name. Here the teacher carries out the pedagogical process itself and at the same time makes an analysis of the course of education and upbringing. Based on this analysis, he can identify positive aspects, as well as shortcomings, which he must later correct. The teacher must clearly define for himself the purpose and objectives of the learning process and constantly compare them with the results that have been achieved. It is also important here to conduct a comparative analysis between your achievements in work and the achievements of your colleagues.

Here you can clearly see the feedback of your work. In other words, there is a constant comparison between what you wanted to do and what you managed to do. And on the basis of the results obtained, the teacher can already make some adjustments, note the mistakes made for himself and correct them in a timely manner.

Research and creative activity

I would like to end the description of the teacher's practical pedagogical activity on this type of activity. If a teacher is even a little interested in his work, then elements of such activity are necessarily present in his practice. Such activity has two sides, and if we consider the first, then it has the following meaning: any activity of a teacher should have at least a little, but a creative character. On the other hand, the teacher must be able to creatively develop everything new that comes to science and be able to present it correctly. After all, you must admit that if you do not show any creativity in your teaching activities, then the children will simply stop perceiving the material. No one is interested in just listening to a dry text and constantly memorizing theory. It is much more interesting to learn something new and look at it from different angles, to take part in practical work.

Conclusion

This article presented all pedagogical activities that fully reveal the entire learning process.

The staff of teachers in secondary specialized educational institutions is recruited and replenished mainly at the expense of engineers and other highly qualified specialists who have passed the school of work experience in production, in an institution, design bureau, collective farm, state farm, etc. Such teachers have that positive quality that they not only have the necessary stock of theoretical knowledge, but also gained by experience the skills and abilities of their application in the conditions of economic activity. They know the production requirements for the future mid-level specialist. Many of them also received pedagogical education. But is this enough to become a real teacher? The experience of the work of educational institutions convincingly shows that a teacher, in order to successfully fulfill his professional duties, must have a complex set of specific features and qualities that characterize him as a specialist and as a person endowed with a special social status - an educator of the younger generation. The teacher of a secondary specialized educational institution bears a large share of the responsibility not only for the preparation of a highly qualified specialist who meets the modern requirements of production or another field public life, but also generates young man as a person. During the years of study at a technical school, young people should mature and consolidate all the traits and qualities necessary for a person who independently enters into the life of socialist production collectives, a person who is an active conductor of the ideas and policies of the Communist Party, endowed with the moral, ethical and civic qualities of a member of the socialist society.
The success of the teacher's work will depend primarily on how much he himself will be the bearer of these qualities. The ideological hardiness, political maturity, high communist consciousness of the Soviet teacher, his deep understanding of the goals and tasks of educating young builders of communism are an indispensable condition for success in work, professional quality teacher. A real teacher educates students not only at certain hours, but always and in everything, with every step, deed, word and deed, with all their behavior.
Such requirements for the teacher, arising from the tasks of communist education, give rise to another feature of his profession - the variety of functions, forms and methods of work. The teacher deals with material of extreme complexity. The student is not a passive product of nature. He is an object and at the same time the subject of the influence of educators, teachers and a wide variety of factors of the natural and social environment. In the process of forming the INFLUENCE of the teacher NOR the pupil, it is necessary to take into account not only all the diversity external influence, but also features of the psychological characteristics of his age, individual differences in inclinations and abilities, character and habits. Only the ability to penetrate into the psychology of each individual student and the team of the group as a whole makes the teacher's work useful and highly effective.
The profession of a teacher requires from him a comprehensive and thorough scientific education. The teacher not only must have deep modern knowledge in the field of those sciences, the basics of which he teaches students, but also to be comprehensively educated: to know the basics of Marxist-Leninist teachings, dialectical and historical materialism, theory and history of development human society, the laws of the class struggle, the strategy and tactics of the communist and workers' movement. The teacher must be a highly cultured person with developed aesthetic feelings, tastes and needs.
Life itself, the nature of his work puts such demands on the teacher. Modern students live in conditions of rapid development of science and technology, which have a profound and comprehensive impact on all aspects of life. The development of various means of communication, including individual use, with the simultaneous development of means and methods of mass communication, lead to the fact that students are able to receive the most various information from the most remote regions of the world.
Under such conditions, the teacher in his teaching activities cannot be limited to the presentation of the scientific material of the textbook. He should also be ready to answer the most unexpected questions of curious students. Constant replenishment of their scientific knowledge, as well as knowledge in the field of history, philosophy, politics, literature and art will strengthen the authority of the teacher in the eyes of students, help him to be useful in the process of the constant heated debates of young people on various issues of life. Since education is part of the professional duties of every teacher of a technical school, one of the features of the profession of a teacher is love for children, students, pedagogical work, the ability to build relationships with students correctly. “To educate,” wrote M. I. Kalinin, “means to behave with students in such a way that, with the resolution of countless inevitable school life misunderstandings and clashes, they had the conviction that the teacher did the right thing" 1.
At the same time, an important role is played by the teacher's observance of the principle of unity of respect and exactingness towards the pupil, such exactingness, which externally and internally looks in the eyes of both: the educator (teacher) and the pupil (student) as an invariable form of respect for him. A. S. Makarenko emphasized that in this the Soviet school, the Soviet system of education, the Soviet way of life fundamentally differ from the bourgeois one.
The work of a teacher requires great strength of waves, a strong character, perseverance and sufficient endurance. Such features are especially necessary for a teacher-mentor and educator of young people.
The teacher who has strong character, with a strong will and at the same time fair, always objectively assessing the actions and actions of students, has a more effective educational influence on them than a teacher who does not sufficiently possess these qualities.
In order to instill in students courage, courage, the will to overcome difficulties, the teacher must himself possess these qualities. Thus, the profession of a teacher, like no other, puts him in the position of an example for students. He should be an example decisively in everything, starting with the most ordinary behavior, appearance, manners and ending with high ideological and morality.
“... Teachers,” said M. I. Kalinin, “should be people, on the one hand, highly educated, and on the other hand, crystal honest. For honesty, I would say, is incorruptibility of character, in the highest sense of the word, it not only impresses children, it infects them, it leaves a deep imprint on their entire subsequent life.
l
From this follows the conclusion about the exceptional importance in the work of a teacher of moral and pedagogical knowledge, beliefs and behavior, that is, the unity of moral consciousness and the corresponding practice of behavior. Any deviations from such an understanding of communist morality in its concrete manifestation will not go unnoticed by students and will have a negative impact on the young personality that is being formed.
Kalinin M. I. On communist education. M., "Young Guard", 1956, p. 143.
Kalin and M.I. O upbringing and training. M., Uchpedgiz, 1957, p. 261.
One of the features of pedagogical activity is the need for multilateral relations with the population. This is required by the tasks of educating young students and training young professionals,
Communication with parents is a prerequisite for the success of educating students. Constantly informing parents about the studies, participation in public life and the behavior of their children creates more favorable conditions for their upbringing. Contacts of teachers with parents, the establishment of comradely relations between them open up additional sources of information for teachers in order to study students and, finally, communication with parents aims at pedagogical education of parents, including them in the sphere of active educational influence on their children - students of technical schools. The second direction of contacts between teachers and the population is the implementation of the principle of linking education with life, the practice of communist construction. The system of specialist training provides for organization at different levels and for different durations. practical work students in production together with adults. Teachers take care of creating favorable conditions not only for the successful completion of educational work tasks by students, but also a positive moral climate in adult groups where students work. Through conversations with workers and leaders of labor collectives, educators are doing everything possible to ensure that the people and the whole environment where the students undergo practical training contribute to the education and development of communist consciousness and behavior in them.
Among the diverse connections with the population, a large place is occupied by patronage relations with production teams, military units, the guidance of specialists in student scientific circles, design bureaus, etc.
Such forms of communication between teachers and the population require the teacher to have a good knowledge of the life of the city, district where the educational institution is located, knowledge of the advanced people of their area, specialists, the ability to communicate with people, that is, to develop high, positive communicative qualities.
Only the teacher's close connection with the families of students, with broad circles of the Soviet public, the active participation of the teacher himself in the public life of the country, makes his work sufficiently socially significant and valuable.
The need to train creatively thinking specialists requires modern mentors of young students - teachers of creativity in work. Only a teacher who is constantly looking for something new in science, in love with the search, can ignite students, teach them to creatively apply knowledge in practice, find new solutions to economic or other practical problems. The work of a teacher involves not only the ability to apply methods and techniques of teaching and education known in pedagogy, traditional means that help students learn the processes and phenomena of reality, but also analyze their own and other teachers' experience, put into practice everything new that has been developed
pedagogical science and tested by experience, to be in constant search ways and means of further improvement of the educational process, training of young specialists.

. Professional skills and personal qualities of a teacher

The fundamental role of the preschool period of development in the process of becoming a human personality imposes a number of specific requirements on the teacher, forcing him to develop certain personal qualities as professionally significant and mandatory. As such, S. A. Kozlova, T. A. Kulikova distinguish:

pedagogical orientation, as a complex of psychological attitudes towards working with children, professionally oriented motives and abilities, professional interests and personal qualities, as well as professional self-awareness;

empathy, expressed in emotional responsiveness to the experiences of the child, in sensitivity, goodwill, caring, loyalty to one's promises;

pedagogical tact, manifested in the ability to maintain personal dignity, without infringing on the pride of children, their parents, work colleagues;

pedagogical vigilance, which implies the ability to fix the essential in the development of the child, to foresee the prospects, the dynamics of the formation of the personality of each pupil and the team as a whole;

pedagogical optimism, based on the teacher's deep faith in the strength, capabilities of each child, in the effectiveness of educational work;

a culture of professional communication that involves the organization of proper relationships in the systems "teacher - child", "teacher - parent", "teacher - colleagues";

pedagogical reflection, as self-analysis of the work done, evaluation of the results obtained, their correlation with the goal.

In addition to these qualities, pedagogical literature refers to humanity, kindness, patience, decency, honesty, responsibility, justice, commitment, objectivity, respect for people, high morality, emotional balance, the need for communication, interest in the life of pupils, goodwill, self-criticism, friendliness , restraint, dignity, patriotism, religiosity, adherence to principles, responsiveness, emotional culture and many others. Among these are industriousness, efficiency, discipline, responsibility, the ability to set a goal, choose ways to achieve it, organization, perseverance, systematic and systematic improvement of one's professional level, the desire to constantly improve the quality of one's work, etc.

The personal qualities of a teacher are inseparable from professional ones (acquired in the process of professional training and associated with the acquisition of special knowledge, skills, ways of thinking, methods of activity). Among them, I. P. Podlasy highlights scientific enthusiasm, love for his professional work, erudition, mastery of the subject of teaching, methods of teaching the subject, psychological preparation, general erudition, a broad cultural outlook, pedagogical skills, possession of technologies of pedagogical work, organizational skills, pedagogical tact, pedagogical technique, possession of communication technologies, oratory and other qualities.

In addition to personal and professional qualities, the teacher must have a number of skills that testify to his subject-professional competence. Conventionally, these skills are divided into gnostic, constructive, communicative, organizational and special (E. A. Panko).

Gnostic - these are the skills with which the teacher studies the child, the team as a whole, the pedagogical experience of other educators;

Constructive skills necessary for the teacher to design the pedagogical process, educate children, taking into account the prospects of educational work. Constructive skills are embodied in work planning, in compiling lesson notes, holiday scenarios, etc.

Communication skills are manifested in the establishment of pedagogically appropriate relationships with different people in various situations.

Organizational skills of the teacher apply both to his own activities and to the activities of pupils, parents, colleagues.

Special skills of the teacher - these are the ability to sing, dance, speak expressively, read poetry, sew, knit, grow plants, make toys from the so-called waste material, show a puppet theater, etc.

Thus, the teacher of preschool education is characterized by the most developed professional-subject, personal characteristics and communicative qualities in their totality. This is due, first of all, to the responsibility towards the age characteristics of children, as well as the purpose and content of educative and developmental education.

Basic concepts of preschool pedagogy

The methodological foundations of preschool pedagogy reflect

modern level of philosophy of education.

ACTIVE

Determines the special place of the leading activities,

enabling the implementation

different needs of the child, self-awareness

subject (S.L. Rubinshtein, L.S. Vygotsky,

A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin and

etc.). Great importance in child development and

play as a leading activity, creative

character, independent in organization and

emotionally attractive to express yourself

"here and now".

In FGT to the PLO of preschool education

children's activities are listed:

motor, communicative, productive,

cognitive research, labor,

musical and artistic, reading

fiction.

ACTIVITIES-

CREATIVE

Unleashing the potential of every child

ability to be active, creative,

initiative.

PERSONAL

Development of requests, desires, interests,

child's inclinations. Preference is given

humane, democratic (helping) style

education.

The purpose of the pedagogical position is

support: an adult helps only what is already

available, but not yet up to standard

level, i.e. development of the child's independence.

Modern training of specialists in preschool. education

In accordance with the "Charter of the preschool educational institution in the Russian Federation", the teacher has the right:

participate in the work of the Council of Teachers;

Elect and be elected chairman of the council of teachers of the preschool educational institution;

· choose, develop and apply educational programs (including author's), teaching and upbringing methods, teaching aids and materials;

Protect your professional honor and dignity;

Require the administration of the preschool educational institution to create the conditions necessary for the performance of official duties, advanced training;

· improve qualifications;

professional skills;

· to be certified on the basis of competition for the corresponding qualification category;

participate in scientific and experimental work;

disseminate their pedagogical experience, which has received scientific justification;

receive social benefits and guarantees established by law Russian Federation; additional benefits provided to teachers by local authorities and administration, the founder, the administration of the preschool educational institution.

In accordance with the "Charter of the preschool educational institution in the Russian Federation", the teacher is obliged:

Implement the Charter of the DOW;

Comply with job descriptions, internal regulations of the preschool educational institution;

Protect the life and health of children;

protect the child from all forms of physical and mental abuse;

Collaborate with the family on the upbringing and education of the child; possess professional skills, constantly improve them

Preschool education concepts

The pedagogical concept is a system of ideas, conclusions about

regularities and essence of the pedagogical process, the principles of its

organization and methods of implementation.

As methodological guidelines in modern preschool

Pedagogy distinguishes the following concepts of childhood.

Concept

D. B. Elkonina

The nature of childhood is seen in context

specific historical conditions that determine

development, patterns, originality and character

changes in a person's childhood.

Childhood is seen as a social

psychological phenomenon in life

person as a necessary condition for the acquisition

the personality of human ways of satisfying

organic, social, spiritual needs,

mastery of human culture.

The role of the adult is to help the child

mastery of the native language, practical

actions, culture.11

Concept

D. I. Feldshtein

Childhood is a special phenomenon of the social world.

Functionally, childhood is a necessary state in

system of development of society, the state of the process

maturation of the younger generation, preparation for

reproduction of the future society.

physical growth, accumulation of mental

neoplasms, defining oneself in the surrounding

world, own self-organization in constantly

expanding and becoming more complex contacts and

interactions with adults and other children.

Essentially, childhood is a special state of social

development, when biological patterns,

associated with age-related changes in the child,

significantly show their effect, "obeying"

increasingly regulating and

defining action of the social.

Concept

Sh. A. Amonashvili

Childhood is defined as infinity and

uniqueness as a special mission for yourself and for

of people. The child is endowed by nature with a unique

individual combination of possibilities and

abilities. An adult must help him grow,

create conditions of benevolence and care, and then

the child, becoming an adult, will bring those around him

joy to people.

“A person needs a person, and people are born each

for friend. Life itself, seething according to its own laws,

calls forth the birth of the right person. Here they are

born with a mission."

Concept

V. T. Kudryavtseva

Childhood determines the existence of a cultural whole and

the fate of the individual. The value of childhood

mutual determination of culture and childhood as a sphere

the culture itself. There are two leading

complementary tasks that the child solves

- cultural development and cultural creation. These same

tasks are also solved by an adult who supports and

enriches the experience of the child's interaction with the culture.

The result of their decision for children and for the teacher

there will be a subculture of childhood.

Childhood concept

V. V. Zenkovsky

The special role of play in childhood is emphasized. In Game

the child is active, he fantasizes, imagines, creates,

worries, creating images that emerge in

consciousness and which serve as a means of expression

emotional sphere, and the game itself serves the purposes

bodily and mental expression of the child's feelings.12

Pedagogical theories are divided into global and private,

generated by the requests of real educational reality

The concept of education.

In the period from 1917 to the 1990s. actively developed in our country

system of public preschool education, which was associated with

social, socio-political changes. was happening

correction of the real goal and concepts of the upbringing of the younger

generations.

In the 1920s - early 1930s. the leading concept was N. K. Krupskaya.

The main directions of the concept: education of the ideological orientation;

collectivism, taking into account the individual and age characteristics of the child.

During this period, the first program documents appear - the Project

kindergarten programs (1932) and Program and internal regulations

kindergarten (1934). In the late 1930s the requirement is introduced into the concept

patriotic and international education.

1950s characterized by attention to the mental development of children,

compulsory education of children was introduced into the program (A. P. Usova).

Decree of 1959 on the merger of the nursery and kindergarten into a single

preschool brought to life the Education and Training Program

children in kindergarten (1962). Later this program was republished

and was refined up to 1989. All programs were aimed at

submission to one ideal goal - the education of a comprehensively developed 15

harmonious personality - and were uniform and binding for the entire system

preschool education.

In 1989, a new concept of student-centered

models for constructing the pedagogical process and interaction between adults and

child in kindergarten. The leading idea is the development of individuality

personality. The new concept lacked the requirements of education

ideology, patriotism, collectivism.

An important event during this period was the adoption by the peoples of the world

Declaration of the Rights of the Child and Convention on the Rights of the Child. In documents

states that the child has the right to protection, to social security,

receiving an education, for the love of parents, for shelter, for respect for his

personalities, etc.

In the 1990s there are new programs based on

concepts of a personality-oriented approach in education: "Childhood"

(St. Petersburg, 1996), "Rainbow" (M., 1996), "Development" (M., 1994), "Origins" (M., 1997)

Currently, the pedagogical concept is widespread

holistic development of the preschool child as a subject of the nursery

activities (M. V. Krulekht, 2003). The holistic development of the child is

unity of individual characteristics, personal qualities, development

child of the subject's position in children's activities and

individuality.

At preschool age, the child is aware of his own "I", acquires

components of the "I-concept" (my gender, my interests, achievements, values,

relationships with adults and peers), strives for independence

("I myself"), establishes relationships with the people around him, the world

things, nature. The child develops in activity, in which he

self-fulfilling, self-asserting. intellectual, emotional

the personal development of the child, his social status and well-being are connected

with mastering the position of the subject of children's activity. Mastering the child

position of the subject requires special pedagogical technologies and

programs to develop his personality.

The traditional approach includes physical, mental,

moral, aesthetic, labor education. The question is raised about

the need to expand the content of education through sexual,

legal, environmental, ethno-cultural, etc.

Modern pedagogical theories implement the principle of integration,

which is in the stage of scientific comprehension (G. M. Kiseleva,

Yu. N. Ryumina, S. M. Zyryanova, B.C. Bezrukov and others). B.C. Bezrukov

considers pedagogical integration in three aspects:

 as a principle (foundation) of the current state

pedagogical theory (for example, "Problems of moral and labor

education of preschoolers”, “Psychophysical well-being of children”,

"Cognitive and speech development of children"). With this kind of integration

higher results are achieved in scientific and pedagogical 16

activities, reveals the relationship between various aspects of development and

raising children;

 as a process of direct establishment of links between objects and

creation of a new integral system (for example, a combination in one

practicing different types of arts), combining forms and methods

cognitive activity (observation + story +

experimentation + model);

 as a result (the form that the objects that enter into

relationship with each other), - integrated classes, modular

training, etc.).

In the theory and practice of preschool education, the most significant

integration of learning tools, such as the synthesis of the arts. Integration

encourages the search for new forms of education. Looking for ways to integrate

types of activity (“game-work”, “design-game”, etc.)

Send your good work in the knowledge base is simple. Use the form below

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Introduction

1. The concept of the teaching profession, pedagogical activity

2. Professional functions of a teacher

3. Style of pedagogical activity

4. Features of the teaching profession

Conclusion

Bibliography

Introduction

Among professions, the profession of a teacher is not quite common. Teachers are busy preparing our future, they are educating those who will replace the current generation tomorrow. They are, so to speak, working with "living material", the deterioration of which is equated almost to a catastrophe, since those years that were spent on training were missed.

The profession of a teacher requires comprehensive knowledge, boundless spiritual generosity, wise love for children. Only every day, with joy, giving oneself to children, one can bring them closer to science, make them willing to work, and lay unshakable moral foundations.

The activity of the teacher is every time an intervention in inner world ever-changing, contradictory, growing man. We must always remember this so as not to injure, not to break the fragile sprout of the child's soul. No textbooks can replace the commonwealth of a teacher with children.

Teaching is one of the most honorable and at the same time very responsible professions on Earth. On the teacher lies big circle responsibility for improving the young generation, shaping the future of the country. The teaching profession is very important and valuable for each of us. After all, it was the teacher who taught us to write the first word, to read books.

Many of us remember the school with warmth and delight. However, different teachers left different traces in our soul. You want to meet with some of them and even discuss life plans, you can congratulate someone on a holiday or go to him for a cup of tea, and it also happens that you don’t want to remember someone, but someone just disappeared from memory…

It is not enough for a teacher to know his subject well, he must be well versed in pedagogy and child psychology. There are many specialists in different fields, but not everyone can become good teachers.

1. The concept of the teaching profession, pedagogical activity

A profession is a type of labor activity that requires certain knowledge and skills acquired as a result of special training and work experience.

Teacher - a person who conducts teaching or educational work (teacher, educator, lecturer, associate professor, professor, etc.)

The emergence of the teaching profession is objectively based on the need to transfer social experience to new generations. Society could not develop if the younger generation did not have the opportunity to creatively master the accumulated experience. The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical.

Pedagogical activity is special kind social activities aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing certain roles in society.

Pedagogical activities are carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, and the media. As a specific professional pedagogical activity, it takes place only in specially organized educational institutions.

The purpose of pedagogical activity is connected with the realization of the goal of education. 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 the individual.

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 main functional unit, through 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.

2. Professional functions of a teacher

Professional functions are those that are directly related to the educational activities of the teacher. There are as many of them as there are activities.

They concern relations with children (pupils) and their parents, with colleagues (teachers) and with the administration of the school, education departments, with members of the public and with various educational institutions other than the school. If we continue the presentation of the issue in this way, it will be difficult to "embrace the boundless" and come to any definite conclusions. Therefore, we will reduce the types of pedagogical activity into five groups, based on their leading content, which reveals the main direction of this activity.

Let's stop at brief description V different types pedagogical activity of the professional functions of the teacher.

1. Educational function. It is basic, constant in time, continuous as a process and the widest in terms of coverage of people. It never stops, applies to everyone age groups people and going strongly everywhere. “Educates every minute of life and every corner of the earth, every person with whom the emerging personality comes into contact sometimes as if by chance, in passing.” It is thanks to upbringing that the purposeful formation and development of a diversified and harmoniously developed personality takes place. Therefore, we have the right to consider this professional function of the teacher as the main and all-encompassing one.

2. Teaching function. Education as a section of the educational process belongs to the field of activity of a professional teacher. Systematic training can only be done by a sufficiently trained professional. And at the same time, education is the main means of education. When teaching, the teacher develops the student's mainly intellectual and cognitive abilities, and also forms his moral and legal consciousness, aesthetic feelings, environmental culture, diligence, spiritual world. Therefore, we will classify the teaching function of a teacher as one of the most important professional ones.

3. Communicative function. Pedagogical activity is unthinkable without communication. The teacher, thanks to communication, in the process of communication influences pupils, coordinates his actions with colleagues, parents of students, and conducts all educational work. This means that the communicative function is professional and pedagogical. It is so important that recently many scientific teachers (I. I. Rydanova, L. I. Ruvinsky, A. V. Mudrik, V. A. Kan-Kalik, etc.) have been studying the problems of pedagogical communication and pedagogy of communication. psychologists (S. V. Kondratieva, K. V. Verbova, A. A. Leontiev, Ya. L. Kolominsky, etc.).

4. Organizing function. Professional educator having dealt with different groups pupils, with their colleagues, parents of students, with the public. He has to coordinate different nature and for each participant to find his place so that his abilities are best manifested. The teacher decides what educational lesson or business should be organized, when (day and hour) and where (school, class, museum, forest, etc.) to conduct it, who and in what role will participate in it, what equipment (formatting) will be needed. A good organization of educational work ensures a high result. That is why we consider the organizational function to be professional and pedagogical.

5. The correctional function is connected with the fact that the teacher constantly monitors, diagnoses the course of the educational process, evaluates intermediate results. Its result is not always and not immediately the same as it was mentally (ideally) conceived, what was expected. The teacher in the course of work has to make adjustments (corrections) to his actions and the actions of the pupils. If the educational process is not corrected on the basis of diagnostics, then its result will be unpredictable. This explains that the correctional function is also professional for the teacher.

In pedagogy and psychology, there are other judgments about the professional functions (and corresponding pedagogical abilities) of teachers. So, the studies of the psychologist N.V. are well known and widely recognized. Kuzmina, carried out back in the 60s. In her opinion, the main professional functions of a teacher are as follows: constructive, organizational, communicative and gnostic (initially it was not listed). With her point of view, our approach coincides in the communicative and organizational functions.

A completely different classification of the teacher's professional functions is proposed by the psychologist AI Shcherbakov. These are two large groups: a) general labor, which includes those functions that were studied by N.V. Kuzmina, gnostic ones are replaced by research ones and b) actually pedagogical. The meaning of such a classification is that the first group of functions can really be attributed not only to the teaching profession, but also to many others.

Of interest are the approach and judgments of scientists Yu.N. Kulyutkina (teacher) and G.S. Sukhobskaya (psychologist) about the functional roles of the teacher. In his work on different stages In the educational process, the teacher acts as a practical executor of his own plans, then as a methodologist and researcher. Scientists rightly note that the same teacher, depending on the stage of educational work, acts in one, then in another, then in a third function.

These are some of the approaches of various teachers and psychologists to the consideration of the professional functions of a teacher. It remains to be said that the professional functions of a teacher can only conditionally be considered separately, but in fact they are interconnected. So, we have already said that the teaching function is a special case of educational, the communicative function serves all others, the organizational function correlates with all the previous ones, and the correctional function is a condition for the success of all educational and educational activities and, therefore, is associated with the corresponding functions.

3. Style of pedagogical activity

Each person, depending on his individual psychological characteristics, and in particular on the type of nervous activity, develops his own individual style of pedagogical activity. On the basis of a combination of dynamic, meaningful and productive characteristics of pedagogical activity, A. K. Markov, A. Ya. Nikonova identified four types of such styles: emotional-improvisational, emotional-methodical, reasoning-improvisational and reasoning-methodical. The teacher will have to determine his style and, if necessary, improve it. Here is the description of the emotional improvisational style given by the authors. “You have many virtues: high level knowledge, artistry, contact, insight, the ability to interestingly teach educational material. However, your activity is characterized and determined by shortcomings: lack of methodology, insufficient attention to the level of knowledge of weak students, insufficient exactingness, overestimation of self-esteem, hypersensitivity, causing excessive dependence on the situation in the lesson, etc.

On the material of the above characteristics, the dependence of the educational process on the style of the teacher is clearly visible. As a result, your students have a persistent interest in the subject being studied and high cognitive activity with fragile knowledge, insufficiently formed skills ... ”and a number of its individual psychological characteristics.

It is essential that the above characteristics of a teacher correlate with those features that determine the success of communication in general, according to V. Levy, V. A. Kan-Kalik. These features are; interest in people, quick and accurate reaction to the interlocutor, artistry, kind, optimistic, open attitude towards people without aggression, lack of bias and anxiety. It is obvious that it is the teacher, due to the specifics of the subject that requires the organization of pedagogical communication as a means (conditions) and goals of learning, who needs to purposefully form these qualities in himself if they are not sufficiently identified.

4. Features of the teaching profession

A person's belonging to a particular profession is manifested in his features of activity and way of thinking. According to the classification proposed by E.A. Klimov, the pedagogical profession refers to a group of professions, the subject of which is another person. But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out in a separate group. Its main difference from other professions of the "person-to-person" type is that it belongs both to the class of transformative and to the class of managing professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.

The main content of the teaching profession is relationships with people. The activities of other representatives of professions such as "man - man" also require interaction with people, but here it is connected with the best understanding and satisfaction of human needs. In the profession of a teacher, the leading task is to understand social goals and direct the efforts of other people towards their achievement.

The peculiarity of training and education as an activity for social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not have proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages).

The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.

The peculiarity of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character.

The humanistic function of the teaching profession

Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and the humanistic function is associated with the development of his personality, creative individuality.

On the one hand, the teacher prepares his pupils for the needs of the moment, for a certain social situation, for the specific demands of society. But, on the other hand, he, objectively remaining the guardian and conductor of culture, carries a timeless factor. Having as a goal the development of personality as a synthesis of all wealth human culture, the teacher works for the future.

The collective nature of pedagogical activity

If in other professions of the "person - person" group, the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the pedagogical profession it is very difficult to isolate the contribution of each teacher, family and other sources of influences into a qualitative transformation of the subject of activity - the pupil.

With the realization of the natural strengthening of collectivist principles in the teaching profession, the concept of the total subject of pedagogical activity is increasingly coming into use. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense, the circle of those teachers who are directly related to a group of students or an individual student.

The creative nature of a teacher's work

Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of the teacher's work can be correctly assessed only by determining the level of his creative attitude to his activities. The level of creativity in the activities of the teacher reflects the extent to which he uses his abilities to achieve the goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.

Motives are what motivates a person's activity, for the sake of which it is performed. pedagogical educational personality

The creative potential of a teacher's personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, abilities and skills that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem, through creative imagination and a thought experiment is able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who have a conscientious attitude to work, constantly striving to improve their professional qualifications, replenish knowledge and study the experience of the best schools and teachers.

The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results.

In modern scientific literature pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Turning to the solution of an innumerable set of typical and non-standard tasks, the teacher, like any researcher, builds his activities in accordance with general rules heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; an analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.

Communication is a concept used in social psychology in two meanings: 1. To characterize the structure of business and interpersonal relationships between models. 2. To characterize the exchange of information in human communication in general.

However, the creative nature of pedagogical activity cannot be reduced only to solving pedagogical problems, because in creative activity in unity, the cognitive, emotional-volitional and motivational-need components of the personality are manifested. Nevertheless, the solution of specially selected tasks aimed at developing any structural components of creative thinking (goal setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumeration of options, classification and evaluation, etc.) is the main factor and the most important a condition for the development of the creative potential of the teacher's personality.

Heuristics - a system of logical techniques and methodological rules of theoretical research.

The experience of creative activity does not introduce fundamentally new knowledge and skills into the content of teacher training. But this does not mean that creativity cannot be taught. It is possible, while ensuring the constant intellectual activity of future teachers

and specific creative cognitive motivation, which acts as a regulatory factor in the processes of solving pedagogical problems.

Creativity is an ability that reflects the deep property of individuals to create original values, to make non-standard decisions.

These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, highlighting their components, identifying the rational foundations of certain decisions and recommendations.

Often the sphere of manifestation of creativity of a teacher is involuntarily narrowed down, reducing it to a non-standard, original solution of pedagogical problems. Meanwhile, the teacher's creativity is no less manifested in solving communicative problems, which act as a kind of background and basis for pedagogical activity.

Each teacher continues the work of his predecessors, but the teacher-creator sees wider and much further. Each teacher in one way or another transforms the pedagogical reality, but only the teacher-creator actively fights for cardinal transformations and is himself a clear example in this matter.

Conclusion

It is not a fact that a great professional, a scientist will be able to teach children, especially at school. This requires a special warehouse of personality, the unique qualities of an educator.

Personal qualities necessary for a teacher:

propensity to work with children;

the ability to interest in one's plan, to lead oneself;

a high degree of personal responsibility;

self-control and balance;

tolerance, invaluable attitude towards people;

interest in and respect for the other person;

desire for self-knowledge, self-development;

originality, resourcefulness, versatility;

tact;

purposefulness;

artistry;

demanding of oneself and others;

observation (the ability to see trends in the development of the child, in the formation of his skills, abilities, the emergence of needs and interests).

For each individual, education has a more or less pronounced personal value. The process of obtaining education, which in developed countries takes a quarter of the life path modern man, makes his life meaningful and spiritual, colors it with a variety of emotions, satisfies the need for knowledge, communication, self-affirmation. In the course of education, the potential abilities of the individual are revealed and developed, its self-realization is carried out, and the “human image” is formed. With the help of education, a person adapts to life in society, acquires the knowledge and skills necessary for this.

List of used literature

1. Rakova N.A. Pedagogy modern school: Educational - methodical manual. - Vitebsk: Publishing house of the UO “VSU im. P.M.Masherov. - 215 p. 2009.

2. Sweet in V.A. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.I. Shiyanov; Ed. V.A. Slastenina

3. Dzhurinsky A.N. History of Pedagogy: Proc. allowance for students. pedagogical universities. M. : Humanit. Ed. center VLADOS, 1999.

4. Antigolova L.N. Ethico - psychological aspects teacher's work. Omsk. -2009.

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The essence of the teaching profession as one of the most important modern world. Characteristics of the main functions of the teacher. The role of the characterological features of the personality in the formation of a professional orientation. Analysis of the qualitative characteristics of the personality.

By pedagogical activity, we understand a special type of social activity of adults, aimed at transferring from older generations to younger generations the culture and experience accumulated by mankind, at creating conditions for their personal development and preparation for the implementation of certain tasks. social roles in society.

For the convenience of considering the essence of pedagogical activity, we will use systematic approaches and present the activity of a teacher as a kind of pedagogical system.

Professional pedagogical activity is carried out in educational institutions specially organized by the society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, institutions for advanced training and retraining.

Pedagogical activity has the same characteristics as any other type of human activity, namely: purposefulness, motivation, objectivity.

The essence of pedagogical activity can be revealed by analyzing its structure, which A.N. Leontiev represented the unity of goals, motives, actions (operations), results, and he considered the goal as its system-forming characteristic.

It should be noted that this activity is professionally carried out only by teachers, and parents, production teams, public organizations, the media, were voluntary or involuntary participants in the educational process, carry out general pedagogical activities.

The activities of a teacher in terms of social functions, in terms of requirements for professionally significant personal qualities, in terms of the complexity of psychological stress are close to the activities of a writer, artist, scientist. The specificity of pedagogical activity lies, first of all, in the fact that the object and product of it is the personality of a person.

Pedagogical activity as a specific phenomenon is characterized by special functions and consists of the following components: a) the purpose of the activity; b) subject of activity; c) means of activity. But in such a general form, these components are inherent in any type of activity.

In this case, what is the specificity of pedagogical activity?

Firstly, in the target setting, the social significance of pedagogical activity, during which the social continuity of generations is largely carried out, the inclusion of the younger generation in the existing system of social ties that realizes the natural capabilities of a person in mastering a certain social experience.

Secondly, in the subject of pedagogical activity, under which, according to I.A. Winter, is understood as the organization by the teacher of educational, extracurricular or extracurricular activities of students, pupils, aimed at mastering the subject socio-cultural experience as the basis and condition for their personal formation and development. In the course of pedagogical activity, interaction is carried out between a person who has mastered the general and professional culture(teacher), and a person with his unique set of individual qualities, mastering it (student, pupil).

Such a specificity of the subject of pedagogical activity complicates its essence, since the pupil is such an object that is already the product of the influence of a number of factors (family, friends, the media, etc.).

Many of these factors (for example, the mass media) act spontaneously, multifaceted, in different directions. And the most important of them, which has the greatest persuasiveness, visibility, is real life in all its manifestations. Pedagogical activity also involves the adjustment of all these influences, emanating both from society and from the personality of the pupil himself.

Third, in pedagogical means, which are an integral part of the educational process and ensure its functioning and achievement of the set goals. Pedagogical tools, on the one hand, are material objects and objects of spiritual culture intended for the organization and implementation of the pedagogical process (drawings, photo, film and video materials, technical means, etc.). On the other hand, a pedagogical tool is a variety of activities, which include pupils: work, play, teaching, communication, knowledge.

In pedagogical activity, as in other types of activity, its subject and object (subject) are distinguished. However, the student or pupil acts in this activity not only as an object, but also as a subject, since the pedagogical process will only be productive when it contains elements of his self-education and self-education. Moreover, the process of education and upbringing transforms not only the student, but also the teacher, influencing him as a person, developing some personality traits in him and suppressing others. Pedagogy - pure human form activity, born of the needs of social life, the needs of the development of human culture, which can be preserved and developed if society manages to pass it on to new generations. The pedagogical process in this regard is an indispensable condition for the existence of human history, its progressive development, without which material and spiritual culture could neither exist nor be used.

The purpose of the pedagogical process determines not only its organization, but also the methods of training and education, the whole system of relations in it. Changes historical forms pedagogical activity is ultimately determined by the needs of society in certain types of human personality, which dictates the goals and objectives of education, its methods and means, directs the activities of the teacher, although outwardly it may seem that the teacher himself chooses what he will teach and how. The result of pedagogical activity is also specific - a person who has mastered a certain amount of social culture. However, if in material production, which is directed to nature, with the receipt of the product of labor, the process ends with this, then the product of pedagogical activity - a person - is capable of further self-development, and the influence of the teacher on this person does not fade away, and sometimes continues to influence him all his life. The most important feature of pedagogical activity is that from beginning to end it is a process of interpersonal interaction between people, therefore, it naturally contains moral principles.

The work of a teacher has always been highly valued in society. The importance of the work performed by him, the authority has always determined a respectful attitude towards the teaching profession. Even the ancient Greek philosopher Plato said that if the shoemaker is a bad master, then the state will not suffer much from this - citizens will only be slightly worse dressed, but if the teacher of children does not perform his duties poorly, whole generations of ignorant and bad people. The great Slavic educator Jan Amos Comenius, who lived in the 17th century and is rightfully considered the founder of scientific pedagogy, wrote that teachers "have been given an excellent position, higher than which nothing can be under the sun." He argued that teachers are the parents of the spiritual development of students; The immediate concern of teachers is to set the students on a good example.

Special mention should be made of the specifics of the pedagogical activity of a teacher in a rural school. At present, the rural school is most often the only intellectual and cultural center of the village, and therefore the solution of many issues of rural life is directly dependent on its activities. Under these conditions, the structural and content restructuring of the activities of the rural school is necessary both for the sustainable development of the education system and for reforming the country's agricultural sector.

General educational institutions located in rural areas account for 69.8% (45 thousand) of the total number of general educational institutions in Russia, they enroll 30.6% (5.9 million) of students and employ 40.7% of teachers (685 thousand . Human); the share of primary general education institutions is 31%, general education institutions of basic general education - 25%, general education institutions of secondary (complete) general education - 44%.

At the same time, the trend of reducing the number of general educational institutions located in rural areas is increasing. Over the past ten years, their number has decreased by about two thousand.

According to the Law "On Education" (Article 19), the standard of education must be maintained for both rural and urban schools. At the same time, the content and organization of the educational process in a rural school is largely determined by a complex of objective and subjective factors that determine the specifics of its functioning and the development prospects of the specifics of the professional activity of a rural teacher.

The objective factors contributing to the improvement of the effectiveness of the educational process in a rural school include, first of all, the agricultural environment and proximity to nature, which create favorable conditions for linking the education and upbringing of students with specific types of agricultural production and the life of rural workers. The direct communication of rural schoolchildren with nature serves as an important means of acquiring more conscious natural science knowledge, ecological culture respect for the environment. The presence in rural areas of personal subsidiary farms, personal plots, as well as educational and experimental plots at schools helps to prevent labor infantilism. From an early age, rural children are involved, as a rule, in feasible labor activities in the family and school, which contributes to their physical development and physical activity.

The specificity of a rural school is determined not only by a combination of objective factors that provide only potential opportunities for improving educational work with rural schoolchildren and the successful implementation of which largely depends on their reasonable use in specific conditions.

This specificity is also determined by the advantages of carrying out pedagogical activities in the countryside, namely:

♦ a more characteristic, noticeable manifestation of the best traditions of folk pedagogy, the once harmonious system of educating a rural resident; (in cities, especially large ones, such traditions are practically not used due to mixed national composition residents, separation from historical roots);

♦ a fairly clear idea of teachers about children, their living conditions and everyday life, relationships in the family, among peers, etc.;

♦ proximity to traditions, greater than in the city, the power of public opinion, the authority of teachers, especially those who have been working in the countryside for many years and brought up more than one generation villagers; belonging of the majority of parents to the same labor collective, their residence in the territory of a small town, village, village, constant communication with colleagues outside the school;

♦ optimal conditions for preparing students for life in the countryside, agricultural production, the manifestation of children's independence in solving economic and life problems(Figure 5).

The historically established features of rural settlement, huge spatial contrasts, socio-economic differences between the regions of Russia have determined such a feature of the rural school as its small number (5604 schools with up to 10 students), which creates problems that require an immediate and radical solution.

These problems include the following.

1. Outdated material and technical base. Currently, more than 15,000 rural schools require major repairs, and about 3,000 are in emergency condition.

2. Weak staffing and financial support. Insufficient staffing of general education institutions located in rural areas, insufficient level of qualification of teachers (higher professional education have 70% of teachers, secondary vocational "- 23.2%) reduce the quality of education. The reduction in the volume and sources of funding for rural schools leads to a further deterioration in the material and technical base, the quality of education, while the unit budget costs per student in rural general education institutions remain higher than the cost per student in urban educational institutions.

3. Absence or insufficient development of modern communications and vehicles for transporting students to school has a negative impact on the organization of the educational process.

4. Low quality of education. Rural children have initially unequal opportunities for education compared to urban children, and unequal access to various educational services. General educational institutions located in rural areas cannot provide students with a quality education, which reduces the competitiveness of rural students when entering educational institutions of secondary vocational and higher professional education.

5. Insufficiency and paucity most rural schools. Most of them do not have parallel classes, and many elementary schools have kit classes. Since, in accordance with the Law of the Russian Federation "On social development villages” in the countryside, primary schools can be opened even with one student, the number of such schools in the country is very significant. Unlike urban schools, the microdistrict served by a rural school is much larger; for secondary schools, it can be tens of square kilometers. All this requires additional and sometimes very significant expenditures of time and effort from teaching staff to ensure that children attend school and extracurricular activities in a timely manner. This concerns, first of all, the organization of regular transportation of schoolchildren to an educational institution, and in the presence of a boarding school, the establishment and maintenance of living conditions in it, minimizing the negative impact of separation of children from the family, the implementation of measures of pedagogical influence on schoolchildren during their stay outside of school.

6. Education in rural schools allows real implementation of individual approach to the student. At the same time, in a small class, there is often an increased sense of anxiety, psychological, emotional, and sometimes intellectual overload of students, which is associated with constant monitoring and evaluation of their knowledge.

7. The problems of a small rural school include the absence of a special emotional psychological atmosphere characteristic of the educational work of a large group of students. In such schools, business, information and emotional communication of children is often limited, and there is practically no competition among students in mastering knowledge. Difficulties also arise with the formation of collectivist moral qualities of the personality of students, organizational, communication skills, often there are no leaders.

8. The special conditions for the functioning of a rural school are associated not only with a small number of students, but also with the specifics of the pedagogical activity of a rural teacher.

First of all, it is necessary to note significant differences in the content and nature of the teaching assignments of rural and urban teachers. In urban schools with several parallel classes, the entire teaching load of a teacher, as a rule, consists of lessons in one subject; teachers teaching 2-3 subjects, there are only a few. At the same time, more than half of the teachers in small-class rural schools, in addition to their specialty, teach classes in several other disciplines, in which they often do not have special training. Most teachers in rural schools have a teaching load that far exceeds the established norms. It takes a lot of time for a rural teacher to prepare for classes in evening (shift) general education institutions, which in rural areas usually function on the basis of day schools. Of course, teaching several subjects by a teacher has some positive aspects. In particular, this allows wider use of interdisciplinary connections, the introduction of integrative courses, and a more targeted impact on the development of the student's personality. On the other hand, it is impossible not to see many negative consequences of multi-subjectivity. Here are some of them:

♦ shortage of teaching staff leads to the fact that in some cases teachers teach subjects not in their specialty;

♦ due to the multi-subject nature during the school year, the teacher works with one class consecutively in several lessons, which, in the event of an undeveloped relationship between the teacher and students, can lead to a pedagogical conflict. The teaching of several subjects by the teacher sometimes leads to a distorted idea of the student's abilities and opportunities for learning, which is unreasonably transferred from one subject to another, and a negative image of the child is often formed;

♦ as a rule, rural schools, where the majority of multi-subject teachers work, are located in remote settlements, communication with which is difficult. As a result, teachers are practically in forced isolation, which contributes little to the growth of their professionalism.

9. In the conditions of rural schools, things are much more complicated with the improvement of the qualifications of teachers and the exchange of experience in teaching and educational work. Teachers' collectives - rural schools on average have 12-15 people (urban 35-40). Since in such schools, as a rule, subject teachers are represented in the singular, it is impossible to organize intra-school methodological associations.

Because of this, the role of self-education in the formation of the pedagogical professionalism of a rural teacher is increasing. However, it is more difficult for rural teachers to keep in touch with various methodological services and libraries. Data from various surveys show that rural teachers spend significantly more time organizing extracurricular activities and great leadership. The insufficient number of out-of-school children's institutions in the countryside leads to the fact that all extra-curricular activities of students are carried out under the guidance and efforts of the teachers themselves.

The role of the rural teacher in the cultural life of the village is exceptionally great. It is rural teachers who represent the main part of the rural intelligentsia, the main cultural force of the village. The large proportion of teachers among the rural intelligentsia and the lower educational level of the villagers specific features cultural, educational and educational work of rural teachers among the population. Teachers in the countryside can be found among the deputies of local self-government bodies, they are often nominated to the executive authorities, and act as organizers of cultural events.

To solve these problems, an integrated approach is needed, in which it is necessary to take into account the special socio-cultural status of rural schools, the national and demographic characteristics of Russian regions, the accumulated positive experience and traditions of rural education.

Thus, in terms of their composition, living and working conditions, rural teachers differ significantly from teachers in urban schools, which must be taken into account by future teachers in the process of general pedagogical training within the walls of higher and secondary pedagogical educational institutions.

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