That reflects the professionalism of the teacher. Methodological report "assessment of the teacher's professionalism". Pedagogical technologies in teaching geography

All people, regardless of profession, go through a number of similar stages in their professional development, their professional development reveals patterns that are common to one degree or another.

The formation of a person as a professional is closely related to his development as a person. The psychological development of a professional means the emergence of new qualities in the human psyche that were previously absent from a person or were available, but in a different form (for example, a number of professional abilities grow out of universal human qualities), as well as the emergence of new types of professional activity and professional communication that did not exist before. This means that becoming a professional is an "increment" to the human psyche, its enrichment. A special case of the development of a professional is regression, loss or deformation of old qualities, the appearance of new negative signs, decay, interruption, stoppage of professional activity, which means qualitative, albeit negative, changes in the human psyche. A person with an active mature personality seeks to resist negative processes, developing compensation techniques, new creative strategies, mastering new mental qualities and methods of activity for this, which again moves forward mental development.

The essence and structure of pedagogical activity, as well as the productivity associated with them, is one of the most pressing issues pedagogical science and practice. Usually, the scientific analysis of these important phenomena is replaced by general discussions about the professionalism of the teacher. The work of a teacher is unique, it is the same high art as the work of a composer and artist - and perhaps much more complex.

The scientific analysis of pedagogical activity pays tribute to the uniqueness of the creative method of each teacher, but he himself is built not on descriptions, but on the principles of comparative research, qualitative and quantitative analysis. Particularly promising is considered to be the direction associated with the application of the principles systems approach to the analysis and construction of models of pedagogical activity.

The purpose of this work: To consider the concept of teacher professionalism and the indicator of its measurement.

The object of research is the concept of professionalism.

The subject of the study is the professionalism of the teacher and the indicator of its measurement.

Work tasks:

To study the features of pedagogical activity.

Consider the essence of pedagogical professionalism.

To give an idea of the essence of the teacher's individual style of activity.

To analyze the direction of improvement of pedagogical activity.

Chapter 1. The concept of professionalism of a modern teacher

1.1. Features of pedagogical activity

Success in the education and upbringing of children is determined by many factors, each of which is quite significant, and the neglect of these factors inevitably leads to failure. Among these factors are the methods of education and upbringing, the age characteristics of children, the current level of their development, etc. In addition to these, an important factor in child development is the teacher himself, who takes on the role of teacher and educator.

A professional teacher is the only person who devotes most of his time to teaching and raising children. Other adults, including the parents of the child, are busy with their professional problems and household chores and cannot devote much time to children. If teachers were not involved in the education and upbringing of children, then in a few generations society would cease its development. The new generation of people would simply not be prepared enough to sustain social, economic and cultural progress.

In a modern civilized society, a teacher is a figure that requires special attention, and where insufficiently professionally trained people take his place, children suffer first of all, and the losses that arise here are usually irreparable. This requires society to create such conditions that among teachers and educators there are people who are the most intellectually and morally prepared to work with children, and this is far from being possible for every person.

The peculiarity of the teaching profession lies in the fact that by its nature it has a humanistic character. In the process of education, the teacher solves two problems: adaptive and humanistic ("human-forming").

The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the socio-cultural situation, and the humanistic function is associated with the development of his personality and creative individuality. On the one hand, the teacher prepares his pupils 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. By developing the child's personality on the basis of the richness of human culture, the teacher works for the future. The teacher in the course of his professional activity performs the main functions: teaching, educating, developing, psychological preparation.

The implementation of these functions requires the following personal parameters from a modern teacher:

needs and abilities for active and versatile professional and socio-cultural activities;

tact, a sense of empathy, patience and tolerance in relations with children and adults, a willingness to accept and support them, and if necessary, protect them;

understanding of the originality and relative autonomy of personality self-development;

Ability to communicate within and between groups,

prevent conflicts in children's and adult communities;

knowledge of the features of mental development, especially children with problems, and the desire, together with them, to purposefully create the conditions necessary for their self-development;

ability to self-development and self-education.

A humane teacher should rely on the student's capabilities, his potential, and not on the authority of his power and coercion. Its main task is to reveal, reveal and develop everything valuable in a person, and not to form a habit of obedience.

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

1.2. The essence of pedagogical professionalism

Based on the analysis of the requirements of the profession to the personality of a specialist, the concept of professionalism is introduced. Professionalism - a set of personal characteristics of a person necessary for the successful performance of work.

Pedagogical professionalism is a characteristic of various interrelated components that reflect a certain educational system that meets the social order of society. Components of pedagogical professionalism:

the level of general culture;

psychological and pedagogical competence;

ability to set goals and achieve goals;

ability for pedagogical reflection;

ability to implement innovative activities in the field of education.

The study of the phenomenology of teacher professionalism shows that, on the one hand, pedagogical professionalism is a socio-pedagogical phenomenon that represents a complex, multifaceted and multifaceted characteristic of a teacher's activity, which meets the order of society and is aimed at preparing a professional teacher. On the other hand, the teacher's professionalism is a qualitative characteristic, including a set of fundamental integrated knowledge, generalized skills and pedagogical abilities, his personal and professionally important qualities, the teacher's culture and skill, readiness for continuous self-improvement.

A teacher is not only a profession, the essence of which is to transfer knowledge, but also a high mission of creating a personality, affirming a person in a person. In this regard, we can distinguish a set of socially and professionally conditioned qualities of a teacher:

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.

Summing up the requirements for the work and personality of the teacher, imposed by the conditions of the development of society at the present stage, they can be represented as follows:

high culture and morality;

dedication;

nobility;

acute sense of the new;

the ability to look into the future and prepare your pets for life in the future;

maximum realization of individual talent in combination with pedagogical cooperation;

community of ideas and interests of teachers and students;

creative attitude to business and social activity;

high professional level and the desire to constantly update their knowledge;

principledness and exactingness;

responsiveness;

erudition;

social responsibility, etc.

There are the following positions of the teacher: social and professional.

The social position of the teacher is made up of a system of his views, beliefs and value orientations. Professional position - attitude to the teaching profession, the goals and means of pedagogical activity. The teacher can act as an informer, friend, dictator, adviser, petitioner, inspirer, etc. Each of these professional positions can have both a positive and a negative effect, depending on the personality of the teacher, on his social positions.

In recent years, the concept of pedagogical culture has been increasingly used and developed. However, pedagogical culture does not yet guarantee success in the implementation of pedagogical activities. In a "live", real pedagogical process, the professional is manifested in unity with the general cultural and moral manifestations of the teacher's personality. The unity of all these manifestations forms the humanitarian (general) culture of the teacher.

Therefore, the highest results in pedagogical activity are associated with overcoming professional limitations, the ability to consider professional issues from the broadest philosophical, methodological and socio-cultural positions.

The humanitarian culture of a teacher is a combination of personal and professional qualities, as well as values, orientations and skills.

The professionalism of a specialist associated with a particular profession is described through the concept of professional competence. Competence - the possession by a person of the ability and ability to perform certain labor functions. When people talk about the professional performance of work, they always mean its implementation at a high level. Competence is an individual characteristic of the degree of compliance with the requirements of the profession. Competence can be judged by the nature of the result of a person's work.

Professional competence is one of the subjective factors of a teacher. The concept of professional competence of a teacher expresses the personal capabilities of a teacher, allowing him to solve pedagogical problems independently and quite effectively. Thus, the competence of a teacher can be understood as the unity of his theoretical and practical readiness to carry out pedagogical activities.

Psychological and pedagogical competence consists in the availability of knowledge and skills in the field of interpersonal interaction, mastery of the techniques of professional communication and behavior, adequate ideas of the teacher about age and individual characteristics students, as well as the availability of an adequate understanding of the teacher about their individual and professional characteristics and possession of ways to overcome professional destruction.

An important component of the teacher's professionalism is readiness to independently perform specific types of pedagogical activity, the ability to solve typical professional tasks and evaluate the results of one's work, the ability to independently acquire new knowledge and skills in the specialty. The ability to present educational material includes not only possession of the content of the subject, but also an understanding of existing pedagogical technologies, knowledge of existing forms and methods of teaching, the formation of the methodological thinking of the teacher, the ability to use methodological techniques in professional activities so that they implement the didactic principles of the learning process.

The professional activity of a teacher involves the process of setting pedagogical tasks by the teacher, their hierarchy, restructuring depending on specific conditions and situations, the teacher develops the ability for pedagogical goal-setting and goal-realization. An important component of this ability is the ability to adjust goals during the very process of pedagogical influence, to create in the mind an image of the possible result of one's actions. This requires not only a constant analysis of all components of the pedagogical situation, but also the self-analysis of the teacher, the ability for pedagogical reflection.

1.3. The individual style of the teacher's activity

The professional activity of a person largely depends on his individual characteristics. Individualization, which can be regarded as a specific form of development, is also a way of adapting a person to the structure of labor activity objectively given from the outside. The process of individualization in the work of a teacher can have different expressions: individual differences, individual style and individuality.

Individual differences in pedagogical work are individual episodic manifestations of the peculiarities of the performance of a given person's professional activity, professional communication. Individual differences can manifest themselves in almost all aspects of work: in the choice of profession and subject of work, in the choice of specialization, tasks and situation within the profession, in relation to the profession and professional motivation, in the choice of ways of working, etc. The formation of individual differences occurs in the course of the inclusion, integration of a person into the system public relations comparing yourself with other people. Acquiring a sustainable character as a result of the process of professionalization, individual differences can contribute to the formation of an individual style of activity.

An individual style of activity is an expression of the relationship between the objective requirements of activity and personality traits, which ensures the achievement of a certain result.

In the structure of the individual style of activity, Evgeny Alexandrovich Klimov distinguishes two components:

1. The "core" of the style includes the qualities of a person, which are based on the properties of the nervous system and manifest themselves involuntarily or without noticeable effort. This core includes two groups of natural features: some favor successful activity, while others hinder its implementation.

2. “attachment” to the core includes qualities that are developed by a person as a result of conscious or spontaneous searches; attachment to the core also includes two groups of features: some are associated with the use of the positive capabilities of the subject, others are aimed at overcoming negative qualities and are of a compensatory nature.

The individual style of activity is determined by the natural, innate characteristics of a person and the life-long personality qualities that have arisen in the course of a person’s interaction with the subject and social environment. An effective individual style provides the greatest result with a minimum investment of time and effort. The main argument in favor of the individual ways of carrying out pedagogical activity found by the teacher will be personal and mental development his students. It is the development of one's own style, taking into account, first of all, the properties of one's own personality, as well as the specific requirements of the activity, that leads to the fact that the teacher is less stressed and tired. Since the personal properties of the teacher are a flexible structure, the individual style of activity can change. Pedagogical activity, like any other, is characterized by a certain style, which is provided both by the specifics of the activity itself and by the individual psychological characteristics of its subject. The individual style of pedagogical activity is formed by three main factors: the individual psychological characteristics of the teacher; features of pedagogical activity; characteristics of students. The individual psychological characteristics of the teacher, which form the style of pedagogical activity, include individual typological characteristics, personal and behavioral characteristics. The features of pedagogical activity are understood as the conditions for the implementation of professional activities by the teacher, and the content of the discipline, course, educational material. The features of students that are important for the style of pedagogical activity are determined by factors such as age, gender, status, level of knowledge, etc. In pedagogical activity, characterized by the fact that it is carried out in subject-subject interaction in specific educational situations of organization and management educational activities students, these features also correlate with the nature of interaction, with the nature of the organization of activities, subject-professional competence of the teacher and the nature of communication. The individuality of a teacher is an expression of the uniqueness, originality of a person's personality in work and his professional worldview. The formation of individuality means self-determination of the ability for individual self-development, self-giving of one's abilities for the benefit of other people. Individuality, the integrity of the personality of a professional is most clearly manifested when it is combined with high spirituality, humanistic orientation. The individuality of the teacher is the main factor in the formation of his authority among students.

Chapter 2. Improvement of pedagogical activity

2.1. Factors that determine the psychological development of a professional

The psychological development of a professional is a dynamic process. This process depends, firstly, on external conditions:

a) during a person's life, the profession itself changes, the requirements of society for it, the ratio of this profession with other professions changes;

b) the motivational sphere of professional activity and its mentality, spiritual values can be transformed: the operational sphere is rebuilt with the manifestation of new technologies, "know-how";

b) the structural components of professional activity and professional communication (means, conditions, results) can change places - what was a condition becomes a result, what was a means, later may become a condition, etc.

The formation of a professional depends, secondly, on internal conditions: a person's ideas about the profession, the criteria for assessing the profession itself, professionalism in it, as well as the criteria for evaluating a professional in oneself, change.

Failure to take into account these dynamic processes is dangerous for a specialist. The people who lose in life are those who stubbornly try to apply in their professional activities the canons they learned in educational institutions several decades ago, without taking into account changes in society's demands for their profession or specialty, the spirit of the times.

1. has mastered the norms of professional activity, professional communication and implements them at a high level, achieving professional excellence, observing professional ethics, following professional value orientations;

2. changes and develops his personality and individuality by means of the profession; who seeks to make a creative contribution to the profession, enriching the experience of the profession;

3. seeks and knows how to arouse public interest in the results of their professional activities;

4. contributes to increasing the weight and prestige of one's profession in society, flexibly takes into account the new demands of society for the profession.

These qualitative changes in professionalism can be studied, formed, polished in oneself and in another person, taken into account during certification.

The formation of a professional always takes place in one or another professional environment with its subject subsystem (subject, means, working conditions) and social subsystem (psychological climate in cooperation, interpersonal relations). It is always necessary to take into account the activity of the professional environment, which does not passively wait until a person masters or transforms it, but immediately has the opposite effect on a person. This influence can be beneficial, positive, if the atmosphere in the institution is conducive to creativity, a good psychological climate contributes to the development of personality and individuality; Moreover, the professional environment even heals, it can become a good psychotherapist for a person. The influence of the professional environment can also be negative (extreme and uncertain conditions, noise, as well as stress in relationships, social roles that provoke a person to unseemly acts, for example, among specialists who have power over other people and can abuse it), causing negative shifts in psyche, deformation and personality of a person. There is a loss of positive psychological qualities, an exaggerated development of the negative qualities of a person - a specialist. Psychologists have already studied and they will continue to identify which positive mental qualities are the most developed, exercised in a given profession, and which are the most affected, as is the case in different professions. Each person can also set a close task for his introspection, thinking about what changes have occurred in his personality under the influence of the professional environment and how to resist the negative effects of the environment, if any.

The age-related development of a professional occurs in the context of the general trends in age-related development, which is described above. Thus, each age stage of professional development is distinguished by its qualitative originality:

a) "professional" age (the maturity of a person as a professional) may not coincide with chronological, as well as with psychological age;

b) the formation of a professional on the age scale is characterized by the unevenness of its individual aspects; certain ages are sensitive, most sensitive to different types of professional activity;

c) there is a possibility of the emergence of crises of professional activity in the transitional periods of age development (from youth to maturity, from maturity to old age);

d) tendencies of plasticity and compensatory intensify with age in the course of professional development.

It is desirable for each person to know the specifics of professional activity and communication in certain “adult” ages and to carefully prepare themselves for solving professional problems of the coming age.

Becoming a professional always bears the stamp of individuality. Each of the steps towards professionalism is lived differently by different people: they adapt to the profession in different ways, express themselves differently in the profession, strive and are ready for professional mastery and creativity to varying degrees. Accordingly, combinations of professionally important qualities (motivational urges, techniques of professional thinking, types of abilities) differ, forming unique individual personality profiles of professionally important qualities. Individuality can increase with the growth of professionalism, especially at the stages of creative development of the profession. The individualization of professional activity and professional communication can have the character of individual differences (dissimilarity of people to each other), can be expressed in the presence of different stable individual styles and, finally, rise to an individual professional worldview, an unconventional understanding of the prospects for the development of the profession, its role in society, etc. d. Individual features are always present in a specialist, but are not always recognized by him. A mature personality makes its individual characteristics the subject of awareness, formation, correction, polishing and improvement.

The practical development of the profession (vocational training, advanced training, professional training) undoubtedly requires a holistic vision of labor in the profession in the relationship of its tasks, means, results, etc. At the same time, vocational training can:

1. use a task-by-task (modular) approach, when different types professional activities and communication depending on their tasks;

2. apply a situational approach with the development of various types of professional situations, options for professional behavior when changing professional situations; be sure to take into account a personal approach with the consistent development of the necessary professionally important qualities for this profession.

Individualized professional training programs are productive, taking into account the individual trajectory of a specialist's advancement to professionalism.

Abilities are personality traits that are a condition for the successful completion of certain activities.

By nature, a person is given inclinations - his personal, characterological, psychophysiological and other individual characteristics, which, under the presence of appropriate conditions, can develop into an ability for a particular activity. Character traits, such as tact, exactingness, justice, understanding of another person, versatility of interests, purposefulness, love for children, responsiveness, observation, can be attributed to the prerequisites that are conditions for the development of pedagogical abilities.

In their professional activities, teachers rely not only on general pedagogical abilities, but also on special abilities (for example, special abilities for the subject they teach, or, conversely, special abilities that are not actually pedagogical and not related to the educational subject, but help to carry out pedagogical activities - artistry, creativity, etc.).

The inclinations in the aggregate are important not as prerequisites for successfully mastering a profession, but as psychological and physiological conditions for a person's compensatory capabilities for developing an individual style of activity. The teacher cannot be considered as a set of properties, characteristics and qualities. As a rule, he is a person and a professional if the set of properties appears as a single whole, which is based on a motivational sphere that provides a social, cognitive and professional-pedagogical orientation, if there is a development of the personality of a specialist that occurs in the process of mastering professional skills.

In the scientific literature, the problem of professional compliance is associated with the presence of a certain potential of inclinations or abilities that can ensure the successful formation of the necessary professional knowledge, skills and abilities. However, in a number of cases, even with the required qualities, a person is unable to achieve such states as fruitfulness (Erich Fromm), self-actualization (Abraham Maslow), identity (Erik Erickson).

Personal development and professional growth of a teacher as an organic unity are possible when in the process of "growing" into a profession (choosing a profession, vocational training, carrying out pedagogical activities), a purposeful resolution of a number of contradictions is carried out. First of all, this is a contradiction that arises in the individual consciousness between the standard of a professional personality and the image of his inner, already existing “I”. The assertion of Konstantin Dmitrievich Ushinsky that a teacher lives as long as he studies takes on special significance in modern conditions. Life itself has put the problem of continuous pedagogical education on the agenda. The ability to “create oneself” in accordance with social and moral ideals, in which professional competence, a rich spiritual life and responsibility would become natural conditions human life, the most urgent need of the day.

Professional self-development, like any other activity, is based on a rather complex system of motives and sources of activity. Usually the driving force and source of self-education of the teacher is the need for self-improvement.

There are external and internal sources of self-development activity. External sources (requirements and expectations of society) act as the main ones and determine the direction and depth of the necessary self-development. The teacher's need for self-education, caused from outside, is further supported by a personal source of activity (beliefs, a sense of duty, responsibility, professional honor, healthy pride, etc.). This need stimulates a system of self-improvement actions, the nature of which is largely determined by the content of the professional ideal. In other words, when pedagogical activity acquires a personal, deeply conscious value in the eyes of the teacher, then the need for self-improvement manifests itself, then the process of self-development begins.

For the deployment of self-development processes, the level of formation of self-esteem is of great importance. A study of the nature of difficulties in the activities of teachers showed that only those who set high goals for themselves have difficulties. These are, as a rule, creatively working teachers. Those who do not have high expectations are usually satisfied with the results of their work, highly appreciate them, while reviews of their work are far from desirable. That is why it is so important for every person who has chosen the teaching profession to form in his mind an ideal image of a teacher.

If self-development is treated as a purposeful activity, then self-analysis should be its mandatory component. Pedagogical activity makes special demands on the development of cognitive mental processes: thinking, imagination, memory, etc. It is no coincidence that many psychologists and teachers in a number of professionally significant personality traits of a teacher name the ability to distribute attention, professional memory for faces, names, mental states, pedagogical imagination , observation, etc.

An integral part of professional self-development is the teacher's self-educational work.

Conclusion

Thus, the formation of a person as a professional is closely related to his development as a person. Professionalization occurs in conjunction with socialization. The personal space is wider than the professional space and significantly affects it. A person's personality usually has a positive impact on the choice of a profession, on the course of professional adaptation, supports professional skills, stimulates professional creativity, encourages a change in profession, protects against professional aging and deformation. Personality can also prevent the formation of a professional in a person (lack of diligence, universal human abilities, good motives, etc.). At the same time, the professional qualities of a person, as they develop, begin to have the opposite (positive or negative) effect on the personality: success in the profession inspires and stimulates the personality, and a failed professional is often an undeveloped or fading personality. In today's renewing society, the most conducive to becoming a professional are such personality traits as following professional ethics, individual social and economic responsibility, internal locus of control (the desire to see the causes of one's life events in oneself, and not in external circumstances), sense-creation (as the ability to find new positive meanings in one's life and work), the internal dialogic nature of the personality, adequate self-esteem and readiness for a differentiated assessment of the level of one's professionalism, etc.

The teacher is a special profession. The social and humanistic meaning of the teaching profession lies in the fact that, by passing on the achievements of human culture from generation to generation, it literally creates a personality.

The personality of the teacher is the core factor of pedagogical activity, because the self-realization of the personality of the teacher, aimed at the mental development of the student, is the main content of the teacher's work. At the same time, any labor has a result; in the work of a teacher, this is the training and upbringing of schoolchildren. Consequently, the formation of the ability to achieve the best results in work and objectively evaluate them is also part of the task of teacher training.

Today, the school and the teacher are facing new difficulties, insufficient attention from society. The prestige of the teaching profession has been reduced.

In these difficult conditions, the pedagogical field needs not just professionals, but real devotees of their work, bright personalities who are able to overcome the difficulties that arise and work creatively. At the same time, it is necessary that not just a few, not only leaders and innovators become such personalities. It is necessary that the mass teacher rise to a higher level of professional and personal development.

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Essay "Professionalism of a teacher is ..."

Ryabtseva Natalya Anatolyevna,

primary school teacher

MBOU "Secondary School No. 26", Zima

Currently, Russian education is undergoing significant changes. But no matter what reforms take place in this area, in the end, one way or another, they are limited to a specific executor: at school - on a teacher; at the university - on the teacher of the department. And for the successful introduction of various innovations into practice, for the implementation of the tasks assigned to him in the new conditions, the teacher must have the necessary level of professionalism.

What is teacher professionalism? This word has several definitions:

“Professionalism is a high readiness to fulfill the tasks of professional activity. It makes it possible to achieve significant qualitative and quantitative results of labor with less physical and mental effort based on the use of rational methods for performing work tasks. The professionalism of a specialist is manifested in the systematic improvement of qualifications, creative activity, and the ability to productively meet the growing demands of social production and culture. (Psychological Dictionary)

“Professionalism is a good command of one's profession. In linguistics: a word or expression characteristic of professional speech and used in general literary language.(Dictionary of Ozhegov S.I)

“Readiness for change, mobility, ability for non-standard work activities, responsibility and independence in decision-making” (Professional standard of a teacher)

Why is it important to know this concept?

Modern schoolchildren live in a time when so many scientific discoveries have been made over the past fifteen years as in the entire previous history of science! The number of inventions doubles every ten years. The economy, industry, computer technologies are developing, the flow of information that the student must perceive is growing. But at the same time, most of the teachers for modern schoolchildren are people of another generation, another century. It is impossible to educate and educate the new generation in the old way. A modern teacher should not only know his subject perfectly, but also keep up with the times.

But how to do it?

I find answers to this question in the "Professional Standard of the Teacher", and in the "Conceptual Foundations of the Federal State Educational Standard", "FGOS IEO"

The question of the professionalism of a teacher in a modern school in these documents is considered as a set of components, without which pedagogical activity loses its development potential. In order for a teacher to become a professional, he must have a number of social and professionally determined qualities:

be civilly responsible and active;

love children, be ready to give them your heart

be intelligent, spiritually developed, sociable

possess high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions

feel the need and readiness for constant self-education

For myself, I consider the following qualities to be the most significant and important, which help me achieve professional success in my work. I will call them: “the need and readiness for constant self-education”, “to love children, to be ready to give them my heart”, “to have high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions”.

Why do I consider these professional qualities the most significant?

The first quality that I consider the most significant is "the need for constant self-education and readiness for it.

“Teaching is doubly learning,” said Joseph Joubert. “But you can’t demand from a teacher what no one has ever taught him,” says the teacher’s professional standard. But we graduated from professional institutions even before the introduction of the Federal State Educational Standard, so now we can’t teach? No, we, teachers of the new time, must definitely improve our professionalism, and therefore I constantly take refresher courses, participate in internships, competitions at various levels. This gives me the opportunity not to stand still, but to master new technologies and successfully apply them in practice. So, for example, in 2014 I took courses on the topic "Educational Technologies", which I successfully apply in the classroom and outside of school hours.

The second quality ishigh professionalism, innovative style of pedagogical thinking, readiness to create new values and make creative decisions”. The most important thing, after all, in the profession of a teacher is to teach students independence in learning, to prevent mistakes or correct them in time, and only professionalism will help this, which, in my opinion, is built only with systematic work.

If earlier the teacher could not go beyond the program material, then the modern teacher must master the forms and methods that go beyond the scope of the lessons. /Professional standard of the teacher. Part 1: Training. Item 4/

The professional standard gives us, teachers, the opportunity to search for non-standard solutions that help to reveal our creativity, without which the creativity of a modern student cannot be revealed.

That is why in the lessons I use various creative tasks, interactive teaching methods, techniques of critical thinking development technology, which allow me to build the learning process in an interesting way, increase the pace of work, and increase the amount of independent and individual work with students.

I actively use ICT technologies that make my lessons brighter, richer, more interesting with the help of presentations, videos, physical minutes, various simulators that I develop myself or use the experience of my colleagues in the Infourok professional community. After all, the Federal State Educational Standard contains the teacher's ICT competence as requirements for the conditions of the educational process.

“We must use different approaches to teaching in order to include all students in the educational process…” / Teacher Professional Standard: Part 1: Teaching. Item 5/.

The teacher needs to work with different students. And with creatively active, inquisitive children who often ask questions: “Why? How? Where? ”, Who strive for new knowledge, as well as with children who are not motivated to study.

I am always looking for an opportunity to find ways to “infect” my students with love for creativity, so that the child learns to make independent discoveries, knowing himself, his own successes and achievements, his creative individuality and uniqueness.

The next important principle in my activity islove for children, the need to give them your heart.

I constantly catch myself thinking that I always call my students “my children”. True, someone may say that it is impossible to love other people's children. Maybe it’s impossible, but how can you call those feelings with which you go to class: the desire to see your pupils, hug and reassure, give a particle of warmth - is this not love? And can they be called strangers if we sometimes spend more time with our children than their parents. I love them in different ways: naughty Vadim, attentive Nastya, fidget Alyosha, hardworking Lera. Isn't that the essence of my profession? Students who do not know how to read, count, who do not know how to speak correctly and fluently, express themselves accurately, communicate, sometimes not even able to distinguish between good and evil, with the help of a teacher and his love, are gradually enriched with knowledge, skills, gain self-confidence.

I believe that the professionalism of the teacher was accurately formulated by Simon Lvovich Soloveichik

: “He is an artist, but his listeners and viewers do not applaud him. He is a sculptor, but no one sees his work. He is a doctor, but his patients rarely thank for the treatment and do not always want to be treated. Where can you find strength for everyday inspiration? Only in oneself, only in the consciousness of the greatness of one's work.

Of course, everything that is so necessary for a teacher is described in the teacher's standard, but the individuality of each of us cannot be ruled out, because individuality and professionalism are two inseparable qualities.Meanwhile, if the professional qualities of a teacher are to some extent formed during training at a university and in practical activities, then the formation of his creative individuality proceeds spontaneously. And I believe that each of us, teachers, has the right to choose our own professional path.

In the context of the dynamism of modern social life, including the rapidly changing situation in Russian education, methods for determining the professionalism of a teacher, forms and methods of its intensive restoration, in general, are becoming especially in demand. scientific research this phenomenon.

Professionalism is understood as a special property of people to systematically, efficiently and reliably perform complex activities in a wide variety of conditions. The concept of "professionalism" reflects such a degree of mastery by a person of the psychological structure of professional activity, which corresponds to the standards and objective requirements existing in society.

We can talk about professionalism from the point of view of the standard of its components, the mandatory components of professionalism, which essentially characterize the concept of "professionalism of a teacher". There are a great many priorities between the individual components of professionalism. At the same time, different approaches can become starting positions in assessing professionalism.

The basis of the professionalism of a teacher (especially a primary school teacher) at the present stage is, in our opinion, his ability and willingness to accept other people, in particular, students as they are, with their individual characteristics, the ability to teach them without giving categorical assessments of these features. This requirement for the personality of the teacher is necessary, first of all, for the implementation and development of the idea of humanization proclaimed in the domestic education system. This requirement must be supplemented by a differentiated approach, as well as the choice of an appropriate style of interaction between teachers and students. It is no coincidence that a number of studies and psychological and pedagogical publications of recent years have been devoted to the personal qualities of a teacher. For example, the book by E.I. Rogov "Teacher's Personality: Theory and Practice" reveals the professional features of the teacher's thinking, the natural prerequisites necessary for the teacher, the interpersonal relations of the teacher, his sociability, self-attitude, self-esteem, the ability to empathize, the level of conflict, the attractiveness of the work for the teacher, etc. All this, indeed , necessary. But for the professionalism of a modern teacher, especially a primary school teacher, in addition to the listed qualities (complemented, for example, with tolerance), many more and many others are needed.

Professor V.Ya. Sinenko rightly believes that "the professionalism of a teacher is a system of a high level of his psychological, pedagogical and scientific-subject knowledge and skills, in combination with the appropriate cultural and moral level, which in practice provide socially demanded preparation for the life of the younger generation" .

The implementation of these functions requires the following personal parameters from a modern teacher:

a) needs and abilities for active and versatile professional and socio-cultural activities;

b) tact, a sense of empathy, patience and tolerance in relations with children and adults, readiness to accept and support them, and if necessary, to protect them;

c) understanding of the originality and relative autonomy of personality self-development;

d) the ability to provide intragroup and intergroup communication,

e) prevent conflicts in children's and adult communities;

f) knowledge of the characteristics of mental development, especially children with problems, and the desire, together with them, to purposefully create the conditions necessary for their self-development;

g) the ability to self-development and self-education.

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

What factors most influence the success of a teacher? Certain abilities (according to N.V. Kuzmina):

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);

§ information.

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.

So, 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.

Organizational the function is implemented through the organization:

a) information in the process of communicating it to students;

b) various kinds student activities;

c) own activities and behavior in the process of direct interaction with students.

Communicative function assumes:

a) establishing proper relationships with students;

b) normal, business relations with other teachers, with the school administration.

Gnostic (research) function provides for the study of:

b) age and individual psychological characteristics of other people;

c) features of the process and results of their own activities, its advantages and disadvantages.

The sphere of professional work of a teacher is an arena for overcoming many contradictions. These are contradictions between the following factors:

The dynamics of professional tasks and the internal readiness of the teacher for their implementation;

The dynamics of educational policy and the desire of the teacher to take a clear and consistent position;

The teacher's personal need for creative self-realization and the possibility of satisfying it;

A growing volume of up-to-date information and routine methods of its processing, storage and transmission;

The need of society for educational services and the reduction in the reserves of the teacher's working time;

The decrease in their number and the low material level of the teaching staff;

The increase in the amount of free time in the vast majority of socio-professional groups - and the opposite trend in the reduction of the time budget among representatives of pedagogical professions, etc.

A.K. Markova identifies four types of professional competence:

Special or activity characterizes the possession of activities at a high professional level and includes not only the presence of special knowledge, but also the ability to apply them in practice.

Social characterizes the possession of ways of joint professional activity and cooperation.

Personal characterizes the possession of ways of self-expression and self-development. The ability to plan your professional activities, make decisions independently, see the problem.

Individual characterizes the possession of self-regulation techniques, readiness for professional growth, the presence of sustainable professional motivation.

In dynamics, four stages of development of professionalism can be distinguished:

Pre-professionalism, when a person is already working, but does not have the full range of qualities of a true professional, and the effectiveness of his work is not high enough.

Actually professionalism, when a person becomes a professional, demonstrates consistently high results; this stage includes a set of sequentially changing phases.

Superprofessionalism or skill - approaching the pinnacle of professional achievement.

"Postprofessionalism", when a person can remain a professional in the past, or may turn out to be an adviser, mentor for other specialists.

Given the active role of a person in the process of professionalization, three criteria can be distinguished according to Yu.V. Povarenkov:

We single out the following components of a teacher's professional competence:

The motivational-volitional component includes: motives, goals, needs, values, stimulates the creative manifestation of the individual in the profession; implies an interest in professional activities.

Functional (from Latin - execution) manifests itself in the form of knowledge about the methods of pedagogical activity necessary for the teacher to design and implement a particular pedagogical technology.

The communicative (from Latin - I connect, I communicate) component of competence includes the ability to clearly and clearly express thoughts, convince, argue, build evidence, express judgments, convey rational and emotional information, establish interpersonal connections, coordinate one's actions with the actions of colleagues, choose the optimal style communication in various business situations, organize and maintain a dialogue.

The reflexive (turning back) component is manifested in the ability to consciously control the results of one's activity and the level of one's own development, personal achievements; the formation of such qualities and properties as creativity, initiative, focus on cooperation, co-creation, a tendency to introspection. The reflexive component is the regulator of personal achievements, the search for personal meanings in communication with people, self-management, as well as the stimulus of self-knowledge, professional growth, improvement of skills, sense-creating activity and the formation of an individual style of work.

These characteristics of a teacher's professional competence cannot be considered in isolation, since they are of an integrative, holistic nature.

Conclusions:

1. the level of general culture;

2. psychological and pedagogical competence;

3. possession of the content of the subject and pedagogical technologies;

4. ability to set goals and achieve goals;

5. ability for pedagogical reflection;

6. ability to implement innovative activities in the field of education.

Under pedagogical professionalism it is necessary to understand the teacher's perfect mastery of psychological and pedagogical knowledge and skills, which must be combined with a good knowledge of the content of the subject, knowledge and ability to apply pedagogical technologies, with the moral and aesthetic attitude of the teacher to life, his ability to understand pedagogical goals, to carry out their practical achievement. The combination of all these components ensures high efficiency and quality of education and upbringing of students.

A professional teacher is fluent in pedagogical techniques, techniques that are used in the learning process purposefully, systematically and consistently, which contributes to the acquisition of solid knowledge and skills by students.

Without the teacher's desire for pedagogical professionalism, his knowledge both in his field and in the field of pedagogical and psychological sciences become unclaimed, lose their significance, since they cannot be applied in practice.

One of important criteria of pedagogical professionalism is the teacher's ability to set goals and achieve goals. Goals are necessary for the implementation of meaningful pedagogical activity, they connect all its components, stages into a harmonious whole. The teacher needs constant targeted control over his professional activities, this ensures the pedagogical effectiveness of the educational process.

Pedagogical professionalism is impossible without the psychological and pedagogical competence of the teacher. To do this, he needs knowledge about the laws of human psychological development; about the criteria for psychological stress, the patterns of the course and development of mental and physiological processes in various situations and learning conditions. The teacher also needs to understand the rules and ways to improve the efficiency of students' perception and activity, and it is important to take into account the psychological conditions for effective impact on students.

Another indicator of pedagogical professionalism is the constant search for new, more effective and most acceptable forms and methods of teaching. The learning process, which includes the innovative activities of the teacher, is characterized by the maximum use of the latest technical teaching aids, which contributes to the comprehensive development of students.

All of the listed components of pedagogical professionalism should be combined with a high level of the general culture of the teacher:

Moral and ethical qualities;

Culture of communication with others;

Continuous self-improvement and self-education;

Responsible attitude to their professional activities;

Competence in many fields of knowledge;

Subtle artistic taste;

appearance culture,

Human humanity and love, respect for students.

the level of general culture;

psychological and pedagogical competence;

ability to set goals and achieve goals;

ability for pedagogical reflection;

ability to implement innovative activities in the field of education.

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.

Summing up the requirements for the work and personality of the teacher, imposed by the conditions of the development of society at the present stage, they can be represented as follows:

high culture and morality;

dedication;

nobility;

acute sense of the new;

the ability to look into the future and prepare your pets for life in the future;

maximum realization of individual talent in combination with pedagogical cooperation;

community of ideas and interests of teachers and students;

creative attitude to business and social activity;

high professional level and the desire to constantly update their knowledge;

principledness and exactingness;

responsiveness;

erudition;

social responsibility, etc.

There are the following positions of the teacher: social and professional.

The humanitarian culture of a teacher is a combination of personal and professional qualities, as well as values, orientations and skills.

Psychological and pedagogical competence consists in the availability of knowledge and skills in the field of interpersonal interaction, mastery of professional communication and behavior, adequate ideas of the teacher about the age and individual characteristics of students, as well as the presence of an adequate idea of the teacher about their individual and professional characteristics and possession of ways to overcome professional destruction .

Pedagogical experience

Pedagogical experience in a broad sense is such a skill of teachers that gives consistently high results in teaching and educating students; in the development of a particular teacher, educator, leader; in self-improvement of the professional and pedagogical competence of pedagogical workers of educational institutions.

Pedagogical experience in the narrow sense means such pedagogical practice that creatively uses all the best from theory, introduces novelty and paves the way for the unknown, which allows improving the quality and results of educational activities.

The study, generalization and dissemination of pedagogical experience is one of the most time-consuming and complex areas in the duties of methodologists and, as a rule, in most preschool institutions this is the most difficult section of methodical work with personnel.