What is the purpose of pedagogy? Pedagogical activity and its features

The essence of pedagogical activity
Main types of teaching activities
Structure of teaching activity
The teacher as a subject of pedagogical activity
Professionally determined requirements for the personality of a teacher

§ 1. The essence of pedagogical activity

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which are called pedagogical. It represents a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to perform certain tasks. social roles in society.
It is obvious that this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, means mass media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which every person, voluntarily or involuntarily, carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional one takes place in specially organized society educational institutions: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as the unity of purpose, motives, actions (operations), and results. The system-forming characteristic of activity, including pedagogical activity, is the goal(A.N.Leontiev).
The purpose of pedagogical activity is connected with the implementation of the goal of education, which today is considered by many as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
The purpose of pedagogical activity is a historical phenomenon. It is developed and shaped as a reflection of the trend of social development, presenting a set of requirements to modern man, 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, the needs and aspirations of the individual.
A.S. Makarenko paid much attention to the development of the problem of educational goals, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definition of educational goals to amorphous definitions such as “harmonious personality”, “communist man”, etc. A.S. Makarenko was a supporter of the pedagogical design of the individual, and saw the goal of pedagogical activity in the program for the development of the individual and its individual adjustments.
The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and the individual characteristics of students. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they form a detailed program of step-by-step movement towards the highest goal - the development of the individual in harmony with himself and society .
The main functional unit with the help of which all the properties of pedagogical activity are manifested is pedagogical action as a unity of goals 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 cannot be reduced to any of them. At the same time, the pedagogical action is that special one that expresses both the universal and all the richness of the individual.

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

§ 2. Main types of teaching activities

Traditionally, the main types of pedagogical activities carried out in the holistic pedagogical process are teaching and educational work.
Educational work - this is a pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve problems harmonious development personality. A teaching - This is a type of educational activity that is aimed primarily at managing cognitive activity schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, to reveal the essence and content of which many studies are devoted, is considered only conditionally, for convenience and deeper knowledge, in isolation from education. It is no coincidence that teachers involved in developing the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin, etc.) consider experience to be its integral components, along with the knowledge and skills that a person acquires in the learning process creative activity and the experience of an emotional and value-based attitude towards the world around us. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Figuratively speaking, the holistic pedagogical process in its content aspect is a process in which “educational teaching” and “educational education” are merged together(ADisterweg).
Let us compare in general terms the teaching activities that take place both during the learning process and outside of class time, and educational work, which is carried out in a holistic pedagogical process.
Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of a goal, because it is unattainable within the time frame limited by the organizational form. In educational work it is possible to provide only sequential solution specific goal-oriented tasks. The most important criterion for effectively solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities.
The content of training, and therefore the logic of teaching, can be rigidly programmed, which the content of educational work does not allow. The formation of knowledge, skills and abilities in the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for in the curriculum, is essentially nothing more than training. In educational work, planning is acceptable only in the most general terms: attitude towards society, towards work, towards people, towards science (teaching), towards nature, towards things, objects and phenomena of the surrounding world, towards oneself. The logic of a teacher’s educational work in each individual class cannot be predetermined by regulatory documents.

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

§ 3. Structure of pedagogical activity

In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are goals, motives, actions and results, in relation to pedagogical activity, the prevailing approach is to identify its components as relatively independent functional types of activity of the teacher.
N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of teaching activities, appropriate abilities are required, manifested in skills.
Constructive activity, in turn, breaks down into constructive-substantive (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning your actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activities involves the implementation of a system of actions aimed at including students in various types of activities, creating a team and organizing joint activities.
Communication activities is aimed at establishing pedagogically appropriate relationships between the teacher and students, other school teachers, representatives of the public, and parents.
However, the named components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not sufficiently reveal all aspects and areas of pedagogical activity.
A.I. Shcherbakov classifies constructive, organizational and research components (functions) as general labor ones, i.e. manifested in any activity. But he specifies the function of the teacher at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions. Particular attention should be paid to the research function, although it relates to general labor. The implementation of the research function requires the teacher to have a scientific approach to pedagogical phenomena, mastery of heuristic search skills and methods of scientific and pedagogical research, including analysis of their own experience and the experience of other teachers.
The constructive component of pedagogical activity can be presented as internally interconnected analytical, prognostic and projective functions.
An in-depth study of the content of the communicative function makes it possible to determine it also through the interconnected perceptual, actual communicative and communicative-operational functions. The perceptual function is associated with penetration into inner world of a person, the communicative one is aimed at establishing pedagogically appropriate relationships, and the communicative-operational one involves the active use of pedagogical techniques.
The effectiveness of the pedagogical process is due to the presence of constant feedback. It allows the teacher to receive timely information about the compliance of the results obtained with the planned tasks. Because of this, it is necessary to highlight a control and evaluation (reflective) component in the structure of pedagogical activity.
All components, or functional types, of activities are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills.

§ 4. The teacher as a subject of pedagogical activity

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

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

The teacher’s relationships with colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, constitute the essence pedagogical tact, which is at the same time a sense of proportion, and a conscious dosage of action, and the ability to control it and, if necessary, balance one means with another. In any case, the tactics of the teacher’s behavior is to, anticipating its consequences, choose the appropriate style and tone, time and place of pedagogical action, as well as make timely adjustments.
Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, civic position and professional skills. It is the basis on which trusting relationships between teachers and students grow. Pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special attentiveness and fairness are extremely important.
Pedagogical justice represents a unique measure of the teacher’s objectivity and the level of his moral education. V.A. Sukhomlinsky wrote: “Fairness is the basis of a child’s trust in the teacher. But there is no abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, you need to know in detail spiritual world every child."
Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority. If within the framework of other professions the expressions “scientific authority”, “recognized authority in their field”, etc. are commonly heard, then a teacher may have a single and indivisible personal authority.
The basis of a person’s cognitive orientation is spiritual needs and interests.
One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.
One of the main factors of cognitive interest is love for the subject being taught. L.N. Tolstoy noted that if “you want to educate a student with science, love your science and know it, and the students will love you, and you will educate them; but if you yourself do not love it, then no matter how much you force them to teach, science will not produce educational influence." This idea was also developed by V.A. Sukhomlinsky. He believed that "a master of pedagogy knows the ABCs of his science so well that in the lesson, while studying the material, the focus of his attention is not the very content of what is being studied , and students, their mental work, their thinking, the difficulties of their mental work."
A modern teacher must be well versed in various branches of science, the fundamentals of which he teaches, and know its capabilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must constantly be aware of new research, discoveries and hypotheses, see the short-term and long-term prospects of the science being taught.

The most general characteristic of the cognitive orientation of a teacher’s personality is the culture of scientific and pedagogical thinking, the main feature of which is dialecticity. It manifests itself in the ability to detect in every pedagogical phenomenon its constituent contradictions. A dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process where continuous development occurs through the struggle of the new with the old, and to influence this process, promptly solving all the issues and tasks that arise in his activities.

Subject:

Topic 2: Pedagogical activity: essence, structure, functions.

Plan:

The essence of pedagogical activity.

Main types of teaching activities.

Professional competence of a teacher.

Levels of pedagogical activity.

Mastery and creativity of pedagogical activity.

Self-development of a teacher.

Literature

Bordovskaya, N.V. Pedagogy: textbook. allowance / N.V. Bordovskaya, A.A.Rean. – St. Petersburg: Peter, 2006. – pp. 141 – 150.

Introduction to pedagogical activity: textbook. aid for students higher ped. textbook establishments/A.S. Robotova, T.V. Leontyev, I.G. Shaposhnikova [and others]. – M.: Publishing house. Center "Academy", 2000. - Ch. 1.

General information about the teaching profession: textbook. manual/author-comp.: I.I. Tsyrkun [and others]. – Minsk: BSPU Publishing House, 2005. – 195 p.

Podlasy, I.P. Pedagogy. New course: textbook for students. ped. universities: in 2 books. / I.P. Podlasy. – M.: Humanite. ed. center “VLADOS”, 1999. – Book. 1: General basics. Learning process. – p.262 – 290.

Prokopyev, I.I. Pedagogy. Fundamentals of general pedagogy. Didactics: textbook. allowance / I.I. Prokopyev, N.V. Mikhalkovich. – Minsk: TetraSystems, 2002. – p. 171 – 187.

Slastenin, V.A. Pedagogy/V.A.Slastenin, I.F.Isaev, E.N.Shiyanov; edited by V.A.Slpstenina. – M.: Publishing center “Academy”, 2002. – pp. 18 – 26; With. 47 – 56.

Question No. 1

The essence of pedagogical activity

Activity - on the one hand it specific form the socio-historical existence of people, and on the other hand, the way of their existence and development.

Activity:

1) Ensures the creation of material conditions for human life, the satisfaction of natural human needs;

2) Becomes a factor in the development of a person’s spiritual world and a condition for the realization of his cultural needs;

3) Is the sphere of achieving life goals and success;

4) Creates conditions for human self-realization;

5) Is a source of scientific knowledge, self-knowledge;

6) Provides environmental transformation.

Human activity - a necessary condition for his development in the process of which he acquires life experience, gets to know the life around him, assimilates knowledge, develops skills and abilities - thanks to which he and his activities develop.

Activity - active form of relationship between subject and object.

Professional activity of a teacher - This is a special type of socially necessary labor of adults, aimed at preparing younger generations for life.

Pedagogical activity - one of the types of practical art.

Pedagogical activity is purposeful, because the teacher sets a specific goal (to develop responsiveness, teach how to use a sewing machine) In a broad sense, ped. activities are aimed at passing on experience to younger generations. This means that pedagogy as a science studies a special type of activity to introduce a person to the life of society.

Ped. activity is an educational and educational impact on the student, aimed at his personal, intellectual and activity development.

Ped. activity arose at the dawn of civilization in the course of solving such problems as the creation, storage and transfer to the younger generation of skills and norms of social behavior.

Schools, colleges, and colleges are leading social institutions whose main purpose is to organize effective teaching activities.

Pedagogical activities are carried out professionally only by teachers, and parents, production teams, and public organizations carry out general pedagogical activities.

Professional ped. activities are 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, advanced training and retraining.

The essence of ped. A.N. Leontiev represented activity as a unity of purpose, motives, action, result. A goal is a system-forming characteristic.

Ped. activity is a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

Ped structure activities:

1. purpose of activity;

2. subject of activity (teacher);

3. object-subject of activity (students);

5. methods of activity;

6. result of activity.

Purpose ped. activities.

Target - this is what they strive for. The general strategic goal of pedagogical activity and the goal of education is the education of a harmoniously developed personality.

The purpose of pedagogical activity is developed and formed as a set of social requirements for each person, taking into account his spiritual and natural capabilities, as well as trends in social development.

A.S. Makarenko saw the goal of pedagogical activity in the development and individual adjustments of a personality development program.

The goal of a teacher’s professional activity is the goal of education: “A personality capable of building a life worthy of a person” (Pedagogy, edited by P.I. Pidkasisty, p. 69).

Achieving this goal requires the highest professionalism and subtle pedagogical skill from the teacher, and is carried out only in activities aimed at solving the assigned tasks as parts of the goal.

Main objects of purpose ped. activities:

educational environment;

activities of pupils;

educational team;

individual characteristics of pupils.

Therefore, the implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as:

1) formation of an educational environment;

2) organization of pupils’ activities;

3) creation of an educational team;

4) development of individual personality.

The solution to these problems should dynamically lead to the highest goal - the development of the individual in harmony with himself and society.

Teacher's tools:

scientific knowledge;

textbook texts and student observations act as “carriers” of knowledge;

educational means: technical

computer graphics, etc.

Methods of transferring experience by the teacher: explanation, demonstration (illustrations), collaboration, practice (laboratory), training.

Product of teaching activity - the individual experience formed by the student in the aggregate: axiological, moral-aesthetic, emotional-semantic, objective, evaluative components.

The product of teaching activity is assessed in an exam, tests, according to the criteria of solving problems, performing educational and control actions.

The result of teaching activity is the development of the student (his personality, intellectual improvement, his formation as an individual, as a subject of educational activity).

The result is diagnosed by comparing the student’s qualities at the beginning of training and upon its completion in all plans of human development.

The activity of a teacher is a continuous process of solving many problems of various types, classes and levels.

To ped. the activity was successful,

The teacher needs to know:

psychological structure of activity, patterns of its development;

the nature of human needs and motives for activity;

leading types of human activity at different age periods.

The teacher needs to be able to:

plan activities, determine objects and subjects, taking into account the individual characteristics, interests and capabilities of children;

create motivation and stimulate activity;

ensure that children master the main components of activity (skills of planning, self-control, performing actions and operations (Smirnov V.I. General pedagogy in abstracts, illustrations. M., 1999, p. 170))

Question No. 2

Main types of teaching activities

In the process of professional activity, the teacher manages the cognitive activity of schoolchildren and organizes educational work (organizes the educational environment, manages the activities of children with the aim of their harmonious development).

Teaching and educational work are two sides of the same process (you cannot teach without exerting an educational influence and vice versa).

Psychological studies (N.V. Kuzmina, V.A. Slastenin, A.I. Shcherbakov, etc.) show that the following interrelated types of teacher’s pedagogical activities take place in the educational process:

A) diagnostic;

b) orientation-prognostic;

V) constructive and design;

G) organizational;

d) informational and explanatory;

e) communicative-stimulating; g) analytical and evaluation;

h) research and creative.

Diagnostic - studying students and establishing their development and education. It is impossible to carry out educational work without knowing the characteristics of the physical and mental development of each student, the level of his mental and moral education, the conditions of family life and upbringing, etc. To educate a person in all respects, you must first of all know him in all respects (K.D. Ushinsky “Man as a subject of education”).

Orientation and forecasting activities - the ability to determine the direction of educational activities, its specific goals and objectives at each

stage of educational work, predict its results, i.e. what exactly the teacher wants to achieve, what changes in the formation and development of the student’s personality he wants to achieve. For example, there is a lack of student cohesion in the classroom, the necessary collectivist relationships are missing, or interest in learning is decreasing. Based on this diagnosis, he orients educational work towards developing collectivism among students or increasing interest in learning, specifies its goals and objectives and strives to strengthen camaraderie in the class, mutual assistance, and higher activity in joint activities as the most important features of collectivist relations. If we're talking about about stimulating cognitive interests, he can focus his efforts on making learning attractive and emotional. Such activities are carried out constantly in the work of a teacher. Without it, the dynamics and improvement of the goals, methods and forms of education and training cannot be ensured.

Structural and design activity is organically connected with orientation-prognostication. If, for example, a teacher predicts the strengthening of collectivist relations between students, he is faced with the task of constructing, designing the content of educational work, and giving it exciting forms. A teacher needs to have a good understanding of the psychology and pedagogy of organizing an educational team, the forms and methods of education, develop his creative imagination, constructive and design abilities, and be able to plan educational and educational work.

Organizational activities is associated with involving students in the intended educational work and stimulating their activity. To do this, the teacher needs to develop a number of skills. In particular, he must be able to determine specific tasks for the training and education of students, develop their initiative in planning collaboration, be able to distribute tasks and instructions, manage the progress of a particular activity. A very important element of this activity is also the ability to inspire students to work, introduce elements of romance into it and exercise tactful control over its implementation.

Information and explanatory activity. Its great importance is determined by the fact that all training and education are essentially based to one degree or another on information processes. Mastering knowledge, ideological and moral-aesthetic ideas is the most important means of development and personal formation of students. In this case, the teacher acts not only as the organizer of the educational process, but also as a source of scientific, ideological, moral and aesthetic information. That is why deep knowledge of the subject that he teaches is of such great importance in the process of professional training of a teacher. The quality of the explanation, its content, logical consistency, and saturation with vivid details and facts depend on how the teacher himself masters the educational material. An erudite teacher knows the latest scientific ideas and knows how to clearly convey them to students. He has a good command of the practical side of knowledge, which has a positive effect on the development of skills in schoolchildren. Unfortunately, there are many teachers who do not have such training, which negatively affects teaching and education.

Communicative and stimulating activity is associated with the great influence the teacher has on students through his personal charm, moral culture, ability to establish and maintain friendly relations with them and encourage them by his example to active educational, cognitive, labor and artistic and aesthetic activities. This activity includes the manifestation of love for children, emotional attitude, warmth and care for them, which together characterizes the style of humane relationships between the teacher and children in the broadest sense of the word.

Nothing has a more negative impact on education than the dryness, callousness and official tone of a teacher in relations with students. Children usually keep their distance from such a teacher, as they say; he instills in them inner fear and alienation from him. Children have a completely different attitude towards a teacher who understands their needs and interests and knows how to win their trust and respect through meaningful academic and extracurricular work.

Analytical and evaluation activity. Its essence lies in the fact that the teacher, carrying out the pedagogical process, analyzes the progress of training and education, identifies their positive aspects and shortcomings, compares the achieved results with the goals and objectives that were outlined, and also compares his work with the experience of colleagues. Analytical and evaluative activities help the teacher maintain so-called feedback in his work, this means continuously checking what was planned to be achieved in the training and education of students and what has been achieved, and on this basis making the necessary adjustments to the teaching and educational process, searching for ways improving it and increasing pedagogical effectiveness, making wider use of advanced pedagogical experience. Unfortunately, many teachers carry out this type of activity poorly; they do not strive to see the shortcomings in their work that exist and to overcome them in a timely manner. For example, a student received a “D” for not knowing the material covered. This is a clear signal that he needs urgent help, but with such help the teacher hesitates or does not think about it at all, and in the next lessons the student again receives a bad grade. And if he analyzed the reasons for the detected lag and helped the student accordingly, in subsequent classes the latter could receive a good grade, which would stimulate him to further improve his performance.

Finally, research and creative activity. There are elements of it in the work of every teacher. Two aspects of it are especially important. One of them is that the application of pedagogical theory inherently requires creativity from the teacher. The fact is that pedagogical and methodological ideas reflect typical teaching and educational situations. The specific conditions of training and education are too diverse and sometimes unique. For example, the general theoretical position about respect and demandingness towards students as a pattern of upbringing in the real educational process has many modifications: in one case it is important to help the student in his work, in another it is necessary to discuss with him the shortcomings in his behavior, in the third - to emphasize positive actions , in the fourth - make a personal remark or suggestion, etc. As they say, create, invent, try how best to use this pattern, what educational techniques are best used here. And so it is in all the work of a teacher.

The second side is associated with the comprehension and creative development of something new that goes beyond the framework of the known theory and, to one degree or another, enriches it.

This is the essence and system of skills for each of the considered types of teacher activities.

Professional functions of a teacher:

educational;

Gnostic;

communicative;

performing;

research;

constructive;

organizational;

orientation;

developing;

methodical;

self-improvement.

Question No. 3

Professional competence of a teacher

The basis of a teacher’s professional competence is his pedagogical skills.

Pedagogical skill is a set of sequential actions based on theoretical knowledge, pedagogical abilities and aimed at solving pedagogical problems.

Let us give a brief description of the main pedagogical skills.

Analytical skills - the ability to analyze pedagogical phenomena, theoretically substantiate them, diagnose them, formulate priority pedagogical tasks and find optimal methods and solutions.

Predictive skills - the ability to present and formulate diagnosable goals and objectives; activities, select methods for achieving them, anticipate possible deviations in achieving the result, select ways to overcome them, the ability to mentally work out the structure and individual components of the educational process, preliminary estimate the costs of funds, labor and time of participants in the educational process, the ability to predict educational and developmental opportunities for the content, interaction of participants educational process, the ability to predict the development of the individual and team.

Design or constructive skills - the ability to plan the content and types of activities of participants in the educational process, taking into account their needs, capabilities, characteristics, the ability to determine the form and structure of the educational process depending on the formulated tasks and characteristics of the participants, the ability to determine individual stages of the pedagogical process and the tasks characteristic of them, the ability to plan individual work with students, selecting optimal forms, methods and means of training and education, planning the development of the educational environment, etc.

Reflexive skills are associated with the control and evaluation activities of the teacher, aimed at himself.(Reflection of the teacher - This is an activity of understanding and analyzing one’s own teaching activities.)

Organizational skills presented by mobilization, information and didacticsocial, developmental and orientation skills.

Communication skills include three interrelated groups: perceptual skills, the actual skills of pedagogical (verbal) communication and the skills of pedagogical technology.

Pedagogical technique (according to L. I. Ruvinsky) is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, ability to manage oneself, friendly, optimisticistic mood, elements of the actor’s and director’s skills).

Lecture 2

1. Philosophical and psychological understanding of the category “activity”. Essential characteristics of pedagogical activity. The specifics of pedagogical activity, the scope of its application, purpose, content, means, basic conditions for implementation, results and significance in the life of a modern person. Professional and non-professional teaching activities. Various types of professional pedagogical activities in accordance with the needs of the renewing Russian school (teaching and educational, scientific and methodological, social and pedagogical, cultural and educational, correctional and developmental, organizational and managerial, as determining the conditions for the formation of State Educational Standards of Higher Professional Education. Others according to the classification of types of pedagogical activities Styles of teaching activity.

2. General and professional culture teachers. The need for a cultural component in teacher training. The essence and relationship between general and pedagogical culture. Axiological, cognitive, technological, heuristic, personal components (aspects) of pedagogical culture.

3. Professional competence of the teacher. Pedagogical skills and teacher creativity.

Activity:

- Philosophical understanding: a specifically human way of relating to the world – objective activity (K. Marx); is a process during which a person reproduces and creatively transforms nature, thereby making himself an active subject, and the natural phenomena he masters - the object of his activity

- Psychological Understanding: a specific type of human activity aimed at creative transformation, improvement of reality and oneself (S. Rubinstein, A. Leontyev, B. Teplov, etc.).

Pedagogical activity– professional, aimed at creating in the pedagogical process optimal conditions for the education, development and self-development of the student’s personality and the choice of opportunities for free and creative self-expression [Dictionary-reference book, p. 80].

Main problem pedagogical activity - combining the requirements and goals of the teacher with the capabilities, desires and goals of students.

Target– the result, what a person should receive in the end, the goal predetermines the method and nature of the activity. The purpose of teaching activity - a historical phenomenon, it is developed and formed as a reflection of the trend of social development, presenting a set of requirements to modern man, taking into account his spiritual and natural capabilities. The goal of pedagogical activity is a dynamic phenomenon. The logic of the development of pedagogical activity is as follows: arising as a reflection of objective trends in social development and bringing the content to the needs of society, they form a detailed program of step-by-step movement towards the highest goal - the development of the individual in harmony with himself and society. Target pedagogical activity is associated with the implementation of the goal of education, which today is considered as a universal human ideal of a harmoniously developed personality.

Main objects pedagogical activity - educational environment, activities of students, educational staff and individual characteristics of students.

Result- what a person receives as a result of activity.

Types of results of teaching activities:

- psychological: are realized under the influence of pedagogical influence and mental new formations of the student’s personality and are expressed in motives, orientation, competence, and a system of relationships with other people.

- functional: are achieved through new forms and methods of pedagogical influence created by the teacher, in the composition of educational information, in the types of activities offered to students, designed to obtain the desired psychological result;

- related: not foreseen or planned in advance, have the effect of surprise.

Successful implementation of teaching activities is determined by the level of professional consciousness of the teacher, his mastery of pedagogical technology, pedagogical equipment.

Structure of teaching activity (Kuzmina N.V.):

1. Structural component :

- constructive and content component– selection and composition of educational material, planning and construction of the pedagogical process;

- constructive and operational component– planning your actions and the actions of students;

- structural and material– designing the educational and material base of the pedagogical process and activities.

2. Organizational component – implementation of a system of actions aimed at including students in various types of activities, creating a team and organizing joint activities.

3. Communication component – establishing pedagogically appropriate relationships between the teacher and students, other school teachers, representatives of the public, and parents.

Professionalism of teaching activities- a qualitative characteristic of the subject of pedagogical activity, which is determined by the extent of his knowledge of modern content and modern means solving professional problems, productive ways of its implementation.

Stages of teacher professionalism:

- professional teacher masters the basics of the profession, successfully applies techniques known in science and practice;

- innovative teacher uses in his practice, along with proven means, original new approaches to solving pedagogical problems;

- teacher-researcher not only offers new ideas, but also knows how to generalize, research and transfer them to other teachers.

Types of professional pedagogical activities:

- educational– pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development.

Scientific and methodological

Social and pedagogical

Cultural and educational

Correctional and developmental

Organizational and managerial

Models (styles) of pedagogical activity:

2. pedagogy of freedom (liberal style);

3. pedagogy of cooperation (democratic style).

3.1. The essence of pedagogical activity

In everyday meaning, the word “activity” has synonyms: work, business, occupation. In science, activity is considered in connection with human existence and is studied in many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. One of the essential properties of a person is manifested in activity - to be active. This is what is emphasized in the various definitions of this category. Activity is a specific form of socio-historical existence of people, their purposeful transformation of natural and social reality. Activity includes a goal, a means, a result and the process itself. (Russian Pedagogical Encyclopedia. - M., 1993).

Pedagogical activity is a type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society. As noted by psychologist B.F. Lomov, “activity is multidimensional.” Therefore, there are numerous classifications of activity, which are based on its various characteristics, reflecting the various aspects of this phenomenon. There are spiritual and practical activities, reproductive (performing) and creative, individual and collective, etc. Also highlighted various types pedagogical activities. Pedagogical activity is a type of professional activity, the content of which is training, education, education, and development of students.

The system-forming characteristic of pedagogical activity is the goal (A.N. Leontyev). The purpose of pedagogical activity is general in nature. In domestic pedagogy, it is traditionally expressed in the formula “comprehensive harmonious development of the individual.” Having reached the individual teacher, it is transformed into a specific individual attitude, which the teacher tries to implement in his practice. The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and the individual characteristics of students. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.

The subject of pedagogical activity is the management of educational, cognitive and educational activities of students. Management activities consist of planning one’s own activities and the activities of students, organizing these activities, stimulating activity and consciousness, monitoring, regulating the quality of training and education, analyzing the results of training and education, and predicting further changes in the personal development of students. One of the most important characteristics of pedagogical activity is its collaborative nature. It necessarily presupposes a teacher and the one whom he teaches, educates, and develops. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, education, development, education).

Characterizing pedagogical activity as an independent social phenomenon, we can indicate its following characteristics. Firstly, it is of a concrete historical nature. This means that the goals, content and nature of such activities change in accordance with changes in historical reality. For example, L.N. Tolstoy, criticizing the school of his time with dogmatic character teaching, officialdom, lack of attention and interest in the student’s personality, called for humane relations in school, for taking into account the needs and interests of the student, and advocated for the development of his personality, which would make a growing person harmonious, highly moral, and creative. “When educating, educating, developing, ... we must have and unconsciously have one goal: to achieve the greatest harmony in the sense of truth, beauty and goodness,” wrote L.N. Tolstoy (L.N. Tolstoy Who should learn to write and from whom, the peasant children from us or us from the peasant children? // Ped. soch., M., 1989. – p. 278). Considering all the shortcomings of the school of his time to be the result of the undeveloped problem of the essence of man, the meaning of his life in contemporary psychology and philosophy, L.N. Tolstoy made a successful attempt to realize his own

understanding this problem when organizing the Yasnaya Polyana school for peasant children. Secondly, teaching activity is a special type of socially valuable activity of adults. The social value of this work lies in the fact that the spiritual and economic power of any society or state is directly related to the self-improvement of its members as civilized individuals. The spiritual world of man is enriched. Various areas of his life improve, a moral attitude towards himself is formed,

other people, to nature. Spiritual and material values, and due to this, the progress of society and its progressive development are achieved. Every human society is interested in the positive results of pedagogical activity. If its members degrade, no society will be able to fully develop.

Thirdly, teaching activities are carried out by specially prepared and trained specialists based on professional knowledge. Such knowledge is a system of humanities, natural sciences, socio-economics and other sciences that contribute to the knowledge of man as a historically established and constantly developing phenomenon. They allow us to understand the various forms of his social life and relationships with nature. In addition to professional knowledge, professional skills also play a big role. The teacher is constantly improving in practical application knowledge. Conversely, he draws them from activity. “I became a real master only when I learned to say “come here” with fifteen to twenty shades,” admitted A.S. Makarenko. Fourthly, pedagogical activity is creative in nature. It is impossible to program and predict everything possible options its course, just as it is impossible to find two identical people, two identical families, two identical classes, etc.

3.2. Main types of teaching activities

The main types of pedagogical activities traditionally include educational work, teaching, scientific, methodological, cultural, educational and management activities.

Educational work- pedagogical activities aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society. Educational work is carried out within the framework of any organizational form and does not pursue a direct goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries at which the levels and qualities of personality development are recorded, we can also talk about the relatively final results of education, manifested in positive changes in the consciousness of students - emotional reactions, behavior and activities.

Teaching- management of cognitive activity in the learning process is carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achievement. The most important criterion for teaching effectiveness is the achievement of the educational goal. Modern Russian pedagogical theory considers teaching and upbringing as a unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of teaching and upbringing is manifested in the common goal of personal development, in the real relationship of teaching, development and educational functions.

Scientific and methodological activities. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child and the pedagogical process, and a practitioner in the sense that he applies this knowledge. The teacher is often faced with what he does not find in scientific literature explanations and ways to solve specific cases from their practice, with the need to generalize the results of their work. The scientific approach to work, therefore, is the basis of the teacher’s own methodological activity. The scientific work of the teacher is expressed in the study of children and children's groups, the formation of his own “bank” of various methods, generalization of the results of his work, and the methodological work - in the selection and development methodological topic, leading to the improvement of skills in a particular area, in recording the results of teaching activities, and in the actual development and improvement of skills.

Cultural and educational activities- an integral part of the teacher’s activity. It introduces parents to various branches of pedagogy and psychology, students – to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, creates the need for psychological and pedagogical knowledge and the desire to use it in both parents and children. Any specialist who deals with a group of people (students), mostly or to a lesser extent is engaged in organizing its activities, setting and achieving goals for joint work, i.e. performs functions in relation to this group management. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of management in the activities of a teacher-educator.

When managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher encouraging himself and others to work to achieve the goal, control.

3.3. Structure of teaching activity

In psychology, the following structure of pedagogical activity has been established: motive, goal, activity planning, processing of current information, operational image and conceptual model, decision making, actions, checking results and correcting actions. When determining the structure of professional pedagogical activity, researchers note that its main originality lies in the specificity of the object and tools. N.V. Kuzmina identified three interrelated components in the structure of pedagogical activity; constructive, organizational and communicative. Constructive activity is associated with the development of technology for each form of student activity and the solution of each pedagogical problem that arises.

Organizational activities are aimed at creating a team and organizing joint activities. Communicative activity involves establishing connections and relationships between the teacher and students, their parents, and their colleagues. Detailed characteristics the structure of pedagogical activity was given by A.I. Shcherbakov. Based on an analysis of the professional functions of a teacher, he identifies 8 main interconnected components-functions of pedagogical activity: informational, developmental, orientational, mobilizational, constructive, communicative, organizational and research. A.I. Shcherbakov classifies constructive, organizational and research components as general labor ones. Specifying the function of the teacher at the stage of implementation of the pedagogical process, he presented the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions.

Among the many types of activities, I.F. Kharlamov identifies the following interrelated types of activity: diagnostic, orientation-prognostic, constructive-design, organizational, information-explanatory, communicative-stimulating, analytical-evaluative, research-creative.

Diagnostic activity is associated with the study of students and establishing the level of their development and education. To do this, the teacher must be able to observe and master diagnostic methods. Forecasting activity is expressed in the constant setting of real goals and objectives of the pedagogical process at a certain stage, taking into account real possibilities, in other words, in predicting the final result. Constructive activity consists of the ability to design educational and educational work, select content that corresponds to the cognitive abilities of students, and make it accessible and interesting. It is associated with such a quality of a teacher as his creative imagination. The organizational activity of a teacher lies in his ability to influence students, lead them, mobilize them for one or another type of activity, and inspire them. In information activities, the main social purpose of the teacher is realized: the transfer of the generalized experience of older generations to young people. It is in the process of this activity that schoolchildren acquire knowledge, ideological, moral and aesthetic ideas. In this case, the teacher acts not only as a source of information, but also as a person who shapes the beliefs of young people. The success of teaching activities is largely determined by the ability of a professional to establish and maintain contact with children, to build interaction with them at the level of cooperation. To understand them, and, if necessary, to forgive them; in fact, all the activities of a teacher are of a communicative nature. Analytical and evaluation activities consist of receiving feedback, i.e. confirmation of the effectiveness of the pedagogical process and achievement of the set goal. This information makes it possible to make adjustments to the pedagogical process. Research and creative activity is determined by the creative nature of pedagogical work, by the fact that pedagogy is both a science and an art. Based on principles, rules, recommendations pedagogical science, the teacher uses them creatively every time. To successfully implement this type of activity, he must master the methods of pedagogical research. All components of pedagogical activity are manifested in the work of a teacher of any specialty.

3.4. The creative nature of pedagogical activity

Many teachers paid attention to the fact that a creative, research character is inherent in pedagogical activity: Ya.A. Komensky, I.G. Pestalozzi, A. Disterweg, K.D. Ushinsky, P.P. Blonsky, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and others. To characterize the creative nature of pedagogical activity, the concept of “creation” is most applicable. The teacher-educator, with the help of creative efforts and work, brings to life the potential capabilities of the student, pupil, creates conditions for the development and improvement of a unique personality. In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances.

The following criteria for pedagogical creativity can be distinguished:

Availability of deep and comprehensive knowledge and its critical processing and comprehension;

The ability to translate theoretical and methodological principles into pedagogical actions;

Ability for self-improvement and self-education;

Development of new methods, forms, techniques and means and their original combination;

Dialecticality, variability, changeability of the system of activity;

Effective Application existing experience in new conditions;

The ability to reflectively evaluate one’s own activities

and its results;

Formation of an individual style of professional activity based on the combination and development of standard and individually unique personality traits of a teacher;

Ability to improvise based on knowledge and intuition;

The ability to see a “fan of options.”

N.D. Nikandrov and V.A. Kan-Kalik distinguishes three spheres of teacher’s creative activity: methodological creativity, communicative creativity, creative self-education.

Methodological creativity is associated with the ability to comprehend and analyze emerging pedagogical situations, select and construct an adequate methodological model, design content and methods of influence.

Communicative creativity is realized in the construction of pedagogically appropriate and effective communication, interaction with students, in the ability to get to know children, to carry out psychological self-regulation. Creative self-education involves the teacher’s awareness of himself as a specific creative individual, the identification of his professional and personal qualities that require further improvement and adjustment, as well as the development of a long-term program for his own improvement in the system of continuous self-education. V.I. Zagvyazinsky names the following specific features of pedagogical creativity: a strict time limit. The teacher makes decisions in situations of immediate response: lessons daily, unforeseen situations immediately, hourly; communication with children constantly. The ability to compare a plan with its implementation only in episodic, momentary situations, and not with the final result due to its remoteness and focus on the future. In pedagogical creativity, the emphasis is placed only on a positive result. Such methods of testing a hypothesis, such as proof by contradiction, bringing an idea to the point of absurdity, are contraindicated in the work of a teacher.

Pedagogical creativity is always co-creation with children and colleagues. A significant part of pedagogical creativity is carried out in public, in a public setting. This requires the teacher to be able to manage their mental states and promptly evoke creative inspiration in themselves and their students. Specific are the subject of pedagogical creativity - the emerging personality, the “tool” - the personality of the teacher, the process itself - complex, multifactorial, multi-level, based on the mutual creativity of partners; the result is a certain level of development of the personality of the students (Zagvyazinsky V.I. “Pedagogical creativity of the teacher.” - M., 1987).

Problematic questions and practical tasks:

1.What is the essence of teaching activity?

2. What are the goals of teaching activity?

3. What is the structure of teaching activity?

4. How is the collective nature of pedagogical activity manifested?

5. Why is teaching activity classified as creative?

6. Write a creative work on one of the suggested topics:

“The teacher in my life”, “My pedagogical ideal”.

Duka N.A. Introduction to pedagogy. Tutorial.

According to psychologist L.M. Mitina, “pedagogical activity includes the professional activity of a teacher aimed at solving the problems of development and training of the younger generation.”

Pedagogical activity is a type of professional activity, the content of which is training, education, education, development of students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, institutes for advanced training, institutions of additional education, etc. ).

Features of teaching activity:

1. Pedagogical activity is unique. Uniqueness is determined by its object. The object of pedagogical activity is a living, developing personality. A characteristic feature of the object of pedagogical activity is that it simultaneously acts as the subject of this activity. Therefore, for the success of teaching activity, not only interest in it, passion for it, and responsibility for it are important. But its success also depends on the attitude of the children themselves towards the teacher, i.e. from their relationship.

2. Many means are used in teaching activities, but the main one is teacher's word. His word is at the same time a means of expressing and understanding the essence of the phenomenon being studied, a tool of communication and organization of schoolchildren’s activities. Using the word, the teacher influences the formation of personal meaning, awareness of the significance of objects, processes and phenomena of the surrounding reality.

2. The results of pedagogical activity, firstly, “materialize” in the mental appearance of another person - in his knowledge, skills, and abilities, in the traits of his will and character; secondly, they are not immediately obvious; they may be distant in time. In the process of development of a child’s personality, periods of progressive changes are observed, and there may be even the opposite. In some cases, difficulties arise in assessment results of pedagogical activity from today's position of society. For example, a teacher develops moral values ​​and guidelines that, from the standpoint of today’s specific situation, turn out to be unclaimed.

3. Let us consider another very relevant feature of pedagogical activity today. Modern market relations suggest viewing pedagogical activity as the scope of educational services. These services include training in additional educational programs, individual educational routes, tutoring, etc. – something that goes beyond the relevant educational standards.

The logic of building a market for educational services dictates the need to protect consumer rights. Among his rights: the right to information about services, the right to choose a service, and the right to guarantee the quality of the services provided. In the education system, these consumer rights are ensured by educational programs and educational standards. A variety of programs and standards form the field of choice for educational services. Educational programs are created in order to inform the consumer about the essence of services. Programs and standards act as a guarantee of the quality of educational services. In this sense, educational services are understood as those that government institutions can provide to the population, institutions and organizations. Thus, in educational institutions, educational services are provided to society through teaching activities.

So, we come to the understanding that teachers are engaged in expediently structured, organized pedagogical activities. But a significant part of society in a certain area also takes part in pedagogical activities. The question arises: can a mass profession rely on a single talent or calling? Or can anyone do this activity?

There is a concept of medical contraindications to the choice of professions, types of work, and forms of professional training. Such contraindications may also be psychological. Contraindications are statements about which activities are not recommended or are categorically unacceptable for certain health problems, diseases, or character traits.

These are the contraindications for the teaching profession given by A.V. in his book. Mudrik.

If your health is poor and the doctors think it will not improve, and you agree with them, then it is better to choose a quieter job than teaching.

If, despite long and hard work on yourself, you have poor diction, then it is better for you not to become a teacher.

If, despite all your efforts, you cannot make contact with people, then do not rush to enter a pedagogical educational institution.

If people, junior or senior, cause you persistent hostility or constantly irritate you, then refrain, at least for a number of years, from entering the teaching path.

If your comrades say that you lack kindness, that you are often unfair, that you have a difficult character, consider whether you can get rid of these shortcomings before becoming a teacher.

If you are captivated by an idea, the realization of which is the conscious goal of your life, then do not rush to abandon it and become a teacher.

But what if you are already studying at a pedagogical university?

There are two ways to correct a mistake: abandon the chosen path and try, after testing yourself well, to find your place; the second option is to force yourself to work hard to correct your shortcomings and work, work on yourself.

Teaching work is characterized by very high nervous tension. In order to master the mass of children, to capture them with one’s pedagogical and educational influence, it is necessary, as the People’s Commissar of Health I.A. Semashko noted, exceptionally high neuropsychological tension. The work of a teacher is excessively large in volume and is associated with disabilities relaxation and spending time in the fresh air.

Contraindications to choosing professions of this type(including the teacher's) are a weak nervous system, speech defects, inexpressiveness of speech, isolation, self-absorption, unsociability, pronounced physical disabilities (as sad as this may be), sluggishness, excessive slowness, indifference to people, "dumbness", lack of signs of selflessness interest in a person.