What moral qualities should a teacher have? Personal qualities of a teacher

EASTERN INSTITUTE OF ECONOMICS,

HUMANITIES, MANAGEMENT AND LAW

Faculty of Law

REQUIREMENTS FOR THE PERSONALITY OF A TEACHER

Essay

Completed:

Group

UFA - 2005

Introduction…………………………………………………………………………………….3 1. Requirements for the individual qualities of a teacher. ……………….. ..5

2. Professional competence. ……………………………………..8

3. Pedagogical centering ………………………………………………….9

4. Professional and psychological profile of a teacher………………10

Conclusion. ……………………………………………………………………15

Bibliography. ………………………………………………………......17

Introduction.

The first property of an objective nature lies in the degree of knowledge of the teacher of the subject being taught, in the degree of scientific training in a given specialty, in related subjects, in broad education; then in getting acquainted with the methodology of the subject, general didactic principles, and, finally, in knowledge of the properties of children's nature with which the teacher has to deal; the second property is of a subjective nature and lies in the art of teaching, in the personal pedagogical talent of creativity.

The second includes pedagogical tact, pedagogical independence, and pedagogical art. A teacher must be an independent, free creator who is always on the move, in search, in development.

In educational psychology, the most important social role of the teacher, his place, functions, in society is emphasized and the requirements placed on him and the social expectations formed in relation to him are analyzed. Accordingly, professional pedagogical training and self-training of teachers are considered as one of the leading problems of educational psychology.

1. Requirements for the individual qualities of a teacher.

Let's consider the individual qualities of a teacher. They must simultaneously meet two levels of requirements for this profession. The first level requirements are imposed on the teacher in general as a bearer of the profession. They are irrespective of social conditions, social formations, educational institution, educational subject. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in rural or urban conditions, whether he teaches mathematics, labor, language, etc.

Researchers note the necessity of such personal qualities as adequacy of self-esteem and level of aspirations, a certain optimum of anxiety that ensures the intellectual activity of the teacher, determination, perseverance, hard work, modesty, observation, and contact. The need for such qualities as wit, as well as oratory skills, artistic nature. Particularly important are such teacher qualities as readiness to understand mental states students and empathy, i.e. empathy, and the need for social interaction. Great importance researchers also attach “pedagogical tact”, the manifestation of which expresses the general culture of the teacher and the high professionalism of his pedagogical activities and orientation.

Each teacher should ideally have certain teaching abilities to achieve successful activities. Pedagogical abilities are usually included in the structure of organizational and gnostic abilities discussed below, although these abilities can exist separately from each other: there are scientists who lack the ability to convey their knowledge to others, even to explain what they themselves understand well. The pedagogical abilities required for a professor teaching a course to students and for the same scientist - the head of a laboratory are different.

Personality properties, the structure of which constitutes the actual pedagogical abilities:

Ability to make educational material accessible;

Creativity at work;

Pedagogical-volitional influence on students;

Ability to organize a team of students;

Interest and love for children;

Pedagogical tact;

The ability to connect an academic subject with life;

Observation;

Pedagogical demands.

The second level requirements apply to an advanced teacher in general, regardless of academic subject what he teaches is his personal readiness for teaching. Readiness presupposes broad and professional systemic competence, a person’s strong conviction, a socially significant orientation of the individual, as well as the presence of communicative and didactic needs, the need for communication, and the transfer of experience.

A stable motivation to work in the chosen profession, the desire to realize oneself in it, to apply one’s knowledge and abilities reflects the formation of a person’s professional orientation. It is a complex, integrative quality.
The components of the professional and pedagogical orientation of the personality of teachers and masters of industrial training are social and professional orientations, professional and pedagogical interests, motives professional activity and self-improvement, professional positions of the individual. They reflect their attitude to professional teaching activities, interests and inclinations, and the desire to improve their training.

2. Professional competence.

The increasing role of professionalism in modern conditions raises the problem of professional competence of a specialist with particular urgency.

What does the concept of “professional competence” include? How does it differ from the usual knowledge, skills and abilities found in pedagogical literature?

Professional competence is an integrative quality of a specialist’s personality, including a system of knowledge, skills, and generalized methods for solving typical problems.
The formation of professional competence depends on various personality traits, its main source being training and subjective experience. Professional competence is characterized by a constant desire to improve, acquire new knowledge and skills, and enrich activities. The psychological basis of competence is the readiness to constantly improve one’s qualifications and professional development.

An important characteristic of a teacher’s socio-psychological orientation is the type of pedagogical focus.
Centering is the selective focus of the teacher on different aspects of the pedagogical process.
There are 6 types of centralization:

Conformal - focusing on the interests and opinions of colleagues;

Egocentric - focusing on the interests and needs of one’s self

Humanistic - focusing on the interests of children. Teachers with this focus are distinguished by attention and sensitivity to all students;

Focus on the interests and requirements of the administration. Characteristic of teachers with unrealized individual characteristics due to their diligence and the reproductive nature of their activities;

Focus on the interests of parents. It occurs among teachers who have become dependent on the parents of their students.

Methodological, or cognitive - focusing on the content, means and methods of teaching.

4. Professional and psychological profile of a teacher .

Below is a generalized form of a professional psychological profile of a teacher.

1. Socio-psychological orientation.
Type of pedagogical centering:

Conformal,

Egocentric,

In the interests of the parents,

Methodical.

2.Professional competence.
2.1. Pedagogical competence.
2.2.Psychological competence.

2.3. Social and communicative competence:

Social and communicative adaptability,

Striving for agreement

Intolerance of uncertainty

Avoiding failures

Frustration tolerance.

3. Pedagogically significant qualities.
3.1 Logical thinking.

3.2.Creative potential.
3.3. Empathy.

Empathy,

Effective empathy.
H.4.Subjective control:

Internality,

Externality.

3.5. Social intelligence.

4. Pedagogically undesirable qualities.
4.1.Rigidity.

4.3. Demonstrativeness.

5. Pedantry.

The basis for diagnosing professional competence was professional typical tasks and situations, as well as professional and pedagogical skills.

The most developed according to the assessment results are gnostic skills - cognitive skills in the field of acquiring professional and pedagogical knowledge, obtaining new information, highlighting the main thing in it, generalizing and systematizing advanced pedagogical and own experience,

Thus, speaking about the professional competence of a group of professional and pedagogical workers, we can note:

1) high level of competence and desire for self-improvement and acquisition of new knowledge;

2) the formation of knowledge and skills necessary to solve didactic and methodological problems;

3) insufficient level of professional and technological preparedness (including production and operational skills in blue-collar professions);

4) low level of psychological and pedagogical knowledge and skills necessary to implement the developmental function of a vocational school teacher.

The study established the following characteristics for four personality substructures of professionally successful teachers:

· humanistic and methodological centering, needs for self-realization and self-actualization, the predominance of internality over externality;

· professional competence: psychological competence and socio-communicative adaptability;

· professionally important qualities: social intelligence, logical thinking, communication, pedagogical reflection, empathy;

· psychophysiological properties: emotional stability and extroversion.

An important condition for achieving the socio-economic goals of society renewal is advanced vocational education. Ensuring the advanced nature of education is possible subject to the transition to personality-oriented learning.

The psychological structure of activity includes activity directed by motives and strategic goals; pedagogical interaction determined by tactical and operational goals; methods of implementing pedagogical interaction, the use of which depends on the conditions for performing actions and operations. The thematic core (central link) of a teacher’s activity is person-oriented pedagogical communication.

Professional functions and the content of a teacher’s activities determine his professional important characteristics, key qualifications and key competencies.

Conclusion.

All modern researchers note that love for children should be considered the most important personal and professional trait of a teacher, without which effective teaching activities are not possible. Let us also emphasize the importance of self-improvement, self-development, because the teacher lives as long as he studies, as soon as he stops learning, the teacher in him dies.

The profession of a teacher requires comprehensive knowledge, boundless spiritual generosity, and wise love for children. Taking into account the increased level of knowledge of modern students, their diverse interests, the teacher himself must develop comprehensively: not only in the field of his specialty, but also in the field of politics, art, general culture, he must be a high example of morality for his students, a bearer of human virtues and values .

What should be the object of awareness of the teacher in terms of his psychological professional and pedagogical training? Firstly: his professional knowledge and qualities (“properties”) and their correspondence to the functions that a teacher must implement in pedagogical cooperation with students, secondly: his personal qualities as a subject of this activity, and thirdly: his own perception of oneself as an adult - a person who understands and loves the child well.

Bibliography.

1. Zeer E.F., Shakhmatova O.N. Personally oriented technologies professional development specialist Ekaterinburg, 1999.

2. Klimov E.A. Psychology of a professional. M.; Voronezh, 1996.

3. Podlasy I.P. Pedagogy: New training course: Textbook. for students higher textbook institutions: In 2 books – M.: Humanit ed. VLADOS center, 2003.–Book 1.

A laconic and succinct description of a teacher (teacher) can be represented by the following qualities:

High civic responsibility and social activity;

Love for children, humanistic orientation;

Spiritual culture, intelligence;

Innovative style of scientific and pedagogical thinking, readiness to create new values and accept creative solutions, high professionalism;

Physical, mental health, professional performance;

The need and readiness for constant self-education.

The set of professionally determined requirements for a teacher is defined as professional readiness to teaching activities. It consists of, on the one hand, psychological, psychophysiological and physical readiness, and on the other, scientific, theoretical and practical competence as the basis of professionalism.

Teacher's professional certificate - this is the ideal model of a teacher (teacher, educator, class teacher etc.), a sample, a standard, which presents the basic personality qualities that a teacher should have, as well as the knowledge, skills and abilities necessary to perform the functions of a teacher. At the same time, this is a document that gives complete teacher qualifications from the standpoint of the requirements for his knowledge, abilities and skills, his personality, abilities, psychophysiological capabilities and level of training. In other words, a teacher’s professiogram (model) describes the requirements for his pedagogical competence.

Competence - personal capabilities of the official, his qualifications (knowledge, experience), allowing him to take part in the development of a certain range of decisions or resolve issues himself due to the presence of certain knowledge and skills (A.S. Robotova, etc.). Professional competence - personal characteristics of a specialist, the most important components of which are professional mobility, the ability for self-expression and self-creation, technological literacy, a high degree of adaptation to changing working conditions (A.I. Zhuk, etc.)

Based on the above definitions, the content of pedagogical competence includes the personal capabilities of the teacher, allowing him to independently solve pedagogical problems. Otherwise, under pedagogical competence understand the unity of the theoretical and practical readiness of the teacher to carry out his professional activities. Content theoretical readiness consists, firstly, of knowledge (general scientific, psychological and pedagogical, special); secondly, analytical, predictive, projective and reflective skills. Content practical readiness teacher includes two groups of skills: organizational and communicative.

In addition to the listed qualities, a teacher’s professional profile includes pedagogical orientation, teaching abilities, as well as general civil personality qualities.

In a teacher’s professiogram, the leading place is occupied by the orientation of his personality: social-moral, cognitive and professional-pedagogical.

Social and moral orientation represented by social needs, moral and value orientations, a sense of public duty and civic responsibility. One cannot but agree with K.D. Ushinsky, who wrote: “A teacher can never be a blind follower of an instruction: not warmed by the warmth of his personal conviction, it will have no force.” (Ushinsky K.D. Pedagogical essays: In 6 vols. M., 1988. S. 168-169).

An integral part of social and moral humanity is a humanistic orientation, which is based on a humanistic worldview (humanistic views, ideals, goals, relationships) and humanity as a quality of personality. The presence of these personality characteristics means the teacher’s conscious attitude towards another person as the highest value. V.A. Sukhomlinsky argued that humanity is the most important feature of every teacher, the essence of which is to protect and develop a sense of human dignity in a child, to help him rise higher in his development. To be humane to a pupil means to respect the rights and freedoms of the child and take care of his health.

The highest manifestation of humanity on an emotional level is love for people in general, and for children in particular. According to the Austrian psychologist V. Frankl, love is the “experience” of another person in all his originality and uniqueness. Love opens our eyes to the spiritual essence of another person, to the potential values hidden in him. Awareness of these values inevitably enriches the one who loves.

Professionally- pedagogical orientation The teacher’s personality includes interest in the profession, teaching vocation, professional pedagogical inclinations and intentions. Interest in the teaching profession is expressed 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- means a penchant for teaching, based on the awareness of the ability to do it. The pedagogical vocation is formed in the process of accumulation of teaching experience by the future teacher and self-assessment of his teaching abilities. The basis of the pedagogical vocation is love for children . This quality is a prerequisite for self-improvement and self-development of many other professionally significant qualities that characterize the professional and pedagogical orientation of a teacher. Among them - pedagogical duty and responsibility. These qualities allow the teacher to provide assistance to all those who need it, within the limits of their rights and competence. In addition, he is demanding of himself, following the code of pedagogical morality.

Pedagogical duty manifests itself in such quality as the dedication of the teacher, who often works regardless of time or health status. In relationships with students, their parents, and colleagues, the teacher shows pedagogical tact- a peculiar sense of proportion, a conscious dosage of action and the ability to control it, to balance one remedy with another, if necessary. Pedagogical tact also lies in the teacher’s ability to choose the appropriate style and tone, time and place of pedagogical action, and make timely adjustments. Pedagogical tact is the basis on which trusting relationships between the teacher and students grow. It is especially important that this quality is manifested in the control and evaluation activities of the teacher.

The level of moral education of a teacher is expressed in such quality as pedagogical justice. “In order to become fair, you need to know the spiritual world of every child to the subtleties” (Sukhomlinsky V.A. I give my heart to children. - Kyiv, 1969. P. 83).

All of the above qualities that characterize professional pedagogical orientation are also an expression of the teacher’s authority.

Teacher's authority - this is a qualitative characteristic of the system of relations towards the teacher, determining his professional and personal status, acceptance and recognition of his priority role in the system of pedagogical relations.

Let's consider cognitive orientation of the individual , the basis of which is spiritual needs and cognitive interests. The cognitive orientation is represented, for example, by the need for knowledge, 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...” (Tolstoy L.N. Pedagogical Works. M., 1953. P. 72). Important, most general characteristic cognitive orientation is culture of scientific and pedagogical thinking, manifested, for example, in the ability to detect contradictions and problems in every pedagogical phenomenon and solve them in a timely manner.

The cognitive orientation of the individual has as its subject professional knowledge of the teacher , which, as mentioned above, are included in the content of the teacher’s theoretical readiness to carry out his professional activities, and therefore his pedagogical competence. At one time, Ya.A. Comenius emphasized that “those who know little can teach little.”

For effective professional activity, a teacher needs special knowledge (in a particular subject, scientific discipline), and knowledge in the field of all pedagogical disciplines, as well as anthropological, humanities, and social sciences. In addition, the teacher needs general cultural knowledge, without which it is impossible to understand upbringing as the process of introducing a child into the context of universal human culture.

Thus, pedagogical erudition teacher presupposes his deep knowledge and awareness in many sciences, as well as continuous systematic work to accumulate more and more new knowledge.

At the same time, one can be encyclopedic educated person- and fail in the teaching field. Why?

It's all about the presence or absence of teaching abilities, which are also included by psychologists in the teacher's professional profile. Indeed, in order to master pedagogical activity, general (intellectual, communicative, organizational, etc.), pedagogical (didactic, perceptual, etc.), and special (mathematical, artistic, musical, artistic, sports, etc.) abilities are necessary.

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Ministry of General and vocational education

Sverdlovsk region

State budgetary professional educational institution Sverdlovsk region "Nizhny Tagil Pedagogical College No. 1"

Department primary education

on the topic: "Professionally significant personality traits of a teacher"

Completed by: student of group 22

Vaseva Tatyana Vladimirovna

Specialty: "Teaching in primary school" 02/44/02

Teacher: Dyachenko Yulia Vladimirovna

Nizhny Tagil - 2015

Introduction

1. The role of a teacher’s personal qualities in teaching activities

2. Knowledge, abilities and skills - the main components in the structure of a teacher’s professional qualities

3. Formation and development of pedagogical abilities

4. Pedagogical skill and its elements

Conclusion

List of sources used

Introduction

The teaching profession is one of the most important, honorable and responsible in our country. The state and people trust the teacher with the most valuable, most precious things - our shift, our future, our children. Through the teacher, the experience of previous generations is transferred to the younger generation. The teacher shapes the personality of future citizens, their worldview, beliefs, and devotion to the Motherland. A teacher is an engineer of human souls.

The teacher is the main organizer of the pedagogical process at school. The work of a teacher in teaching and educating the younger generation is a very multifaceted activity, requiring, first of all, deep knowledge and high moral culture. A teacher who trains and educates the younger generation of our Motherland in the spirit of the requirements of society is, first of all, characterized by a consistent scientific worldview and a high degree of maturity. Conviction and faith in a good future are the main personality traits of a teacher. Only such a teacher can ignite young hearts and prepare young people for great things.

A teacher is an active participant in public life, a promoter, a bearer and promoter of culture and everything new. Only such a teacher can be an example for students, only such a teacher can be loved and respected by students. Students turn to the teacher for help, support, and advice, for whom he is an older, experienced, wise friend and mentor, a kind of moral arbiter, a moral standard. And this tendency is to see the teacher as benevolent, loved one- is growing noticeably. The teacher has such high moral qualities, such as collectivism, humanism, honesty and truthfulness, sensitivity and responsiveness, simplicity and modesty in public and personal life. The teaching profession is the most creative. And in our country this is how they treat her, evaluating the work of a teacher. The problem of the quality of professional training of teachers is relevant. Thus, we can conclude that:

An object: the process of developing professionally significant qualities of a teacher.

Item: the problem of developing professionally significant qualities of a teacher.

Target: determine ways to develop professional qualities of a teacher.

Research objectives:

1. To study the conditions and patterns of formation of professional qualities of a teacher. Determine the ways and means that promote and hinder the improvement of the professional qualities of a teacher.

2. To reveal the essence of students’ involvement in the development of professionally significant qualities of a teacher.

Research hypothesis: I assume that the formation of professional qualities of a teacher will be possible when the following conditions are created:

1. Acquiring one’s own experience based on the continuing education of a teacher, systematizing theoretical and practical professional knowledge.

2. Development professional identity, self-education and the goals of the work on self-improvement, professional self-education.

1. The role of a teacher’s personal qualities in teaching activities

There is a fairly extensive list of those personal qualities that, according to various researchers, a teacher should have. It is hardly possible to determine the qualitative uniqueness of a teacher’s personality based on their combination.

Personal and professional qualities: citizenship and patriotism, social activity, humanistic orientation, philanthropy, love for children, genuine intelligence, high intellectual level, erudition, spirituality and moral maturity, value orientations, general culture, competitiveness, hard work and efficiency, emotionally - strong-willed qualities, pedagogical orientation, developed pedagogical thinking, professional duty, pedagogical tact, pedagogical culture, the need for self-improvement.

The most important qualities of a teacher are citizenship and patriotism, humanism and intelligence, high spiritual and moral culture, responsibility and sociability, hard work and efficiency. The main qualities of a master teacher are philanthropy, creativity and the ability to communicate.

The humanistic orientation of a teacher’s personality is his motives, interests, values, and ideals. Every teacher must become a humanist, recognize man as the highest value on earth, and therefore, in his teaching activities, he must realize the importance of the personality of each child, build relationships with people on the basis of subjectivity, cooperation, love and respect. The manifestation of a humanistic style of relationships should be considered as an indicator of the teacher’s professional skills. Pedagogical focus is basic education in the structure of the teacher’s personality, it is she who orients him towards the child as a value and towards the development of his individual abilities.

Other qualities of a teacher: love for children, professional duty and responsibility, pedagogical conscience and pedagogical justice, professional dedication, endurance and self-control. Love for children is the most necessary quality of a teacher. Love for children is not only a feeling, but also a characteristic of such a level of pedagogical consciousness of a teacher, which is characterized by unconditional acceptance of the child with all his advantages and disadvantages, recognition of his right to be who he is, and not how he would like to see him at the moment , understanding, empathy, compassion and sympathy, the desire to help the child in his development. professional personal quality of teacher

Love for children is manifested in the level of moral relations of the teacher towards them, which are built on trust, respect, generosity, kindness, on effective concern for the development of the child, the disclosure of his capabilities. When naming the qualities that they most value in a teacher, students, first of all, include the following in this list: responsiveness, goodwill, humanity, respect for their personality, and only then - knowledge of the subject and the ability to explain educational material. No less significant for them are such qualities of a teacher as patience, poise, and endurance, which are an important component and condition for showing true love for children. Without a teacher's love for his students, reciprocal love and trust are not born. It is not without reason that the best pedagogical books of all times are books about the love of a teacher for his students: “How to Love a Child” by J. Korczak, “I Give My Heart to Children” by V.A. Karakovsky, “Pedagogy as love” by O.A. Kazansky and many others.

Out of love for children grows a teacher’s pedagogical optimism - faith in the child’s capabilities, the ability to see the best in him and rely on this best in his upbringing, as well as faith in his own capabilities and the success of his business. The sources of professional duty and responsibility are not only the social responsibility of the teacher, but above all the responsibility to each individual child.

Endurance and self-control. An important quality for a teacher is endurance, the ability to always, in any situation, in unforeseen circumstances, control oneself, maintain composure, control one’s feelings, temperament, and not lose control over one’s behavior. But situations can be the most unexpected and arise quickly and violently.

Pedagogical justice is the quality of a teacher, manifested in an objective attitude towards each student, in recognizing the right of everyone to respect for his personality, in refusing a selective attitude towards students, dividing them into “loved” and “unloved”. In any case, his personal attitude should not influence the assessment of their successes and the making of pedagogical decisions.

Pedagogical ethics is the harmony of moral feelings, consciousness and behavior of the teacher, which are holistically manifested in his culture of communication with students, with other people, in the pedagogical tact of the teacher.

Pedagogical tact is a sense of proportion in the choice of means of pedagogical interaction, the ability in each specific case to apply the most optimal methods of educational influence, without crossing a certain line. Thus, the leading conditions for the development of a person’s professional and pedagogical orientation are the discovery of his pedagogical vocation and the formation of professional and value orientations.

2. Knowledge, skills and abilities- main components in the structure of a teacher’s professional qualities

Psychological, pedagogical and subject-specific knowledge is an important, but not sufficient condition for a teacher’s professional competence.

Knowledge is a person’s reflection of objective reality in the form of facts, ideas, concepts and laws of science, it is the collective experience of humanity, the result of knowledge of objective reality. Since many theoretical, practical and methodological knowledge are only a prerequisite for intellectual and practical skills and skills.

Knowledge: theories and methods of education, content of educational subjects and methods of teaching it, psychological-pedagogical, anatomical-physiological-hygienic, work methods, content of methods of working with parents and the public, necessary knowledge in the field of politics, history, local history, literature and art, morality, ethics, aesthetics, atheism, law, technology and culture.

Skills are the readiness to consciously and independently perform practical and theoretical actions based on acquired knowledge, life experience and acquired skills.

Skills are components practical activities, manifested in the automated execution of necessary actions, brought to perfection through repeated exercise.

Skills and abilities:

Organizational: identify and organize class activities, manage them, organize various types of collective and individual activities of students, develop their activity. Provide pedagogical guidance to pioneer work in the classroom. Organize work with parents and the public.

Constructive: plan educational work, select appropriate types of activities. Plan a system of promising lines in the development of the team and the individual. Implement an individual educational program for each student in a group setting. Provide an individual approach to students, taking into account psychological, physical and age characteristics.

Communicative: establish pedagogically appropriate relationships with students, parents, teachers. Regulate intra-collective and inter-collective relations. To win over students and parents and find the necessary forms of communication. Anticipate the result of pedagogical influence on relationships with students.

Research: study the individual characteristics of students and the team. Critically evaluate your experience and the results of your activities. Consciously improve pedagogical skills, self-education and self-education. Creative: drawing, singing, dancing, playing a musical instrument, reading expressively, mass entertainment, sports and tourism.

3. Formation and development of pedagogical abilities

Success in teaching and educating schoolchildren requires the teacher to have professionally significant personality traits. In the structure of professionally significant qualities of a teacher’s personality, four substructures are distinguished:

1. Communist worldview, beliefs and ideals, high moral character, high level general culture. For a teacher, these are truly professionally necessary qualities, since only those who themselves were raised communist can carry out the communist education of children.

2. A positive attitude towards teaching activities, the pedagogical orientation of the individual, pedagogical inclinations, i.e., a stable desire and desire to devote oneself to teaching work. And this is a professionally necessary quality of a person, since one who is indifferent and indifferent to his work cannot be a good teacher.

3. Pedagogical abilities.

4. Professional and pedagogical knowledge, skills and abilities. Pedagogical abilities are precisely realized in pedagogical knowledge and skills, determining the speed and ease of mastering them.

Conventionally, all teaching abilities can be divided into 3 groups:

personal (related to attitudes towards children);

didactic (related to the transfer of information to children);

organizational and communicative (related to the organizational function and communication).

Personal abilities:

Friendliness towards children. This is the main core in the structure of pedagogical abilities. It means reasonable love and affection for children, desire and desire to work and communicate with them. The teacher’s disposition towards children is expressed in a feeling of deep satisfaction from pedagogical communication with them, from the opportunity to penetrate into the peculiar Child's world, in an attentive, friendly and sensitive attitude towards them (not, however, developing into softness, compliance, irresponsible condescension), in sincerity and simplicity in dealing with them. The ability to control your mental state and mood. This is the ability to always be in a lesson in an optimal mental state for work, which is characterized by cheerfulness, cheerfulness, sufficient liveliness, but without excessive excitability. The teacher should enter the class optimistically, with a benevolent smile.

Didactic abilities:

Ability to explain. This is the ability to make one’s thought as clear as possible for another, to explain and explain the difficult and inexcusable. A capable teacher makes the content of a subject accessible to students, showing methodological ingenuity, presents them with material or a problem clearly and understandably, intelligibly and simply, arouses interest in the subject, and arouses active, independent thought in students. The teacher knows how, if necessary, to make the difficult easy, the difficult - simple, the incomprehensible - understandable. This is based on a constant focus on taking into account the psychology of students. The teacher takes into account the level of their preparation and development, remembers what they know and what they do not yet know, what they might have already forgotten, anticipates and prevents possible difficulties for the students.

Academic ability. This is understood as ability in the field of the relevant subject, more precisely, the field of science.

Academic abilities also mean the teacher’s erudition, the ability to achieve a thorough level of knowledge, and the breadth of his mental horizons. He expresses a need to constantly expand his knowledge. Such a teacher knows his subject much more widely and deeply than is necessary for the lesson, is fluent in the material, and constantly monitors what is new in his science. V.A. Sukhomlinsky said that in order to give students a spark of knowledge, they need to drink a whole sea of light. A good teacher studies the experience of other teachers, borrows everything valuable from them, but never blindly copies someone else’s work, no matter how good it is, understanding that he has a different class, different students and he himself is a different person (10, p. 69) .

Speech ability. This is the ability to clearly and clearly express your thoughts and feelings in speech form, accompanied by expressive facial expressions and pantomime (speech ability is sometimes called oratory). Speech ability is one of the most important in the teaching profession, since the transfer of information from the teacher to students is mainly of a second-signal, verbal nature. Here we mean both internal (content) features of speech and external ones. The teacher’s speech should be distinguished by inner strength and conviction. Students should feel the teacher is interested in what he is saying. The teacher avoids long phrases, complex verbal structures and expresses thoughts simply and clearly for students. Speech and appropriate humor, jokes, and light, benevolent irony are very enlivening.

The teacher’s speech should be lively, imaginative, intonationally bright and expressive, emotionally charged, with clear diction, distinguished, and free from stylistic, grammatical, and phonetic errors. Monotonous, drawn-out, monotonous speech very quickly tires, causes boredom, lethargy, indifference, indifference. Too hasty a pace of speech interferes with absorption and also quickly causes fatigue. The volume of speech also affects. The teacher’s excessively loud, harsh, shouting speech irritates students; The teacher's weak, quiet voice is hard to hear. Gestures enliven speech, but too frequent, monotonous, fussy gestures and movements are annoying.

Organizational skills. They appear in two forms. Firstly, the ability to organize a student team, unite it, inspire it to solve important problems, giving it a reasonable degree of initiative and independence. Secondly, the ability to properly organize one’s own work, which presupposes accuracy and clarity, the ability to plan one’s activities and exercise self-control.

Communication ability. This is the ability to establish correct relationships with schoolchildren (team and individual students), taking into account their individual and age characteristics.

Pedagogical observation. This is the ability to penetrate inner world student, pupil, insight associated with a subtle understanding of the child’s personality and his temporary mental states. A capable teacher, educator, by insignificant signs, barely noticeable external manifestations, detects the slightest changes in the internal state of the student.

Pedagogical tact. It manifests itself in the ability to find the most appropriate measures of influence on students, taking into account their age and individual characteristics, and depending on specific situation. Tact is expressed in a skillful combination of respect and exactingness towards the student, trust and systematic control, in the correct use of approval and condemnation. A tactful teacher is friendly, sensitive, and responsive. It is simple and natural in handling children.

Suggestive ability (translated from Latin - “based on suggestion”). This is the ability of emotional and volitional influence on students, the ability to make demands and achieve their unconditional fulfillment. Suggestive ability depends on the development of will, deep self-confidence, a sense of responsibility for the teaching and upbringing of schoolchildren, and on the teacher’s conviction that he is right. Moreover, we are talking about the ability to demand, to achieve one’s own, but to achieve it calmly, without harsh pressure, coercion and threats. The same traits of a teacher, such as softness, naive gullibility, lethargy, unprincipled condescension, lack of will, do not contribute to the success of teaching activities. When a teacher constantly addresses students only in a pleading and uncertain tone, internally feeling his own powerlessness, and does not feel like the master of the situation, students usually flaunt their impunity.

Pedagogical imagination. It is expressed in foreseeing the consequences of one’s actions, in the educational design of students’ personality, associated with the idea of what and under what conditions a student will turn out in the future, in the ability to predict the development of certain qualities. This ability is associated with pedagogical optimism, faith in the power of education, and faith in man.

Distribution of attention. A good teacher has a highly developed ability to distribute attention between two or more activities or objects. He carefully monitors how he presents the material, how he develops his thought (or listens to the student’s response), at the same time keeps all students in the field of attention, reacts to signs of fatigue, inattention, misunderstanding, cases of violation of discipline, and, finally, monitors behind your own behavior (posture, gestures, facial expressions, gait, etc.). An inexperienced teacher, often immersing himself entirely in the process of presenting the material, does not notice the students at this time, loses control over them, and if he tries to carefully observe the students, he loses the thread of the presentation.

The pedagogical abilities of future teachers - students of pedagogical schools are formed and developed in the system of educational work of pedagogical schools. But this does not mean that students should focus only on this and passively wait until they develop teaching abilities by the end of their studies. Self-education of pedagogical abilities by each future teacher is a significant addition to the corresponding forms of educational work of the pedagogical school.

Thus, each of you should systematically strive to develop your pedagogical abilities and engage in professional self-education.

4. Pedagogical skill and its elements

The diversity and complexity of the tasks of forming a new person make the problems of pedagogical mastery especially relevant for modern theory and educational practices. However, the classics of Russian and Soviet pedagogy always raised the problem of developing pedagogical skills as one of the most important in the training of future teachers. It is impossible to change the spiritual world of an individual without the influence of an experienced teacher, who must perfectly master the ability to influence a student, shape his needs and beliefs, abilities and practical skills.

Pedagogical skill is the professional ability to optimize all types of educational activities, to focus them on the comprehensive development and improvement of the individual, the formation of his worldview, abilities, and need for socially significant activities.

Elements of pedagogical skill:

Humanistic orientation:

Interests;

Values;

Professional knowledge:

The subject, its teaching methods;

Pedagogy;

Psychology.

Teaching abilities:

Communication skills;

Perceptual abilities;

Dynamism;

Emotional stability;

Optimistic forecasting;

Creativity.

Pedagogical technique:

Ability to manage oneself;

Ability to interact.

Mastery in any activity is a kind of qualitative benchmark to which one must strive. Mastery is defined as high art in any field, and a master is a specialist who has achieved high art in his field.

A higher level of professionalism is pedagogical skill, which is most often defined as a fusion of personal and business qualities and professional competence of a teacher, as a complex of personality traits that ensure a high level of self-organization of teaching activities. The components of a teacher’s skill, proposed by different authors, are quite diverse and extensive. But all of them can be combined into several groups.

Components of pedagogical mastery:

personal components;

information-theoretical component;

activity component;

professional - pedagogical orientation;

educational technology;

pedagogical technology;

professional and pedagogical orientation;

general cultural, psychological, pedagogical and special knowledge;

individual style of activity.

Pedagogical skill is expressed in the professional activity of the teacher, therefore, it can be considered as a private version of the professional activity of the individual and does not exist separately from the individual. Therefore, the personal-activity approach is the most correct for understanding the essence of pedagogical skill.

Pedagogical skill can be considered as a personality trait that reflects its spiritual and moral and intellectual readiness for a creative understanding of the sociocultural values of society, as well as theoretical and practical readiness for the creative application of knowledge, skills and abilities in professional activities.

Pedagogical skill is a fairly mobile system, since it reflects the objective conditions of the existence of an individual in society, the implementation of professional activities by him in this society, and the subjective characteristics of this individual. Both of these factors are distinguished by dynamic characteristics.

A teacher is a doubly master: as a deep expert in the psychology of the individual and what he teaches, and as a person who masters the methods of teaching and education. The successes of A.S. are amazing. Makarenko, who was able to create a unique life-giving team from the difficult, crippled destinies of children, how in a short time and, most importantly, with joy, all children successfully comprehend the most complex problems of mathematics and physics.

Pedagogical skill is a fusion of personal and professional qualities.

A master teacher compares favorably with a simply experienced teacher primarily by his knowledge of the psychology of children and the skillful design of the pedagogical process. Knowledge of children's psychology becomes leading in the structure of knowledge of those teachers who are sensitive to students' reactions to their actions. It is no coincidence that V.A. Sukhomlinsky wrote: “Don’t forget that the soil on which your pedagogical skill is built is in the child himself, in his attitude to knowledge and to you, the teacher. This is the desire to learn, inspiration, readiness to overcome difficulties. Carefully enrich this soil, schools without her."

Mastery is manifested in activity. It is this understanding of mastery that is accepted in pedagogy. It is defined as “the highest level of pedagogical activity... manifested in the fact that in the allotted time the teacher achieves optimal results”, or as “a high and constantly improved art of education and training”, or as “a synthesis of scientific knowledge, skills and abilities of methodological art and personal qualities of the teacher." Mastery is expressed in the successful solution of various pedagogical tasks, in a high level of organized educational process. But its essence lies in those qualities of the teacher’s personality that give rise to this activity and ensure its success. And these qualities must be looked for not only in skills, but in that alloy of personality traits and positions that create the opportunity for a teacher to act productively and creatively.

Mastery is born on the basis of a unique fusion of knowledge, abilities and skills. - the highest level of professionalism. To be a master of pedagogical work means to deeply understand the laws of teaching and upbringing, skillfully apply them in practice, and achieve tangible results in the development of the student’s personality. Researcher of mastery problems Yu.P. Azarov gives this interpretation of it:

“Mastery is individual and special in relation to the universal, to practice... Mastery as an individual paves the way for the universal...”.

Mastery is that great miracle that is born instantly, when a teacher, at any cost, must find an original solution, discover a pedagogical gift, faith in the endless possibilities of the human spirit... Again and again I am ready to repeat the same formula of mastery, the essence which is in the triad: technology, relationships, personality...

In pedagogical mastery, play is only a form, and the content is always the affirmation of the highest human values... always the development of culture and developed forms of communication.

The development of pedagogical skills is always associated with the need to resolve complex contradictions in the very creative activities of educators who differ in their beliefs and ways of communicating with children.”

Thus, mastery is inseparable from creativity - from the ability to put forward new ideas, make non-standard decisions, use original methods and technologies, in short - to design the educational process, turning the idea into reality.

Conclusion

Pedagogical skill largely depends on the personal qualities of the teacher, as well as on his knowledge and skills. Each teacher is an individual. The personality of the teacher, its influence on the student is enormous, and it will never be replaced by pedagogical technology.

List of sources used

1. http://uchebnikionline.com.

2. http://www.grandars.ru.

3. Zeer E.F. Psychology of personality-oriented professional education. Ekaterinburg, 2000.

4. Klimov E.A. Psychology of a professional. M.; Voronezh, 1996.

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Professionally significant qualities of a teacher in a preschool educational organization

At the end of the 19th century, the research of P. F. Kapterev, an outstanding Russian teacher and psychologist, proved that one of the most important factors for the success of pedagogical activity is professionally significant qualities of a teacher. He pointed out the need to have educator of such qualities, such as modesty, observation, hard work, determination, perseverance, but a special place was occupied by such quality, such as artistry, oratory skills, wit. To especially important personality traits of the teacher refers to the readiness for empathy, i.e., to understand the mental state pupils, empathy and the need for social interaction.

In the works of scientists, great attention is paid to pedagogical tact, the manifestation of which expresses the general culture teacher and high professionalism his pedagogical activity.

Pedagogical tact is the ability to find the most correct pedagogical technique in every situation that arises. This is a skill teacher behave with children, the ability to understand the condition in each individual case pupil, his interests, motivations and find the most effective measure education. Pedagogical tact is a measure of the pedagogical expediency and usefulness of actions teacher, his means, words and treatment pupils in general. Pedagogical tact allows teacher take a creative approach to educational solutions educational tasks taking into account the specific situation, age and individual characteristics pupils.

A teacher is not only profession, the essence of which is to transmit knowledge, but it is also an honorable mission personality education, a person’s affirmation in himself. In this regard, the goal teacher education will perform continuously professional and general development a new type of teacher, which is characterized by the following qualities:

High civic responsibility and social activity;

High professionalism;

The need for constant self-education;

Love for children;

Intelligence, spiritual culture, desire and ability to work together with others;

Physical and mental health, professional performance.

The nature of social orientation and activity, the type of civic behavior are manifested in professional position of a teacher. The difference between a teaching vocation and a pedagogical interest, which can also be contemplative, lies in the awareness of the ability to teach. The basis of a pedagogical vocation is love for children, which is an integral part of self-improvement and self-development for a teacher of such personality traits that characterize him professionally- pedagogical orientation.

Such qualities stand out - pedagogical responsibility and duty. Feeling a sense of pedagogical duty, teacher considers it necessary to provide assistance to children and adults within the limits of its competence and existing rights; In his activities, he is strictly guided by the code of pedagogical morality and places high demands on himself. The dedication of a teacher is the highest degree of manifestation of pedagogical duty. It is in this that his motivational and value-based attitude to work is reflected.

Today, a huge number of articles, essays, and books are devoted to the topic “What should a modern teacher be like?” On this issue, most opinions differ and very interesting answers are given.

Sh. A. Amonashvili in his "Reflections on humane pedagogy" interprets one of the main settings teacher humane pedagogical process as follows way: “Loving a child for me is not just an idea, but a law teacher. But it's not that. This law is indeed very old, classical, and even authoritarian pedagogy, despite its childlessness, proclaims it in as the most important professional trait of a teacher. The point is not so much that you need to love a child, but how to love a child, how this law can actually be implemented.”

In the study of L. M. Mitina, more than fifty personal characteristics were identified qualities of a teacher. Among them are impressionability, self-control, flexibility of behavior, humanity, citizenship, kindness, ideological conviction, initiative, sincerity, perseverance, love for children, responsibility, decency, pedagogical erudition, self-criticism, justice, desire for self-improvement, tact, etc. All of the above personal characteristics teacher make up a psychological portrait of an ideal teacher. Its basis is the actual personal quality - focus, level of aspirations, self-esteem, image "I".

High values such as patriotism, citizenship, love for children reveal the very essence of pedagogical professions- service for the benefit of one's Fatherland. Love for the Motherland, knowledge of its history and traditions carry with them educational power Therefore, the teacher must take every opportunity to strengthen in children a sense of patriotism, desire and readiness to serve the Fatherland through labor and deeds. civil position represents priority socially significant tasks over personal ones, civic activity, legal culture, collectivism, integrity.

One more teacher's personality quality expressing it" educational power", can be considered "charisma". Translated from Greek, the word charisma means "favor shown, gift", it stands for unusually great abilities or exceptional talent, causing others to (primarily in children) a feeling of complete trust, sincere admiration, ennobling spirituality, readiness to follow what the teacher teaches, genuine faith, hope, love. But, above all, such a teacher knows how to creatively treat himself as personalities: the use of one’s own capabilities reaches its highest form in such a teacher.

A special combination of personal and business qualities distinguishes a creative personality, which is characterized by such properties as creativity (originality, clarity, heuristics, activity, imagination, concentration, sensitivity). The teacher-creator also has such quality as initiative, the ability to overcome the inertia of thinking, independence, determination, a sense of what is truly new and the desire to understand it, observation, breadth of associations, developed professional memory.

Creativity and Creativity teacher can manifest themselves in diverse forms and methods of creative self-realization. Self-realization is a form of application of the individual’s individual creative capabilities. The question of pedagogical creativity has a direct connection with the problem of teacher self-realization. In this regard, pedagogical creativity is the process of self-realization of the psychological, individual, intellectual strengths and abilities of the teacher’s personality.

Pedagogical optimism is an integral property of good teacher. Such a teacher is characterized by a combination in his work of a sensitive, responsive attitude towards children with exactingness, which is pedagogically justified, that is, carried out in the interests of the child himself.

Also one of teacher qualities is a focus on a specific type communication.

The authoritarian style of pedagogical interaction is characterized by being more demanding and less respectful towards pupils. An authoritarian teacher builds his work on the basis of dictate, pressure, and psychological pressure. It is important to pay Special attention that pupils are afraid of such a teacher, they try to fulfill all his demands just so as not to get into trouble. Children outwardly curry favor with him. An authoritarian teacher does not enjoy trust in the children's team and has imaginary authority.

The permissive style of pedagogical interaction is more characterized by respect and, to a lesser extent, a demanding attitude towards pupils. Such an authority among children the teacher does not use, because preschoolers feel his psychological weakness; he is not consistent in his actions, is scattered, and often does not bring his demands to their logical conclusion. A respectful attitude towards children gives them the impression of a frivolous, good-natured person, generally good, but who is not required to obey. Discipline in lessons like this the teacher is bad, the group is noisy, the children do not listen to explanations. A permissive style also has negative consequences. Often preschoolers express dissatisfaction and protest against this style of leadership, since ultimately the imaginary freedom has a debilitating effect on the children themselves. The facial expressions of a liberal teacher often express good nature, but at the same time some nervousness. His posture indicates indecision and self-doubt.

Anti-pedagogical style of interaction with pupils in the practice of teacher work are unacceptable. This style is characterized by low demands and a disrespectful attitude towards children. Educator who acts in an unpedagogical manner, brings confusion and uncertainty into the assessment pupils of their behavior, destroys moral values and cognitive interests, gives rise to personal alienation. Such teacher is socially dangerous.

Thus, the main professionally significant qualities are:

Pedagogical tact,

Pedagogical optimism,

Creativity,

Self-realization

Pedagogical duty and responsibility,

Ministry of Education Russian Federation

Russian State Vocational Pedagogical University

Department of Social and Applied Psychology

TEST

In the discipline "Psychology of Vocational Education"

on the topic of: " Personal qualities teacher"

Completed by: Student gr. ZPI-215

Viktorova

Checked:

Ekaterinburg 2004

1. Introduction. ………………………………………………………………………………2 2. Requirements for the personal qualities of a teacher. ………………………….3

3. Professional competence. ……………………………………....5

4. Pedagogical centering . ………………………………………………...6

5. Analysis of the results of a diagnostic study. …………………………7

6. Conclusion. …………………………………………………………………15

7. List of references. ………………………………………………………...17

Introduction.

The position about the important, determining role of the teacher in the learning process is generally accepted in all pedagogical sciences. The term "pedagogy" has two meanings. The first is the area of scientific knowledge, science, the second is the area of practical activity, craft, art. The literal translation from Greek is “schoolmaster” in the sense of the art of “leading a child through life,” i.e. teach, educate him, guide his spiritual and physical development. Often, along with the names of people who later became famous, the names of the teachers who raised them are also named. .

As P.F. Kapterov emphasized at the beginning of our century, “the personality of the teacher in a teaching environment takes first place; certain properties of him will increase or decrease the educational impact of teaching.” What qualities of a teacher were identified by him as the main ones? First of all, “special teaching qualities” were noted, to which P.F. Kapterev attributed “scientific training of the teacher” and “personal teaching talent”.

The first property of an objective nature lies in the degree of knowledge of the teacher of the subject being taught, in the degree of scientific training in a given specialty, in related subjects, in broad education; then in familiarity with the methodology of the subject, general didactic principles, and, finally, in knowledge of the properties of children's nature with which the teacher has to deal; the second property is of a subjective nature and lies in the art of teaching, in the personal pedagogical talent of creativity. The second includes pedagogical tact, pedagogical independence, and pedagogical art. A teacher must be an independent, free creator who is always on the move, in search, in development.

Along with the “special” properties that were classified as “mental”, P.F. Kapterev also noted the necessary personal – “moral-volitional” qualities of a teacher. These include: impartiality (objectivity), attentiveness, sensitivity (especially to weak students), conscientiousness, perseverance, endurance, self-criticism, genuine love for children.

An analysis of the general situation of pedagogical work at the present time, showing the selfless work of the teacher and his involvement in improving education, unfortunately, does not provide grounds for optimism. This is, in particular, due to the fact that not all teachers possess many of the required qualities (especially their property) and, what is very serious, with the initial reluctance of some teachers to work as a “teacher” and the accidental choice of this profession. They remain just as “random” in their professional activities.

Consequently, the question arises of conducting targeted, professional ongoing training and self-preparation of teachers for teaching activities, primarily in terms of awareness of oneself as its subject, the formation of pedagogical self-awareness. Pedagogical self-awareness includes the image - “I”: ideal and real, and constant correlation as a process of approaching the ideal object of pedagogical activity.

Requirements for the personal qualities of a teacher.

Let's consider personal and individual qualities teacher They must simultaneously meet two levels of requirements for this profession. The first level requirements are imposed on the teacher in general as a bearer of the profession. They are independent of social conditions, social formations, educational institutions, and academic subjects. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in rural or urban conditions, whether he teaches mathematics, labor, language, etc.

Researchers note the necessity of such personal qualities as adequacy of self-esteem and level of aspirations, a certain optimum of anxiety that ensures the intellectual activity of the teacher, determination, perseverance, hard work, modesty, observation, and contact. The need for such qualities as wit, as well as oratory abilities and artistic nature is specially emphasized. Particularly important are such teacher qualities as readiness to understand the mental states of students and empathy, i.e. empathy, and the need for social interaction. Researchers also attach great importance to “pedagogical tact,” the manifestation of which expresses the general culture of the teacher and the high professionalism of his pedagogical activities and orientation.

F. N. Gonobolin gives the following personality traits, the structure of which, in his opinion, constitutes the actual pedagogical abilities:

Ability to make educational material accessible;

Creativity at work;

Pedagogical-volitional influence on students;

Ability to organize a team of students;

Interest and love for children;

Pedagogical tact;

The ability to connect an academic subject with life;

Observation;

Pedagogical demands.

The second level requirements are imposed on an advanced teacher in general, regardless of the academic subject that he teaches - this is his personal readiness for teaching activity. Readiness presupposes broad and professional systemic competence, a person’s strong conviction, a socially significant orientation of the individual, as well as the presence of communicative and didactic needs, the need for communication, and the transfer of experience.

A stable motivation to work in the chosen profession, the desire to realize oneself in it, to apply one’s knowledge and abilities reflects the formation of a person’s professional orientation. It is a complex, integrative quality.
The components of the professional and pedagogical orientation of the personality of teachers and masters of industrial training are social and professional orientations, professional and pedagogical interests, motives for professional activity and self-improvement, and professional positions of the individual. They reflect their attitude to professional teaching activities, interests and inclinations, and the desire to improve their training.

Professional competence.

The increasing role of professionalism in modern conditions raises the problem of professional competence of a specialist with particular urgency.

What does the concept of “professional competence” include? How does it differ from the usual knowledge, skills and abilities found in pedagogical literature? Professional competence is an integrative quality of a specialist’s personality, including a system of knowledge, skills, and generalized methods for solving typical problems.
The formation of professional competence depends on various personality traits, its main source being training and subjective experience. Professional competence is characterized by a constant desire to improve, acquire new knowledge and skills, and enrich activities. The psychological basis of competence is the readiness to constantly improve one’s qualifications and professional development.

Pedagogical centering.

Conformal - focusing on the interests and opinions of colleagues;

Egocentric - focusing on the interests and needs of one’s self

Humanistic - focusing on the interests of children. Teachers with this focus are distinguished by attention and sensitivity to all students;

Focus on the interests of parents. It occurs among teachers who have become dependent on the parents of their students.

Methodological, or cognitive - focusing on the content, means and methods of teaching.

Analysis of diagnostic test results.

Let's consider the results of the diagnostic study modern problem formation of the professional orientation of the individual, conducted by E. F. Zeer and O. N. Shakhmatova.

Below is a generalized form of a professional psychological profile of a teacher.

1. Socio-psychological orientation.
Type of pedagogical centering:

Conformal,

Egocentric,

In the interests of the parents,

Methodical.

2.Professional competence.
2.1. Pedagogical competence.
2.2.Psychological competence.

2.3. Social and communicative competence:

Social and communicative adaptability,

Striving for agreement

Intolerance of uncertainty

Avoiding failures

Frustration tolerance.

3. Pedagogically significant qualities.
3.1.Logical thinking.

3.2.Creative potential.
3.3. Empathy.

Empathy,

Effective empathy.
H.4.Subjective control:

Internality,

Externality.

3.5. Social intelligence.

4. Pedagogically undesirable qualities.
4.1.Rigidity.

4.3. Demonstrativeness.

5. Pedantry.

The basis for diagnosing professional competence was professional typical tasks and situations, as well as professional and pedagogical skills.

A high level of development of these skills is noted by 78.5%
researched.

73% of teachers note that they have sufficiently developed organizational and methodological skills for the implementation of the educational process: the formation of learning motivation, the organization of educational and professional activities of students.

66.7% of the respondents rate their didactic skills as highly expressed. These are general pedagogical skills in determining specific learning goals, choosing adequate forms, methods and means of teaching, constructing pedagogical situations, explaining educational material.

The next most developed level (64%) is the group of communicative and directing skills, including perceptual, expressive, suggestive, speech skills, as well as skills in pedagogical directing. Among them, the most developed among teachers are speech culture (the ability to use vocabulary, set the optimal speech rate) - 82%; ability to attract and maintain students' attention - 78%.

More than 50% of teachers note that they have not developed such skills as the ability to understand the mental state of students by their appearance, facial expressions, and pantomime; ability of emotional-volitional influence; skills in the field of pedagogical directing.

60% of the respondents consider their organizational and educational skills to be developed. The least developed skills in this group include diagnosing the level of education of students, individualizing educational influences, analyzing the effectiveness of the educational process, preventing and correcting deviant behavior.

Only half of teachers discover that they have the professional and technological skills necessary for the successful implementation of teaching activities.

Particularly noteworthy is the low level of production and operational skills in working specialties among teachers.

Predictive skills for planning the success of the educational process, analyzing pedagogical situations, constructing alternative ways to implement teaching activities, designing the development of the individual and the team have been developed to a minimal extent or are practically absent.

The analysis confirmed the data obtained about the insufficient level of professional competence of teachers. The proposed situations were selected in such a way that they made it possible to diagnose skills in solving didactic, educational, and also professional typical tasks related to personal development.

About 80% of teachers successfully completed the first of them. Solving educational problems caused difficulty for 43%. Problems that required knowledge and skills to develop the student’s personality and predict the results of the educational process were practically not solved by teachers.

Thus, speaking about the professional competence of the studied group of professional teaching staff, you can note:

1) a high level of competence and the desire for self-improvement and acquisition of new knowledge;

2) the formation of knowledge and skills necessary to solve didactic and methodological problems;

3) insufficient level of professional and technological preparedness (including production and operational skills in blue-collar professions);

4) low level of psychological and pedagogical knowledge and skills necessary to implement the developmental function of a vocational school teacher.

The next component of a teacher’s personality is professionally important qualities. Processing of the results showed that professionally important qualities are generally expressed sufficiently, which characterizes the average level of their development.

The most pronounced quality among teachers is social intelligence (75.5%), which allows an individual to navigate interpersonal relationships, in changing communication situations, establish the general and special in people’s behavior, adequately respond to their actions, predict the behavior and actions of others, "read" a person
his appearance, facial expressions, behavior, demeanor. Social intelligence also characterizes a person’s ability to set strategic and tactical goals, achieve their implementation, and the ability to make optimal decisions in conditions of uncertainty.

In second place in terms of the degree of development is emotional responsiveness (69%). This quality characterizes the degree of emotional response, the teacher’s ability to connect with the student’s emotional experiences, sympathize with him, come to the rescue at the right time, and create the necessary emotional background that matches the student’s mood and situation.

The next, most pronounced quality of a teacher is demandingness (67%). The scale measures an individual's attitude towards himself and other people. A demanding teacher adheres to the rules that he considers important. He is capable of goal-oriented activities and knows how to motivate others to achieve their goals and objectives. He is distinguished by rigor, the ability to insist on his own, determination and inability to compromise to the detriment of the educational process.

Next in terms of the degree of formation is the quality of real pedagogical humanism (66.7%), which characterizes the ability of an individual, on the basis of psychological and pedagogical knowledge, to approach the upbringing of a growing person, taking into account his individual abilities and the characteristics of his development and character, if they do not correspond to generally accepted pedagogical standards .

The next rank in order of decreasing degree of development is the quality of “conscientiousness” (65%), which characterizes the individual’s ability to moral self-control, manifested in the form of awareness, the individual’s experience of his attitude to the moral norms of his social environment, the whole society, the compliance of his actions with the requirements of these norms, in the form of internal control over one’s behavior. Individuals with a high value of this factor are characterized by such traits as responsibility, conscientiousness, strict adherence to ethical standards, and the impossibility of compromise with their moral convictions.

Next in terms of severity comes socio-professional responsibility (64%), which characterizes the desire and ability to evaluate one’s behavior and activities from the point of view of benefit or harm to society, the teaching staff or an individual, to measure one’s actions with the prevailing requirements and norms in society. and laws, be aware of your duty and fulfill it, use rights and responsibilities wisely, calculate your strengths, evaluate professional competence and not blame other people or a combination of circumstances for your failures.

Teachers have a clearly expressed ability to exert volitional influence (63%). This quality includes awareness of goals, actions, making informed decisions, practical action to implement them, critical assessment results achieved.

The professional activity of the individual is also close in degree of expression to the above quality (62.3%). This quality manifests itself in solving problems, integrates social initiative, the desire to achieve set goals, and interest in everything new and unusual.

Excessive activity is less pronounced (51.5%). It involves the implementation of activities that are not strictly obligatory and are not included in job responsibilities. The desire to delve into everything, to take part, to try oneself in the most difficult areas of work that do not promise rewards or material benefits, indicates the individual’s readiness to innovation activity. This becomes a factor constraining innovation in vocational education.

The quality of “dominance” has a severity of 44%, which characterizes a weak inclination to leadership. A low indicator indicates a lack of desire among teachers for a professional career, and their lack of confidence in the correctness of their pedagogical influences. Dominance refers to a potential personality characteristic, and its insufficient expression suggests that the current pedagogical system does not allow the individual to realize himself.

The pedagogically significant quality “emotional stability” has a severity of 43.5%. This quality characterizes the degree to which a person resists stress, mental tension, pessimistic mood, and irritability. Outwardly, it is expressed in endurance, self-control, and the ability to endure adverse mental influences for a long time. The identified indicator of teachers’ emotional distress indicates their constant mental tension, which, of course, negatively affects the productivity of their work, relationships with students and colleagues, and gives rise to the “emotional burnout” syndrome.

Thus, the diagnostics showed that the degree of expression of socially and professionally important qualities of the studied teaching workers is heterogeneous, many professionally significant characteristics not expressed enough. Naturally, this negatively affects the productivity of teachers, as well as their professional well-being. The professional disharmony of the subjects reflects the psychological state of vocational school teachers in general, the lack of demand for socially and professionally important personality qualities, which gives rise to dissatisfaction with their work.

A generalized analysis of the diagnostic results of the degree of satisfaction of basic needs showed that 42% of teachers do not satisfy their physiological needs; 78.5% have partially unmet needs for safety and security. Favorable Satisfaction Rates social needs(62%) are a consequence of the socionomic nature of the teaching profession. Partial dissatisfaction (69.6%) with the need for recognition may be a consequence of the low prestige of the teaching profession. The predominance of a number of teachers (34.8%) of the need for self-expression, self-realization and self-actualization deserves a positive assessment. (These indicators indicate the potential capabilities of teachers in improving and updating vocational primary education, and their readiness for innovative activities.)

These negative indicators reflect the socio-economic situation in the country that has developed in last years. And of course, the subjective state of need and defenselessness negatively affects teaching activities and creates mental tension in relationships with students and colleagues.
The study established the following characteristics for four personality substructures of professionally successful teachers:

· humanistic and methodological centering, needs for self-realization and self-actualization, the predominance of internality over externality;

· professional competence: psychological competence and socio-communicative adaptability;

· professionally important qualities: social intelligence, logical thinking, communication, pedagogical reflection, empathy;

· psychophysiological properties: emotional stability and extroversion.

What conclusions can be drawn based on the results of a study of the personality and activities of a vocational school teacher?

1. An important condition for achieving the socio-economic goals of social renewal is advanced vocational education. Ensuring the advanced nature of education is possible subject to the transition to personality-oriented learning.

2. Psychological structure activity includes activities directed by motives and strategic goals; pedagogical interaction determined by tactical and operational goals; methods of implementing pedagogical interaction, the use of which depends on the conditions for performing actions and operations. The thematic core (central link) of a teacher’s activity is person-oriented pedagogical communication.

3. Professional functions, the content of a teacher’s activity determine his professionally important characteristics, key qualifications and key competencies.

5 The establishment of personally oriented learning in the system of vocational education places new demands on the teacher. An important condition for becoming a teacher-facilitator and innovator is the development of key qualifications and competencies.

Conclusion.

There are many professions on Earth. Among them, the profession of a teacher is not entirely ordinary. Teachers are busy preparing our future; they are educating those who will replace the current generation tomorrow. They, so to speak, work with “living material”, the damage of which is almost equivalent to a disaster, since those years that were aimed at training are lost.

What should be the object of awareness of the teacher in terms of his psychological professional and pedagogical training? Firstly: his professional knowledge and qualities (“properties”) and their correspondence to the functions that a teacher must implement in pedagogical cooperation with students, secondly: his personal qualities as a subject of this activity, and thirdly: his own perceiving oneself as an adult - a person who understands and loves the child well.

L.N. Tolstoy wrote: “If a teacher has only love for what he does, he will be a good teacher. If the teacher has only love for the student, like a father and mother, he will better than that a teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for his work and his students, he is a perfect teacher.”

Bibliography.

1. Zeer E.F. Psychology of personality-oriented professional education. Ekaterinburg, 2000.

2. Zeer E.F., Shakhmatova O.N. Personally oriented technologies professional development of a specialist. Ekaterinburg, 1999.

3. Kapterev P.F. Didactic essays. Theory of education. Favorite op. – M.: Pedagokika, 1982.

4. Klimov E.A. Psychology of a professional. M.; Voronezh, 1996.

5. Markova A.K. Psychology of professionalism. M., 1986.