Professionally important qualities of a teacher. Professionally important qualities of a teacher’s personality Professional pedagogical qualities

MUNICIPAL BUDGET EDUCATIONAL INSTITUTION

ADDITIONAL CHILDREN'S EDUCATION

"SUDAK CENTER FOR CHILDREN AND YOUTH CREATIVITY"

SUDAK CITY DISTRICT

REPUBLIC OF CRIMEA

ABSTRACT

on the topic: Professional and personal qualities of a teacher

I've done the work:

teacher of additional education MBOU DOD urban district Sudak

Belyaeva Lyudmila Nikolaevna

Sudak – 2018

Content

Introduction

The emergence of the teaching profession has objective grounds: society could not exist and develop if the younger generation, replacing the older one, was forced to start all over again, without creatively mastering and using the experience that it inherited. Slastenin V.A.

The term "pedagogy" has several meanings. The first is the area of ​​scientific knowledge, science, the second is the area of ​​practical activity, craft, art. If translated literally from Greek, “schoolmaster” means “to guide a child through life,” i.e. teach, educate him, guide his spiritual and physical development. She also spoke about teaching activitiesGrebenkina L.K.“Pedagogical activity is complex and diverse, difficulties and sometimes disappointments are inevitable”

As we have already noted, the activities of a teacher are complex and diverse and in the process of teaching activities perform many functions. The success of performing functions is determined by the personality of the teacher and his professional qualities. The very specificity of teaching work imposes a number of demands on his personality; they are called professionally significant personal qualities.

The attempt to develop a list of personal and professional qualities of a teacher has a long history. According to the Russian educator, writer, journalist and book publisher N.I. Novikov, the teacher must meet the following requirements; have the ability to reason correctly and purely; be able to approach children; to be good-natured; know Russian and foreign languages; have good pronunciation; good behavior and decent appearance.

K.D. Ushinsky at one time emphasized that “in every mentor, and especially in those mentors who are appointed for lower schools and public schools, it is important not only the ability to teach, but also character,

morals and beliefs..."

1. Personal qualities of a teacher

Great demands are placed on the personality of a teacher. According to Ya. A. Komensky, teachers should take care to be an example of simplicity for students in food and clothing, in activity - an example of cheerfulness and hard work, in behavior - modesty and good morals, in speeches - the art of conversation and silence, in a word, be a model of prudence in private and public life. Such a teacher is the pride of the school and its students, is valued by parents and will be able to adequately fulfill his position, higher than which there is no other under the sun.

The set of various professionally necessary qualities and other characteristics of a teacher is defined as professional readiness for teaching. 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.

V. A. Slastenin highlighted some professional requirements for a teacher, which are combined in the professiogram into three main complexes: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty).

Social-moral, professional-pedagogical and cognitive orientation occupies a leading place in the structure of a teacher’s personality.

Social and moral orientation is expressed in moral needs, moral values, a sense of public duty and civic responsibility. It underlies the social activity of the teacher. 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.(V. A. Slastenin).

In relation to the pedagogical activities of N.V. Kuzmina (professor, doctor of psychological sciences) includes the following components in the professional and pedagogical orientation of a teacher’s personality:

1. Interest and love for children, for the profession, for creativity associated with nurturing human qualities in them;

2. Awareness of difficulties and problems in teaching work;

3. The need for teaching activity;

4. Awareness of one’s own capabilities and abilities as meeting the requirements of the chosen profession;

5. The need for constant self-improvement and the desire to master the basics of teaching skills already at the university.

N.V. Kuzmina also identified three types of teacher personality orientation:

Truly pedagogical (it consists in a stable motivation for the formation of the student’s personality by means of the taught subject, for the restructuring of the subject in anticipation of the formation of the student’s initial need for knowledge, the bearer of which is the teacher. The pedagogical orientation includes a vocation for pedagogical activity. At this highest level, the teacher does not think themselves without school, without the life and activities of their students);

Formally pedagogical (motivation for teaching activities is shifted towards passion for teaching a specific subject, but the teacher to some extent achieves the effectiveness of his teaching activities, since he charges students with his personal passion for the process of cognition and teaching, and a creative attitude to his work);

False pedagogical (the main motive of a teacher’s pedagogical activity is self-expression, career growth. Due to the presence of a number of developed pedagogical abilities and positive personal qualities, for example, intelligence, willpower, etc., such a teacher can work successfully in certain periods. However, distortion motives for his professional activity, as a rule, leads to poor results in teaching activities).

V.A. Slastenin (Professor, Doctor of Pedagogical Sciences) also considers PPN to be the most important personality trait of a teacher. He believes that it represents a selective attitude to reality, the orientation of the individual, awakens and mobilizes the hidden strengths of a person, contributes to the formation of his corresponding abilities, professionally important features of thinking, will, emotions, and character. Otherwise V.A. Slastenin believes that PPN is a framework around which the basic properties of a teacher’s personality are assembled.

2. Professional qualities of a teacher

In the structure of a teacher’s personality, a special role belongs toprofessional and pedagogical orientation. It is the basis around which the main professionally significant personality traits of a teacher are formed.Professional pedagogical orientation is a system of emotional and value relations that sets the hierarchical structure of the dominant motives of a teacher’s personality, encouraging him to assert himself in teaching activities and professional communication.

The structure of professional and pedagogical orientation contains: focus on the child (and other people), associated with care, interest, love, promotion of personality development and maximum self-actualization of his individuality; self-direction associated with the need for self-improvement and self-realization in the field of teaching work; focus on the subject side of the teaching profession (content of the academic subject).

The professional and pedagogical orientation of the teacher’s personality includes interest in the profession, teaching vocation, professional and pedagogical intentions and inclinations. The basis of this orientation is interest in the profession, which is expressed in a positive emotional attitude towards children, parents, and teaching activities in general.

The basis of the teaching vocation is love for children. This fundamental quality is a prerequisite for self-improvement, targeted self-development of many professionally significant qualities that characterize the professional and pedagogical orientation of a teacher.

Among the personal qualities of a teacher, a special place is occupied by pedagogical duty, dedication and responsibility. Guided by a sense of pedagogical duty, the teacher always rushes to provide assistance 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 unique code of pedagogical morality.

Teacher Relationships with colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, constitute the essence of 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, fairness, and tact are extremely important.

The basis of the cognitive orientation of the individual constitute spiritual needs and interests. One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge, love for one’s subject. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.

A modern teacher must be well versed in various branches of science, the fundamentals of which he will teach, and know all the possibilities 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.

V. A. Slastenin, summarizing the content of the teacher’s orientation, identifies the main qualities of his personality: high civic activity and social responsibility; 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, individual style of pedagogical activity; the need for constant self-education and readiness for it; physical and mental health, professional competence.

competence. - cognitive (knowledge and understanding),active value (

Conclusion

The emergence of the teaching profession has objective grounds: society could not exist and develop if the younger generation, replacing the older one, was forced to start all over again, without creatively mastering and using the experience that it inherited.

The term "pedagogy" has several meanings. The first is the area of ​​scientific knowledge, science, the second is the area of ​​practical activity, craft, art. If translated literally from Greek, “schoolmaster” means “to guide a child through life,” i.e. teach, educate him, guide his spiritual and physical development.

The pedagogical orientation of a teacher’s personality can manifest itself in different ways. It can be focused on professional self-affirmation; per student or student group; on the means of pedagogical influence; for the purposes of teaching activities. What is the leading focus? Of course, the focus is on the goal of pedagogical activity, which is to create conditions for the harmonious development of the student’s personality. This orientation can be considered humanistic. Why? (Recognition of the value of a person as an individual, his right to free development and manifestation of his abilities).

The teacher’s readiness to perform professional tasks in accordance with the education received is the most important component of itcompetence . The concept of “competence” is defined as the ability to apply knowledge, skills and personal qualities for successful activities in a certain field. The structure of teacher competencies includes three components– cognitive (knowledge and understanding),active (practical and operational application of knowledge) andvalue ( values ​​as an organic part of the way of perceiving and living with others in a social context). A teacher must possess certain teaching skills in order to be competent. Pedagogical skills are divided into several groups depending on the functions of pedagogical activity. For example, when designing content, he must be able to adapt educational material, taking into account the students’ capabilities in mastering it, have the ability to foresee typical difficulties of schoolchildren in the lesson, and be able to vary the forms and methods of explaining new material.

The teacher needs to move from assessing individual teaching skills to assessing his own professionalism and competence.

Literature

Slastenin V.A. Formation of a teacher’s personality in the process of professional training. – M., 1976.

Baykova L.A., Grebenkina L.K. Pedagogical skills and pedagogical technologies - M.,

Slastenin V.A. Formation of professional culture of teachers. – M., 1993.

. Slastenin V.A., Isaev I.F., Mishchenko A.I., Shiyanov E.N.General pedagogy: textbook. allowance / Ed. V.A. Slastenina: In 2 parts - M., 2002.

Kuzmina N.V. Ability, giftedness and talent of a teacher. – St. Petersburg, 1995.

A teacher is not a profession, but a way of life. I am sure that the main thing in a teacher’s work is the development of the soul, the formation of character, and the education of a real Person. For a modern teacher, it is very important to never stop there, but to move forward, because the work of a teacher is an excellent source for boundless creativity.

Olga Yakovleva, mathematics teacher at the non-governmental educational institution “Stages”

In Islam, the teaching profession is very important, in fact, the mentor-student relationship lasts a lifetime and even longer. After all, it is precisely this profession that is associated with the dissemination of knowledge and the formation of connections between generations.

What should a modern teacher be like? What requirements does the school and students place on him?

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

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

Today, very high professional requirements are placed on teachers: universal education, erudition, awareness, progressiveness, the ability to teach interesting lessons, and give interesting tasks.

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

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

Personal qualities required for a teacher :

a penchant for working with children;

the ability to interest oneself in one’s idea, to lead;

high degree of personal responsibility;

self-control and balance;

tolerance, non-judgmental attitude towards people;

interest and respect for the other person;

desire for self-knowledge, self-development;

originality, resourcefulness, versatility;

tact;

determination;

artistry;

demanding of oneself and others;

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

However, this is not always why children love teachers. According to surveys of schoolchildren, a real teacher is determined by the following data:

1. Personal qualities : Kindness. Cheerfulness. Equilibrium. Friendly disposition. The ability to understand and trust. Respect for personality and human dignity. Tolerance. Tact. Honesty. Sense of humor.

2. Organizational qualities : Democratic. Collegiality and collaboration. Justice. Subsequence. The desire to help. Enthusiasm. Responsibility.

3. Business qualities : Knowledge of your subject. Ability to interest. Ability to explain clearly and interestingly.

4. Appearance : Ability to dress well. A pleasant voice. General attractiveness.

The profession of a teacher requires, as a rule, pedagogical education. It can currently be obtained in colleges (usually at the level of a preschool teacher or primary school teacher) or pedagogical or general universities (bachelor's degree - 4 years - with the right to teach certain academic disciplines at school, master's degree - 2-3 years - additional right to occupy leadership positions and conduct research work, postgraduate study - 3 years - the right to teach in higher educational institutions).

However, a teacher’s education does not end there - every few years he is required to undergo retraining at special universities (advanced training), since science is constantly moving forward and the teacher must teach children using not only old practices, but also the latest techniques.

In addition, every teacher must constantly engage in self-education: read specialized literature, take part in various competitions, and be prepared for advanced training and professional development. Indeed, in modern schools it is no longer uncommon for a student to be more informed on some issues (using the Internet, encyclopedias and other sources of information) than his teacher.

And you also need to remember that not only the teacher educates and teaches children, the students also influence him, teaching and educating the teacher in turn. The exchange of knowledge between generations at school is ongoing, as if turning into a single balanced system of circulation. Not all adults can demonstrate a willingness to learn from a child, and without it it is unlikely that it will be possible to become a full-fledged teacher.

A teacher's responsibilities are varied. :

teaching various sciences;

explanation of new material using means accessible to a given age and individual characteristics;

control of material assimilation;

carrying out educational work with children;

assistance in revealing the creative potential, abilities and capabilities of students;

identifying the interests and inclinations of students for an adequate selection of programs and teaching methods;

studying the individual characteristics of children and providing effective psychological and pedagogical influence on them;

building a training program based on knowledge of general age-related patterns of child development;

providing assistance in shaping the student’s personality;

promoting the development of students’ desire to master new knowledge;

organizing extracurricular group activities, conducting discussions, disputes, meetings;

explanation of current social events and phenomena;

participation in the development and implementation of educational and training programs;

drawing up thematic and lesson plans;

preparation of documentation (magazines, reports).

The worst thing about the teaching profession is the lack of a true calling and indifference to children. It’s no secret that students at pedagogical universities, especially in the outback, are often children who were unable to enroll anywhere else, and they want to get at least some “credentials” in higher education. There are, of course, genuine enthusiastic teachers, but there are only a few of them.

But you won’t be able to deceive a child. He will respond to the teacher's indifference with indifference to his subject, to the falsehood in his words - with his deception, to inattention - with restlessness and poor performance... A teacher in any situation must be honest with his students, be able to find a common language with them, understand children's problems and solve them as much as possible. He must love each of his students equally, without giving preference to anyone...

A modern teacher must be able to identify all the best qualities inherent in the soul of every child, encourage children, not just teach them a subject, but prepare them for entering a new, mysterious, independent adult life.

Whether the school years will be memorable or whether they will pass by indifferently - largely, if not entirely, depends on the teacher.

Of course, the position of a teacher is now low-paid, not prestigious, and not popular. But this is not a reason to educate a degenerate generation in schools. Living in a rapidly degrading society is somehow unattractive.

Of course, the state must provide for teachers and respect their work. They are the key to the future development of the nation; they have always been the conscience of Russia. Perhaps someday our society will need teachers as they are now needed in England, France, Germany, the USA, Canada... In these countries, the position of a teacher is very prestigious, and you can get a place in a school only after numerous exams and checks.

May Allah grant that we remember every person who taught us something, no matter how small, throughout our lives with warmth, love and respect.

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Ministry of General and Vocational Education

Sverdlovsk region

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

Department of 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 - to see a teacher as a benevolent, close person - is noticeably growing. The teacher has such high moral qualities 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 of professional self-awareness, self-education and goals for the direction of work on self-improvement and 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, emotional - 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 orientation is the basic education in the structure of the teacher’s personality; it is this that 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 much theoretical, practical and methodological knowledge is only a prerequisite for intellectual and practical 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 of practical activity, 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 of 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 unique children's world, in an attentive, friendly and sensitive attitude towards them (not, however, developing into softness, compliance, irresponsible condescension), in sincerity and ease of handling 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 into the inner world of a 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 the 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 practice of education. 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 property of an individual, reflecting his spiritual, 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 skills are 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.

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.

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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Introduction

Professional qualities of a modern teacher

Complex of professional and pedagogical qualities of a literature teacher

Creative abilities and emotional-communicative qualities of a philologist teacher

Conclusion

List of used literature

Introduction

At the present stage of development, Russian society is characterized by recognition of the importance of creative potential and the value of humanitarian education. The tasks facing the domestic education system are complex, which creates a set of special requirements for their implementation.

Literary education at school is directly related to the problems of improving the content of education and requires reorientation towards further humanization of the educational process and the process of forming the student’s personality.

The relevance of the topic of the essay is due to the fact that the necessary change in the nature of education and current orientations require an active aesthetic position and activity from the philologist, the comprehensive development of communicative competence, since in order to achieve pedagogical goals in a rapidly changing society, it is not enough for a teacher to possess only the skills of scientific knowledge.

The object of the study is the professional activity of a literature teacher.

The subject of the study is the totality of professional qualities of a literature teacher.

The purpose of the work is to study the qualities of the teaching activity of a literature teacher, which dictates the implementation of particular tasks:

characterize the professional qualities of a modern teacher;

consider the specifics of the professional and pedagogical culture of a literature teacher;

identify the importance of creative abilities and emotional-communicative qualities in the work of a teacher-philologist;

formulate the main findings and conclusion.

The theoretical basis of the abstract was scientific research and educational and methodological works of such authors as A. A. Bodalev, N. F. Gonobolin, V. A. Krutetsky, N. V. Kuzmina, N. D. Levitov, A. K. Markova. and etc.

Professional qualities of a modern teacher

In the pedagogical literature the terms “teacher model”, “requirements for a teacher” and “teacher model” coexist. Essentially, they cover an equal set of issues, but the approach of the authors in each case has a special epistemological character.

The term “teacher model”, as a mentally created image of the original ideal professional, is used in the framework of the study of various aspects of the teaching profession. “Model” by definition does not imply all the qualities of an object, but only the essential ones. Therefore, in practical activities the use of this term is very limited.

The terms “requirements for a teacher” and “teacher qualities” are used by many teachers and psychologists. It must be borne in mind that many processes in pedagogy manifest themselves solely as trends, and this makes it difficult to formulate some concepts and terms. The existence of a relationship between the totality of qualities of a teacher and the laws of pedagogy is expressed in the social functions of the teacher and in the specifics of his activities. If these functions and features are determined correctly according to scientific principles, then the “qualities of a teacher” will be identified not in a subjective way, but on an objective basis.

Numerous researchers of the problems of the pedagogical process study and analyze in sufficient detail the structure of the teacher’s activity, its features and properties. A number of general principles and points can be traced in these works.

First of all, the authors highlight pedagogical abilities, abilities and skills derived from various types of professional activities of a teacher: organizational, constructive, communicative, gnostic, didactic, perceptual, prognostic, suggestive, expressive, analytical-evaluative and some other skills and abilities.

What is common is the recognition of the interconnectedness of different types of teaching activities, in which abilities and skills represent an integral structured system. The personal characteristics of the teacher dominate in relation to his professional characteristics.

F. N. Gonobolin identifies the following abilities that are significant in the professional activity of a teacher:

ability to understand the student;

the ability to present educational material in an accessible manner;

ability to increase student engagement;

organizing abilities;

pedagogical tact;

the ability to foresee the results of your work.

The group of pedagogical abilities also includes:

pedagogical observation and imagination;

demanding character;

clarity, simplicity and persuasiveness of speech.

These abilities enable the teacher to successfully carry out teaching activities.

Pedagogical imagination is of particular importance for constructive activity, being realized in the “design” of the student’s future level of knowledge, his character, habits and the ability to determine in advance suitable methods. Pedagogical imagination provides developmental education and training.

Pedagogical tact is expressed in the communicative sphere of pedagogical activity and represents the ability to build correct relationships with students, parents, colleagues, and determines a sense of proportion that allows one to prevent the formation of conflict situations.

N.D. Levitov names the following as his main pedagogical abilities:

the ability to convey knowledge to children in an interesting and concise form;

student understanding based on observation;

creative and independent way of thinking;

resourcefulness, accurate and quick orientation;

the ability of an organizer to regulate his work and form a student team.

V. A. Krutetsky formulated general definitions of basic pedagogical abilities.

Didactic abilities allow the teacher to convey educational material in an accessible, understandable form for children, to create interest in the subject, and to activate the student’s independent thought.

Perceptive abilities are the ability to perceive the inner world of the pupil and the pupil; this is psychological observation based on a subtle understanding of the personality and mental states of the student.

Verbal ability constitutes the teacher's ability to clearly express thoughts and feelings.

Organizational skills presuppose the ability to unite and inspire the student body and to conduct one’s own work in a rational manner.

Communicative abilities shape the forms and content of communication with children, help develop the right approach to the student, based on appropriate relationships and pedagogical tact.

Pedagogical imagination is predictive abilities, expressed in the ability to foresee the consequences of one’s actions on the process of educational design of the student’s personality, understanding the prospects for the development of certain qualities of the student.

Of particular importance for a teacher is the ability to distribute attention between several areas of activity.

Thus, in modern scientific pedagogical literature the following personal and professional abilities of a teacher are highlighted: organizational, constructive, communicative, gnostic, didactic, perceptual, prognostic, suggestive, expressive, analytical-evaluative, etc., representing an integral structured system. In the complex, two groups of abilities can be distinguished - personal and having professional specifics, and the former, according to scientists, play a leading role in relation to the latter.

teacher literature professional philologist

Complex of professional and pedagogical qualities of a literature teacher

The phenomenon of professional pedagogical culture provides an opportunity to explore the educational process in the context of technologies, values ​​and directions of creative personal realization of a literature teacher. For a philologist, culture acts as a mechanism for transmitting social experience and expresses, on the one hand, the content of his professional activity, and on the other hand, it is a tool that allows the teacher to take part in the creation, renewal and transmission of culture.

Based on the study of theoretical material, we have identified professionally significant qualities of a literature teacher.

First of all, this is the presence of a general concept of culture, its social significance, components and features of functioning in different periods of history. In connection with the general concept, it is important to understand the connection between education and culture, culture and literature, as an integral part of universal human culture, and the practical ability to apply this knowledge in pedagogical activities and communication aimed at transmitting artistic and spiritual values ​​in the literature lesson.

It is important for a philologist teacher to have an idea of ​​the artistic image as the most universal and comprehensive form of spiritual comprehension of existence, as the unity of the individual and the general, which expresses the unity of the truth of the artistic image with the truth of the era reflected in the work of art. The cultural context is a necessary and indispensable condition for understanding the essence of an artistic image.

When comprehending the school curriculum and developing one’s own pedagogical concept, which determines the nature of the study of the creative heritage of writers and the analysis of a specific literary work, it is important for the teacher to be able to navigate and apply knowledge about the connection between culture and the artistic image.

The complex of basic qualities of a teacher-philologist includes his ability to conduct a multidimensional analysis of a literary text in the unity of ideological, moral, aesthetic and linguistic levels, on the basis of which his own pedagogical concept of interpreting a work of art in a literature lesson is formed.

This is combined with the ability to analyze a specific work in a historical and functional aspect, focusing on students as subjects of communication and activity, with the free expression of their own assessments and opinions, which is important for personal self-determination and mastering a leading position in dialogue.

An important component of the professional pedagogical culture of a literature teacher is the ability to understand the ways in which the national is embodied in a literary work, to realize the existence of man in organic unity with history, the spiritual cosmos and the traditions of the people, to know the origins and archetypes of the national mentality and national character, to perceive the language of a literary text as a carrier of the national culture.

A significant skill for a literature teacher is the ability to combine the literary development of students with the development of their aesthetic abilities, based on the use of techniques for analyzing a work of art in lessons.

These professional qualities and abilities of the teacher are determined by the specifics of the subject of literature and are correlated with the development of aesthetic methods of communication, with the formation of value orientations of students.

As pedagogical practice shows, the special and greatest difficulty in the conditions of reforming a modern school for a teacher-philologist is the development and implementation of innovative principles, ideas and attitudes that contain educational complexes in literature being created today.

The selection and nature of the presentation of material in modern literature textbooks is carried out with primary attention to the artistic, aesthetic and cultural significance of the work. This reduces problem-thematic limitations and tasks, allowing the teacher to conduct a truly interesting study of classics and modern literature for students. A literature teacher is not constrained by strict ideological restrictions, and he can use in pedagogical practice complex literary concepts - “positive hero”, “ideal” - filled with new content: a positive hero today is not just a brave and decisive person defending class interests, but a person searching and doubting, with a heightened sense of self-esteem and recognizing the right to such a feeling for another person. The concept of “ideal” consists of the highest universal human values ​​- Goodness, Beauty, Truth, recognition of individual rights - the right to life, happiness and freedom.

Information about the theory of literature is presented in a different way in textbooks. Previously, the connection between theoretical knowledge and the analysis of a literary text was only declared, and all attention was paid only to students’ mastery of terms and definitions. Today, the system of theoretical concepts is the selection of literary material for teaching aids.

These principles embody the idea of ​​comprehensive humanization of education, the connection of educational opportunities with personal choice, the creation of space for self-realization and the disclosure of the creative potential of the individual.

The innovative and cultural specificity of modern educational complexes requires a significant increase in the professional qualifications of literature teachers, which is expressed in the emergence of positive motivation in the process of mastering topics and problems, in the formation of an integrated methodological approach to literature lessons, in the development of one’s own pedagogical concept of teaching, in the true enrichment of knowledge and improvement their professional skills and abilities, in expanding the range of value orientations, in reflection and bringing creativity to the solution of each pedagogical task.

Thus, professionally significant qualities of a literature teacher presuppose the presence of a general concept of culture, its social significance, components and features of functioning, an idea of ​​the artistic image as the most universal and comprehensive form of spiritual comprehension of existence, comprehension of the school curriculum and the development of one’s own pedagogical concept, the ability to conduct a multidimensional analysis of a literary text in the unity of the ideological, moral, aesthetic and linguistic levels, the ability to analyze a specific work in the historical and functional aspect, focusing on students as subjects of communication and activity, with them freely expressing their own assessments and opinions, the ability to understand the ways of embodying the national in a literary work, to realize the existence of man in organic unity with history, the spiritual cosmos and the traditions of the people, to know the origins and archetypes of the national mentality and national character. These professional qualities and abilities of the teacher are determined by the specifics of the subject of literature and are correlated with the development of aesthetic methods of communication, with the formation of value orientations of students.

Creative abilities and emotional-communicative qualities of a philologist teacher

Modern pedagogical science places emphasis on the legitimacy and effectiveness of the role of the teacher - an accomplice in “educational events” in which the personal aesthetic and cultural experience of students is concentrated. In this context, a pedagogically complex task is being formed that faces the teacher and involves organizing joint work between the teacher and students in the classroom, during which they will master new ways of solving educational and cultural problems in a non-standard way.

During the lesson, the literature teacher must create conditions that make it possible to recreate a holistic picture of the world and existence, to “immerse” students in various situations that require the manifestation of certain skills and qualities, determined by the development of the student’s cultural and aesthetic experience. Literary education in domestic schools today is associated with the tasks and problems of improving the content of the learning process, its humanization and the development of the student’s personality.

The main goal of literary education at school is to form the foundations of artistic perception, and not to convey scientific information about literary content. In this case, two aspects are important: the teacher must have the ability to present a literary text to students as a work of art, but not as an illustrative document of any historical event or a didactic justification for everyday moral teaching, and be able to develop in schoolchildren the need for artistic impressions.

To solve pedagogical problems within the framework of the proposed strategy, significant changes are required in the activities of the teacher in organizing literature lessons and school literary education. The core of such a lesson becomes a set of one’s own readings and interpretations that make up an aesthetic and communicative event - a deep understanding of a literary text in the process of creatively creating one’s own idea of ​​it.

The pedagogical goal of a literature teacher’s activity in these conditions is not to lead the student to a pre-planned answer to a separate question, but to form a culture of perception of a work of art, the most important result of which is the student’s spiritual self-determination in the course and result of a conscious choice of his own position.

The influence of a literature teacher on the growth of students' cultural experience is effective with the constant improvement of professional skills. The effectiveness of the entire organization of the educational content of the lesson is ensured by the teacher’s ability to have a multidimensional vision and deep penetration into the personal characteristics of the participants in the dialogue organized during the lesson, his ability to think outside the box, express thoughts expressively and accessiblely, answer students’ questions accurately and definitely, listen understandingly and kindly, creating a sustainable psychological contact. It is important for a teacher to find a special creative state and develop his abilities in organizing an open and free dialogue in a literature lesson, based on improving his sense of naturalness and ease of public speaking.

The personality of the teacher and all his creative potential are the basis for the effective organization of a literature lesson. In teaching, more than in any other profession, personal qualities play a significant role. Pedagogical creativity, which is a phenomenon of a special kind, with all its specifics, has much in common with the professional activities of a scientist, artist, writer, promoting mutual enrichment on the basis of creative cooperation between the student and the teacher. The teacher’s awareness of the level of his skill in comparison with ideal models sets guidelines for establishing parameters for professional improvement. The sources of development of personal professional self-awareness are three interrelated components: knowledge of oneself as a specialist, emotional attitude towards oneself as a professional teacher and assessment of oneself as a specialist. Necessary conditions for improving pedagogical self-awareness are the teacher’s readiness to improve activities, the ability to reorganize activities in accordance with the new requirements of modern society, and positive motivation for teaching work.

The aesthetic activity of a literature teacher is a synthesized set of practical skills and theoretical knowledge aimed at solving educational problems in non-standard circumstances using non-standardized pedagogical approaches that create conditions for the full realization of the creative potential of each student. The communicative culture of the teacher is the most important component of this aesthetic activity.

The professional specificity of the aesthetic activity of a literature teacher is determined by many subjective and objective factors, both internal and external. The conditions in which a teacher is formed and implemented do not depend on personal preferences and motives; he cannot, at his own request, change the socio-psychological climate and the nature of professional relationships with other teachers, change his social status or the characteristics of his family life. Subjective factors include the individual’s aspirations aimed at understanding, assessing and adjusting his interaction with the outside world. The internal sphere of formation of professional activity consists of personal experiences, emotions and feelings, intuition and cognitive resources. External includes professional interaction with other people within a certain type of activity. A kind of “migration” of a factor from the external to the internal sphere is also possible: the ability to hear an interlocutor is laid down within the framework of family upbringing or formed in the process of professional training, but it can also appear as a result of self-improvement.

As research shows, the emotional sphere of a literature teacher is the main source of factors influencing interaction with students; the latter attach special importance to the personal qualities of the teacher - sensitivity, tact, fairness, objectivity, etc. Students, in the process of personal formation, project these qualities onto themselves.

The emotional sphere of the teacher determines the specific state of his psychological readiness for the lesson. Of particular importance for students are characteristic signs that indicate the teacher’s mood. Emotions are an effective means of education and influence on students; without them, outside the emotional background, it is impossible to master and consolidate knowledge and skills. . An important place in the totality of emotional manifestations of a teacher is occupied by his satisfaction with the process and results of teaching activities, opposition to the authoritarianism of his own professional and personal behavior, which leads to ignoring the uniqueness of the student’s personality and contributes to the manifestation of the phenomenon of “emotional burnout.” The determining factor in the process of forming and improving the aesthetic component of pedagogical activity is the teacher’s conscious use of his life and professional experience, i.e. pronounced ability for self-regulation.

Thus, the main goal of literary education at school becomes the formation of the foundations of artistic perception, and not the transmission of scientific information about literary content. In this case, two aspects are important: the teacher must have the ability to present a literary text to students as a work of art, but not as an illustrative document of any historical event or a didactic justification for everyday moral teaching, and be able to develop in schoolchildren the need for artistic impressions. The pedagogical goal of a literature teacher is not to lead the student to a pre-planned answer to a separate question, but to form a culture of perception of a work of art, the most important result of which is the student’s spiritual self-determination in the course and result of a conscious choice of his own position. Necessary conditions for improving pedagogical self-awareness are the teacher’s readiness to improve activities, the ability to reorganize activities in accordance with the new requirements of modern society, and positive motivation for teaching work. The emotional sphere of a literature teacher is the main source of factors influencing interaction with students; the latter attach special importance to the personal qualities of the teacher - sensitivity, tact, fairness, objectivity, etc. Students, in the process of personal formation, project these qualities onto themselves.

Conclusion

In this work, based on a theoretical study of research publications on the professional qualities of a literature teacher, the main aspects of this issue are studied.

The main scientific results of the study can be formulated as follows.

In modern scientific pedagogical literature, the following personal and professional abilities of a teacher are highlighted: organizational, constructive, communicative, gnostic, didactic, perceptual, prognostic, suggestive, expressive, analytical-evaluative, etc., representing an integral structured system. In the complex, two groups of abilities can be distinguished - personal and having professional specifics, and the former, according to scientists, play a leading role in relation to the latter.

Professionally significant qualities of a literature teacher presuppose the presence of a general concept of culture, its social significance, components and features of functioning, an idea of ​​the artistic image as the most universal and comprehensive form of spiritual comprehension of existence, comprehension of the school curriculum and the development of one’s own pedagogical concept, the ability to conduct a multifaceted analysis of a literary text in the unity of ideological, moral, aesthetic and linguistic levels, the ability to analyze a specific work in a historical and functional aspect, focusing on students as subjects of communication and activity, with them freely expressing their own assessments and opinions, the ability to understand the ways of embodying the national in a literary work , to realize the existence of man in organic unity with history, the spiritual cosmos and the traditions of the people, to know the origins and archetypes of the national mentality and national character. These professional qualities and abilities of the teacher are determined by the specifics of the subject of literature and are correlated with the development of aesthetic methods of communication, with the formation of value orientations of students.

The main goal of literary education at school is to form the foundations of artistic perception, and not to convey scientific information about literary content. In this case, two aspects are important: the teacher must have the ability to present a literary text to students as a work of art, but not as an illustrative document of any historical event or a didactic justification for everyday moral teaching, and be able to develop in schoolchildren the need for artistic impressions. The pedagogical goal of a literature teacher is not to lead the student to a pre-planned answer to a separate question, but to form a culture of perception of a work of art, the most important result of which is the student’s spiritual self-determination in the course and result of a conscious choice of his own position. Necessary conditions for improving pedagogical self-awareness are the teacher’s readiness to improve activities, the ability to reorganize activities in accordance with the new requirements of modern society, and positive motivation for teaching work.

The emotional sphere of a literature teacher is the main source of factors influencing interaction with students; the latter attach special importance to the personal qualities of the teacher - sensitivity, tact, fairness, objectivity, etc. Students, in the process of personal formation, project these qualities onto themselves.

List of used literature

Bakirov A.S. Controlling activity and self-control of a teacher in an innovative school // Abstract of thesis. diss. candidate psych. Sci. Kazan, 2001. - 23 p.

Bodalev A. A. Personality and communication. - M.: International Pedagogical Academy, 1995. - 328 p.

Vvedensky V. N. Modeling the professional competence of a teacher // Pedagogy, No. 10, 2003. - P. 72-94

Gogoberidze G.M. Dialogue of cultures in the system of literary education / Ed. G.M. Gogoberidze. M.: Nauka, 2003. - 183 p.

Gonobolin N.F. Psychological analysis of pedagogical abilities. - In the book: Abilities and interests. M., 1962. - P. 230-242

Kirillina I. I. The influence of the personality of a literature teacher on the formation and development of students’ interest in literature as an academic subject // Abstract. Ph.D. ped. Sci. - L., 1984. - 16 p.

The concept of modernization of Russian education for the period until 2010 // Bulletin of Education: Collection of orders and instructions of the Ministry of Education. 2002. - No. 6. - P.11-40.

Krutetsky V.A. Psychology of teaching and upbringing of schoolchildren. M., 1976

Kuzmina N.V. Essays on the psychology of a teacher's work: Psychological structure of a teacher's activity and the formation of his personality. L., 1967

Levitov N. D. Child and educational psychology. M 1960

Markova A.K., Nikonova A.Ya. Psychological features of a teacher’s individual style of activity // Issues. psychology. 1987. No. 5

Popova E.V. Psychological and pedagogical competence of a teacher as a condition for improving pedagogical culture: Abstract of thesis. Ph.D. ped. Sci. Rostov-on-D, 1996. - 17 p.

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Any profession, having specific characteristics, places special demands on a person. The more complex the structure of professional activity, the more significant its goal and result for society, the more diverse the professional tasks, the higher the requirements for a professional. The range of these requirements cannot be limited only to knowledge, skills and abilities; it inevitably expands into the sphere of personal characteristics.

Taking into account the peculiarities of pedagogical activity, its complexity and versatility, and most importantly, the most socially significant goal - preparation for the life of the younger generation, the question arises of what scientifically based requirements should the personality of a teacher meet? In other words, what should a modern teacher be like?

Perhaps this is one of the most difficult questions to which pedagogical science is constantly looking for an answer. Despite the vast accumulated experience, the question remains open and continues to concern both educators and psychologists, the teachers themselves, as well as students, parents and society as a whole.

The qualification characteristics reveal general requirements for the personality and professional competence of a teacher, but the dominant position in them is occupied by the totality of knowledge, abilities and skills necessary for organizing the educational process at school. This is due to the fact that the activity approach has been and remains leading in the theory of teacher education. But it should be borne in mind that within the framework of the activity approach, the figure of the teacher turns out to be completely dependent on the subject-technological side of pedagogical work, and the teacher is depersonalized.

However, society places particularly high demands on the personality of the teacher (the teacher must be not only smart and knowledgeable, but also kind, sympathetic, cultured, loving children, etc., etc.). Therefore, only at the personal level can a teacher be considered as an active subject, “implementing in the teaching profession his own way of life, readiness to further define tasks, and accept responsibility for their own and independent solution. We are talking about such a level of internal activity at which the teacher is able to act independently from particular situations and circumstances developing in his biography, to create these circumstances, to develop his own strategy of professional behavior and activity."

Therefore, today the content of a teacher’s professional readiness is accumulated in professiogram. A professiogram is a kind of ideal model, including the characteristics of professional activity and personality characteristics, it models an anticipated result that exists ideally, it should be obtained after a certain period of training and education of the student, it makes it possible to foresee specific ways, means, operations, criteria professional training and professional development of teachers. The professionogram plays a special role in the development of diagnostic issues of professional suitability and methods of professional selection of young people into pedagogical educational institutions, as well as in the organization of vocational and pedagogical orientation of schoolchildren. The professionogram can be used to improve the system of advanced training and retraining of teaching staff. The scientific development of a teacher’s professiogram means, firstly, a thorough identification of the main properties and characteristics of the teaching profession not through empirical nomenclatures, but on the basis of an analysis of all aspects of the teacher’s activity and, secondly, the determination of those requirements that are projected by society.

The construction of a professiogram should be preceded by a study of personality psychology, as well as specifications of the personal and professional qualities of a teacher. This problem can be solved both through the use of experimental techniques and through a monographic study of the creative biographies of masters of pedagogical work.

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.

Pedagogical abilities are the totality of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality characteristics, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.

As noted earlier, the complexity of teaching involves a wide range of abilities that a teacher must possess. In this regard, in psychological and pedagogical science there are various classifications of pedagogical abilities. Most authors agree that there are general (necessary for all teachers, regardless of the subject being taught) and special (determined by the specifics of the subject being taught) pedagogical abilities.

Thus, V. A. Krutetsky conventionally identifies three groups of general pedagogical abilities: didactic, organizational and communication And personal.

Didactic abilities.

• 1. The ability to convey information to children, making it accessible, to present material or a problem to children clearly and understandably, to arouse interest in the subject, to arouse active independent thought in students.
• 2. Expressive speech abilities are the ability to express one’s thoughts and feelings in speech, colored by expressive facial expressions and pantomime.
• 3. Academic (cognitive) abilities are associated with the constant need of the teacher to deepen and expand his knowledge in the field of the taught subject.
• 4. Distributed attention - the ability to distribute attention simultaneously between two or more types of activities.

Organizational and communication skills.

1. Communicative abilities – abilities for pedagogical communication, which are manifested in the ability to establish and form a pedagogically appropriate position in relation to schoolchildren, which determines

determines the style and tone of relationships with students (both with the team and with individual students).

• 2. Pedagogical tact is a sense of proportion in the teacher’s behavior and treatment of students, the ability to find the most appropriate measures of influence on students, taking into account their mental state at the moment, as well as the specific situation.
• 3. A teacher’s organizational abilities come in two forms. Firstly, in the ability to organize a student team and, secondly, in the ability to organize oneself as a subject of pedagogical activity.
• 4. Suggestive abilities (translated from Latin as “based on suggestion”) are expressed in the direct volitional influence of the teacher on students, in his ability to make demands and achieve their fulfillment.

Personal abilities.

• 1. Perceptual abilities (from the Latin “perception” - “perception”) are the teacher’s ability to perceive the student, and not only his external features, but mainly his inner world. This is a kind of insight. Associated with a subtle understanding of the student’s personality and his temporary mental states.
• 2. Pedagogical imagination (or predictive abilities) - the teacher’s ability to foresee with a sufficient degree of probability the consequences of his actions in relation to the student.
• 3. The ability to self-regulate the emotional sphere and behavior. This general ability can be divided into two components:
  • A) endurance and self-control – this is the ability to always, in any environment, in an unforeseen situation, control oneself, control one’s feelings, temperament, and not lose control over one’s behavior even for a short time;
  • b) self-regulation of mental states – the teacher’s ability to create an optimal mental state, which is characterized by energetic confidence, cheerfulness, optimism, benevolence.

A.I. Shcherbakov considers the most important pedagogical abilities to be: didactic, constructive, perceptual, expressive, communicative and organizational.

N.V. Kuzmina’s research reveals such abilities as pedagogical observation, pedagogical imagination, pedagogical tact, distribution of attention, and organizational skills.

F. N. Gonobolin lists and reveals the following abilities necessary for a teacher: the ability to understand the student, the ability to present the material in an accessible way, the ability to develop student interest, organizational skills, pedagogical tact, foreseeing the results of one’s work, etc.

As can be seen from the above classifications of pedagogical abilities, they equally fully cover the entire structure of pedagogical activity. Their authors only group and classify the important abilities and personal qualities of a teacher in different ways.

The teacher carries out the most important social function - the spiritual reproduction of a person, and therefore of society. A teacher is not only a profession whose essence is to transmit knowledge. This is a high mission, the purpose of which is the creation of personality, the affirmation of man in man. That is why most of the characteristics of a teacher and the requirements for him are set by society, by society’s idea of ​​what a good teacher should be and what he should not be.

Based on the results of the study, in which it was necessary to describe the desirable and undesirable characteristics of a teacher, the personal and professional-pedagogical qualities of teachers were identified, constituting the polar profile of the “reference” model of a teacher-educator. These include: personal disorganization, inability to organize children to carry out a common task and bring it to completion, lack of initiative, indifferent attitude towards teaching activities, dislike for schoolchildren, ignorance of their psychology, lack of self-control, endurance, haste, nervousness, compliance, suggestibility.

Based on this, V. A. Slastenin determined the following basic properties and characteristics of a teacher’s personality.

• 1. High civic activity and social responsibility. Such a teacher will not be indifferent either to the affairs of the country or to the fate of the children. The main guideline of his activities is high professional duty. He is able to critically evaluate his own work and the activities of others, and will not make a deal with his conscience.
• 2. Love for children, the need and ability to give them your heart. A teacher who loves and understands children is capable of pedagogical cooperation with them, parents, and colleagues; he sees the formation of the personality of a growing person as the main meaning of life. Such a teacher does not “eradicate shortcomings and vices,” but, based on the diagnosis of the student’s personality, determines the strategy and tactics for its development.
• 3. Genuine intelligence, spiritual culture, desire and ability to work together with others. He is able to find the right application of his strengths and abilities in collective pedagogical creativity. He is above petty grievances, ambitions and passions, and contributes to the creation of a favorable moral and psychological climate in the team. Such a teacher becomes a living example for children.
• 4. High professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values ​​and make creative decisions. Templates and stencils are absolutely contraindicated for him. The teacher is a creator; he is constantly searching for non-standard approaches to a constantly developing personality. He is not only able to clearly and accurately act according to a model, but also has an individual style of pedagogical human knowledge and human studies.

A teacher cannot and does not have the right to stop in his scientific, spiritual, ideological growth. He must not turn into a milestone that shows the way to others, while he himself stands still.

The changing realities of life require the teacher to constantly exert all his strength, great neuropsychological expenditure, and, to a certain extent, dedication and asceticism.

In a teacher’s professional profile, the leading place is occupied by the orientation of his personality.

The social and moral orientation of the teacher’s personality finds its expression in the system of its value orientations, among which the leading place is occupied by humanistic ones; focus on the child’s personality and its development, on dialogical communication with him, on nurturing the civic activity of students, etc.

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 is characterized primarily by the presence of interest in the teaching profession and a teaching vocation. The basis of pedagogical orientation is interest in the teaching profession, which 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. A pedagogical vocation, in contrast to a pedagogical interest, which can also be contemplative, means an inclination that grows from an awareness of the ability to teach.

The basis of the teaching vocation is love for children. This fundamental quality is a prerequisite for self-improvement, targeted self-development of many professionally significant qualities that characterize the professional and pedagogical orientation of a 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 unique code of pedagogical morality.

The relationship between a teacher and colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, constitutes the essence of pedagogical tact, which is both a sense of proportion, 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 is a unique measure of a 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 the spiritual world of each child in detail.”

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 the cognitive orientation of the teacher’s personality is made up of spiritual needs and interests.

One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge and recognition of its intrinsic value. Continuity of pedagogical self-education is a necessary condition for the professional development and improvement of a teacher.

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 near and distant prospects of pedagogical science.

Thus, the pedagogical abilities and personal qualities of a teacher play a vital role in the success of professional activities and are the key to his professional formation and development.

• Krutetsky V. A., Balbasova E. G. Pedagogical abilities, their structure, diagnostics, conditions of formation and development. M.: Prometheus, 1991. P. 10-22.
• Sukhomlinsky V. A. I give my heart to children. K., 1969. P. 3.