Criteria for the formation of pedagogical culture. Course work on pedagogy, development of professional and pedagogical culture of a teacher

06.08.2020

CULTURE / CULTURE / PROFESSIONAL AND PEDAGOGICAL CULTURE / / FUTURE MUSICIAN TEACHERS/ FUTURE TEACHERS-MUSICIANS / FUNCTIONS / FUNCTIONS / FUNCTIONS OF EXTERNAL AND INTERNAL DIRECTION / FUNCTIONS OF EXTERNAL AND INTERNAL ORIENTATION

annotation scientific article on educational sciences, author of the scientific work - Nasedkina Anna Vladimirovna

The formation of future music teachers is one of the most important goals of modern music education, since from the level professionally- pedagogical culture success depends on a specialist professional activity, its competitiveness and professionalism. The article discusses the functions professional and pedagogical culture future music teachers, the successful implementation of which is an important factor in the development of professional personal qualities and achieving high-quality training of specialists. The following functions are identified: communicative, informational and cognitive, creative, evaluative, humanistic, motivational, moral, educational, reflective, aesthetic. The main attention in the article is paid to the characteristics of these functions. Study results expand knowledge about methodological potential professional and pedagogical culture future music teachers in the educational process.

FUNCTIONS OF PROFESSIONAL AND PEDAGOGICAL CULTURE IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS-MUSICIANS

Formation of professional and pedagogical culture of the future teachers-musicians is one of the most important goals of modern music education because of the level of professional and pedagogical culture specialist depends on the success of professional activity, competitiveness and professionalism. The article discusses the functions of professional and pedagogical culture of the future teachers-musicians, the success of which is an important factor in the development of professional and personal qualities and achievements of high quality training. The following functions are identified: communication, information and cognitive, creative, evaluation, humanistic, motivation, moral, educational, reflective, aesthetic. The main attention is given to the characteristics of these functions. The results of this study extend the knowledge about the methodological potential of professional pedagogical culture of the future teachers-musicians in the educational process.

Text of scientific work on the topic “Functions of professional pedagogical culture in the professional training of future music teachers”

Bulletin of the TSPU (TSPUBulletin). 2015. 8 (161)

A. V. Nasedkina

FUNCTIONS OF PROFESSIONAL PEDAGOGICAL CULTURE IN THE PROFESSIONAL TRAINING OF FUTURE MUSICIAN TEACHERS

The formation of the professional and pedagogical culture of future music teachers is one of the most important goals of modern music education, since the success of professional activity, his competitiveness and professionalism depend on the level of professional and pedagogical culture of a specialist. The article examines the functions of the professional and pedagogical culture of future music teachers, the successful implementation of which is an important factor in the development of professional and personal qualities and the achievement of high-quality training of specialists. The following functions are identified: communicative, informational and cognitive, creative, evaluative, humanistic, motivational, moral, educational, reflective, aesthetic. The main attention in the article is paid to the characteristics of these functions.

The results of the study expand knowledge about the methodological potential of the professional and pedagogical culture of future music teachers in the educational process.

Key words: culture, professional pedagogical culture, future teacher-musicians, functions, functions of external and internal orientation.

Rapidly changing social reality and new socio-economic conditions place serious demands on the professional training of teachers. On modern stage development of society, the need for highly qualified, competent specialists who are ready for constant professional growth and professional mobility is quite clearly expressed. Professionalism of personnel presupposes not only a solid foundation of special knowledge, skills and abilities, but also mastery of a high level of professional and pedagogical culture. This concept accumulates processes personal development, creative self-realization, cultural development and much more. In this regard, in the field of education, the role of the formation of professional pedagogical culture as a determining factor in the professional development of a student’s personality is increasing.

The formation of the professional pedagogical culture of the future teacher-musician is a key problem in educational practice, since the educational result largely depends on it.

Currently, there are many definitions of culture. The Dictionary of the Russian Language by S. I. Ozhegov defines culture, on the one hand, as a set of production, social and spiritual achievements of people, and on the other - as a high level of something, high development, skill (industrial culture, speech culture, professional culture and etc.) . According to V.L. Benin: “Culture represents normative requirements for any human activity, and therefore there are as many types of culture as there are types of culture itself.” human activity. Complication and differentiation

The rendition of this activity leads to the development and differentiation of culture, the identification of new independent elements and subsystems in it.”

The concept of “professional and pedagogical culture of a musician teacher” is defined using many characteristics and is closely related to various types professional activities of a teacher-musician: pedagogical, performing, methodological and educational work, research, organizational, managerial and cultural and educational activities. In this regard, the professional pedagogical culture of the future teacher-musician is understood as a multifaceted concept that includes several subsystems (general personal culture, performing culture, methodological culture, etc.), and is expressed in a certain level of professional pedagogical activity.

A systematic vision of the professional pedagogical culture of the future music teacher involves considering its functions as an important methodological element.

The concept of “function” (from the Latin Adpsyo - execution, implementation) has many meanings in various sciences. For this study the most accurate understanding of function used in sociology will be. Function is the purpose or role that a particular social institution or process performs in relation to the whole. In relation to the process of forming the professional pedagogical culture of music teachers, the function characterizes the manifestation of its properties and capabilities in the transformation of personality, represents a method of action in its relationship with external environment and the internal needs of the specialist.

A.V. Nasedkina. Functions of professional pedagogical culture in professional training.

A significant amount of scientific research in domestic science is devoted to the problem of the formation of professional pedagogical culture (I. F. Isaev, V. L. Benin, E. V. Bondarevskaya, etc.). Most researchers distinguish the functions of professional pedagogical culture from the content of its structural components. I. F. Isaev understands functional components as “the basic connections between the initial state of the structural elements of the pedagogical system and the final desired result” and identifies the following main functions: epistemological, humanistic, communicative, informational, normative, teaching and educational.

V.L. Benin considers the following functions of pedagogical culture: the function of transmitting social experience, regulatory (regulation of the student’s behavior in the process of transmitting social experience and regulation of the qualitative characteristics of the student’s personality in the process of their formation), semiotic or symbolic, axiological and creative. The author comes to the conclusion that all functions of pedagogical culture are realized in all forms of transmission of social experience and cannot be “closed” only within school walls.

According to E. V. Bondarevskaya, pedagogical culture is “a universal phenomenon inherent in all social subjects at different levels of their life and relationships.” The function of pedagogical culture, in her opinion, is the preservation, transmission, stimulation, and development of human culture as a whole.

The classifications presented above reflect the basic essence of the functions of professional pedagogical culture and are determined by its structural components. However, the main functions of the professional pedagogical culture of a musician teacher can be understood more deeply if we proceed from the specifics and versatility of a specialist’s professional activity. Based on these features and the scientific works of researchers, we highlight the following functions of the professional and pedagogical culture of a musician teacher: communicative, informational and cognitive, creative, evaluative, humanistic, motivational, moral, educational, reflective, aesthetic.

The functioning of professional pedagogical culture is associated with the achievement of certain goals in the personal development of a specialist. Important factors in the professional, pedagogical and personal development of a musician teacher are: external - sociocultural and educational environment and internal - future profession.

national activities, self-education and self-education. In accordance with this, two groups of functions of professional pedagogical culture can be distinguished - external and internal orientation.

Externally oriented functions are associated with the implementation of personal needs in the professional development of a teacher-musician in the conditions of society and the educational environment. The social role of the professional and pedagogical culture of the future teacher-musician is manifested in external relations. These functions include communicative, moral, and aesthetic.

The communicative function provides meaningful and educational information interaction, organized for pedagogical purposes. It is based on the need to communicate with other people to transmit or receive information, to establish and establish relationships between the teacher and colleagues, students, parents and the public. Since professional and pedagogical culture is an integral element of the relationship between people, this function will be decisive in the process of personal and professional development of a specialist.

The moral function presupposes compliance with certain norms and rules that have developed in society in relation to the professional activity of a teacher-musician and reflects hard work, kindness, activity, and determination.

The aesthetic function of professional pedagogical culture is manifested in the aesthetic and educational activities of the musician teacher and consists in the development of aesthetic taste, the desire to create aesthetic values. The development of the personality of a teacher-musician is closely related to aesthetic education, which is designed to shape all aspects of the spiritual life of an individual, allows one to correctly understand and appreciate the beauty in the activities of a teacher-musician and is determined by the aesthetic impact on a person.

The functions of internal orientation reflect the value potential in the transformation of a student’s personal qualities and are characteristic of each of the structural components of professional pedagogical culture. The functions of internal orientation are informational-cognitive, creative, evaluative, humanistic, motivational, educational, reflective.

The information-cognitive function is directly related to research activities student and his learning. It consists in the transfer of knowledge and ensures that the student masters the system of performing, psychological-pedagogical, musical-theoretical knowledge, skills and abilities as the foundations of professional development.

Bulletin of TSPU (TBRBBiNePp). 2015. 8 (161)

activity. The effectiveness of the implementation of this function is expressed in the use scientific knowledge in specific conditions of professional activity. Also, the future teacher-musician must navigate the diverse flow of information, master the means information technologies, be able to work with information using these tools.

The creative function lies in the fact that professional pedagogical culture provides great opportunities for future music teachers to develop and improve their skills. creativity, thinking and independence. Since the specifics of the profession of a music teacher are related to creativity, a modern music teacher must be prepared for pedagogical activity as a creative process and have significant creative potential. The basis of this function is the creation of conditions for the realization of the creative manifestation of the individual in the process of professional training.

The evaluative function of professional pedagogical culture is associated with its value orientations, pedagogical and artistic values, aesthetic attitude towards music as an art form and a means of education, it ensures awareness of the values of the world artistic culture. The professional and pedagogical culture of a musician teacher is the unity of the process of creating professional and pedagogical values and the process of mastering these values. This function involves the student’s involvement in the process of mastering the humanistic values of pedagogy and musical art, theories and technologies of value interaction between subjects of the musical educational process.

The humanistic function is associated with the development of the teacher’s personality and his creative individuality. The profession of a teacher always contains a humanistic principle, realized in the desire to cultivate humanity in students and create conditions for their harmonious personal development. The humanistic orientation of the personality of a teacher-musician is one of the indicators of a high level of formation of professional pedagogical culture. According to I. F. Isaev, “the humanistic function of the pedagogical culture of a university teacher affirms universal human values in the educational process, creates conditions for the development of human abilities and talents, serves to strengthen cooperation, equality, justice, and humanity in joint activities.” The essence of this function is to determine humanistic values as a guideline for the development of professional and pedagogical culture of a musician teacher.

The motivational function of professional and pedagogical culture is important,

consisting in the fact that it forms the professional motivation of future music teachers, which encourages and directs their activities to master the profession. Motivation is of decisive importance for educational activities. According to A.K. Makarova, “the motivational sphere of learning is what determines and encourages the student’s activity, which generally determines his learning behavior.” Motivation gives activity personal meaning, determines the direction of the individual and contributes to its self-affirmation. Therefore, in an educational organization higher education it is necessary to create conditions so that professional and educational activities become an area of successful self-affirmation.

The educational function of the professional pedagogical culture of a musician teacher reflects the area of educational activity. The student, on the basis of psychological, pedagogical and special knowledge, develops motives, beliefs, and norms of behavior. The professional and pedagogical culture of a musician teacher is associated with a person’s ability to self-development. As highest form Self-development Some teachers consider self-education. Self-education is a person’s conscious, purposeful activity to improve his positive qualities and overcome negative ones. Therefore, professional pedagogical culture implements the educational function through the formation of personality traits, through the teacher’s lifestyle and the desire for professional and personal growth and self-education.

The reflective function is associated with understanding one’s own professional activities, as well as assessing personal qualities and emotional reactions. Pedagogical reflection is a self-analysis of the activities carried out and an assessment of the results obtained. The future music teacher must understand and analyze the causes of errors and difficulties in the educational process in order to achieve better results. It is reflection that acts as a factor in self-improvement of the types of educational and professional activities of future music teachers: performing, methodological, communicative, creative, scientific research.

Thus, in the content of professional music education at the present stage, a special place belongs to the formation of a professional pedagogical culture, which is a determining factor in the formation of a future teacher-musician. The presented functions of professional pedagogical culture determine the multidimensional content of the professional activity of a musician teacher and the variety of forms of its implementation.

A.V. Nasedkina. Functions of professional pedagogical culture in professional training...

Bibliography

1. Ozhegov S.I., Shvedova N.Yu. Dictionary Russian language. M., 1999. 939 p.

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3. Kravchenko A. I., Anurin V. F. Sociology: textbook. for universities. St. Petersburg: Peter, 2003. 432 p.

4. Isaev I. F. Professional and pedagogical culture of the teacher. M.: Academy, 2004. 208 p.

5. Akopyan A.V. Concept of pedagogical culture // Scientific problems of humanitarian research. 2013. No. 1. P. 67-75.

6. Makarova A.K., Orlov A.B., Fridman L.M. Motivation for learning and its upbringing among schoolchildren. M.: Pedagogika, 1983. 64 p.

7. Rozhkov M.I., Bayborodova L.V. Theory and methods of education. M., 2004. 384 p.

8. Lankina E. E. Aspects of training musician teachers for research activities in a university environment // Vestn. Tomsk State ped. University (TSPU Bulletin). 2013. Issue 9 (137). pp. 83-89.

Nasedkina A.V., graduate student.

Samara State Institute of Culture.

St. Frunze, 167, Samara, Russia, 443010. E-mail: [email protected]

The material was received by the editor on April 14, 2015.

FUNCTIONS OF PROFESSIONAL AND PEDAGOGICAL CULTURE IN THE PROFESSIONAL TRAINING

OF FUTURE TEACHERS-MUSICIANS

The results of this study extend the knowledge about the methodological potential of professional pedagogical culture of the future teachers-musicians in the educational process.

Key words: culture; professional and pedagogical culture; future teachers-musicians; functions; functions of external and internal orientation.

1. Ozhegov S. I., Shvedova N. Yu. Tolkovyyslovar "russkogo yazika. Moscow, 1999. 939 p. (in Russian).

2. Benin V. L. Pedagogicheskaya kul"tura: filosofsko-sotsiologicheskyy analiz. Ufa, BGPI Publ., 1997. 144 p. (in Russian).

3. Kravchenko A. I., Anurin V. F. Sotsiologiya: uchebnik dlya vuzov. St. Petersburg, Piter Publ., 2003. 432 p. (in Russian).

4. Isaev I. F. Professional "no-pedagogicheskaya kul"turaprepodavatelya. Moscow, Akademia Publ., 2004. 208 p. (in Russian).

5. Akopyan A. V. Kontseptsiya pedagogicheskoy kul "tury. Scientific problems of humanitarian researches, 2013, no. 1, pp. 67-75 (in Russian).

6. Makarova A. K., Orlov A. B., Fridman L. M. Motivatsiya ucheniya i eye vospitaniye u shkol "nikov. Moscow, Pedagogika Publ., 1983. 64 p. (in Russian).

7. Roykov M. I., Bayborodova L. V. Teoriya imetodika vospitaniya. Moscow, 2004. 384 p. (in Russian).

8.Lankina Ye. Yes. Aspekty podgotovki pedagogov-muzyikantov k nauchno-issledovatelskoy deyatelnosti v usloviyakh vuza. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta - TSPU Bulletin, 2013, vol. 9 (137), pp. 83-99 (in Russian).

Samara State Institute of Culture.

Lena Svidryk
Typical levels of manifestation of a teacher’s pedagogical culture

Pedagogical culture– this is part of universal human culture, it unites pedagogy and cultural and historical experience, regulates pedagogical interaction.

Object pedagogical culture is – society.

Society determines the goals and content of the process of socialization, upbringing and education, and this interaction is realized by teachers, parents, in a certain historical and pedagogical experience.

IN modern world, the teacher is required not only to fulfill his duties, but also to fully master professional skills. Parents want to see a person who is able not only to think creatively, but also to convey the richness of human culture to their students.

Culture is a measure of human development. It is determined not only by the volume of society’s values acquired by a person, but also by the way in which a person is introduced to these values.

Features of culture:

1. A person, in the process of development, acquires a certain style of thinking and behavior;

2. Culture is all-encompassing public life, any activity;

3. Culture characterizes not only education, but also good manners, the ability to clearly express one’s thoughts and listen.

Cultivation of a person occurs only in the process of working on oneself.

The teacher lives as long as he learns; as soon as he stops learning, the teacher in him dies. K. D. Ushinsky

If over time the teacher does not change, if every day he lives does not add anything to his spiritual wealth, he becomes hateful and hateful to the people around him. And this is more than professional death.

V. A. Sukhomlinsky

Pedagogical culture can be:

1. Material

Means of training and education

2. Spiritual

Pedagogical knowledge, theories, concepts;

The pedagogical experience accumulated by humanity;

Developed professional and ethical standards.

1. Levels of manifestation of a teacher’s pedagogical culture

2. The humanistic position of the teacher (humanity) in relation to children and his ability to be an educator;

3. Psychological and pedagogical competence (availability of knowledge and experience) and developed pedagogical thinking;

4. Proficiency in pedagogical technologies;

5. Experience in creative activity, ability to justify one’s own teaching activities;

7. A culture of professional behavior, ways of self-development, the ability to regulate one’s activities and communication.

Pedagogical culture and teacher culture are different concepts.

Teacher culture- This is, first of all, the culture of personality. Such a person is able to take responsibility, regulate conflicts, make joint decisions, accept and respect someone else's culture.

Personal culture is formed in the process of education and training, under the influence social environment and personal need for continuous development.

The teacher’s personal example is important, since students, looking at the teacher, develop cognitive interest, determine values, hobbies, and outlook on life.

Thus, we come to the conclusion that The teacher’s culture has a significant impact on the development of the student’s personality.

Publications on the topic:

Improving the pedagogical culture of parents by involving them in cultural and pedagogical events“Parents are the first teachers. They are obliged to lay the first foundations of physical, moral and intellectual development personality.

Information resources for teachers that facilitate the organization of effective teaching activities with children with disabilities Currently, special attention is paid to professional competence teachers and specialists educational organizations as a condition.

The only path leading to knowledge is action. B. Shaw To successfully include the younger generation in the life of our society it is necessary.

Consultation for educators “Forms of interaction between preschool educational institutions and families on the formation of the pedagogical culture of parents” Consultation for educators Author: Art. teacher GBOU Gymnasium No. 1551 Pochesteva M.A. Forms of interaction between preschool educational institutions and families according to formation.

Criteria, indicators and levels of education of the sound culture of speech of younger preschoolers Criterion: “Auditory perception” Indicator: Differentiation of sounding toys Levels: High - differentiates all sounding objects. Average.

Self-analysis sheet for a teacher in a preschool institution to determine pedagogical competence A teacher’s self-analysis sheet to determine pedagogical competence, reflecting the specifics of work in a preschool institution for the 2015-2016 school year.

A criterion is a sign on the basis of which an assessment or judgment is made.

The criteria for professional pedagogical culture are determined based on a systemic understanding of culture, identifying its structural and functional components, interpretation of culture as a process and result of creative development and creation of pedagogical values, technologies with professional and creative self-realization of the teacher’s personality.

I.F. Isaev identifies four levels of formation of professional pedagogical culture: adaptive, reproductive, heuristic, creative.

Adaptive level professional pedagogical culture is characterized by an unstable attitude of the teacher to pedagogical reality. The goals and objectives of pedagogical activity are defined by him in general view. The teacher is indifferent to psychological and pedagogical knowledge; there is no system of knowledge and no readiness to use it in specific pedagogical situations. Professional and pedagogical activities are built according to a pre-established scheme without the use of creativity. Teachers at this level are not active in terms of professional and pedagogical self-improvement; advanced training is carried out as necessary, or is rejected altogether.

Reproductive level presupposes a tendency towards a stable value attitude towards pedagogical reality: the teacher values the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relationships between participants in the pedagogical process, and has a higher index of satisfaction with teaching activities. At this level of development of professional pedagogical culture, the teacher successfully solves constructive and prognostic problems that involve goal setting and planning of professional actions.

Creative activity is limited to productive activity, but elements of searching for new solutions already arise in standard pedagogical situations. The pedagogical orientation of needs, interests and inclinations is formed. The teacher is aware of the need for advanced training.

Heuristic level manifestations of professional pedagogical culture are characterized by greater focus and stability of the paths and methods of professional activity. At this level of professional and pedagogical culture, changes occur in the structure of the technological component; The skills to solve evaluation-informational and correctional-regulatory problems are at a high level. The activities of teachers are associated with constant search; they highlight new technologies of training and education, and are ready to share their experience with others. The proposed forms of advanced training are selective; they master the basic methods of cognition and analysis of their own personality and activities.

Creative level characterized by a high degree of effectiveness in teaching activities, mobility of psychological and pedagogical knowledge, and the establishment of relationships of cooperation and co-creation with students and colleagues. The positive-emotional orientation of the teacher’s activity stimulates the sustainable transformative, actively creative and self-creative activity of the individual. Analytical and reflective skills are of paramount importance. Technology readiness is at a high level, and all components of technology readiness are highly correlated. Pedagogical improvisation, pedagogical intuition, and imagination occupy an important place in the activities of a teacher and contribute to the solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs. Teachers are interested in various ways to improve teaching skills and pedagogical culture. Often they themselves become the initiators of advanced training, willingly share their experience and actively adopt the experience of their colleagues; they are distinguished by the desire to improve.

Pedagogical ethics is a relatively independent section of ethical science. He studies the features of pedagogical morality, substantiates its principles, clarifies the specifics of the implementation of the principles of general morality in the sphere of pedagogical work, reveals its functions, the specifics of the content of ethical categories.

Pedagogical ethics develops the foundations of pedagogical etiquette, which is a set of specific rules of communication and behavior developed in the pedagogical environment for people professionally involved in teaching and educating the younger generation.

The process of personality formation is associated with overcoming complex contradictions that give rise to numerous conflicts, therefore, during this process, an objective need arises to regulate the relationships and participants in teaching activities. This is how the requirements of pedagogical morality arise, some of which are addressed on behalf of society to the teacher, and some - on behalf of the teaching profession to the society, the student body and the parent community.

The moral responsibilities of a teacher have evolved historically, and one of the main ones was the requirement to be a bearer of deep and comprehensive knowledge. “A person who takes it upon himself to teach others, without having deep knowledge for this, acts immorally” (K. A. Helvetius). He must systematically update and expand his knowledge.

Teachers, like other professionals, vary in level of pedagogical culture– varying degrees of compliance with the requirements of teaching activities. A.M. Stolyarenko identifies four levels of pedagogical culture:

- highest professional– he has the characteristics of the pedagogical culture described in paragraph 1.5.2 of this topic that the teacher has;

- average professional– cultural indicators are close to those characteristic of highest level, but still differ from it in many ways;

- low (beginner) professional– typical for beginning teachers who have received preliminary pedagogical training (education); this level is usually observed in the first three years of work;

- pre-professional characterized by the presence of those engaged in pedagogical work only gleaned from personal experience teaching in secondary and high school ideas about what a lesson is and how to conduct it. This knowledge is empirical, unsystematized, philistine, having numerous gaps, inaccuracies and even errors; they are similar to the knowledge of a modern lover of detective films, who believes that he knows how an investigator, operative, judge, lawyer works, and believes that he himself could work in their place. But with such knowledge (they are typical for practitioners who go to work in schools without pedagogical retraining), it is impossible to carry out full-fledged teaching activities and often reach the heights of pedagogical culture even after 10–20 years of teaching.

In accordance with the degree of awareness, structure, and stability of the teacher’s professional position, N.M. Borytko identifies five levels of formation of pedagogical culture.

First level- “non-humanitarian”. The teacher considers his main function to be the transfer of knowledge, abilities, skills, profession, etc. He does not create or design its educational effect. In interaction with children, he uses predominantly role-based forms of behavior, chosen due to spontaneously formed ideas about role functions.

Second level- “normative”. This is a type of instruction follower. The structure of his position is dominated by the norms of pedagogical activity, which he accepts for execution without thinking about his own attitude towards them. The trends in his pedagogical interaction with children are rather determined by his own human qualities, which he perceives as a manifestation of his incompetence and lack of training in the field of pedagogical activity. Even being committed to humanitarian views in principle, such a teacher can be authoritarian in his professional activities.

Third level– “technological”. This is a teacher who is passionate about searching pedagogical technologies, and in essence – new forms of organization of training and education. He is fascinated by the variability of communication; in self-analysis the phrases “the children liked it” are often heard. The attitude of children to his activities is significant for him, although for the most part it only encourages him to search for “new developments.” Humanitarianization is thought of by him at the level of individual situations included in pedagogical process, and not at the level of the teacher’s style of activity. Recognition of diversity in his activities appears naturally, but only as a departure from routine.

Fourth level– “systemic ». At this level, the teacher strives to create a system of his interactions with students. Here the pedagogical situation is analyzed and the optimal style of teaching activity is selected. Forms of educational educational work are perceived only as “blanks”, “ construction material» to establish optimal relationships with children based on pedagogical goals. For the teacher, it becomes important not only the diversity of children’s positions, but also the different meanings of their participation in pedagogical interaction. Recognition of diversity serves as a starting point for the mutual development of children and the teacher himself.

Fifth level– “conceptual”. The teacher includes educational interactions in the sphere of not only professional, but also his life development. He feels a conscious need for discussion forms of work, recognizing the opinions of students as valuable in themselves. Suppression in teaching work for him becomes only an extreme disciplinary measure. The main style of his activity is mutual respect and mutual development of positions.

The professional culture of a teacher in the process of its formation and development goes through a natural sequence of qualitatively different states (levels), which determine the style of professional activity, behavior and communication.

The sequence of these levels as qualitative states of a teacher’s professional existence reveals the logic of the process of formation of his professional culture.

As the main mechanism for its development in a teacher, many researchers name the teacher’s professional self-determination, his choice of his own position, goals and means of self-realization in the specific circumstances of professional activity; as the main mechanism for a person to gain and manifest inner freedom. Self-determination in a profession is the search and finding of one’s meaning in it, one’s measure of being, one’s attitude to truth, which are ultimately embodied in pedagogical actions; the acquisition of professional freedom and dignity speaks of a formed professional culture. The feeling of professional freedom when implementing conceptual ideas comes with the opportunity to choose a specific plan of action, build an original structure of methods, your own system of educational work, develop an individual form of implementing educational relations, and the logic of the pedagogical process.

32.Principles of rational organization of mental work and educational activities;

Independent work, being the most important means of education, should be built based scientific organization mental labor, which requires compliance following principles:

Determine your capabilities, know your positive sides and shortcomings, the characteristics of your memory, attention, thinking, will, etc.

Find the most suitable methods of independent work for yourself and constantly improve them.

When starting work, establish its goal (why am I working, what should I achieve in my work).

Outline a work plan and work, adhering to this plan (what and when should I complete).

Carry out self-monitoring and self-examination during work.

Be able to create a favorable environment for your work and improve it.

Comply with mental work hygiene requirements.

To master the skills of scientific organization of mental work, it is recommended following rules work:

Work systematically, not occasionally, preferably at the same time of day.

Do not wait for a favorable mood, but create it through the efforts of your will.

At the beginning of work, always check what was done on the subject being studied the previous time. If a connection is established between the new material and the old one, then new material becomes more accessible, better understood and assimilated.

Study with concentration, attentively, thinking only about work, with the firm intention to understand, assimilate, and consolidate the necessary knowledge.

Strive to develop interest even in uninteresting but necessary work. The mistake is made by those students who work well, with a desire only for their favorite subject, neglecting other disciplines.

Spend more time on complex material, don’t bypass difficulties, try to overcome them on your own.

It is important to see practical meaning in the acquired knowledge and try to understand how this knowledge will help in future professional activities. While studying at a university, it is necessary to develop a desire for continuous self-improvement and self-education, an internal need for the constant acquisition of knowledge.

A first-year student should understand that he has limited time to master theory and acquire skills. curriculum number of hours of classroom training and an unlimited number of hours of independent work.

An extremely important factor in successful educational activities is rational organization of the workplace.

To organize independent studies, you must choose a quiet room (for example, a library reading room, classroom, office, etc.) so that there are no loud conversations and other distractions. Such conditions should be organized at home or in a dorm room.

You should prepare and arrange all the materials and supplies needed for work on the table in strict order. This order must be constant so that everything you need can be used easily, without fuss. The light from the electric lamp should not blind the eyes: it should fall from above or to the left, so that the book or notebook is not covered by the shadow of the head. Proper lighting of the workplace reduces fatigue of the visual centers and promotes concentration at work. A book or notebook should be placed at the distance of best vision (25 cm), and reading while lying down should be avoided.

(sl. eleven) Teachers, like other professionals, differ in level of pedagogical culture– varying degrees of compliance with the requirements of teaching activities. A.M. Stolyarenko identifies four levels of pedagogical culture:

- highest professional– indicates that the teacher has achieved significant success in his professional activities. He knows how to competently, logically and intelligibly convey knowledge and educational ideas to young people, is able to arouse students’ interest in educational and socially significant activities, and can link the content of educational work with the surrounding reality, with problems that are relevant for a growing person. At the same time, a teacher who has reached the highest level knows how to manage the cognitive activity of children and successfully organizes them independent work, masterfully owns modern technologies training and education, encourages students to think, make conscious choices of moral and cultural values;

- average professional– cultural indicators are close to those characteristic of the highest level, but still differ from it in many ways;

- low (beginner) professional– typical for beginning teachers who have received preliminary pedagogical training (education); this level is usually observed in the first three years of work;

- pre-professional It is characterized by the presence of ideas about what a lesson is and how to conduct it, which is only gleaned from personal experience of teaching in secondary and higher schools. This knowledge is empirical, unsystematized, philistine, having numerous gaps, inaccuracies and even errors; they are similar to the knowledge of a modern lover of detective films, who believes that he knows how an investigator, operative, judge, lawyer works, and believes that he himself could work in their place. But with such knowledge (they are typical for practitioners who go to work in schools without pedagogical retraining), it is impossible to carry out full-fledged teaching activities and often reach the heights of pedagogical culture even after 10–20 years of teaching.

In accordance with the degree of awareness, structure, and stability of the teacher’s professional position, N. M. Borytko identifies five levels of formation of pedagogical culture.

Third level– “technological”. This is a teacher who is passionate about searching for pedagogical technologies, and in fact, new forms of organizing training and education. He is fascinated by the variability of communication; in self-analysis the phrases “the children liked it” are often heard. The attitude of children to his activities is significant for him, although for the most part it only encourages him to search for “new developments.” He thinks of humanitarianization at the level of individual situations included in the pedagogical process, and not at the level of the teacher’s style of activity. Recognition of diversity in his activities appears naturally, but only as a departure from routine.

Fourth level– “systemic ». At this level, the teacher strives to create a system of his interactions with students. Here the pedagogical situation is analyzed and the optimal style of teaching activity is selected. Forms of educational work are perceived only as “blanks”, “building material” for establishing optimal relationships with children based on pedagogical goals. For the teacher, it becomes important not only the diversity of children’s positions, but also the different meanings of their participation in pedagogical interaction. Recognition of diversity serves as a starting point for the mutual development of children and the teacher himself.

The sequence of these levels as qualitative states of a teacher’s professional existence reveals the logic of the process of formation of his professional culture.

Criteria for the formation of pedagogical culture. Course work on pedagogy, development of professional and pedagogical culture of a teacher

annotation scientific article on educational sciences, author of the scientific work - Nasedkina Anna Vladimirovna

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