Pedagogical culture and its components. Modern problems of science and education. Technological component of professional and pedagogical culture

(V.A. Slastenin) To understand the essence of professional and pedagogical culture, it is necessary to keep in mind the following provisions that reveal the relationship between general and professional culture, its specific features:

Professional and pedagogical culture is a universal characteristic of pedagogical reality, manifested in various forms of existence;

Professional and pedagogical culture is an internalized general culture and performs the function of a specific design of a general culture into the sphere pedagogical activity;

Professional pedagogical culture is a systemic education that includes a number of structural and functional components, has its own organization, selectively interacts with the environment and has the integrative property of the whole, not reducible to the properties of individual parts;

The unit of analysis of professional and pedagogical culture is pedagogical activity that is creative in nature;

Features of the implementation and formation of the teacher's professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, the prevailing socio-pedagogical experience of the individual.

Taking into account the indicated methodological grounds makes it possible to substantiate the model of professional and pedagogical culture, the components of which are axiological, technological and personal-creative.

Axiological component professional and pedagogical culture is formed by a set of pedagogical values created by mankind and included in a holistic pedagogical process on present stage development of education.

Pedagogical values are the norms that regulate pedagogical activity and act as a cognitive-acting system that serves as a mediating and connecting link between the established public outlook in the field of education and the activities of the teacher. They, like other values, have a syntagmatic character, i.e. are formed historically and fixed in pedagogical science as a form of social consciousness in the form of specific images and ideas. The mastery of pedagogical values occurs in the process of carrying out pedagogical activity, in the course of which their subjectivation takes place. It is the level of subjectivation of pedagogical values that serves as an indicator of the personal and professional development of a teacher.

Pedagogical values differ according to level of existence which can form the basis of their classification. On this basis, personal, group and social pedagogical values are distinguished.

Socio-pedagogical values reflect the nature and content of those values that function in various social systems, manifesting themselves in the public consciousness. This is a set of ideas, ideas, norms, rules, traditions that regulate the activities of society in the field of education.

Group pedagogical values can be presented in the form of ideas, concepts, norms that regulate and guide pedagogical activity within certain educational institutions. The totality of such values has a holistic character, is relatively stable and repeatable.

Personal and pedagogical values act as socio-psychological formations that reflect the goals, motives, ideals, attitudes and other worldview characteristics of the teacher's personality, which in their totality constitute the system of his value orientations. Axiological "I" as a system of value orientations contains not only cognitive, but also emotional-volitional components that play the role of its internal guide. It assimilates both socio-pedagogical and professional group values, which serve as the basis for an individual-personal system of pedagogical values.. This system includes:

values, associated with the assertion by the individual of his role in the social and professional environment (the social significance of the work of a teacher, the prestige of pedagogical activity, the recognition of the profession by the closest personal environment, etc.);

values, satisfying the need for communication and expanding its range (communication with children, colleagues, reference people, experiencing children's love and affection, exchanging spiritual values, etc.);

values, focusing on the self-development of a creative individuality (opportunities for the development of professional and creative abilities, familiarization with world culture, engaging in a favorite subject, constant self-improvement, etc.);

values, allowing for self-realization (the creative, variable nature of the work of a teacher, the romanticism and fascination of the teaching profession, the possibility of helping socially disadvantaged children, etc.);

values, that make it possible to satisfy pragmatic needs (the possibility of obtaining a guaranteed public service, wages and vacation time, career growth, etc.).

Among these pedagogical values, one can single out the values self-sufficient and instrumental types that differ in subject matter. Self-Sustaining Values - this values-goals , including the creative nature of the teacher's work, prestige, social significance, responsibility to the state, the possibility of self-affirmation, love and affection for children. Values of this type serve as the basis for the development of the personality of both the teacher and the students. Values-goals act as the dominant axiological function in the system of other pedagogical values, since the goals reflect the main meaning of the teacher's activity.

Searching for ways to achieve the goals of pedagogical activity, the teacher chooses his professional strategy, the content of which is the development of himself and others. Consequently, the values-goals reflect the state educational policy and the level of development of the pedagogical science, which, being subjectivized, become significant factors of pedagogical activity and influence instrumental values, called value-means. They are formed as a result of mastering the theory, methodology and pedagogical technologies, forming the basis vocational education teacher.

Values-means- these are three interrelated subsystems: the actual pedagogical actions aimed at solving professional-educational and personality-developing tasks (technologies of education and upbringing); communicative actions that allow the implementation of personally and professionally oriented tasks (communication technologies); actions that reflect the subjective essence of the teacher, which are integrative in nature, since they combine all three subsystems of actions into a single axiological function. Values-means are subdivided into such groups as values-relationships, values-qualities and values-knowledge.

Values-relationships provide the teacher with an expedient and adequate construction of the pedagogical process and interaction with its subjects. The attitude towards professional activity does not remain unchanged and varies depending on the success of the teacher's actions, on the extent to which his professional and personal needs. The value attitude to pedagogical activity, which determines the way the teacher interacts with students, is distinguished by a humanistic orientation. In value relations, self-relationships are equally significant; attitude of the teacher to himself as a professional and a person.

In the hierarchy of pedagogical values, the highest rank is value-quality , since it is in them that the essential personal and professional characteristics of the teacher are manifested or exist. These include diverse and interconnected individual, personal, status-role and professional-activity qualities. These qualities are derived from the level of development of a number of abilities: predictive, communicative, creative (creative), empathic, intellectual, reflective and interactive.
Values-relationships and values-qualities may not provide the necessary level of implementation of pedagogical activity, if one more subsystem is not formed and assimilated - the subsystem knowledge-values . It includes not only psychological, pedagogical and subject knowledge, but also the degree of their awareness, the ability to select and evaluate them on the basis of a conceptual personal model of pedagogical activity.

The teacher's mastery of fundamental psychological and pedagogical knowledge creates the conditions for creativity, alternatives in the organization educational process, allows you to navigate in professional information, track the most significant and solve pedagogical problems at the level of modern theory and technology, using productive creative methods of pedagogical thinking.

Thus, the named groups of pedagogical values, generating each other, form axiological model, having a syncretic character. It manifests itself in the fact that the values-goals determine the values-means, and the values-relations depend on the values-goals and values-qualities, etc., i.e. they function as a unit.

The axiological wealth of the teacher determines the effectiveness and purposefulness of the selection and increment of new values, their transition into behavioral motives and pedagogical actions.

Technology Component Pedagogical culture includes the methods and techniques of teacher's pedagogical activity. Pedagogical activity is technological in nature. In this regard, an operational analysis of pedagogical activity is required, which allows us to consider it as a solution to various pedagogical problems. Among them, we include a set of analytical-reflexive, constructive-prognostic, organizational-activity, evaluation-information, correctional-regulatory tasks, the techniques and methods for solving which constitute the technology of the teacher's professional and pedagogical culture.

This component of the teacher's culture is characterized by the degree of awareness of the need to develop the entire range of their own pedagogical abilities, as a guarantee of the success of their professional activities, the prevention of possible pedagogical errors, as well as the meaningfulness of the most rational ways of developing pedagogical abilities. The culture of pedagogical activity is formed in the process practical work through a more detailed mastering and creative application of the achievements of special, psychological and pedagogical, social and humanitarian sciences and best practices. The elements of the activity culture of the teacher usually include:

Knowledge and skills in the content, methodology and organization of educational work;

Pedagogical thinking;
pedagogical skills (gnostic, perceptual, constructive, projective, communicative, expressive, organizational);
pedagogical technique;
pedagogical self-regulation.

Culture of pedagogical thinking includes the development of the ability for pedagogical analysis and synthesis, the development of such qualities of thinking as criticality, independence, breadth, flexibility, activity, speed, observation, pedagogical memory, creative imagination. The culture of pedagogical thinking implies the development of the teacher's thinking at three levels:

At the level of methodological thinking, oriented by his pedagogical convictions. Methodological thinking allows the teacher to adhere to the correct guidelines in their professional activities, to develop a humanistic strategy;

The second level of pedagogical thinking is tactical thinking, which allows the teacher to materialize pedagogical ideas in the technology of the pedagogical process;

The third level (operational thinking) is manifested in the independent creative application of general pedagogical patterns to particular, unique phenomena of real pedagogical reality.

Pedagogical technique- a set of techniques used by the teacher to most effectively achieve the goals of the educational process. The concept of pedagogical technology includes three groups of techniques:

a) techniques for managing oneself (facial expressions, managing emotions, mood, creating creative well-being, managing attention, observation, imagination; speech technique (breathing, voice setting, diction, speech rate);

b) be able to manage others - organizational, communicative, technological methods of presenting requirements, managing pedagogical communication, organizing collective creative affairs;

c) be able to cooperate. The technology for establishing pedagogically expedient relationships requires a certain instrumentation of the pedagogical requirement, reliance on the public opinion of the team, adequate assessments of knowledge, skills, as well as the behavior of students and the personality of the teacher as a factor that directly affects the nature of the emerging relationships in a particular activity.

Personal and creative component pedagogical culture is manifested in the self-realization of the essential forces of the teacher - his needs, abilities, character traits, temperament and other personal characteristics in pedagogical activity. The process of self-realization of a teacher consists of a number of interrelated stages, such as self-knowledge, self-esteem, self-regulation, self-affirmation, which reveal the intellectual, professional and moral potential of the teacher's personality.

professional identity, from on the one hand, it provides psychological self-control of the individual, thus maintaining the clarity and intensity of the teacher's intellect, on the other hand, it contributes to the social determinism of creative pedagogical activity. In the second case, the subject of creativity compares his goals, attitudes, means with the norms and values of his social group, society as a whole, which were appropriated by him and thanks to which he became creative personality. Since individual self-consciousness involves self-regulation and self-control, it acts as a condition for the conscious development of the creative forces and abilities of the individual. The teacher's self-awareness not only contributes to the formation of an integrative professional image, but also influences the solution of individual professional problems related to the realization of his creative potential.

The success of self-realization as a free activity of a person is determined by the nature of the goal and the measure of its personal understanding and acceptance. The socially significant goals of the professional activity of a university teacher should be accepted in whole or in part, becoming personally significant, subjective. Awareness of the goals of one's professional activity, an active-positive emotional and value attitude towards it contribute to the actualization of the teacher's personal professional and pedagogical qualities, create conditions for constant self-knowledge and self-esteem, self-reflection, self-development, self-assertion as mechanisms of creative self-realization.

Self-knowledge and self-esteem are in dialectical unity with self-realization. In the process of creative activity, self-knowledge and the formation of an individual's emotional attitude towards himself take place; a new level of self-knowledge and self-attitude acts as an incentive to carry out professional and pedagogical activities at the level of personal-semantic activity, the essence of which is the desire to test oneself, to realize one's abilities (intellectual, moral, communicative, etc.). Self-knowledge as a process of disclosure by a person for himself of his needs, abilities, interests accompanies a person throughout his life. The self-observation, self-analysis and self-reflection that make it up do not depend on the age, experience, qualifications of a person. A novice or even an experienced university teacher does not always understand his personal and professional characteristics. The problem arises of modeling one's own personality structure as a goal, means and result of self-knowledge and self-realization. Modeling and implementation of the professional self testifies to the professional growth and development of the teacher's personality, his creative possibilities in the implementation of pedagogical activities. Creative self-knowledge is inseparable from the world, since, on the one hand, when creating, a person cognizes himself as a part of the reality in which he lives and creates, and on the other hand, knowing himself, a person cognizes the surrounding reality, discovering and developing new creative possibilities.

self-reflection as an intrapersonal moment of self-realization of a teacher is aimed at the perception and comprehension of educational situations from the student's point of view, to take it into account in their own behavior, to the knowledge of ways to solve analytical-reflexive, constructive-prognostic, organizational-activity, evaluation-information and correctional-regulatory tasks. Self-reflection helps to present the student not only as an object, but also as a subject of the pedagogical process, to understand the essence of subject-subject relations.

The ability for constant professional and personal self-development through the maximum possible realization of one's creative powers is one of the most important criteria for the personality of a teacher as a professional. Self-development serves as a way of constant personal and creative enrichment with pedagogical values, new technologies of pedagogical activity. The innovative style of activity, readiness to systematize, generalize one's own experience and the experience of one's colleagues become the most important characteristics of the creative activity of a higher school teacher.

Self-realization is considered by us as a condition for the manifestation of the essential forces of a professional, and the ability for it is an important element of the culture of the individual. The measure of personal self-realization of creative possibilities is, in our opinion, the essence of professional and pedagogical culture.

The personal-creative component of pedagogical culture reveals the mechanism of mastering it and its implementation as a creative act.

The most important prerequisite for creative activity is the ability to distinguish one's professional self from the surrounding pedagogical reality, to oppose oneself as a subject to the objects of one's influence and to reflect on one's actions, words and thoughts.

It is in pedagogical activity that the contradictions of the creative self-realization of the individual are revealed and resolved, the cardinal contradiction between the pedagogical experience accumulated by society and the specific forms of its individual creative appropriation and development, the contradiction between the level of development of the forces and abilities of the individual and self-denial, overcoming this development, etc. Thus, Pedagogical creativity is a type of human life activity, the universal characteristic of which is pedagogical culture. Pedagogical creativity requires from the teacher an adequate need, special abilities, individual freedom, independence and responsibility.

The following main criteria and indicators of the formation of pedagogical culture can be distinguished.

1. A value attitude to pedagogical activity is manifested through a set of such indicators as understanding and evaluating the goals and objectives of pedagogical activity, awareness of the value of pedagogical knowledge, recognition of the value of subjective relations, satisfaction with pedagogical work.

2. Technological and pedagogical readiness implies knowledge of methods for solving analytical-reflexive, constructive-prognostic, organizational-activity, evaluative-informational and correctional-regulating pedagogical tasks and the ability to use these techniques.

3. Creative activity of the teacher's personality, which manifests itself in intellectual activity, pedagogical intuition and improvisation.

4. The degree of development of pedagogical thinking as a criterion of professional and pedagogical culture contains the following indicators: the formation of pedagogical reflection, a positive attitude towards everyday pedagogical consciousness, the problem-search nature of activity, flexibility and variability of thinking, independence in decision-making.

5. The desire for professional and pedagogical improvement of a university teacher consists of the following indicators: setting for professional and pedagogical improvement, the presence of a personal pedagogical system, an interested attitude to the experience of one's colleagues, mastering ways of self-improvement.

It becomes obvious that pedagogical culture is a sphere of creative application and realization of the teacher's pedagogical abilities.

The concept of pedagogical culture is new. Its categorical development began quite recently. Pedagogical culture is an integrative characteristic of the pedagogical process in the unity of its object, subject, content, mechanism, system and goals.

Culture is the mastered and materialized experience of human life. Experience is a fixed unity of knowledge and skills, which has grown into a model of action in any situation; a program adopted as a model for solving various problems that arise. Education as a system is a social institution of targeted and purposeful transfer of such experience. Based on the foregoing, we can give the following definition of pedagogical culture: pedagogical culture is an integrative characteristic of the pedagogical process, including the unity of both the direct activity of people in the transfer of accumulated social experience, and the results of this activity, enshrined in the form of knowledge, skills, abilities and specific institutions of such transmission from one generation to another.

Since culture is a concentrated experience of previous generations, it allows each person not only to assimilate this experience, but also to participate in its multiplication.

Pedagogical culture as a phenomenon inextricably links the two social systems of pedagogy and culture and requires the definition of its position, both in the system of pedagogy and in the system of culture.

In order to determine the place of pedagogical culture in the general system of culture, it is necessary to bring it under another, broader concept. Such a generic concept, at first glance, should be spiritual culture. But, as noted in the literature, the inheritance of social experience is not the prerogative of only spiritual production. It is also carried out in the sphere of material production, but appears there, in the form of practical-cognitive activity (18.86). Therefore, it seems that pedagogical culture, if it fits into the framework of a rigid division of culture into spiritual or material, will be with difficulty, and with many reservations. It seems to us more expedient to connect it with the category "professional culture".

In the philosophical and sociological literature there is no unity in the interpretation of the concept of "professional culture".

G.M. Kochetov interprets professional culture as an element of the personality model of a specialist with a higher education and refers to its features three points:

1) knowledge of product properties and consumer requests;

2) the ability of a specialist to predict the consequences of his actions;

3) responsibility for one's actions (20:73-77). As a personal aspect of work culture, professional culture is considered in the monograph by G.N. Sokolova (40.144). Since a comprehensive study of the phenomenon of professional culture is not the subject of our study, in the future we will use it in the interpretation of I.M. Model.

I.M., who studied professional culture The model defined it as a category that characterizes the degree of mastery of a professional group, its representatives, with a specific type of labor activity in any sphere of social production. In this capacity, professional culture serves as a measure and method for the formation and implementation of the social forces of the subject of activity (30,31). Obviously, professional culture is based on the essential characteristics of a particular profession.

Professional culture implies a set of special knowledge and experience of their implementation in professional activities. Its specific manifestation is the formation of a professional type of thinking that leaves a specific imprint on the whole way of thinking and human behavior.

Pedagogical culture is broader than the culture of a professional activity. It qualitatively characterizes not only the work of a teacher (teacher, educator), but also the type of pedagogical influence of certain communities, for example, such as a family or a work collective. On the one hand, pedagogical culture is part of the general culture of both society as a whole and each individual person, since it is inherent in almost everyone to one degree or another. At the same time, this is the culture of a specific professional group of teachers. But is it possible to limit it to the usual framework of professional culture, like, for example, engineering culture? No you can not. Only professionally trained people are engaged in engineering activities and, consequently, only professionally trained people are characterized by the level of engineering culture. Everyone is engaged in pedagogical activity, to one degree or another (with extremely rare exceptions), because almost every person is someone's father or mother, brother or sister, grandfather or grandmother, uncle or aunt, etc. Because of this, each person has an appropriate pedagogical impact on someone else and is characterized by a certain culture of such impact.

Consequently, the pedagogical culture of society is determined by the level of pedagogical culture of the masses and is part of the general culture.

In addition, pedagogical culture is also a professional culture related to specialist educators. The circle of these people is not small, and it is by no means easy to determine its boundaries. It is clear that its core is made up of professional teachers serving preschool institutions, secondary, secondary special and high school. These can rightly be attributed to professional educators working both at the level of out-of-school institutions and at the level of the family of tutors, reborn tutors, home music teachers, etc. These include professionals working at the level of specific educational institutions, mentors in Sunday church schools, educators in hostels, employees of correctional labor institutions. But the boundaries of professional educators do not end there.

The educator is both a sports coach and a working mentor at the enterprise. Labor mentoring, by the way, is not a Soviet invention, although it has been passed off as it for a long time. Skillful artisans have always taught, instructed and in one way or another brought up the younger generation. Strictly speaking, such mentoring was not part of their professional duties. The profession required them to be a good cooper or bricklayer, turner or combine operator. In the narrowly professional sense, there is no pedagogical component in their work. But she is in real practice, and is expressed precisely in the form of mentoring.

Thus, pedagogical culture, both as an element of general culture and in a narrow professional manifestation, penetrates, as it were, into all the "pores" of society, representing its through "section". On the one hand, pedagogical culture is a special subsystem, a special kind of culture. On the other hand, it, as an element, is present in each of the types of culture, linking it with the system of social inheritance.

Analyzing the structure of culture, L.N. Kogan distinguishes several of its types, representing a kind of "vertical" section and penetrating both the material and spiritual spheres of social life. He singles out economic, aesthetic, ecological and political culture (17.38). with good reason, one should also include pedagogical culture, which also inextricably combines both elements of material culture (learning the ways of material and practical activities of people) and elements of spiritual culture (the formation of a person’s spiritual world).

The problem of the typology of pedagogical culture is also very important for clarifying the essence of the phenomenon of interest to us. In the recent literature, the notion of two types of educational systems totalitarian and democratic (34). However, it seems to us that such an approach sins with simplification.

The criteria for identifying certain types of pedagogical culture are the content of value orientations in the field of education, the norms of the relationship between the mentor and the student, as well as the degree of freedom of the teacher in fulfilling his own social role. These criteria make it possible to single out three main types of pedagogical culture - democratic, authoritarian and totalitarian.

The democratic type of pedagogical culture is based on the cooperation of a teacher and a student with their mutual endowment with mutual rights and obligations in educational process. The main values of this type of pedagogical culture are the development of the student's personal qualities and, above all, his decency and humanity, curiosity, efficiency, and independence. To achieve these goals, the teacher is given complete freedom of creative choice of the forms and methods of pedagogical influence he needs.

The authoritarian type of pedagogical culture is characterized by the suppression of the pupil and his complete submission to the will of the educator, who is endowed with a maximum of rights with a minimum of reciprocal duties. The values of this type of pedagogical culture are the development of conformity, obedience, discipline, respect and an uncritical attitude towards authorities in children. But at the same time, in choosing the forms and methods of pedagogical influence, the teacher still has a certain degree of personal creative freedom.

Here, however, it is necessary to make a reservation. E. Fromm emphasized that many misunderstandings are associated with the use of the term "authoritarian" due to the fact that dictatorial authority is often alternatively opposed to the absence of any authority (45,26). Such an alternative is erroneous, because in fact, the authorities of rational and irrational The source of rational authority is competence. "A person whose authority is based on respect, E. Fromm points out, always acts competently in the performance of duties assigned to him by people. And he does not need to intimidate people, nor arouse their gratitude with the help of some extraordinary qualities; insofar as he provides them with competent assistance, his authority is based on rational grounds, and not on exploitation, and does not require irrational reverence” (45,26). The source of irrational authority is power over people. It can be both physical and spiritual, both absolute and relative, but it is always based on fear and strength. “Rational authority is based on the equality of a person in authority and subordinates, who differ only in the degree of knowledge or skill in a certain area. Irrational authority, by its very nature, is based on inequality, including inequality of values” (45,26). Thus, the antithesis of democratic and authoritarian types of pedagogical culture is based on the antithesis of rational and irrational authorities.

The totalitarian type of pedagogical culture is typical for states with a dictatorial political regime. It not only preserves and strengthens absolute control over the student's activities, but complements it with absolute control and the strictest regulation of the teacher's activities. The main value of this type of pedagogical culture is the formation of an obedient, conformal, executive personality, distinguished by trust in social myths and active political superstition. At the same time, knowledge itself goes to the periphery of the system of values, and in the sphere of the social and humanitarian sphere it is completely expelled from the educational system.

With a totalitarian type of pedagogical culture, the contradiction of the teacher's social position is as follows. On the one hand, the state entrusts the younger generation to him so that the teacher forms in this generation those values and ideals that are necessary for this state. Consequently, the teacher, who is most often a civil servant and paid by the state, is obliged to carry out the state ideology, thereby playing the role of an element of the propaganda machine. Note that even if a teacher is not a civil servant, but teaches in a private educational institution, his freedom is still very conditional, because it is limited by the state educational standard with all the ensuing consequences. So, on the one hand, in the system of totalitarian pedagogy, the teacher is the conductor of the state ideology and his duty is to plant this ideology in every possible way.

On the other hand, the teacher is an educator. Already by the nature of his activity, he is called upon not to thoughtlessly "train" children to memorize dogmas, but to teach them to consciously receive knowledge. This requires a pedagogical culture of a democratic type.

In the system of pedagogy, the concept of "pedagogical culture" correlates with the concepts of "pedagogical skill" and "pedagogical technique." In pedagogical literature, skill is defined as " highest level pedagogical activity., which manifests itself in the fact that the teacher achieves optimal results in the allotted time, ”or as “a synthesis of scientific knowledge, skills and abilities of methodological art and personal qualities of the teacher” (25,30). Scientists of the Poltava Pedagogical Institute, whose experience was widely popular in the past, saw the essence of pedagogical skill in those qualities of a teacher's personality that ensure the success of pedagogical activity. They proceeded from the understanding of mastery as a complex of personality traits that ensures a high level of self-organization of professional activity (32,10). It was argued that in the course of classes such a complex can be developed by almost every student.

Pedagogical technique is understood as a set of skills that help the teacher achieve optimal results in educational work. The point of view expressed by Yu.P. Azarov: "Obviously, pedagogical technique is a set of means, techniques by which the master educator achieves the necessary educational result; technique is an integral part of mastery. Mastery is manifested in how the teacher behaves, how he controls his voice, within what limits he allows himself to show anger, joy, doubt, demand, trust, as he knows how to address the team and the child" (1,122).

It does not seem to us that the proposed by Yu.P. Azarov interpretation. It seems that the mastery of a teacher is manifested not in “how the teacher behaves”, but in how he solves the main meaningful tasks of the process of teaching and upbringing. The concept of “pedagogical skill” just expresses this internal, meaningful characteristic of the teacher’s activity. That is why, with all the outward dissimilarity of the manner of "behaving", famous teachers Sh. A. Amonashvili, I. P. Volkov, E. N. Ilyin, S. N. Lysenkova, V. F. Shatalov, M. P. Shchetinin are characterized by the highest level of pedagogical skill.

What does it mean to have a high pedagogical culture? In short, pedagogical culture is a culture of upbringing and education. Consequently, the level of a person's pedagogical culture is determined by the extent to which this person plays the role of an educator and teacher. The latter depends on a number of factors, among which are:

1) the amount of knowledge that a person possesses;

2) his life experience, human wisdom;

3) skills and abilities to transfer their own knowledge. It is not enough to have extensive knowledge. You can know a lot and still be a bad teacher, not possessing the skills and abilities to transfer this knowledge to others.

It should be added to the above that pedagogical ethics is an obligatory moment of pedagogical culture. Finally, pedagogical aesthetics cannot be left out of sight. Since each work has its own beauty, there is also a sufficient basis for highlighting pedagogical aesthetics. It includes not only the appearance of the educator, his beautiful and figurative speech, demeanor, but also the ability to show the beauty of the subject taught by the teacher.

That is why pedagogical culture cannot be reduced only to pedagogical skill. Pedagogical excellence is only one of the moments of pedagogical culture, which is associated with the possession of specific skills and abilities, the moment, of course, is necessary, but pedagogical culture is not exhaustive.

In addition, pedagogical culture cannot be limited to the framework of one pedagogy. Pedagogy is, first of all, a science. Pedagogical culture is both a science and an art. In addition to scientific characteristics, it also implies something of an irrational instinct, intuition. It is no coincidence that one of the greatest writers of the XIX century. F.M. Dostoevsky constantly emphasized that man is not limited to the conscious, he is wider than consciousness. And it is impossible to know a person with the mind alone (22:157).

These are the main essential characteristics of pedagogical culture, reflecting its position both in the system of culture and in the system of pedagogy. Substantially, it represents the unity of both the direct activity of people in the transfer of accumulated social experience, and the results of this activity, enshrined in values, norms, traditions and social institutions. The experience of social inheritance was accumulated in values, norms and traditions. Institutions have historically emerged as a means of its effective and purposeful implementation.

In the activities of people in the transfer and inheritance of accumulated social experience, three main levels can be distinguished - practical, value and cognitive. The first is characterized by awareness of the formation and implementation of the goals of pedagogical activity. The second is the awareness of the need for knowledge and the optimal forms of its transfer. The third is the degree of mastering pedagogical knowledge, both among professionals and abroad. Of course, this division, like any division of the living and inseparable body of culture, is only a device of epistemological abstraction and should not be made absolute.

In the study of any particular type of culture, an important place is occupied by the analysis of its structure. At the same time, the structure of the species is derived from the structure of the genus and is associated with the latter as special with the general.

Culture is a complex system, the elements of which are not just multiple, but are closely intertwined and interconnected. Like any system, it can be structured in various ways. According to the subject-bearer, culture is divided into universal (or world) culture; national; culture of a social group (class, estate, professional, youth); territorial; the culture of a small group (formal or informal) and the culture of an individual. Accordingly, taking the carrier as the basis for structuring, we will be able to single out in the pedagogical culture the elements of universal and national, estate and territorial, etc.

According to the sources of formation, folk and professional culture is distinguished. Folk culture does not have an explicit and definite authorship (that is why it is said about "folk ethics", "folk instruments", "folk medicine", etc.). It is passed on from generation to generation, constantly supplemented, enriched and modified.

Professional culture is created by people who are professionally engaged in this field of activity and, as a rule, have undergone special training for it. The ownership of the results of their activities by one or another author is strictly fixed and is often legally protected by copyright from any later changes and modifications by someone else. Defining the structure of pedagogical culture according to the sources of its formation, we will have to talk about folk and professional pedagogical culture.

Folk culture in general, and pedagogical folk culture in particular, arises at the dawn of mankind and is much older than professional culture, which appeared only with the transition of society to the stage of division of mental and physical labor. With the advent of professional culture, specific institutions appear, designed for its development, preservation and dissemination. These include archives and museums, libraries and theaters, creative unions and associations, publishing houses and editorial offices, engineering and medical societies, etc. But especially in this regard, it is necessary to single out the education system, which is a social form of the existence of cultural processes of education and upbringing. The structure of this system, emphasizes V.A. Konev, both from the methodological and pedagogical point of view and from the organizational and pedagogical point of view, depends on the logic of the structure of culture itself as a system. The structure of the formation of tracing paper from the structure of culture. So, for example, the class-lesson system of education, which has developed in modern times and dominates throughout the culture of bourgeois society, was a "tracing paper" from the "sectoral" system of culture that developed as a result of bourgeois revolutions (19,7).

Thus, both the complex structure of the object of study itself, and the differences in the approaches to its structuring available in the literature, leave the researcher the opportunity to choose the basis for subsequent analysis. It seems to us that to study the structure of the phenomenon of pedagogical culture that interests us, the "block" method (17,89-93) can be successfully used, which distinguishes three blocks in one form or another of culture - cognitive, behavioral and institutional.

The cognitive (cognitive) block includes pedagogical knowledge, views and ideas. Their volume, depth and nature in the conditions of professional and non-professional pedagogical activity undergo noticeable changes. The professional culture of a teacher implies the presence of deep and systematized knowledge in a particular section (mathematics, history, physics, biology, etc.), supplemented by special knowledge in didactics and the theory of education, general, age and educational psychology, methodology, etc. At the same time, the professional culture of a teacher cannot be limited solely to special knowledge and implies that he has the widest possible range of general knowledge. Without a wide range of general knowledge, it is extremely difficult (or even completely impossible) for a teacher to interest students in the learning process. The ability to interest a student in domestic pedagogical classics has traditionally been attributed to the necessary professional qualities. This was considered by V.N. Tatishchev (2), V.F. Odoevsky (3), V.G. Belinsky (5), and others. Thus, a high level of professional pedagogical culture implies a high level of the general culture of the individual.

On the other hand, without a certain minimum of pedagogical knowledge, it is impossible to form a high general culture of the individual. This minimum includes the general principles of education, certain rules of didactics and the knowledge in all subjects that parents and other adults give the child before school. Such knowledge, as a rule, is shallow, fragmented and unsystematized. However, they are obligatory for everyone, since each person, to one degree or another, is a teacher, acts as an educator. Therefore, a high general culture of the individual implies the presence of the minimum necessary, but sufficient pedagogical knowledge.

The cognitive block of pedagogical culture in its specificity represents the inseparable unity of the two components of the actual culture and the culture of accumulated or cultural memory. The actual part of the culture is understood as that part of the culture that directly functions in a given society at a given time and is expressed in everyday manifestations of the culture of work, life, and behavior. Cultural memory is, as it were, the old knowledge and skills that have been set aside, but not erased by progress, which underlie the current level of development and, if necessary, are extracted from oblivion (7.11).

To all the new questions that constantly arise before a person, he is looking for an answer in the culture he has assimilated. The latter, however, offers him a not too rich choice between actual or postponed experience. It is impossible to choose something third, because it is impossible to choose something that does not exist, or that is still unknown. Therefore, in a period of social upheaval, social change, when the current cultural experience does not provide answers to burning questions, a person looks for them in the experience of the past. An individual thinker, a genius is able to rise above the limitations of culture and see the horizons of new knowledge. In the masses, the principle “New is well forgotten old” dominates. Therefore, it is no accident that the modern crisis of the education system revived lyceums and gymnasiums. This manifested the effect of cultural memory.

This feature of the cognitive block of pedagogical culture cannot be underestimated, otherwise any return to traditional knowledge (whether it be the traditions of national culture or folk pedagogy) can turn into traditionalism at its worst. The latter, as G.S. Batishchev, in essence, is not able to self-critically learn from his tradition, which “would require revealing and deploying all the diversity and complexity, all the antinomy of both the positive and negative cultural and historical experience of the past inherent in it, with an equally unprejudiced willingness to creatively renew the life of the tradition. ” (4,110).

The behavioral block of pedagogical culture includes relevant norms, values, customs and traditions. Any culture always has a social normative character. Social norms are defined as generally accepted rules, patterns of behavior or action (44,441). Mastering them, a person joins a particular type of culture. Pedagogical culture is normative, it establishes certain norms of possible relations between the educator and the educated person.

The norms of pedagogical culture are historically changeable. This is due to the dynamism and variability of education as a field of activity.

A feature of the institutional block of pedagogical culture is that it combines institutionalization and non-institutionalization. On the one hand, social inheritance itself is a certain social institution in which all members of society are involved. On the other hand, for the dissemination of the norms and values of pedagogical culture and their implementation by society, special social institutions are used, which arise already at the stage of primitiveness. So, considering the rite of raising boys among the tribes of the lower Congo, A. Elchaninov emphasized: “We will not exaggerate if we assert that the principles of this Negro school are not lower than the principles of any European one. Firstly, its program, covering the whole person, giving him all-round development, connected with the traditions of the tribe, preserving the age-old experience of the tribe in the field of religions, laws, technology Secondly, the method: removing children from all influences during training, living together with a teacher-priest, the inseparability of science, religion and life, serious, sacred environment of learning” (13:32).

Pedagogical culture is institutionalized, because it is the property of specific social institutions that exist precisely in order to create, develop and promote the forms and methods of pedagogical influence. These include certain ministries, departments, governing bodies public education, pedagogical schools, pedagogical and engineering-pedagogical institutes, institutes for advanced training of teaching staff, relevant university departments, pedagogical journals and publishing houses, special editions in the media, etc. The direct implementation of pedagogical culture is carried out through various educational institutions. In other words, pedagogical culture is professionally created and disseminated with the help of special social institutions.

But the pedagogical culture is also non-institutionalized. At the level of a family or a production team, in its everyday everyday manifestation and understanding, it does not have special institutions and exists and develops without them, due to the totality of traditions, established norms and rules of education and upbringing.

Of course, our proposed division of the structure of pedagogical culture into blocks is largely arbitrary. In reality, they are closely intertwined and interact with each other. However, in epistemological terms, such a division seems appropriate, quite justified, and allows us to come to a deeper understanding of the phenomenon of pedagogical culture.

Having thus revealed the essence and general structure of pedagogical culture, we can proceed to the specifics of the formation of the pedagogical culture of the master of vocational training. This is the subject of the next chapter.

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1. Theoretical aspects of the formation of pedagogical culture as the basis of professional activity as the basis of the teacher's professional activity

1.1 The essence and significance of pedagogical culture

The disclosure of the teacher's pedagogical culture as a phenomenon that is of special interest is determined by the specifics of pedagogical activity and the constant growth of requests for the teacher's personality.

The excessive materiality and observational need to train future teachers who possess a general and pedagogical culture, the ability to think independently and steadfastly, actively and creatively resolve professional and life issues do not cause any hesitation.

The concept of "Pedagogical culture" has long been assigned to the practice of pedagogical activity, but there are no special works devoted to a holistic theoretical study of this phenomenon. As a scientific concept "pedagogical culture" is not identified in the pedagogical dictionary, not in pedagogical encyclopedia, not in the existing pedagogical literature. However, in connection with the consideration of their own pedagogical activity, the study of pedagogical abilities, the pedagogical craft of teachers, university teachers, this problem was reflected in the works of S.I. Arkhangelsky, A.A. Derkach, A.A. Isaeva, Z.F. Esareva, N.V. Kuzmina, V.G. Maksilova, A.T. Mainko, V.A. Slastenina, N.N. Tarasevich, G.I. Host and others. Consideration of modern specialized literature allows us to determine a few appointments in the theoretical substantiation of the phenomenon of pedagogical culture.

For the first time in Russian pedagogy, the problem of pedagogical culture as a scientific problem was defined by A.V. Drummer. Understanding the pedagogical culture of the teacher as a conditional degree of study by him of the pedagogical experiment to mankind, the level of his perfection in pedagogical activity, as the achieved level of development of his personality. the author highlights the components of pedagogical culture. He refers to them pedagogical erudition and intelligence, pedagogical skills, the ability to combine pedagogical and scientific activities, a system of professional and pedagogical qualities, pedagogical communication and behavior, exactingness, the need for self-improvement. In this approach, promising trends in the study of pedagogical culture as a complex systemic education are set. At the same time, this characteristic of pedagogical culture served as the basis for the further development of the theory and practice of the pedagogical culture of teachers in various types of educational institutions.

In particular, research recent years(E.B. Gamash, T.V. Ivanova, A.I. Lobach) are built mainly on the conceptual arrangements of this direction. T.V. Ivanova considers the pedagogical culture of a teacher through such personal education as abilities: the ability to communicate with culture, the ability to have cultural opinions, etc. E.B. Gamache in his study distinguishes 3 groups of personality traits of a teacher as a manifestation of his pedagogical culture: masterly-ethical, personal-highly professional and civilian.

However, no matter what results are contained in scientific theories, all of them contain an indication of a person and his action as significant and essential factors in the origin of culture, which is called the “2nd nature”, emphasizing the creation of this environment of human existence. This "second nature", on the one hand, separates a person from the world of ordinary forces and objects, but at the same time unites him with it. Moreover, it unites in such a way that natural phenomena appear before him not in their immediate originality, but in a transformed form, as an integral part of cultural objects, i.e. being mastered by it, changing their form and natural essence. This change is based on the rational adaptation of nature to the needs of human existence.

The pedagogical culture of the teacher assumes the revival and self-realization of the creativity of the teacher and pupils. Methodological basis pedagogical culture is the philosophical theory of the dialogue of cultures (B.C. Bibler). The phenomenon of culture is defined through dialogue and interpenetration of past, present and future cultures. Pedagogical culture can be considered as the communication of 2 individuals at different moments of the transfer of human culture:

1. The phenomenon of pedagogical culture in the dialogue is considered as "I" in "them" and "you" in "I" (interpenetration).

2. Creation pedagogical world as an environment of spiritual, aesthetic and mental formation of the subjects of pedagogical interaction.

3. Discovery of personality for oneself in another personality.

Pedagogical culture can be considered as dynamic system pedagogical values, methods of activity and professional behavior of the teacher, this is the level of education, with the support of which highly professional skills are transferred.

The first group of components of pedagogical culture includes the pedagogical position and mastery-personal qualities of the teacher - this is a personal attitude to certain aspects of reality, manifested in the corresponding behavior. The pedagogical position is a certain moral choice, the one that the teacher makes. The pedagogical position is characterized by two sides: ideological (expressed in the awareness of the social importance of the profession, conviction in the correctness of the choice, orientation towards humanistic theses); behavioral (expressed in the teacher's ability to make decisions, take responsibility for them and create data for the self-realization of the child's personality).

The pedagogical position is realized through the personal and highly professional qualities of the teacher, his interests and moral needs. It includes: the purposefulness of the individual, which is expressed in convictions, social activity, citizenship of the individual; moral qualities, humanism, objectivism, intelligence; attitude towards teaching.

The group of components of pedagogical culture is pedagogical skills and thinking.

According to I.Ya. Lerner, skills are as follows: methodological - give an idea of the ways of knowledge of pedagogical phenomena; theoretical - explain and orient teachers in the accomplishment of pedagogical theory; general pedagogical, applied - skills in certain areas of the pedagogical process; privately applied - skills in individual disciplines.

According to E.V. Bondarevskaya, the information is divided into methodological, theoretical, technological, methodical.

Pedagogical culture is determined not so much by the presence of skills as by the attitude towards them. Attitude to skills is determined by the level of thinking. Pedagogical thinking includes: skeptical thinking (implies the need to explore your interaction with the student); creative creative purposefulness of thinking (the teacher should not be identical); problem-variant thinking.

The third group of components of pedagogical culture includes highly professional knowledge and the creative nature of pedagogical activity.

One of the leading qualities of the teacher's personality, which determines his pedagogical culture, is the "communicative core" (the term of A.A. Bodalev), which implies continuous attention to the development of the child's ability to know another person and self-knowledge, the formation of perception, attitude towards another person as the highest value and knowledge to creatively build direct communication with him.

The representation of the "communicative core" includes its characteristic solidarity of reflection, attitude and behavior. Manifested when interacting with other people and communities with which the individual has to enter into direct or indirect contacts by some technical means (telephone, radio, television). These are, firstly, all forms of knowledge (images of perception, representations of memory, representation, images of imagination) about people and communities that a person has and which are more or less fully actualized in his communication with them; secondly, more and more generalized or private experiences that manifest themselves in contacts with other people or communities, thirdly, all types of verbal and non-verbal behavior

Highly professional knowledge in itself does not determine the pedagogical culture of the teacher. Pedagogical culture is determined by the attitude to this knowledge, the knowledge of the teacher will dispose of these skills, apply them for their own and professional growth. Only in the event that knowledge passes into the category of beliefs, they will become indicators of the pedagogical culture of the teacher. V.A. Slastenin writes that the teacher's knowledge must be correlated with the solution of certain pedagogical tasks. "The practical implementation of these tasks transforms knowledge into a tool for the professional activity of a teacher."

Consequently, in order to be able to transfer cultural values and a culturally important skill, one needs not only knowledge, but also the formation of general pedagogical and professional knowledge and knowledge, i.e. The teacher must be able to apply the acquired knowledge in practice. The knowledge acquired by the future teacher in the learning process is an indicator of the quality of the acquired skills, constitutes its core, and is one of the leading components of the teacher's culture.

Recognizing the scientific importance and effectiveness of different areas in the study of the problem of professional knowledge, we tried to identify a set of basic knowledge that a future teacher needs for the successful formation of his pedagogical culture: diagnostic, communicative, projective, constructive, analytical and other knowledge.

Pedagogical activity is so difficult and multifaceted that it cannot be provided by the pedagogical basis alone: it relies on the sensitive sphere, on all the richness of the teacher’s spiritual world, on his pedagogical skill, which is made up of mastery-pedagogical knowledge and actually acquired skills and knowledge.

Despite the variety of components of pedagogical culture, we do not meet such a main component as pedagogical intuition.

Pedagogical intuition is one of the system-forming components of pedagogical culture, establishing a lightning-fast and impeccable choice of method, method, word, intonation. Pedagogical activity cannot be conceived without flair, foresight, intuition, improvisation.

If we take into account the incompleteness and approximateness of the information that the teacher has, the variety of acceptable options, the shortness of time for finding solutions, then it becomes an idea that under such conditions an exact calculation is often easily unthinkable, and intuitive anticipation can turn out to be more accurate than any logical calculations. Intuition, pedagogical flair often replace logical reasoning for an experienced teacher.

In psychology, intuition is considered as a new formation in human psychology, which is based on knowledge and skill, which determine the actions of a person, as it were, without preliminary analysis, instantly, but with inspiration. It helps to find a positive solution in conditions of insufficient information and time, based on oriented search and extrapolation. And such a shortfall is invariably great where it concerns a living person.

Pedagogical intuition is not an accidental phenomenon, but a legitimate and main component of the teacher's creative activity, his pedagogical culture, which acts as a means of prompt correction of the pedagogical plan.

Mental intuition is the comprehension of truth by the mind, and sensual intuition is a cognitive action: its result is verbalized truth in the form of a representation, law, idea. Here, figuratively sensitive forms of thinking lead to a "breakthrough" of non-verbalized images, emotions into word forms, to a verbal formulation of mental images or to build an associative chain for the most unforeseen reasons. Sensual intuition is a transformed activity (actual), in which knowledge "knowledge appears and exists" i.e. plays an auxiliary instrumental role, where verbalized logical representations are included in figuratively sensitive models of thinking, where direct thinking can be non-verbalized, but immediately embodied in action, images are often visual and are associated precisely with the sensory level.

Components (terms) of sensual intuition: sharp attentiveness, tenacious memory, rapid associations, ideal logic. The core rule of sensual intuition is the thesis of the test: according to the details about the whole, according to the small about the small.

It must be said that many experienced teachers have a perfect sense of intuition.

The highest manifestation of intuition is mental (creative) intuition, i.e. according to E.N. Knyazev “achieving the state of insight, self-completion - the transition from a primitive to a difficult construction, self-development, complication of the original construction.

Creative intuition appears in a person only at the level of the highest manifestation of mastery, when there is already greater knowledge of one’s subject and the necessary skill, when the necessary information is taken out of the control of consciousness, automatisms are forced out, released into the subconscious. As a result, the field is freed for free construction, for the game of the mind, for intuitive vision, for flashes and insight.

In addition, the triumph of the appearance of an intuitive solution depends on how far the researcher has managed to free himself from the pattern, to make sure that the previously known paths are unsuitable and, at the same time, to reduce the enthusiasm for the task.

In its formation, a creative initiative goes through several stages. The English scientist G. Wallace distinguishes 4 stages: preparation (coverage of the maximum potential variety of elements of cognition), maturation (reassessment of skill values), insight (breakthrough into the unknown) and verification. The central point is considered to be the intuitive grasp of the desired outcome.

Thus, pedagogical culture is a part of the general culture, which to the greatest extent reflects moral and physical values, as well as methods of creative pedagogical activity that society needs to serve the historical process of generational change and the socialization of the individual.

A significant component of the pedagogical culture is the personal qualities of the teacher, which largely determine the level of his professionalism.

No less the main component of the pedagogical cult, according to Ya.A. Comenius, N.K. Krupskaya, L.V. Lunacharsky, N.M. Bavchenkova, V.M. Galuzinsky, V.V. Gavrilyuk, V.V. Zapevina, N.V. Kuzmina, O.Z. Krasnova, E.F. Loginova, A.I. Lobach, A.N. Rastrygina, and others, are highly professional skills.

1.2 General characteristics of professional activity

The essence of vocational training as a reflection of the goal of pedagogical education is accumulated in a professiogram that reproduces the invariant parameters of a teacher's personality and activity.

The goals of current higher education are increasingly associated with the formation of the graduate's mastery and personal qualities, the formation of his professional competence as a community of conditioned competencies and which is an essential characteristic of the theoretical and utilitarian readiness of an expert to implement pedagogical activities.

Consequently, "the usual set of "skills and knowledge" must be supplemented by the readiness of the graduate to implement them in their professional activities" .

The current pedagogy of vocational education to establish professional readiness introduces a judgment about professional competence (A.K. Markova, V.I. Kishnitsky, L.A. Petrovskaya, V.A. Slasgenin, etc.). The judgment about the professional competence of a teacher expresses the solidarity of his theoretical and actual readiness for the implementation of pedagogical activity and characterizes his professionalism.

The signs of readiness for professional pedagogical activity include the following functional blocks:

1. Personal motivational: masterfully contains the main qualities that determine the connection to professional activity.

2. Judgment about the goals of professional activity: qualities determine the awareness and acceptance of tasks, the goals of professional activity.

3. Judgment on the content of the activity and methods of its implementation: knowledge and knowledge necessary for the implementation of professional activity.

4. Information block: qualities that provide the perception, processing and preservation of information necessary for the implementation of professional activities.

5. Management of activities and choice of decisions: qualities determine the design, verification and evaluation of personal professional activities.

Each block includes a list of masterly significant qualities that have an important impact on the effectiveness of professional pedagogical activity.

The psychological readiness of the teacher for professional activity is manifested:

In the form of attitudes (as a projection of the past skill on the situation "here and now"), preceding any mental phenomena and manifestations;

In the form of motivational readiness to “put in order” their image of the world (such readiness gives a person the chance to understand the sense and value of what he does);

In the form of a masterly-personal readiness for self-realization through the process of personalization.

Pedagogical action is one of the most difficult areas of human labor. Based on the tasks that the teacher is called upon to solve, his most important functions for the society and the difficulties of his activity, the society makes high demands on the personal and professional traits of the teacher. Let us name especially significant personal qualities that a teacher should possess: a highly developed sense of social responsibility; mental impeccability and moral purity, i.e. compliance with that ethical ideal, the one that society wants to embody in children; excerpt, excerpt.

The main requirements of society for the professional characteristics of a teacher can be formulated in the following way:

General broad education, awareness in various areas of skills;

Great skill in developmental, pedagogical and social psychology, pedagogy, age physiology, school hygiene;

Fundamental knowledge of the taught discipline, new achievements and trends in the relevant science;

Possession of the methodology of training and education;

Creative attitude to work;

Knowledge of children, knowledge to understand their inner world, pedagogical optimism;

Possession of pedagogical technique (logic, speech, colorful means of communication, etc.) and pedagogical tact;

Continuous improvement of knowledge and teaching skills.

The main, personal and professional feature of a teacher should be considered love for children, without which an effective pedagogical action is unthinkable.

Every teacher should strive to meet the present demands to the greatest extent possible.

In the process of pedagogical activity, the teacher acts, on the one hand, as a person authorized by the environment to raise children and implement the goals set by society, the table of contents, the main methods and forms of education. And in this role, he basically succeeds in ensuring that the upbringing is authentically humanistic, ideologically aspiring and productive. On the other hand, the teacher acts in pedagogical activity as an individual (and this characteristic of him is much broader than the narrowly professional one). Expressing his individuality, the teacher may not always be at the high level that society expects from him. In this regard, the task of psychological and pedagogical preparation of future teachers for the implementation of their most difficult functions is of particular importance. Special studies in this area belong to the Soviet scientists F.N. Gonobollin, N.V. Kuzmina, V.A. Slasgenin and others.

The current humanitarian paradigm pays great attention to the personal potential of the teacher, the structure of his personality. The task of preparing the future teacher as a holistic personality, capable of developing the knowledge and knowledge of students in unity with their personal development, the focus of the teacher's personality on self-determination, self-development, self-realization, self-education is determined. Identification, formation and actualization of the above-mentioned subjective properties are determined by deep personal formations, the most important of which is self-consciousness. An integral component of the indivisible self-consciousness of a person in the field of professional activity is his professional self-consciousness. The teacher's professional self-awareness is a significant factor in his mastery-pedagogical self-determination, as a result of which the personal sense of pedagogical activity deepens, the professional position of the future teacher is becoming established.

A meaningful, creative, highly professional action of a teacher contributes to the formation of a conscious attitude to health as a basic value that largely determines the success or failure of the life path of any person. The current teacher, in addition to great professional skills, must have good health, lead and promote a healthy lifestyle. The study of the formation of a teacher's professional self-awareness reveals broad prospects for increasing the qualifications and improving the quality of training experts, because the formation of this phenomenon of mental life is a prerequisite for improving the personality as a subject of labor, communication and knowledge. Special studies of the regulative role of self-consciousness in the field of professional work are accepted by such domestic psychologists as Yu.N. Kulyutin, G.S. Sukhobotskoy V.D. Shandrikov and others. But the very term “professional self-awareness” arose relatively recently.

S.V. Vaskova interprets professional self-awareness as a non-standard phenomenon of the human psyche, which determines the personality's self-regulation of their actions in the professional sphere based on knowledge of professional needs, their own professional probabilities and a sensitive relationship with oneself as a subject of professional activity. A.K. Markova puts professional self-consciousness as "a complex of a person's ideas about himself as a specialist, it is a holistic image of himself as a specialist, a system of attitudes and attitudes towards himself as a specialist." Professional self-awareness characterizes a certain level of self-determination of the individual. A professionally self-determined personality is an individual who comprehends his life goals, plans related to self-realization in the professional field, highly professional intentions (what he wants), his personal and physical qualities (what he is as a specialist), his probabilities, abilities , talents (what he can, the limits of his self-improvement), requests made by activities, a professional group (what is required of him). As professionalism increases, professional self-awareness is modified. It is expanding by including new signs of a developed profession, which imposes new requirements on a person - a specialist; the very criteria for evaluating oneself as a specialist are changing.

The stretching of professional self-awareness is manifested in an increase in the number of signs of professional activity reflected in the mind of an expert, in overcoming the cliché of the image of a specialist, in a holistic vision of oneself in the context of each professional activity. Together, many authors (E.M. Bodrova, S.V. Vaskova, V.N. Kodiev, A.K. Markova) notice that professional self-awareness requires special work on formation, education, however, it often develops spontaneously. But in pedagogical activity, where there is a highly professional need to increase the productivity of this process, the organization and management cognitive activity personality, compliance with the psychological conditions and theses of its formation can give visible results.

For a low level, an unstable, fragmentary display of students' actions and only partial correction are characteristic.

The middle level is characterized by more high awareness of the teacher about the personality of the student, more adequate reflection of his characteristics. The teacher expresses the ability for a stable and comprehensive display of himself as a performer, but he cannot manage his personality and activities on this basis.

A high level is a brilliant example of the solidarity of informative and regulatory functions, which are manifested in teachers both in the perception of students and in the process of self-knowledge.

If, interacting with students, the teacher accumulates information about them in order to regulate their activities, then the ideas and ideas about oneself, which are formed as a result of self-reflection, contribute to the regulation of his executive activity and, in the aggregate, the growth of the teacher's professional skills.

V.N. Kodiev analyzes the teacher's professional self-awareness as a difficult personal mechanism that plays an energetic regulatory role in the teacher's activities, with the help of which energetic self-development, conscious education in oneself of masterly important personality traits, professional skills is permissible. Only in that event, when the teacher knows, on the one hand, what qualities he needs to possess, and on the other hand, to what extent real qualities have been developed in him, he can meaningfully gravitate toward the formation and development of these qualities in himself. Only the ability and comparison of a person's personal psychological characteristics with the demands of professional activity can stimulate future teachers' activity aimed at self-improvement and self-education of the necessary qualities. As can be seen from the established definitions, many researchers, under professional self-awareness, mostly unravel the process of professional self-knowledge, understanding and correlation by a person of their characteristics with the demands of real professional activity.

According to L.M. Migina, the low level of formation of the teacher's professional self-awareness is characterized by the awareness and self-assessment of only certain properties and qualities that are developed into an unstable image that establishes non-constructive behavior and pedagogical interaction. For teachers with a high level of professional self-awareness, an integral image of the Self fits into the general system of its value orientations related to the awareness of the goals of their professional activity and the means necessary for their constructive achievement.

A theoretical review of the design of the teacher's professional self-consciousness showed that its design in general terms coincides with the design of the personality's self-consciousness and acts as a complementary combination of 3 substructures: cognitive, affective and behavioral (L.M. Migina, A.K. Markova). The cognitive substructure contains the teacher's understanding of himself in the system of pedagogical activity, in the system of interpersonal relations determined by this activity, and in the system of his personal development. Slowly, the teacher, based on his opinion of himself in certain pedagogical situations, on the basis of the judgment of educators and colleagues, determines a stable I - a doctrine that gives him a sense of professional firmness or indecision. In the teacher's affective-evaluative attitude towards himself, a teacher distinguishes between the teacher's assessment of his current probabilities (actual self-assessment), yesterday's (retrospective self-assessment) and attained achievements (potential or impeccable self-assessment), as well as an assessment of what others think about him (reflexive self-assessment).

According to A.K. Markova, if the actual assessment is higher than the retrospective one, and the perfect one is significantly higher than the demanded one, then this indicates an increase in professional self-awareness.

Thus, the main thing for the teacher is the formation of positive self-esteem in the aggregate. A teacher who perceives himself positively increases self-confidence, satisfaction with his profession, and overall performance. Such a teacher tends to self-realization. Exceptionally important is the fact that the correct I - the doctrine of the teacher contributes to the formation of the correct I - the doctrine of his students. And, finally, the 3rd component of the teacher's professional self-awareness - behavioral - denotes the ability to do based on skills about oneself and attitude towards oneself.

The pedagogical culture of the teacher assumes the reconstruction and self-realization of the creativity of the teacher and pupils. The methodological basis of pedagogical culture is the philosophical theory of the dialogue of cultures (B.C. Bibler).

2. Empirical research on the formation of pedagogical culture as the basis of professional activity

2.1 Organization of research on the formation of pedagogical culture as the basis of professional activity

The purpose of our study is to establish the level of pedagogical abilities of university students.

Based on the purpose of the study, the following tasks were assigned:

1. Establish the initial level of students' ability to professional activities.

2. To reveal the relationship of personality abilities with the level of professional abilities.

3. Determine the accuracy of choosing the future profession of students.

The hypothesis of our study is that many students of pedagogical universities have poorly developed pedagogical abilities due to the erroneous choice of their profession.

The study was conducted at the KalmGU FPOiB studying students in the specialty "Primary Education" 2 course. The following 10 students took part in it: Zulaeva Ts., Naranova S., Mukabenova E., Lidzhieva G., Lukpanova B., Badmaeva D., Bembeeva N., Moiseikina N., Chirvina A., Maslova S.

Methods of pedagogical observation, interviews, mathematical and statistical processing of results were used.

Pedagogical monitoring assumes the discovery of students' interest in subjects of specialization and general subjects, their attitude to learning in the aggregate, the inclination towards independent comprehension of their specialty and deepening of knowledge.

In connection with the great importance of pedagogical abilities in the education of pedagogical skills, which ensures the high effectiveness of pedagogical activity, the process of developing the pedagogical abilities of students should be acquired in the system of higher pedagogical education.

From the very beginning of their studies, students must be aware of the importance of pedagogical abilities for successful pedagogical activity and the need for their formation and self-development during their studies at the university and in independent professional activities.

Thus, communication skills are aimed at establishing mutual understanding and a favorable atmosphere. joint activities. Weak formation of communicative abilities or their absence leads to errors in pedagogical activity, strife, professional defeats and insolvency.

Underdeveloped didactic or explanatory skills are the cause of many pedagogical failures: student misunderstanding educational material, lack of interest in the subject, the formalism of knowledge.

The future teacher should know in advance that it is necessary to develop organizational skills in oneself, because this is a condition for establishing order and discipline, as well as high self-organization.

The low level of perceptual abilities will make it much more difficult for future teachers to acquire objective information about the mental state of the student, the characteristics of his personality; this can result in misunderstanding between the teacher and the child and even conflict.

Absolutely unacceptable for pedagogical activity is the weak formation or lack of reflexive abilities (namely, they, unfortunately, future teachers do not put in the category of masterly significant), because, being a source of introspection and evaluation of their own activities, they contribute to the implementation of the process of self-development, self-improvement, which is necessary for professional teaching activities.

Thus, all of the above once again emphasizes the relevance of studying the development of the pedagogical abilities of future teachers, however, the present practice shows that the tasks of the formation of a person, the formation of her personal qualities and abilities within the framework of the university educational space are rarely discussed.

2.2 Analysis of the results of the study

The process of forming pedagogical abilities in a university is based on the general abilities of students, interests and inclinations formed at school. Studying at a university for people who intend to engage in teaching activities gives rare probabilities. From the 1st year they get inside the pedagogical process, acting as both objects and subjects of pedagogical activity, i.e. the learning process itself this case is the moment of pedagogical practice. Students can explore the course of the educational process not only from the point of view of an ordinary person, but also from professional convictions: not only take exams, but also learn to take them; not only listen to lectures, but also learn to read them; not only to communicate with classmates, but also to learn how to manage communication in a team. Students have every reason to explore the pedagogical genre, the methods and techniques of their teachers, learn from them the effective construction of interaction, develop an arsenal of pedagogical techniques.

Yes, they were asked next questions for 10 2nd year students of the specialty "Primary Education":

Should the teacher:

1. Possess great professional knowledge?

2. Improve your skills?

3. Be harsh on students?

4. Explain the objectivity of the assessment?

5. Improve as a person?

6. Be creative?

7. Be attentive to students?

8. Be engaging for students as individuals?

9. Have an adequate sense of humor?

10. Consider the interests of children when organizing extra-curricular activities?

11. Be an excellent organizer?

12. Promote a healthy lifestyle?

13. Find everything mutual language with all students?

14. Being pedantic?

15. Be neat?

16. Be responsible?

17. Be tolerant?

18. Be a sociable person?

19. Be progressive?

20. Be informed?

21. Be energetic?

22. Be vital wise man?

23. Possess firm freedom?

24. Be an independent person?

25. Become a student friend?

26. Participate in student interpersonal relationships?

27. Feel confident in the company of students?

28. Collaborate with parents?

29. Be modern and stylishly dressed?

30. What gender should a teacher be?

31. What should be the age of the teacher?

32. Do you have an inclination to work as a teacher?

After analyzing the results of interviews with students, we obtained the following data:

All students agree that they are required to possess great professional knowledge.

Also, all students, regardless of whether they want to or not, are required to improve their skills. Some students believe that this is really necessary, because progress does not stand still, and, before everyone else, teachers are obliged to keep up with the times and introduce various innovative teaching methodologies, because the old ones have already outlived themselves.

100% of students say that strictness in the classroom is necessary so that discipline does not get out of control.

90% of students note that it is necessary to explain the objectivity of the assessment, and 10% do not consider this an indispensable occupation.

Also, all students agree that the teacher should improve as a person.

All respondents noted that the teacher should promote a healthy lifestyle, because. learning is not the only goal of pedagogical activity.

70% of students suggest that the teacher should be captivating to students as individuals, 10% of students believe that the teacher should not arouse interest among students, and 20% noted that it does not matter.

All students believe that a teacher should be a creative person.

Also, all students noticed that the teacher should be attentive to the students.

The teacher must have an adequate sense of humor. This is the opinion of all the interviewed students.

The teacher must be an excellent organizer. All students who participated in the interview agree with this.

Only 30% of students believe that a teacher should find a common language with all students, and 70% noted that a teacher does not necessarily find a common language with students.

The teacher, of course, needs to be a sociable person.

All students noted that the teacher should be a pedantic, progressive, informed, conscientious and

disciplined.

Only 10% of teachers noticed that a teacher does not have to be a neat person.

All students are convinced that the class teacher should cooperate with the parents of the students.

90% of students say that a teacher does not have to be a different student, and only 10% believe that a teacher should be friends with students.

70% of students suggest that it is not mandatory for a teacher to be an energetic person, while the remaining 30% believe that a teacher should lead an energetic lifestyle.

90% of students believe that the teacher should not get involved in the interpersonal relationships of students, and only 10% think that the teacher should participate in their relationship.

Only 40% of students suggest that the teacher should dress stylishly and follow fashion.

Only 30% of the students surveyed believe that a teacher should be a self-confident person, while the remaining 70% do not consider this a prerequisite.

Students' opinions about whether a teacher should be a life-wise person were divided equally. 50% think that it should, 50% are sure that it is not necessary.

90% of students are sure that the teacher should be a tolerant person, and 10% suggest that this condition is not mandatory.

60% believe that it is not necessary for a teacher to possess firm freedom, 40% believe that a teacher must possess this quality.

60% of students believe that a teacher needs to be an independent person and 40% believe that this does not play any role.

60% think that a woman should be a teacher and 40% think that a man should be a teacher.

10% of the students surveyed noted that the teacher should be under 25 years old, 30% believe - from 25 to 35 years old and 60% suggest - from 35 to 60 years old.

After interviewing students, we made the following conclusion: according to the students interviewed, a modern teacher is a woman of about 45 years old, a highly qualified expert with great skills in the discipline taught, a progressive person who is interested in events taking place in the world, leads a healthy lifestyle and promotes his. Unfortunately, this person does not look after fashion and does not believe that it is necessary to dress stylishly, but he possesses such qualities as tolerance, discipline, accuracy and punctuality.

Abilities are manifested in the personal properties of a person: character, disposition, orientation. They help the teacher in the formation of his creative potential, personal growth and compensation for those properties that interfere in pedagogical activity: hostility, narcissism, shyness, excessive emotionality and aggressiveness.

Our studies have shown that modern students, for the most part, have a correct attitude to learning, they are especially observant about subjects related to their future profession. However, the task of pedagogical education was also revealed, related to the fact that students for the most part do not consider it necessary to study additionally, to search for information on their own, to develop their skills and knowledge, regardless of teachers. The reason for this may be several factors: this is not a serious approach to teaching, and a misunderstanding that the teacher cannot give each material purely physically, and other factors.

Also in our study, we saw that future teachers in terms of their personal characteristics in the aggregate have an inclination to work as a teacher and the formation of pedagogical abilities. Students have a sufficient level of intelligence, are receptive to new knowledge, which is inherent in youth, although they have a low level of imagination, but the usefulness of this characteristic is ambiguous. In a sensitive-volitional plan, future teachers will have to cope with all the difficulties that may arise when mastering the profession. An absolute number of students are psychologically stable, and, as you know, pedagogical activity is associated with continuous stress. Students have a sufficient level of self-control and high organization. In communicative terms, more than half of the students can cause anxiety due to connectedness. To master all the skills of a teacher, they will need to forget about groups and become more independent and independent.

In the tasks of our study, we raised the question of the correctly chosen profession by students. After analyzing the types of social orientation of the individual, we will see that the social type of personality inherent in teachers is especially famous. Also often there is a highly intelligent type, conducive to scientific activity. But the frequently encountered active type and the conventional type (4 students out of 10), which seem to have no connection with pedagogical activity, look unusual. However, having analyzed specifically pedagogical abilities, this number decreased to 2 people whose pedagogical abilities are poorly developed. 3 people, despite the prevailing "third-party" type, have good abilities for precisely pedagogical activity.

Thus, in pedagogical activity, as in activity created on the relationship of people, the relationship of the teacher with the people in his environment is of great importance. In this study, the type of relationship with others that is not suitable for the work of a teacher is owned by about 5 people (when viewed from the side of some controversial types).

Thus, we can assert the correctness of our hypothesis, which will determine that many university students have poorly developed pedagogical abilities due to the wrong choice of their profession. This conjecture cannot be called unfounded: indeed, among students of pedagogical specialties there are many who do not have pedagogical capabilities and will never work as a teacher, however, their share is not as huge as we thought, and there are obviously not many of them. A huge part of the students of pedagogical universities are passionate about their profession and did not miss their choice.

Active methods of learning (discussions, disputes, business games, independent research work, training) bring the student closer to the real conditions of scientific and factual activity, and their focus on the professional action of the future expert contributes to the formation of the main components of his professional abilities. The use of energetic methods in the professional training of a future teacher makes it possible to overcome the abstractness of the phenomena being comprehended and makes it possible to comprehend reality, bringing learning closer to life. It seems that the control of these conditions will make it possible to organize an effective pedagogical process aimed at developing the professional abilities of students of pedagogical universities.

culture pedagogical learning student

Conclusion

Based on the tasks set, the following conclusions can be drawn:

Having revealed the essence and significance of pedagogical culture, we have established that the pedagogical culture of the teacher assumes the reconstruction and self-realization of the creativity of the teacher and pupils. The methodological basis of pedagogical culture is the philosophical theory of the dialogue of cultures (B.C. Bibler).

Understanding the pedagogical culture of the teacher as a conditional degree of comprehension by him of pedagogical experience to humanity, the degree of his perfection in pedagogical activity, as the achieved level of formation of his personality. The author highlights the components of pedagogical culture. Among them, he lists pedagogical erudition and intelligence, pedagogical skills, the ability to combine pedagogical and scientific activities, a system of professional and pedagogical qualities, pedagogical communication and behavior, exactingness, and the need for self-improvement. In this approach, promising directions for the study of pedagogical culture as a complex systemic education are set.

Having characterized the professional activity, we determined that in the process of pedagogical activity the teacher acts, on the one hand, as a person authorized by the environment to raise children and implement the goals set by society, the table of contents, the main methods and forms of education. And in this role, he basically succeeds in ensuring that the upbringing is authentically humanistic, ideologically aspiring and productive. On the other hand, the teacher acts in pedagogical activity as an individual (and this characteristic of him is much broader than the narrowly professional one). Expressing his individuality, the teacher may not always be at the high level that society expects from him. In this regard, the task of psychological and pedagogical preparation of future teachers for the implementation of their most difficult functions is of particular importance. Special studies in this area belong to the Soviet scientists F.N. Gonobollin, N.V. Kuzmina, V.A. Slasgenin and others.

After conducting a study on the formation of pedagogical culture as the basis of professional activity, we determined that many university students have poorly developed pedagogical abilities due to the wrong choice of their profession. This conjecture cannot be called unfounded: indeed, among students of pedagogical specialties there are many who do not have pedagogical capabilities and will never work as a teacher, however, their share is not as huge as we thought, and there are obviously not many of them. A huge part of the students of pedagogical universities are passionate about their profession and did not miss their choice.

Studying at a university increasingly requires students to know an independent organization learning activities, knowledge to learn, and energetic methods, realizing the installation on a large cognitive activity of students, its stimulation and formation in the educational process, contribute to the independent acquisition of knowledge, their understandable and strong assimilation, the formation of thinking, abilities, the formation of actual knowledge and skills.

In the course of the study, we came to the conclusion that even the highest level of formation of knowledge, skills and abilities, the development of the necessary personal qualities do not provide full development pedagogical culture, since the pedagogical initiative remains unformed, which involves:

The ability to predict, the ability to predict, anticipate all those situations that may arise in the course of pedagogical activity;

Ability for pedagogical improvisation, non-standard, unexpected approach to the organization of the educational process;

Heuristic thinking, quick orientation, sharp observation, tenacious memory, impeccable logic;

The breadth of associations, the ease of associating individual concepts.

5. the student's ability to recognize, to recognize an image by detail, to curtail mental operations, to analogy;

6. the degree of efficiency in decision-making in conditions of lack of time and information.

Thus, pedagogical intuition is one of the leading components of pedagogical culture, the most important quality of a teacher, which determines the instant and unmistakable choice of method, technique, word, intonation. Pedagogical activity is not conceived without flair, foresight, intuition.

Literature

1. Abdullina O.A. The figure of a student in the process of professional training / O.A. Abdullina // Higher education in Russia. - 2003. - No. 3. - S. 23-24.

2. Artunina I.R. Motives and motivation of social behavior: Textbook / I.R. Artunin. - M.: Publishing House of the Moscow Psychological and Pedagogical Institute, 2006. - p. 144;

3. Andrienko E.V. Self-actualization of students of pedagogical universities / E.V. Andrienko // Psychological Institute of the Russian Academy of Education: materials of the symposium. - M., 2002. - No. 1.

Pedagogical culture and its components. Modern problems of science and education. Technological component of professional and pedagogical culture

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