Lesson topic: “Professional and personal development of a teacher.” Personal and professional development of a teacher Professional and personal development of a teacher

Professional and personal development of teachers through mastering new pedagogical technologies

On modern stage reforms in education, implementation of new state standards, a teacher cannot do without knowledge modern technologies that help him improve his professional competencies and master new standards professional activity, improving the educational environment.

The teaching profession requires continuous improvement, both in the subject area and in mastery of teaching methods, forms, and technologies. A key condition for improving the quality of education is a high level of professional competence of teaching staff, which is achieved, first of all, through self-education of teachers.Development prospects modern education are focused on free and responsible relations of its participants. The interests of the individual are declared a priority, and the realization of opportunities for its development is the main task of education.

The most favorable conditions conducive to the professional and personal growth of a teacher arise in the situation of the teacher’s inclusion in innovative educational processes, since they are focused on a qualitative change in the education system, its optimization, they require the teacher to respond flexibly to changing individual and group educational needs and requests, acceptance independent decisions, meaningful choice of methods of professional activity from a wide range of emerging pedagogical alternatives.

The main characteristic of a teacher’s activity should be consideredpedagogical competence, which is understood as his effective mastery of a system of educational skills, which in their totality allow him to carry out educational activities at a competent professional level and achieve optimal education for students.

For a modern teacher, theoretical knowledge (knowledge of modern psychological and pedagogical concepts), methodological (knowledge of general principles studying pedagogical phenomena, patterns of socialization of teaching and upbringing) and technological (knowledge of not only traditional, but also innovative educational technologies).

Pedagogical technique as a component of a teacher’s professional skills is adjusted mainly in practical activities. However, when mastering new pedagogical principles and technologies a necessary condition is not only the improvement of technical pedagogical techniques, but also personal self-development teacher, his self-actualization. The process of self-actualization includes the transition of potential personality characteristics into actual ones and acts as the main mechanism of self-development.

In this regard, it is advisable to dwell on the psychological requirements for the personality of a teacher mastering new pedagogical technologies. They include: variability of thinking, empathy (the ability to tune into the “wave” of another person), tolerance (tolerance of dissent), communication (as a culture of dialogue), reflexivity, the ability to cooperate, etc.

The development of these qualities determines a high level of general culture, psychological, pedagogical and technological competence, and the creative abilities of the teacher. All this helps to increase its levelreadiness for innovationin general and to mastering new pedagogical technologies in particular.

Pedagogical creativity -This is a higher level of teacher qualification. It is connected not so much with the production of new ideas and principles, but with their modernization and modification.

A teacher who is proficient in modern pedagogical technologies and has technological culture, must be flexible when using teaching methods and means, be able to modify their professional actions, while developing their own pedagogical technology.

Innovative activities carried out by a teacher in an educational institution allow him to rise to different levels your professional and personal development.

In connection with the implementation of the Federal State Educational Standard in primary schools, a new approach to working with the subject content of the material, as well as constantly updated methodological tools and technologies, is required.

The established new requirements for students’ results necessitate changing the content of training based on the principles of meta-subjectivity as a condition for achieving High Quality education.

A teacher today must be able to construct new pedagogical situations, new tasks aimed at using generalized methods of activity and creating students’ own products in mastering knowledge.

The meta-subject approach incorporates the best didactic and methodological examples of the development of the subject form of knowledge. But at the same time, it opens up new development prospects for such an educational form as an academic subject and educational activity.

The relevance of the problem associated with the need to implement a project of innovative changes in the teaching of subjects in secondary school, is:

 in new approaches to measuring the educational results of schoolchildren;

 in the requirement of new technologies for organizing educational and extracurricular activities;

 in ensuring an integrated approach to innovation processes;

 in the ideas included in the school development program personality-oriented training;

 in forms and methods of ensuring motivational readiness of teachers to improve their professional skills,

 in providing individual educational needs of students.

Meta-subject technologies include project activities as a means of developing meta-subject skills. The use of the project method has great advantages.

Firstly, it contributes to the successful socialization of graduates by creating an adequate information environment in which students learn to navigate independently. Going beyond curricula, this method forces students to turn not only to reference literature, but also to Internet resources and electronic sources. And this leads to the formation of a personality possessing an information culture as a whole.

Secondly, the relevance of research topics and the ability to clearly and visually present the results of one’s searches to a wide audience make it possible to organize a learning process that supports an activity-based approach to learning at all its stages. Are developing Creative skills students.

Interactive technique. Interactive learning is learning through experience. What does it include? Participants experience a specific experience (through a game, exercise, study of a specific situation). Understanding the experience gained. Generalization (reflection). Application in practice.

Use in teaching practice interactive technologies allows you to solve at least two problems: improve the quality of learning the material and develop children’s skills of interaction with other people.

Personality-oriented learning technologies. Personally-oriented learning is learning in which students are the subjects of learning and their own development. It is focused on students acquiring the experience that they perceive as necessary in everyday life (experience in solving problems, communicating, etc.), that is, experience in life. Target this training– creating the necessary conditions for identifying the capabilities and abilities of students, revealing and developing the personality of each child, his original individual characteristics.

The acquired meta-subject skills will be useful to students when defending final projects in classes studying under the Federal State Educational Standard of LLC, when passing the exam in the form of the Unified State Exam, as well as in their future professional activities and everyday life.

It is necessary to accelerate the improvement of the educational space in order to optimize the general cultural, personal and cognitive development children, creating conditions for all students to achieve success. At the present stage of development of education, the identification, generalization and dissemination of innovative pedagogical experience becomes relevant.

One of the effective forms of disseminating one’s own pedagogical experience is such a modern form methodological work like a master class. A master class is an open pedagogical system that allows you to demonstrate new possibilities for the pedagogy of development and freedom, showing ways to overcome conservatism and routine. This form of methodological work is an effective method of transferring the experience of training and education, because The central link is the demonstration of original methods for mastering certain content with the active role of all participants in the lesson.

We can highlight the most important features of the master class, namely:

 A method of independent work in small groups that allows for an exchange of opinions.

 Creating conditions for the inclusion of everyone in active activities.

 Statement of a problem problem and solving it through playback various situations.

 Techniques that reveal the creative potential of both the Master and the master class participants.

 The process of learning is much more important and valuable than knowledge itself.

Professional and personal development of a teacher is one of the goals of teacher education. Practice shows that the teaching profession and teaching skills can only be mastered at the individual and personal level.

That's whyto improve the quality of trainingkey tasks of the work of the educational organization of teachers of mathematics, physics, computer science of school No. 2 for 2015-2016 academic year are:

improving the pedagogical skills of the teacher through the development of effective pedagogical technologies that would contribute to the successful final certification of children in Unified State Exam format and EME;

design work research activities students;

studying the best practices of teachers in developing teaching materials, visual aids, use educational Internet resources;

improving the professional qualities of teachers through organizing course training, conducting seminars, round tables, master classes;

use of certification opportunities for teacher professional growth, generalization and exchange of work experience.

The solution to these problems is expected to be achieved through targeted methodological work in accordance with the individual capabilities of each teacher.

Lidiya Myasnikova
Professional and personal formation and development of a teacher

Professional and personal formation and development of a teacher

The present time is characterized by an increase in the pace of life. Updating information, its qualitative change, simplifying ways to access data requires a person to be able to quickly navigate the social space and quickly respond to all changes. The requirements for modern teacher. It is important for him not only to comply professional requirements, but also to raise the level of one’s own development, flexibility of one’s thinking, being in constant search for new things in general cultural, scientific and professional areas, taking into account the changing needs of the state, society, economy and labor market.

Professional development of a teacher is inextricably linked with such processes as self-education, self-education, self-development.

Self-education is a process of independent acquisition of knowledge, which involves the direct personal interest of the student.

Self-education is designed to perform the following functions (Knyazeva M. L.):

Extensive (accumulation, acquisition of new knowledge);

Approximate (defining oneself in culture and one’s place in society);

Compensatory (overcoming learning deficiencies, eliminating "white spots" in your education);

- self-development(improving the personal picture of the world, one’s consciousness, memory, thinking, creative qualities);

Methodological (overcoming professional narrowness, completing the picture of the world);

Communicative ( establishment connections between sciences, professions, classes, ages);

Co-creative (accompanying, promoting creative work, an indispensable addition to it);

Function of rejuvenation (overcoming the inertia of one’s own thinking, preventing stagnation in the social position);

Psychological, psychotherapeutic (preservation of the fullness of being, a sense of belonging to the broad front of the intellectual movement of mankind);

Gerontological (maintaining connections with the world and through them the vitality of the organism).

Thus, self-education is a necessary condition for the life of modern educated person, its obligatory term professional success.

Self-education is a systematic human activity aimed at assimilation of the experience of previous generations, the formation of personality through independent work above oneself.

Self-education is inextricably linked with self-knowledge and awareness of the real and ideal Self, one’s life experiences and relationships with the outside world.

Experts identify a number of functions inherent in self-education:

Compensatory (expanding knowledge about yourself, your abilities and capabilities);

Adaptive (allows teacher adapt in a timely manner to the changing world, navigate new conditions);

- developing(implies the formation of the ability to actively and competently participate in the transformation of oneself, one’s pedagogical activity , continuous enrichment of the creative potential of the individual).

Self-development is a process of purposeful conscious change in one’s personal sphere through self-awareness, self-esteem, self-organization and self-government.

According to the classification of E. A. Klimov, several stages are distinguished professional development:

Option phase (selection period professions) ;

Adoption phase (stage of training of the selected professions) ;

Adaptation phase (entry into profession and getting used to it) ;

Interval phase (acquisition professional experience) ;

Mastery Phase (qualified performance of labor activity);

Mentoring phase (broadcast a professional of his experience) .

The result of the professional and personal formation and development of a teacher is the mastery of pedagogical skills.

Pedagogical skill is highest level implementation pedagogical activity, manifested in mastery teacher the art of education and training and the desire for continuous improvement.

Externally, mastery is expressed in the successful solution of various pedagogical tasks, in a high level of organization of the educational process. But its essence lies in those qualities of the teacher’s personality that give rise to this activity and ensure its success. And these qualities must be looked for not only in skills, but in that system of personality properties, its position, which create teacher the opportunity to act productively and creatively.

A high level of craftsmanship improves the quality of all work teacher, contributes to the formation professional position, which accumulates the highest levels of focus, knowledge and readiness to implement professional activity. Extension pedagogical knowledge provides a tool for self-analysis of work teacher and identifying reserves of self-propulsion; a high level of abilities stimulates increasingly bright self-disclosure of the individual.

Publications on the topic:

Professionally significant qualities of a teacher in a preschool educational organization IN late XIX century in the research of P. F. Kapterev, an outstanding Russian teacher and psychologist, it was proven that one of the most important factors of success.

The “Me and YOU” program aimed at the social and personal development of children Program “Me and YOU” Prepared by the teacher of the inpatient department Dmitrieva Larisa Ivanovna Vyazma 2016 Explanatory.

Methodological topic: “Formation of cultural and hygienic skills in children 2–3 years old.” Goal: education of cultural and hygienic skills.

Teacher professional and personal self-development program Topic: “Formation of values healthy image life based on the cooperation of pupils with adults and peers” Goal: to ensure.

Development of professional competencies of a teacher in a preschool educational organization Development of professional competencies of a preschool teacher educational organization(in the context of the implementation of the Federal State Educational Standard for preschool education).

Professional development and self-education of a teacher

The humanization of both general and vocational education is associated with the development of a person’s creative capabilities, the creation of real conditions for enriching the intellectual, emotional, volitional and moral potential of the individual, stimulating his desire to realize himself, expand the boundaries of self-development and self-realization. This is the ideal humanistic goal of education, according to the well-known philosopher E.V. Ilyenkov, will allow everyone to be brought out

man in his individual development to the forefront of human culture, to the border of the known and the unknown, the done and the undone. Transferring a person to a new level of mastering culture, changing his attitude towards the world, other people and himself, increasing responsibility for his actions and their consequences is the main result of the humanization of education. The idea of personal development takes the goal of modern teacher education beyond traditional ideas about it as a system for transferring a certain amount of professional knowledge and developing the skills and abilities corresponding to them.

At traditional approach The teacher acts only as the basis of strictly regulated pedagogical activity. Within the framework of the humanistic approach, the goal of education is the continuous general and professional development of the individuality and personality of all participants in the pedagogical process, including the teacher.

In this regard, the purpose of professional teacher training also changes. In addition to professional knowledge, abilities and skills (professional competence), it also covers the general cultural development of the teacher, the formation of his personal position (motivational- value attitude to teaching activities). Moreover, this unity does not look like a sum of properties, but like a qualitatively new formation. It is characterized by such a level of development of the teacher’s personality, at which actions and actions are determined not so much by external circumstances as by the internal worldview and attitudes.

Entering a profession, psychologists believe, is “growing into” a “super role,” which largely predetermines a person’s style and lifestyle. A person’s overall satisfaction largely depends on the extent to which his fundamental needs are satisfied: the need for creative self-realization, understanding and recognition of individual values by the immediate circle of reference persons, development and self-development, etc.

A person cannot “just live” and do his job, he must find a goal in which work and profession, and most importantly, he himself and his actions in the profession occupy a certain place.

In the event that the chosen profession does not contradict the formed personal characteristics and the professional development of the individual corresponds to its basic value concepts, then one can expect in the future

value attitude towards professional activity. In other words, in this case the unity of personal development and professional growth of the individual is noted.

Consequently, the problem of choosing a profession and mastering an activity is part of the problem of the meaning of life.

IN scientific literature the problem of professional compliance is associated with the presence of a certain potential of inclinations or abilities that can ensure the successful formation of the necessary professional knowledge, skills and abilities. There is practically no talk about the harmonious development of the individual, about professionalization as a process that largely determines this development. It is assumed that everything will be fine with a person if, according to certain parameters, he meets the requirements imposed by professional activity on the subject. However, in a number of cases, even with the required qualities, a person is unable to achieve such states as fruitfulness (E. Fromm), self-actualization (A. Maslow), identity (E. Erikson). This is exactly the case when it was not a person who succeeded, but a functionary, who is characterized by a dual role position: for work and for himself.

Personal development and professional growth of a teacher as an organic unity are possible when, in the process of “growing into” the profession (choosing a profession, professional training, carrying out teaching activities), a number of contradictions are purposefully resolved. First of all, this is a contradiction that arises in the individual consciousness between the standard of a professional’s personality and the image of one’s inner, already existing “I”.

Motives for personal development of a teacher. It has been established that the majority of students entering pedagogical universities have an interest in the teaching profession or an inclination towards teaching. At the same time, the determining factors that influenced the choice of profession are the first teacher or one or two teachers who taught the subject in middle and high school, and personal experience in teaching.

The motives for choosing a teaching profession largely determine the motives for studying at a pedagogical university. If we take into account that a motive is nothing more than a need, then for future teachers such a need may be “pure” cognitive interest, the desire to better prepare for independent professional activity, a sense of duty and responsibility, or

the desire through study to stand out among classmates, to occupy a prestigious position in the team, to avoid criticism from teachers and parents, the desire to receive praise, an increased scholarship, etc.

Motives are divided into presenters(long-term) and situational. In addition, there are external And internal motives. The activity of a teacher is a chain of different situations. In some situations, the purpose of the activity and the motive coincide. Other situations are perceived as targeted coercion when the goal and motive do not coincide. In this case, the teacher may be indifferent and even negative towards the goal of pedagogical activity. In situations of the first type, teachers work with passion, inspiration, and, therefore, productively. In the second case - with the inevitable nervous tension and usually do not have good results.

Pedagogical activity is very complex and therefore is usually caused by several motives that differ in strength, personal and social significance. Self-motivation in teaching activities is a common phenomenon: a teacher can work well to achieve high results, but at the same time satisfy other needs (recognition from colleagues, moral and material encouragement, etc.).

The most important role is played socially valuable motives of teaching activity. These include a sense of professional and civic duty, responsibility for raising children, honest and conscientious performance of professional functions (professional honor), passion for the subject of teaching and satisfaction from communicating with children; awareness of the high mission of the teacher; love for children, sense of calling.

Creative individuality of the teacher. The humanization of education largely depends on the teacher’s orientation towards creativity in his activities. The level of creativity shows the extent to which a teacher realizes his capabilities and is the most important characteristic of his personality, determining the author’s pedagogical style.

The creative individuality of a teacher is characterized primarily by need for self-realization, that is, the desire for the fullest possible realization of one’s potential in professional activity. The need for self-realization is characteristic of a person with sufficiently developed self-awareness, capable of choice.

Theoretical and practical significance in this regard, the idea of unity of the potential and the actual in the development of the teacher’s personality acquires. According to this idea, it is necessary to take into account not only already manifested, existing, but also potential personality characteristics, those natural features, which have not yet appeared. The form of potential is the goals, aspirations, ideals of the individual, as well as objective prospects and possibilities for its development.

S.L. Rubinstein emphasized that a person as a person is characterized not only by what he is, but also by what he wants to become, what he actively strives for, those. it is characterized not only by what has already taken shape and constitutes its content inner world and activities, but also what is the sphere of possible development.

The activities of innovative teachers, masters of pedagogical work prove that the brighter the teacher’s individuality, the more harmoniously his professionalism and spiritual culture are combined, the more uniquely he perceives, evaluates and transforms the surrounding reality, and therefore he is more interesting to students and has greater opportunities to influence development their personalities.

Creative individuality is manifested not only in development the culture accumulated by humanity and the development on this basis of individual spiritual culture. It is primarily expressed in active transformative activities, in the processes of personal choice and personal contribution, complete dedication of oneself.

Conditions for the development of a teacher’s creative individuality. A number of studies have established a set of conditions necessary for the formation of the professional self-awareness of a future teacher. They contribute to the teacher’s need for creative professional activity. Among the conditions are the following:

Focus of consciousness on oneself as a subject of pedagogical activity;

Experiencing conflicts;

Ability to reflect;

Organization of self-knowledge of professional and personal qualities;

Use of joint forms of activity;

Wide involvement of the future teacher in various types of professional-normative relations;

Providing the opportunity for the most complete comparison and assessment of professionally important qualities,

skills and abilities; formation of a correct evaluative attitude towards oneself and others, etc.

As you can see, the most important place in the development of a teacher’s creative individuality is occupied by self-development. The student, as the “author” of self-development, must have the following properties: the ability to independently formulate self-development tasks and develop strategies and tactics for achieving them; independently obtain educational and professional information and operate with it in connection with solving theoretical and practical problems; look for new means of solving educational problems; gain new knowledge by communicating with a group and classmates; extract new knowledge necessary to solve their own problems in communication with teachers and school teachers.

Creative self-improvement of a teacher involves awareness of oneself as a creative individual, identification of one’s professional and personal qualities that require improvement and adjustment, and the development of a long-term self-development program.

The need for self-improvement is built on the ideals of the individual.

Pedagogical ideal - this is the teacher’s idea of what he should be in accordance with the pedagogical purpose which he sets before himself. Thus, if a teacher is focused on the child and his interests, then his personal characteristics and methods of activity will be different than when focusing on the academic subject. The pedagogical ideal is a fusion of the social order of society and pedagogical credo the teacher himself. It manifests itself in his awareness of his mission, in his vision of himself in the pedagogical process.

The ideal of a teacher is concretized in the system of tasks that he has to solve every day. This is what gives the teacher’s work a unique and at the same time creative character. In the process of transforming the pedagogical ideal into real activity, what is called pedagogical creativity occurs. Overcoming the contradictions between the pedagogical ideal and real pedagogical practice creates the need to add, transform, and look for other ways to solve pedagogical problems. The source of pedagogical creativity lies in the everyday resolution of emerging and cognizable contradictions.

Professional self-development of a teacher. K.D. Ushinsky’s statement that a teacher lives as long as he studies, in modern conditions takes on special significance.

Life itself has put the problem of continuous pedagogical education on the agenda. A. Disterweg wrote, referring to the teacher: “He is only capable of actually educating and educating until he works on his own upbringing and education.” (Disterweg A. Favorite ped. op. - M., 1956. - P. 74).

The ability to “create oneself” in accordance with social and moral ideals, in which professional competence, a rich spiritual life and responsibility would become the natural conditions of human life, the most urgent need of the day.

Professional self-development, like any other activity, is based on a rather complex system of motives and sources of activity. Usually driving force and the source of teacher self-education is called need for self-improvement.

There are external and internal sources of self-development activity. External sources(requirements and expectations of society) act as the main ones and determine the direction and depth of the necessary self-development. The teacher’s need for self-education, caused from outside, is further supported personal source activity (beliefs, sense of duty, responsibility, professional honor, healthy self-esteem, etc.). This need stimulates a system of actions for self-improvement, the nature of which is largely determined by the content of the professional ideal. In other words, when pedagogical activity acquires a personal, deeply conscious value in the eyes of the teacher, then the need for self-improvement manifests itself, then the process of self-development begins.

For the development of self-development processes, the level of formation is of great importance self-esteem. Psychologists note two methods for forming correct self-esteem. The first is to correlate the level of your aspirations with the result achieved, and the second is to compare them with the opinions of others. If aspirations are low, this can lead to the formation of inflated self-esteem. A study of the nature of difficulties in the activities of teachers showed that only those who set high goals for themselves have difficulties. These are, as a rule, creative teachers. Those who do not have high aspirations are usually satisfied with the results of their work and rate them highly, while reviews of their work are far from

desired. This is why it is so important for every person who chooses teaching profession, form an ideal image of a teacher in your mind.

If self-development is treated as a purposeful activity, then its mandatory component should be introspection. Pedagogical activity places special demands on the development of cognitive mental processes: thinking, imagination, memory, etc. It is no coincidence that many psychologists and teachers, among the professionally significant personality traits of a teacher, name the ability to distribute attention, professional memory for faces, names, mental states, pedagogical imagination, observation, etc.

An integral part of professional self-development is self-educational work of a teacher.

Mastering the skills and abilities of independent work begins with establishing a hygienically and pedagogically sound daily routine. You need to plan your training and extracurricular activities so that there is time for both self-educational work and cultural recreation.

The activities of a teacher, who is characterized by a culture of mental work, exhibit the following components:

Culture of thinking as a set of skills of analysis and synthesis, comparison and classification, abstraction and generalization, “transfer” of acquired knowledge and techniques of mental activity to new conditions;

Stable cognitive process, skills and abilities to creatively solve cognitive problems, the ability to focus on the main, most important in this moment problems,

Rational techniques and methods of independent work to obtain knowledge, perfect command of oral and in writing;

Hygiene of mental work and its pedagogically appropriate organization, the ability to wisely use one’s time, expend physical and spiritual strength.

The most effective way of professional self-education of a teacher is his participation in the creative searches of the teaching staff, in the development of innovative development projects educational institution, proprietary courses and pedagogical technologies, etc.

Assessment of effectiveness and stage of self-development. Self-development has a double pedagogical result.

On the other hand, these are the changes that occur in personal development and professional growth, and on the other hand, mastering the very ability to engage in self-development. You can judge whether a future teacher has mastered this ability by whether he has learned to carry out the following actions (Elkanov S.B., 1989):

Goal setting: set professionally significant goals and objectives for self-development;

Planning: choosing funds;; and ways, actions and techniques of self-development;

Self-control: compare the progress and results of self-development with what was planned;

Correction: make the necessary amendments to the results of work on yourself.

Mastering such actions requires time and certain skills. Therefore, researchers distinguish stages of professional self-development.

On initial stage mastering professional self-education, its goals and objectives are non-specific, their content is not sufficiently defined. They exist in the form of a vague desire to become better in general, which appears under the influence of external stimuli. The means and methods of self-education have not yet been fully mastered. The process of self-education proceeds as an educational procedure, so the student needs help from a significant other (teacher).

On second stage After mastering self-development, goal setting becomes more defined and specific. At the same time, the goals and objectives that a student sets for himself relate to specific qualities of his personality. Much in self-development procedures depends on external circumstances. However, as experience is gained, the procedures for implementing self-development are reduced. Prudence, self-instruction, self-criticism are essential manifestations of self-development at this stage.

On third stage self-development, the teacher independently and reasonably formulates its goals and objectives. At the same time, the content of self-development rises from specific qualities to global or general professionally significant personality traits. Planning work on yourself and selecting means of self-influence are easy. All basic actions of self-development - goal setting, planning, self-control, self-correction - are carried out automatically and naturally.

Control questions and tasks

1. Name the tasks of teaching activity.

2. How does professional suitability of a teacher differ from professional readiness?

3. What is teaching skill?

4. What do the concepts of “pedagogical” and “humanitarian culture” include? What's it like their ratio?

5. What personal characteristics should a teacher have?

6 What skills does a teacher need for teaching?

7. How are professional growth and personal development of a teacher related?

8. Why do teachers need skills? creative activity?

9. What types of innovations do you know?

Literature

Elkanov S B. Fundamentals of professional self-education of a future teacher. - M., 1989.

Lvova Yu.L. Teacher's creative laboratory. - M., 1985.

Kan-Kalik V. A.. Nikandrov N. D. Pedagogical creativity.-M., 1990.

Mishchenko A. I. Introduction to the teaching profession. - Novosibirsk, 1991.

Fundamentals of pedagogical skills / Ed. I. A. Zyazyuna.-M., 1989.

Professional culture of a teacher / Ed. V. A. Slastenina. M., 1993.

Sukhomlinsky V. A. I give my heart to children. - M., 1983.

Shitov E. N., Kotova I. B. The idea of humanization of education in the context of the development of domestic theories of personality. - Rostov n/d, 1995.

Section II

In the future, the teacher also acts as a subject of purposeful activities to improve his professional qualifications, increasing personal professional and pedagogical potential necessary for pedagogical creativity, including its highest level - the development and creation of original pedagogical systems.

At the same time, one cannot understand a teacher’s subjectivity only as an ability for purely applied actions; “a humanitarian understanding of the meaning of a teacher’s activity is associated with ideas about the individual as a whole, but not with a set of roles, functions, qualities.”

Culturological values of education make it possible to determine the value of a teacher’s personality as a spiritual subject of culture, capable of creativity, self-improvement, self-transformation to solve problems of increasingly complex creative pedagogical activity, the development and manifestation of relationships, a system of meanings, spirituality, morality, and humanity.

Kolesnikova I.A. notes that the logic of training specialists in the field of “person-to-person” does not proceed from the development of individual operations, functions, types of activities to their summation, but, on the contrary, from the formation of integrative qualities to their specification, mastery and expression in individual creative norms.

The mechanism of professional and personal self-development and development was defined by N.K. Sergeev as a specific self-organization by a teacher of his personal educational and developmental space, in which he acts as a subject of professional formation and self-development. There is also the adoption and mastery of the technologies and content of modern education, the development of an individually creative professional style, an original pedagogical system, and at the same time, the individual and personal world of the teacher is a specific source of the latter, its target, content, and procedural characteristics.

2. PROFESSIONAL GROWTH AND PERSONAL DEVELOPMENT OF TEACHER

The humanization of both general and professional education is associated with the development of a person’s creative capabilities, the creation of real conditions for enriching the intellectual, emotional, volitional and moral potential of the individual, stimulating her desire to realize herself, expand the boundaries of self-development and self-realization. Such an ideal humanistic goal of education, considered the famous philosopher E.V. Ilyenkov, will allow us to bring each person in his individual development to the forefront of human culture, to the border of the known and the unknown, the done and the undone. Transferring a person to a new level of mastering culture, changing his attitude towards the world, other people and himself, increasing responsibility for his actions and their consequences is the main result of the humanization of education. The idea of personal development takes the goal of modern teacher education beyond traditional ideas about it as a system for transferring a certain amount of professional knowledge and developing the skills and abilities corresponding to them.

With the traditional approach, the teacher acts only as the basis of strictly regulated pedagogical activity. Within the framework of the humanistic approach, the goal of education is the continuous general and professional development of the individuality and personality of all participants in the pedagogical process, including the teacher.

In this regard, the goal also changes vocational training teacher In addition to professional knowledge, abilities and skills (professional competence), it also covers the general cultural development of the teacher, the formation of his personal position (motivational-value attitude towards teaching activity). Moreover, this unity does not look like a sum of properties, but like a qualitatively new formation. It is characterized by such a level of development of the teacher’s personality, at which actions and actions are determined not so much by external circumstances as by the internal worldview and attitudes.

A person cannot “just live” and do his job, he must find a goal in which work and profession, and most importantly, he himself and his actions in the profession occupy a certain place.

If the chosen profession does not contradict the formed personal characteristics and the professional development of the individual corresponds to its basic value concepts, then one can expect a value-based attitude to professional activity in the future. In other words, in this case the unity of personal development and professional growth of the individual is noted.

Consequently, the problem of choosing a profession and mastering an activity is part of the problem of the meaning of life.

In the scientific literature, the problem of professional compliance is associated with the presence of a certain potential of inclinations or abilities that can ensure the successful formation of the necessary professional knowledge, skills and abilities. There is practically no talk about the harmonious development of the individual, about professionalization as a process that largely determines this development. It is assumed that everything will be fine with a person if, according to certain parameters, he meets the requirements imposed by professional activity on the subject. However, in a number of cases, even with the required qualities, a person is unable to achieve such states as fruitfulness (E. Fromm), self-actualization (A. Maslow), identity (E. Erikson). This is exactly the case when it was not a person who succeeded, but a functionary, who is characterized by a dual role position: for work and for himself.

Improving education is impossible without understanding the teacher as an active subject who cognizes and transforms himself in the process of activity, since the subjectivity of the teacher becomes the main perspective for the development of the student.

Without self-education, the idea of personal and professional development of a teacher is practically impossible. Sociologists consider the transformation of activity into amateur activity (general sociological law), development into self-development, education into self-education as the prospect for the development of society.

Self-education is defined as being carried out by a person cognitive activity, which:

1. carried out voluntarily, that is, by the good will of the person himself;

2. controlled directly by the person himself;

3. is necessary to improve a person’s qualities, and the person himself is aware of this and aims at it. It is necessary to know the conditions under which the process of self-education will occur effectively.

Self-education of a teacher will be more productive if:

· In the process of self-education, the teacher’s need for personal development and self-development will be realized.

· The teacher knows the methods of self-knowledge and self-analysis of pedagogical experience and the ways of its transmission, since the pedagogical experience of the teacher is a factor in changing the educational situation. The teacher understands the various aspects of his professional activity - both positive and negative, and recognizes his imperfections, and therefore is open to change.

· The teacher is reflective, because it is pedagogical reflection (reflection is understood as human activity aimed at understanding one’s own actions, one’s internal feelings, states, experiences, analyzing this activity and formulating conclusions) that is a necessary attribute of a professional teacher. When analyzing teaching activities, there arises the need to obtain theoretical knowledge, the need to master diagnostics - self-diagnosis and diagnostics of students, the need to acquire practical skills in analyzing teaching experience.

· The program for effective professional development of teachers includes the opportunity for both research and search activities.

· The teacher is ready for pedagogical creativity.

· The teacher clearly understands when the relationship between personal and professional development and self-development should be realized.

Let's consider these conditions in more detail. From modern teacher it requires readiness to meet every professional situation with dignity, to be ready for retraining in rapidly changing conditions, and a person’s activity in such conditions, according to psychologists, can be aimed at better and more complete adaptation to the environment at the expense of one’s own reserves and internal resources, where the key factor of dynamic development is self-development.

Self-development is a person’s own activity in changing himself, in revealing and enriching his spiritual needs, creativity, and all personal potential, which integrates the subject’s activities aimed at developing character, abilities and individuality. Self-development, according to Kant, is the “cultivation of one’s own strengths.” For M. Mamardashvili, what is important in this concept is “the act of gathering one’s life into a whole, like organizing one’s consciousness into a whole.” For the Western European ethical tradition, this is a culture of self-formation, which presupposes the development of free thinking on the foundation of cultural continuity and affirms the importance of the creative over the historical. The development of such a culture is a guarantor of the preservation and improvement of modern culture and civilization.

Professional development is, first of all, the growth, formation, integration and implementation in pedagogical work of professionally significant personal qualities and abilities, professional knowledge and skills, an active qualitative transformation by a person of his inner world, leading to a fundamentally new structure and way of life (L.M. Mitina). Professional self-development is a dynamic and continuous process of personality self-design.

There are different approaches to determining the stages of teacher professional growth. In R. Fuller’s classification, three stages are distinguished: the stage of “survival” - in the first year of work at school, the stage of adaptation and active assimilation of methodological recommendations - 2-5 years of work, and the stage of maturity, which usually occurs after 6-8 years and characterized by the desire to rethink one’s teaching experience, the desire for independent pedagogical research. Each of these stages has specific interests of teachers. Thus, the first stage is marked by personal professional problems, at which an idea of oneself as a professional is formed, and where an urgent need to understand oneself as a specialist arises. The second stage is characterized by increased attention of the teacher to his professional activities. The third stage is characterized by an increase in the creative need for work, when ideas about oneself and teaching activity require generalization and analysis. According to D. Bourdain, it is at this stage that the organization of the teacher’s research activities is possible. The mechanism of development and self-development is, first of all, self-knowledge and self-analysis of activity. Self-knowledge is the activity of a teacher aimed at realizing his potential capabilities and professional problems. Self-analysis is a hidden from direct observation, but an essential side of a teacher’s professional activity and his life in general; it is an analysis of pedagogical activity when the phenomena of pedagogical reality are correlated by the teacher with his actions. Pedagogical analysis carries out the following functions: diagnostic, cognitive, transformative, self-educational.

A teacher’s practice becomes a source of professional growth to the extent that it is the object of structured analysis: unreflected practice is sometimes useless and over time leads not to development, but to professional stagnation of the teacher. Reflection is understood as an important mechanism of productive thinking, a special organization of processes for understanding what is happening in a broad systemic context, as well as the process of introspection and active comprehension of the state and actions of the individual and other people involved in solving problems. Therefore, reflection can be carried out both internally - the experiences and self-report of one individual - and externally - as collective mental activity and a joint search for a solution.

Pedagogical reflection in activity is a process of successive actions from difficulty (doubt) to discussing it with oneself and to finding a way out of it. Reflection is a complex mental ability to constantly analyze and evaluate every step of professional activity. With the help of reflexive abilities, which include a number of basic intellectual skills, you can manage your professional activities in conditions of uncertainty. “Key skills” combined together constitute a certain reflexive technology, with the help of which one improves professional experience teachers.

"Key skills":

· The ability to quickly see a problem in a pedagogical situation and correctly formulate it in the form of pedagogical tasks

· The ability to focus on the student as an actively developing subject of educational and cognitive activity, who has his own motives and goals, when setting a pedagogical task

· The ability to make every professional and pedagogical step an object of analysis

· Ability to always accurately specify and structure a problem

· The ability to see new problems on the horizon of practice arising from previous experience

· Ability to quickly find ways to solve problems

· Ability to specify pedagogical tasks into phased and operational ones, make the optimal decision in conditions of uncertainty, flexibly adapt as the situation changes, that is, think tactically

· The ability to constantly think “versionally”, that is, to think with assumptions, hypotheses, versions

· The ability to be in a system of “parallel goals” and create a “field of opportunities” for pedagogical actions

· The ability to make a worthy and only right decision in a situation of limited time to get out of difficult pedagogical situations

· The ability to clearly analyze the pedagogical situation in the dynamics of its development, to see immediate and distant results

· Ability to use different theories to understand one’s own experience

· The ability to competently analyze and accumulate the best examples of teaching practice in one’s experience

· The ability to combine parts of theory and practice to obtain a single whole with novel knowledge

· Ability to evaluate pedagogical facts and phenomena impartially and objectively

· Ability to express one’s point of view in a convincing, reasoned, clear and intelligible manner

The school develops by creating and mastering new educational practices, that is, as a result of the managed innovation process organized in it - the process of creating and mastering innovations, moving towards a qualitatively new objectively necessary state, the development and development of innovations occurs, implying that teachers have the ability to produce new , highly developed ability for creativity. A modern school can only be created by a teacher of a creative type, where creativity is understood as the creation of a new product, new technologies, techniques and methods, techniques, and the realization of the potential capabilities and abilities of the teacher, his need for self-realization. “Creativity is any activity of a person who creates something new, no matter whether it is the creation of some thing in the external world or the construction of a mind or feeling living in the person himself.” (L.S. Vygotsky). Pedagogical creativity has a pronounced personal originality, and the priority is the internal, substantive side, and this explains that the same techniques and methods for different teachers have different effects, because without creative awareness and endowing their own meaning with the content of education, methods, techniques, forms , technology, the teacher will not be able to educate and educate, but only transmit knowledge.

Based on the above, it is clear that the teacher needs to learn constructive skills in comprehending and rethinking his activities through introspection of classes, pedagogical situations, educational results in general, and rethinking contributes to the process of subjectification and increasing responsibility for the results of his actions. It follows from this that a teacher of a creative type is characterized by the following personal functions and qualities: mastery of reflection, acceptance of the personal meaning of teaching activities, the ability to present one’s personal experience, etc. Only a readiness for creativity will allow a professional teacher to organize research and search activities, which differ greatly expressed as a heuristic element, including conjecture, intuition, insight, contains elements of “contextual” research that has subjective knowledge, micro-discovery and is considered as an activity aimed by teachers to solve various kinds of situational problems and tasks. The point of solving such problems is not only to discover something unknown for theory and practice, but also to solve specific problems of education.

It is important to determine the requirements for the search and creative activities of the teacher:

· search activities should be aimed at solving specific and real problems school life and be practice-oriented in nature;

· search activities should be carried out in the natural conditions of the educational process and be contextual in nature;

· search activities must be carried out constantly, systematically; search activity should be optimistic in nature, that is, include a positive attitude towards success and be continuous;

· search activity should be aimed at ensuring that the result obtained determines the direction and nature of the next samples, and should be “incremental” in nature;

· search activity should be built on the basis and taking into account the existing unique experience of the teacher, his original system of professional “constructs”, peculiarities of cognitive style and be individualized;

· search activity should always be “versioned” in nature.

When developing competence and improving skills, the teacher faces a number of tasks of both personal and professional development, while the levels of personal, moral and intellectual development significantly determine the success of teaching activities. A necessary condition for the education and self-education of a teacher is the relationship between professional and personal development.

Table 1 attempts to correlate the parameters of a teacher’s personal and professional development.

Table 1

The relationship between personal and professional development of a teacher

Options	Personal development	Professional Development
Values	Development and expansion of the system of value orientations of the individual as a system of moral and ethical principles that determine activity	Development and expansion of the system of value orientations of the individual as a system of moral and ethical principles that determine professional activity
	Development of a tendency towards self-actualization and self-realization	Development of positive motivation for professional activities and improving one’s skills, self-realization
Self-concept	Development and deepening of an adequate and holistic self-image. Strengthening a positive (positive) self-concept.	Adequate formation of the teacher’s self-concept. Strengthening adequate and objective professional self-esteem. Strengthening positive security.
Perspective	Determining directions and prospects for further internal growth	Forecasting career growth and “creating” your own professional biography
Development objectives	Activating the development of the cognitive sphere as the ability for a more abstract and generalized understanding and differentiation, categorization of phenomena in the surrounding world. Reflection on personal experience and one’s own activities,	Adjustment and improvement of existing professional abilities, skills, and methods of activity based on the internalization of new information. Reflection on professional activities and teaching experience

The teacher, when determining self-education programs, must take into account these relationships. We offer the following points for drawing up a teacher’s self-educational activity program:

1. My values.

2. My goals.

3. My self-concept.

4. My perspective (strategy).

5. My work tactics and development tasks: cognitive, personal, etc.

The ability to “make oneself” in accordance with social and moral ideals, in which professional competence, richness of spiritual life and responsibility would become the natural conditions of human life, the most urgent need of the day.

Professional self-development, like other activities, is based on a rather complex set of motives and sources of activity. Usually the driving force and source of teacher self-education is the need to increase self-education.

Today, external and internal sources of self-development activity are differentiated. External sources (requirements and expectations of society) are the main ones and determine the direction and depth of the necessary self-development. The teacher’s externally evoked need for self-education is further fueled by a personal source of activity (beliefs, sense of duty, responsibility, professional honor, healthy pride, etc.) - this need forms a system of actions for self-improvement, the nature of which is largely determined by the content of the professional ideal. In other words, when the teacher’s activity has a personal, deeply realized value, then the need for self-improvement manifests itself, then the process of self-development begins.

To develop the processes of self-development and self-education great importance has a level of self-esteem formation. Psychologists note two methods for forming correct self-esteem. The first is to correlate the level of your aspirations with the result achieved, and the second is to compare them with the opinions of others. If aspirations are low, this can lead to the formation of inflated self-esteem. A study of the nature of difficulties in the work of teachers showed that only those who set high goals for themselves have difficulties - these are, as a rule, creatively working teachers. Those who do not have high aspirations are usually satisfied with the results of their work and rate them highly, while reviews of their work are far from desired. That is why it is very important for every person who has chosen the teaching profession to form an ideal image of a teacher in their minds.

If self-development is treated as a purposeful activity, then its most important component should be self-analysis. Pedagogical activity places special demands on the formation of cognitive mental processes: thinking, imagination, memory, etc. It is no coincidence that many psychologists and teachers, among the professionally significant personality traits of a teacher, name the ability to distribute attention, professional memory for faces, names, mental states, and pedagogical imagination , observation, etc.

An important component of professional self-development is the self-educational work of a teacher.

Mastering the skills and abilities of independent work begins with establishing a hygienically and pedagogically sound daily routine. You need to plan your academic and extracurricular activities in such a way that there is time for both self-educational work and cultural recreation.

The activities of a teacher, who is characterized by a culture of mental work, exhibit the following components:

A stable cognitive process, skills and abilities to creatively solve cognitive problems, the ability to focus on the main, most important problems at the moment;

Rational techniques and methods of independent work to obtain knowledge, perfect command of oral and written language;

Hygiene of mental work and its pedagogically appropriate organization, the ability to wisely use one’s time, expend physical and spiritual strength.

The most effective way of professional self-education of a teacher is his participation in the creative searches of the teaching staff, in the development of innovative projects for the development of an educational institution, proprietary courses and pedagogical technologies, etc.

Self-development has a kind of double pedagogical result. On the one hand, these are the changes that occur in personal development and professional growth, and on the other, mastering the very ability to engage in self-development. You can judge whether a future teacher has mastered this ability by whether he has learned to carry out the following actions:

Goal setting: set professionally significant goals and objectives for self-development;

Planning: choose means and methods, actions and techniques for self-development;

Self-control: compare the progress and results of self-development with what was planned;

Correction: make the necessary amendments to the results of work on yourself.

Mastering such actions requires time and certain skills. Therefore, researchers distinguish stages of professional self-development.

At the initial stage of mastering professional self-education, its goals and objectives are vague, their content is not sufficiently defined. They exist in the form of a vague desire to become better in general, which appears under the influence of external stimuli. The means and methods of self-education have not yet been fully mastered. The process of self-education proceeds as an educational procedure, so the student needs help from a significant other (teacher).

At the second stage of mastering self-development, goal setting becomes more defined and specific. At the same time, the goals and objectives that a student sets for himself relate to specific qualities of his personality. Much in self-development procedures depends on external circumstances. However, as experience is gained, the procedures for implementing self-development are reduced. Prudence, self-instruction, self-criticism are essential manifestations of self-development at this stage.

At the third stage of self-development, the teacher independently and reasonably formulates his goals and objectives. At the same time, the content of self-development rises from specific qualities to global or general professionally significant personality traits. Planning work on yourself and selecting means of self-influence are easy. All basic actions of self-development - goal setting, planning, self-control, self-correction - are carried out automatically and naturally.

CONCLUSION

established in modern world The socio-economic situation is characterized by the fact that many areas of human activity, including education, are rapidly developing due to the introduction of various innovations. And a person in such a situation will have to be not only a performer in their implementation, but also a direct creator innovation processes. And today, the readiness to meet every professional situation with dignity, to be ready for retraining in rapidly changing conditions is very important for every teacher. According to psychologists, human activity in such conditions can be aimed at better and more complete adaptation to the environment at the expense of one’s internal resources and one’s own reserves (O.S. Sovetova), where personal development will be the key factor in dynamic development.

The previous foundations, where organized, systematic self-education was carried out mainly in all kinds of courses, in circles, public universities, etc., turn out to be insufficient. Their place is increasingly filled by the independent work of each person on various sources of knowledge only with a little consultation from specialists in a particular field of science and practice.

Teacher self-education is based on accepting the goal of self-training, the content of pedagogical knowledge that provides the information base, realizing oneself as a subject of the innovation process, assessment and self-assessment of the achieved result in accordance with the accepted goal.

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Personal and professional development of a teacher as a necessary condition for improving the quality of education

Self-education is a system of mental and ideological
self-education, entailing volitional and moral self-improvement, but not setting them as its goal.
G.M.Kodzhaspirova

The results of a teacher’s work are not always immediately noticeable. Most often, they manifest themselves in the personal qualities of students some time later.
According to A.V. Lunacharsky’s definition, a teacher is a person who shapes the future. He is a huge factor in this future. Only personality can educate personality. From here it is clear that the development of the teacher himself, his intellectual, moral and professional qualities should be ahead of the level of the social environment. This is possible provided that the teacher is aware of his social significance, high personal responsibility, cognitive activity, constant objective self-analysis and systematic work on self-improvement.

One of the forms of manifestation of cognitive activity and conscious self-development is self-education. You cannot convey your thoughts and feelings to another person, but you can arouse interest and desire for a certain type activities. This applies equally to teachers and students. The main thing is the development of the teacher’s personality and, on this basis, increasing the level of his qualifications, professionalism, and productivity.
The need for self-education is dictated, on the one hand, by the very specifics of teaching activity, its social role, on the other hand, realities and trends continuing education, which is associated with the constantly changing conditions of teaching work. The needs of society, the evolution of science and practice, the ever-increasing demands on a person, his ability to quickly and adequately respond to changing social processes and situations, his readiness to rebuild his activities, and skillfully solve new, more complex problems.
The meaning of self-education is expressed in satisfying cognitive activity, the growing needs of the teacher, and self-realization through lifelong education.
The essence of self-education is mastering the technology and culture of mental work, the ability to overcome problems, and independently work on one’s own improvement, including professional ones.
The principles of self-education include: universality, continuity, purposefulness, integrativeness, unity of general and professional culture, individualization, interconnection and continuity, accessibility, proactive nature, compensatory nature, permanent transition from low to higher levels, variability.
The problem of self-education concerns not only teachers, but also students. Nowadays, preparing schoolchildren for serious independent work is of particular importance. Implementation of goals and objectives modern school is directly related to increasing students’ interest in learning, developing inquisitiveness and cognitive activity, intellectual skills, ways of mastering information and converting it into action. In other words, we need to teach schoolchildren to self-study and self-educate. This requires developing such qualities of the mind as: independence, observation, curiosity, the ability to pose questions and solve logic problems, carry out problem-solving and exploratory tasks, do experiments, participate in experiments, compare and analyze results, summarize the data obtained, draw conclusions. Consequently, when constructing a lesson, the teacher must provide situations, tasks and activities for schoolchildren that train thought processes and moral-volitional efforts. In addition, it is necessary to plan for the development of cognitive skills. How will the lesson develop the skills of listening and hearing, highlighting the main idea, participating in a discussion, defending one’s own opinion, extracting information from various sources of knowledge (charts, tables, documents, textbook, audiovisual media, etc.)? Due to this, the skills of writing abstracts will be developed. Supporting notes, reviews, etc.?
When managing the self-education of schoolchildren, it is necessary to take into account the laws this process, as well as age and individual characteristics children. For younger schoolchildren, as a rule, this is inquisitiveness and receptivity to knowledge; for middle school students, it is the multi-level and multidirectional nature of cognitive interests, which is often a means of self-affirmation among peers. High school students have professionally oriented interests. When organizing independent work of schoolchildren, the teacher must predict the result and provide the children with the opportunity to demonstrate their achievements to students, teachers, and parents.
A teacher who does not have the ability to create, to form an actively thinking and active personality, to select the necessary means of influence for this purpose, is not able to educate and develop predictable qualities in his students. In order to teach, educate and develop a personality, a teacher must be able to improve himself, while being able to place emphasis on the main thing, i.e. on what ensures the success of teaching activities.
Research has proven that methods, forms, and techniques for conducting a lesson do not in themselves ensure success in work if they are not conditioned by the personal qualities of the teacher. In the process of pedagogical interaction, students acquire not only knowledge, skills and abilities, but also become bearers of the teacher’s personal qualities, bearers of his reflection. A student is more willing to study in conditions if he feels his own development. Ensuring interested communication is based on the special sensitivity of the teacher to his pupil, on the ability to use mental dialogue in the process of presenting information.
“If you take a careful look at the people who cannot praise anyone, blame everyone and are not happy with anyone, then you will find out that these are the very people with whom no one is happy.”
J. Labruye
Another aspect of improving the quality of education is creating situations of success in the classroom. This is practically impossible without the teacher’s intensive work on himself and the development of his personal qualities. Only a happy person can raise a happy person. Success for a student can be created by a teacher who himself experiences the joy of success. After all, the teacher’s task is to give each student the opportunity to experience the joy of achievement, realize their capabilities, and believe in themselves. Success in learning is one of the sources of a student’s internal strength, generating energy to overcome difficulties and a desire to learn. This is the experience of a state of joy, satisfaction because the result that a person strived for either coincided with his expectations or exceeded them. As a result of this state, new motives for activity are formed, the level of self-esteem and self-esteem changes. All of the above is relevant to the activities of the teacher.
Yes, children would like to take into their country, first of all, kind teachers who do not complain to their parents, who can teach in dozens, and who are responsive. Those who know how to experience delight in beauty, who know how to put themselves in a child’s place, who understand every child, who are fair, sincere, smiling, caring, cheerful, sensitive, friendly, who explain lessons well, who know how to give students a break and relieve tension at the right time, who are open to people who understand children’s psychology, patient, responsive, moderately strict, those who are interesting to listen to, beautiful, smart, respectful of students, loving all students. “A pass to the land of childhood” will not be given to teachers who swear, are always in a bad mood, raise their voices, are angry, aggressive, cannot hide their likes and dislikes, are unfair, are greedy, are not ashamed that they teach poorly, do not explain the material well, incompetent.
What are the problems of teachers? What prevents them from working better, working on themselves, raising their level, and achieving student success?
Of course, going from beginner to master is not easy. Professionalism does not just come with experience, it also depends on many other things: the motivation of the teacher, the content of the work, interest in the work, personal abilities and personality traits. But the personal and professional development of a teacher is a necessary condition for improving the quality of education. Unfortunately, there are teachers at school who have stopped in their development, having received the first or highest category; they do not participate in competitions, do not give interesting open lessons and victories in the Olympics, all this, as it were, does not concern them. But modern requirements to education, scientific and technological progress, the level of our children tells us that this is unacceptable, it is impossible for the work of a gymnasium, creative events, competitions, olympiads, etc. depended on the same people, working creatively, constantly working on themselves. It is necessary for literally everyone to remember that we work at school, and this leaves a certain imprint on our work and the requirements for it. Perhaps today we have not fully covered this topic, since it is quite deep, but at least we managed to plunge into this problem and we will all think about the questions “What are we doing to make our children interested in us? Are we the professionals? And will we get a pass to the land of childhood?”