Organizational model of the activity of a teacher-psychologist in a dow. Psychological models of pedagogical activity Basic models of professional pedagogical activity
Meaning teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring from older generations to younger generations the accumulated culture and experience of mankind, creating conditions for their personal development and preparing for the implementation of certain tasks. social roles in society. Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, and to a certain extent the mass media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which, voluntarily or not, each person also carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions. The purpose of pedagogical activity preschool teacher is connected with the realization of the goal of education, which is still considered today as a universal human ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas. The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of an individual. Much attention was paid to the development of the problem of the goals of education by A.S. Makarenko. He was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments. . As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of personality. The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they add up to a detailed program of gradual movement towards highest goal- personal development in harmony with oneself and society. The functional basic unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of goals and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lessons, excursions, conversations, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all wealth separately. The pedagogical action of the teacher first appears in the form of a cognitive task. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a discrepancy is found between the means and objects of pedagogical influence, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of an educator - a teacher, by its nature, is nothing more than a process of solving an innumerable set of tasks of various types, classes, levels. A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors of conditions and circumstances. .
The main types of pedagogical activity carried out in a holistic pedagogical process are educational and educational work. Educational work is a pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of the harmonious development of the individual. And education is a kind of educational activity that is aimed at managing primarily cognitive activity preschoolers. Pedagogical and educational activities are identical concepts. This understanding of the relationship educational work and teaching reveals the meaning of the thesis about the unity of education and upbringing. Education is considered, isolated from education. If compared to in general terms educational activity that takes place both in the learning process and outside the classroom, and educational work that is carried out in a holistic pedagogical process, it can be concluded that teaching, carried out within the framework of any organizational form, and not just classes, usually has strict time limits, a strictly defined goal and options for how to achieve it. The most important criterion for the effectiveness of training is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because it is achievable within the time frame of the organizational form. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. The most important criterion for the effective solution of educational problems are changes in the minds of pupils, manifested in emotional reactions, behavior and activities. . The content of training can be hard-coded, which is not allowed in educational work. The formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for by the curricula, is essentially something other than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to everything around, to oneself. The results of training - practices are uniquely determined by its activities, i.e. the ability to cause and direct the cognitive activity of the pupil. Education is discrete. It usually does not involve interaction with pupils during the preparatory period, which can be more or less long. The peculiarity of educational work is that even if there is no direct contrast with the educator, the pupil is under his mediocre influence. Usually the preparatory part in educational work is longer and often more significant than the main part. The results of the pupils' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, the correlation of the results of the educator's activities with the developed criteria for upbringing. It is very difficult to single out the result of the activity of the educator in a developing personality. .
Thus, the noted differences in the organization of teaching activities and educational work show that learning is much easier in terms of its organization and implementation, and in the structure of an integral pedagogical process, it occupies a subordinate position. If in the learning process almost everything can be proved or deduced logically, then it is much more difficult to cause and consolidate certain relationships of a person, since freedom of choice plays a decisive role here. That is why the success of an educator in training largely depends on the formation of cognitive interest and attitude to activity in general, i.e. from the results of not only training, but also educational work.
What is the structure of the pedagogical activity of the preschool teacher? According to the study by N.V. Kuzmina singled out three interrelated components in the structure of the pedagogical activity of a teacher of a children's educational institution: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are needed, manifested in skills.
Constructive activity, in turn, is divided into constructive-content, selection of material, planning and construction of the pedagogical process, constructive-material (designing the educational and material base of the pedagogical process), constructive-operational (planning one's actions). Organizational activity involves the implementation of a system of actions aimed at including students in various activities, creating a team and organizing joint activities. Communicative activity is aimed at establishing pedagogically expedient relations between the teacher and pupils, other teachers of the children's educational institution, members of the public, and parents. Any activity can be carried out if the teacher has a variety of skills.
Constructive activity can be carried out if the teacher has analytical, prognostic and projected skills. Analytical skills: comprehend each pedagogical phenomenon, correctly diagnose a pedagogical phenomenon, isolate the main pedagogical task. Predictive skills - clearly represent the final result in the mind. Projective skills: translate the goals and content of education and upbringing into specific pedagogical tasks, take into account the needs of students, select activities, plan individual work with pupils, plan a system of methods for stimulating children's activity.
Organizational activity - include mobilization, development and orientation skills.
Mobilization skills are the ability to attract the attention of children and develop in them a steady interest in learning, work and other activities, to form a need for knowledge. Information skills include the ability to present material, work with sources. Orientation skills - the ability to form the value orientations of pupils, which include attitudes towards work, natural phenomena and society.
Communicative activity has: Perceptual skills - the ability to understand others, their personal characteristics, to determine the nature of experiences, to see the main thing in a person. Communication skills - the ability to distribute attention and maintain its stability, analyze actions, resolve conflicts of pupils.
Pedagogical technique - a set of skills and abilities necessary to stimulate the activity of children and the team as a whole; the development of the teacher's speech as one of the most important educational means - correct diction, rhythmic breathing, the ability to control one's body, regulate one's mental states. . Thus, in contrast to the understanding of activity accepted in psychology as a multilevel system, the components of which are the goal, motives, actions and result, in relation to pedagogical activity, the approach prevails to distinguish its components as relatively independent functional activities of a teacher of a children's educational institution: constructive, organizational and communicative.
Basic models of pedagogical activity.
A system is a set of many interconnected elements that form a certain integrity. It necessarily involves the interaction of elements.
The central scientific task of pedagogy and educational psychology as a science is to describe exactly how the components of the system depend on each other.
In pedagogy, there are numerous options for applying general systems theory to the analysis of pedagogical activity. So, N. V. Kuzmina, introducing the concept of a pedagogical system, singles out not only its structural components, but also the functional components of pedagogical activity. Within the framework of this model, five structural components are distinguished:
1) the subject of pedagogical influence;
2) the object of pedagogical influence;
3) the subject of their joint activities;
4) learning objectives
5) means of pedagogical communication.
In fact, these components make up the system. Let's try to remove one of them - and the pedagogical system itself will immediately fall apart, be liquidated. On the other hand, no component can be replaced by another or by a combination of other components. To single out a structural component does not yet mean a complete description of the system. In this case, all structural components of the pedagogical system are both in direct and inverse relationship. The central scientific task of pedagogy and educational psychology as a science is to describe exactly how the components of the system depend on each other.
Developing the problem of pedagogical activity, N.V. Kuzmina determined the structure of the teacher's activity. In this model, five functional components were designated:
1. The gnostic component belongs to the sphere of knowledge of the teacher. It is not only about knowing your subject, but also about knowing the methods of pedagogical communication, the psychological characteristics of students, as well as self-knowledge (one's own personality and activities).
2. The design component includes ideas about the promising tasks of training and education, as well as strategies and ways to achieve them.
3. The constructive component is the features of the teacher's design of his own activity and the activity of students, taking into account the immediate goals of training and education (lesson, lesson, cycle of classes).
4. The communicative component is the features of the teacher's communicative activity, the specifics of his interaction with students. The emphasis is placed on the relationship of communication with the effectiveness of pedagogical activity aimed at achieving didactic (educational and educational) goals.
5. The organizational component is a system of teacher skills to organize their own activities, as well as the activity of students.
According to V. I. Ginetsinsky, who also offers a systemic model, four functions can be distinguished in pedagogical activity:
1. The presentation function consists in presenting the content of the material to students. The allocation of this function is based on abstraction from specific forms of learning. It focuses on the very fact of presenting educational material.
2. The incentive function is to arouse students' interest in learning information. Its implementation is associated with the formulation of questions, the evaluation of answers.
3. The corrective function is associated with the correction and comparison of the results of the activities of the students themselves.
4. Diagnostic function provides feedback.
Within the concept of A. K. Markov (1993) he identifies and describes ten groups of pedagogical skills. Let us briefly consider the content of this model.
The first group includes the following series of pedagogical skills. The teacher must be able to:
To see the problem in the pedagogical situation and formulate it in the form of pedagogical tasks; when setting the pedagogical task, focus on the student as an active participant in the educational process; study and transform the pedagogical situation;
Concretize pedagogical tasks, make the best decision in any situation that has arisen, foresee the near and long-term results of solving such problems.
The second group of pedagogical skills are:
Work with the content of educational material;
Ability for pedagogical interpretation of information;
Formation of schoolchildren's educational and social skills and abilities, the implementation of interdisciplinary communications;
Studying the state of mental functions of students, taking into account the educational opportunities of schoolchildren, foreseeing typical difficulties for students;
The ability to proceed from the motivation of students when planning and organizing the educational process;
The ability to use combinations of forms of education and upbringing, to take into account the expenditure of effort and time of students and teachers.
The third group of pedagogical skills refers to the field of psychological and pedagogical knowledge and their practical application. The teacher should:
Correlate students' difficulties with shortcomings in their work;
Be able to create plans for the development of their pedagogical activities.
The fourth group of skills are techniques that allow you to set a variety of communicative tasks, of which the most important are the creation of conditions for psychological safety in communication and the realization of the internal reserves of a communication partner.
The fifth group of skills includes techniques that contribute to the achievement of a high level of communication. These include:
The ability to understand the position of another in communication, show interest in his personality, focus on the development of the student's personality;
The ability to take the student's point of view and create an atmosphere of trust in communicating with another person (the student must feel like a unique full-fledged personality);
Possession of rhetoric techniques;
The use of organizing influences in comparison with evaluating and especially disciplining ones;
The predominance of a democratic style in the teaching process, the ability to treat certain aspects of the pedagogical situation with humor.
The sixth group of skills. This is the ability to maintain a stable professional position of a teacher who understands the importance of his profession, that is, the implementation and development of pedagogical abilities; the ability to manage one's emotional state, giving it a constructive, not destructive character; awareness of their own positive capabilities and the capabilities of students, contributing to the strengthening of their positive self-concept.
The seventh group of skills is understood as an awareness of the prospects for one's own professional development, the definition of an individual style, and the maximum use of natural intellectual data.
The eighth group of skills is the definition of the characteristics of knowledge acquired by students during the school year; the ability to determine the state of activity, skills, types of self-control and self-assessment in educational activities at the beginning and at the end of the year; the ability to identify individual indicators of learning; the ability to stimulate readiness for self-learning and continuous education.
The ninth group of skills is the teacher's assessment of the upbringing and upbringing of schoolchildren; the ability to recognize the consistency of moral norms and beliefs of schoolchildren by the behavior of students; the teacher's ability to see the student's personality as a whole, the relationship of his thoughts and actions, the ability to create conditions for stimulating underdeveloped personality traits.
The tenth group of skills is associated with the integral, inalienable ability of the teacher to evaluate his work as a whole. We are talking about the ability to see the cause-and-effect relationships between its tasks, goals, methods, means, conditions, results. The teacher needs to move from assessing individual pedagogical skills to assessing his professionalism, the effectiveness of his activities, from the particular to the whole.
In modern didactic literature, the idea of modeling as one of the teaching methods is widespread. It should be noted that modeling has been known as a scientific method for a very long time.
The definition of the model according to V. A. Shtoff contains four features:
1) model - a mentally represented or materially implemented system;
2) it reflects the object of study;
3) it is capable of replacing the object;
4) its study provides new information about the object.
Modeling is the process of building and researching models. When defining the concept of “learning model”, the emphasis is on the fact that the characteristics of the model should be easier to perceive didactically than similar or identical characteristics in the object itself. The structure of the didactic model contains fewer elements than the object itself. Research confirms that the use of simulation as a teaching method leads to a significant increase in the effectiveness of training.
In conclusion, it should be noted that in the analysis of pedagogical activity, it is possible to use various models. The choice and application of models are determined by the basic theoretical or practical concept, as well as those specific tasks that are set by the researcher or practitioner.
Question 8. What is the essence of the concept of "psychological competence of a teacher"?
The role of psychological and pedagogical competence in the development of a teacher's professionalism is undeniable.
M.A. Cold defines competence as "a special type of organization of subject-specific knowledge that allows you to make effective decisions in the relevant field of activity."
Psychological competence can be characterized through the effectiveness, constructiveness of activities (external and internal) based on psychological literacy, i.e. means the effective application of knowledge and skills to solve the tasks and problems facing a person.
Many foreign scientists do not share the concepts of psychological competence and psychological literacy. Psychological literacy is considered by them as an "initial" level of psychological competence.
The difference between literacy and competence is based on the adequate use of one's own past experience, the experience of other people and socio-historical. Competence involves the combination of generalized psychological knowledge with knowledge about oneself, a specific person, a specific situation. A literate person knows about something abstractly, and a competent person can, on the basis of knowledge, concretely and effectively solve any psychological task or problem. At the same time, competence means a refusal to directly copy someone else's experience, norms, traditions, patterns, freedom from stereotypes, someone's instructions, prescriptions, and attitudes.
Thus, the main difference between psychological literacy and psychological competence lies in the fact that a literate person knows, understands (for example, how to behave, how to communicate in a given situation), and a competent person can really and effectively use knowledge in solving various problems. problems, is able to move from words to deeds, from general reasoning to reasonable actions. A competent teacher knows psychology, and a competent one uses this knowledge really and effectively, i.e. knows and really takes into account the psychology of adults and children. The task of developing psychological competence is not just to know a person more and better, but to include this knowledge in the psychological practice of the school.
Psychological competence depends on the personality of the teacher, his personal qualities. The personal and business qualities of a teacher merge into a single psychological and pedagogical competence.
Practice shows that the most "sinking" component of psychological competence are professionally significant personality traits teacher.
M.I. Lukyanova defines as important, necessary in pedagogical activity the following personal qualities: reflectivity, empathy, communicativeness, personality flexibility, ability to cooperate, emotional attractiveness.
A.K. Markova complements them professionally important personality traits: pedagogical erudition, pedagogical goal-setting, pedagogical thinking, practical pedagogical thinking, pedagogical observation, vigilance, pedagogical hearing, pedagogical situation, pedagogical optimism, pedagogical resourcefulness, pedagogical foresight, forecasting, pedagogical reflection.
What is the psychological competence of a modern teacher?
In the model of professional competence of a teacher, in accordance with the standards of education, the essence psychological and pedagogical competence teacher, which includes:
The teacher's awareness of the individual characteristics of each student, his abilities, strengths of character, the advantages and disadvantages of previous training, which is manifested in the adoption of productive strategies for an individual approach in working with him;
Awareness in the field of communication processes occurring in groups with which the teacher works, processes occurring within groups, both between students and between the teacher and groups, teacher and students, knowledge of the extent to which communication processes contribute to or hinder the achievement of the desired pedagogical results;
The teacher's awareness of the best teaching methods, the ability for professional self-improvement, as well as the strengths and weaknesses of his own personality and activities, and what and how to do with himself in order to improve the quality of his work.
The psychology of the teacher's personality is manifested not only in his position in relation to children, but also in the organization of his own pedagogical activity. Often, ignorance of one's own psychological characteristics leads to the fact that the teacher begins to copy the experience of his colleagues, who have their own individual psychological characteristics.
In the development of psychological competence the main role devoted to self-improvement, professional and personal self-awareness, the allocation of their professional positions.
Psychological competence is formed in a teacher unevenly during professional life. To see this internal dynamics means to evaluate it, to give a forecast of his professional and personal growth.
Factors that determine the psychological competence of a person:
- individual characteristics (in this case, the type of personality plays an important role, in particular, whether it is intro- or extraverted, autistic or non-autistic, as well as its intelligence);
- mental state (asthenic and sthenic) and typical mood;
- the effectiveness of socialization (for example, a violation of socialization leads to emotional deafness, complexes, aggressiveness);
- the impact of cultural differences;
- special psychological preparation.
Question 10. Students are not prepared:
The activity of a teacher largely depends on his ideas about the space of his professional life, about the mechanisms of pedagogical communication, the nature of the psychological characteristics of students, etc. Any pedagogical practice, including individual "educational acts" of a particular teacher, is based on certain psychological views of varying degrees of formalization and awareness. These views can be formed both spontaneously - throughout a person's life, and purposefully - in the process of acquainting a teacher with theoretical approaches that have been formed in psychological science, through the formation of psychological competence.
E.A. Klimov believes that "preparedness in the field of psychology is, first of all, clear ideas about a specific mental reality, accompanied by a positive affective tone, associated with an insatiable interest in it and a willingness to directly contact it in interpersonal communication." A psychologically prepared teacher must first of all have a "heightened sense of animation" of outsiders, and not just verbal, conceptual knowledge of the appropriate kind. Students, not having sufficient theoretical knowledge, carry out "self-made" subjective explanations and constructions in their heads.
At the same time, it is well known that the instrumentality and practicality of the theoretical knowledge in psychology obtained in a pedagogical university remains low. Many studies have found that most teachers are not satisfied with their psychological preparation and its practical orientation. Pedagogical university graduates "do not realize the constructive possibilities of psychological theory" (Yu.N. Kulyutkin), "do not use and cannot use the psychological knowledge they received at the university" (BM Masterov).
The inefficiency of the work of a psychologist with teachers at a university, when the psychologist acts as a teacher of one or another psychological discipline, or in an educational institution where the psychologist is called upon to provide educational practice, lies in the fact that the psychologist is focused mainly on transferring ready-made knowledge to the teacher, one or another theoretical constructions that in themselves do not significantly affect the actual practice of pedagogical activity.
The contradictions between the requirements, features and conditions of the student's educational activity and his future professional activity are as follows:
1) between the abstract subject of educational and cognitive activity (texts, sign systems, action programs) and the real subject of learning professional activity;
2) between the integrity of the content of professional activity and the mastery of it by students through a variety of subject areas;
3) between the mode of existence of professional activity as a process and its representation in training in the form of static systems of ready-made knowledge and algorithms of actions that are subject to memorization and assimilation;
4) between the social form of the existence of professional activity, the collective nature of labor and the individual form of its appropriation by students;
5) between the involvement in the labor processes of the entire personality of a specialist at the level of creative thinking and social activity and reliance in learning on the processes of attention, memory, perception;
6) between the "reciprocal" position of the student and the initiative position of the specialist;
7) between the orientation of the content of educational activity to past social experience and the orientation of the student towards the future content of professional activity.
The technology of sign-context learning proposed on the basis of the analysis of these contradictions ensures the consistent transformation of the student's educational activity into the professional activity of a young specialist.
To partially remove the above contradictions, active learning methods are also used: business, innovative and organizational-activity games, analysis of specific situations, role-playing games, group discussions, etc. The experience of their application shows that they provide a solution to educational problems that are difficult to achieve in traditional education, such as:
Education of a research attitude to reality;
Formation of not only cognitive, but also professional motives and interests;
Education of systemic thinking of a specialist;
Teaching collective mental work, "official" interaction and communication, individual and joint decision-making, responsible attitude to business and other people, creative initiative.
Ways to improve the psychological preparation of the teacher are seen in strengthening the practical orientation of the psychology course at the university, in identifying the constructive possibilities of psychological knowledge, in the psychologization of the goals, content and methods of pedagogical education.
The highest level of development of pedagogical activity lies in the fact that the teacher sets goals for the formation of self-development mechanisms and is able to transfer his ability to self-development to students. In working with teachers, it is proposed to focus on the formation of the foundations of mental activity. The transfer of a teacher to a reflexive position, to systematic self-knowledge in a practical situation, overcoming the phenomenon of "multiplicity of knowledge about the same thing", theoretical schematization of empirical material, awareness of the features of reflexive procedures, procedural reconstruction of processes in the object of cognition and modeling the modification of these processes - this is only some stages of the transformation of pedagogical activity into research with the help of practical actions.
ORGANIZATIONAL MODEL OF THE ACTIVITY OF THE PSYCHOLOGIST TEACHER IN THE DOE
Under activity model the sequence of organizational forms of work of a teacher-psychologist is understood, providing comprehensive support for the development of a child in kindergarten and coordinating the efforts of all participants in the educational process.
The introduction of a practical psychologist in educational institutions began in 1988, when the rate of "psychologist" was introduced in educational institutions.
Main Purpose as a child psychologist working in kindergarten, and in general, the psychological education service isEnsuring the psychological health of children. Psychological health implies mental health, which is based on the full mental development of the child at all stages of childhood.
In accordance with the goal, the child practical psychologist performs the following Tasks:
1. To realize the development opportunities of each age in work with children;
2. To develop the individual characteristics of the child, i.e. the attention of a specialist should be attracted by the interests, abilities, inclinations, feelings, hobbies, relationships of the child, etc.
3. To create a climate favorable for the development of the child in the kindergarten;
4. Provide timely psychological assistance to both children and their parents and caregivers.
The main activities of a teacher-psychologist
Under psychological educationrefers to the introduction of adults (caregivers, parents) and children to psychological knowledge. In society, psychological knowledge is not widespread enough, psychological culture is not always expressed, which implies interest in another person, respect for the characteristics of his personality, the ability and desire to understand one's own relationships, feelings, and actions. In pedagogical teams, as well as in families, conflicts are possible, which are based on the psychological deafness of adults, the inability and unwillingness to listen to each other, understand, forgive, give in, etc. Therefore, it is important for a practical psychologist to raise the level of psychological culture of those people who work with children. The main purpose of psychological education is to acquaint educators, parents with the basic patterns and conditions for the favorable mental development of the child, to popularize and explain the results of psychological research, to form the need for psychological knowledge and the desire to use it in working with the child or in the interests of developing one's own personality, as well as to achieve an understanding of the need for practical psychology and the work of a psychologist in kindergarten and other educational institutions. Psychological education can take the form of lectures, discussions, seminars.
Psychological prevention- a type of activity of a practical child psychologist that has not been developed to date. It is aimed at preserving, strengthening and developing the psychological health of children at all stages of preschool childhood. Unfortunately, this side of the activity of a practical psychologist has not been developed in our country yet. But this does not diminish her role. Psychological prevention assumes responsibility for the observance in the kindergarten (and other children's institutions) of the psychological conditions necessary for the full psychological development and formation of the child's personality at each age stage. Also, psychological prevention involves the timely identification of such features of the child, which can lead to certain difficulties, deviations in the intellectual and emotional development in his behavior and attitudes. The main difficulty that a psychologist may encounter is a lack of understanding by the teaching staff and parents of the importance of psychological prevention. This misunderstanding can be explained by the fact that there are many problems with individual children and groups that need to be urgently addressed, and therefore educators and parents may not think about what might happen in the future. The psychologist should try to predict the possibility of problems and work towards their prevention. In psychoprophylaxis, the initiative comes entirely from the psychologist, and this manifests his creativity as a specialist. The psychologist develops and implements developmental programs for children of different ages, taking into account the characteristics of each age stage. It also reveals such psychological characteristics of the child, which may further cause certain difficulties or deviations in his intellectual and personal development. A practical psychologist should monitor the observance in the kindergarten of the conditions necessary for normal mental development and the formation of the personality of children at each age stage, as well as prevent possible complications in the mental development and formation of the personality of children in connection with their transition to the next age stage.
Psychological diagnostics -psychological and pedagogical study of individual personality traits ... with the aim of:
- identifying the causes of problems in training and development;
- determining the strengths of the personality, its reserve capabilities, which can be relied upon in the course of corrective work;
- early detection of professional and cognitive interests;
- determining the individual style of cognitive activity, etc.
It is carried out in the form of planned diagnostics or diagnostics at the request of ... administration, teachers, parents and is considered as an important preparatory stage for individual and group counseling, psychological and pedagogical council, teachers' council ...
Psychological diagnostics of professional behavior ... is carried out by a psychologist either within the framework of a strategy of his own professional activity developed by him, or upon request ... and is performed in the form of a multi-positional analysis ... based on observations, video filming or other recording ...
Advisory workin kindergarten has a fundamental difference from that which is carried out by a psychologist in district or other consultations. The specificity of such counseling is that it focuses on solving professional problems. In the process of counseling, only what is relevant to solving the main task of the psychological education service is considered - to maximally promote the mental, personal development of each child. Heads of kindergartens, educators, parents and other people receive advice insofar as they are relevant to the child. Their problems are considered only in connection with the problems of children, and not in themselves. Educators often turn to a psychologist on the following issues: the causes of difficulties in children learning programs of study (preparation for school), unwillingness and inability of children to study, emotional, personality disorders, conflict relations with other children. Parents often come up with problems: how to prepare children for school, the lack of expressed interests in children, poor memory, disorganization, lack of independence, aggressiveness, increased excitability or timidity, timidity; in other words, everything that is usually denoted by the words "difficult child" is meant.
Code of Ethics for Educational Psychologist
Along with ethical principles and norms that are significant for everyone, a psychologist must:
- to keep confidential the personal information communicated to him;
- use procedures and techniques that do not infringe on the dignity of participants in the educational process;
- provide an opportunity for all participants in the educational process to refuse to continue work at any stage;
- use his tools to expand the freedom of choice of the person with whom he works;
- always promote the awareness of a person that he himself is the cause of his achievements;
- use techniques appropriate to the person's reality.
Oath of a teacher-psychologist
Stepping on the path of practical psychology, I swear that I will put all my knowledge and abilities into my direct work.
In my hands is the soul, and hence the fate of the one who turned to me for help. Everything that I can and know, everything that nature and people have awarded me as a person, is for those who come to me.
I will not allow what I have learned about a person to turn against him. Mastering the profession of a psychologist, I sincerely wish only one thing - to be for people those who can be trusted.
And I will not disgrace my profession with incompetence, dishonesty, indifference and money-grubbing.
And may good luck accompany me in my sincerestriving to awaken and develop the giftin a child, to help him in difficult moments of his gradual growing up,accept, appreciate and cherishthe mystery of his unique individuality.
PASSPORT OF THE OFFICE OF PRACTICAL PSYCHOLOGY AND PEDAGOGY at the preschool educational institution
As a psychological office, a small room, proportional and well lit (both natural and artificial lighting) can be used. Large and disproportionate rooms are very difficult to arrange (organize) for individual conversations and diagnostic procedures. They do not contribute to the creation of a communicative “closeness” and a trusting atmosphere. A room without windows creates the effect of being fenced off from the real space, isolated from the outside world. This is sometimes necessary for corrective work, but it is an obstacle to the initial reception when meeting children and parents, establishing contact. In this case, the alternation of natural and climatic phenomena occurring outside the window can be used to distract or fix attention, emotional inhibition, or excitation.
It is desirable that the psychological office be away from the premises of economic and consumer services, administrative and medical blocks, as well as from halls for music and physical education. To this list, you can add a swimming pool and classrooms with the use of technical teaching aids. Also important is free access to the parents' office, which implies either a double entrance (from the side of the street and the main room), or a convenient location in relation to all group rooms.
Of course, it is difficult to achieve complete isolation from noise and technical penetration in the conditions of a preschool institution, but this is not required. It will be sufficient to reduce the general noise background, as well as the possibility of situational distraction (deconcentration) and emotional stress in children.
It is impossible to welcome the widespread practice of organizing a psychological office on the area of dormitory and play rooms, functioning age groups. A variant of an equally unfortunate arrangement is the division of methodological or speech therapy rooms into two professional spaces, the so-called psychologist's corners. These methods of organizing a psychological office do not contribute to the competent professional activity of a psychologist and can significantly distort the results of corrective and diagnostic measures, since they initially contain a high percentage of error.
So, the office at the disposal of the psychologist is provided. What should he be?
Initially, these are color design issues. Color combinations and the overall color background should not be bright and overwhelming. It is better to use pastel, soothing shades of green and blue in combination with warm beige or yellow. This color scheme contributes to adaptation both to the room as a whole and to the situation of interaction with a psychologist.
An important addition to the design of the office are live indoor plants. As for decorative animals and birds, their stationary presence in the office is not recommended. In case of professional necessity, such as: correction of fears, manifestations of aggression and anxiety, animals can be used situationally by a psychologist.
The basic principle of the design of the room is nothing superfluous. Preoccupation with decoration that is not tied to functionality will destroy the spatial optimum and will inevitably affect the results. psychological activity. As such, the psychologist's office cannot be a rest and entertainment room for staff, and also be a "red", indicative corner of a preschool institution.
The equipment of the office of a practical psychologist is determined by the tasks and goals of psychological activity.
The psychological office is the main “working” place of a psychologist, therefore, the “working” zones of a specialist should be combined in it.
First professional zone- a space for interacting with children. It is provided with means for subject-didactic, visual, constructive-modelling, motor-coordinating, motor-relaxation and imitative-game activities. The list of equipment in this space includes:
Furniture and equipment | Children's table, 2-3 children's chairs (standards for senior preschool age). Soft sofa or armchair (small). Soft carpet (at least 2 x 2); 1-2 pillows of irregular shape or flat soft toys (turtles, snakes, etc.). CD player, tape recorder with recording function. CDs or cassettes with diverse musical works, introductory verbal settings for relaxation and play activities |
Stimulus material | Stimulus material for diagnostic and corrective methods and tests in accordance with age differentiation |
technical material | Colored paper, scissors, pencils and colored pencils, felt-tip pens, erasers, cardboard, glue, brushes, plasticine, watercolors, landscape sheets of various formats |
Auxiliary material | A set of three-dimensional geometric shapes (cube, cylinder, ball, prism, cone). A set of planar mosaics made of cardboard and plastic (geometric, irregular, abstract shapes). Finely detailed Lego-type construction set. Several attributes of the main role-playing games (“Barbershop”, “Hospital”, “Shop”, “Family”) and substitute items. Masks of oppositional heroes of fairy tales known to children (“Hare” - “Wolf”, “Baba Yaga” - “Princess”, etc.). Simple children's musical instruments(tambourine, pipe, marocas). 2-3 bright toys according to the principle of sexual differentiation (doll, car), 2-3 balls of different sizes and textures (inflatable, stuffed, rubber), a jump rope or a small braided rope. Surprise toys with the inclusion of light, sound, movements during the performance of certain operations (mechanical, electronic, radio-equipped). Children's books, coloring books, children's comics and magazines |
The second professional zone of the psychological office- space of interactions with adults (parents, educators, teachers). It is provided with means for communicative activity.
Furniture and equipment | Soft sofa or armchair (small) |
Stimulus material | Stimulus material for diagnostic and corrective methods and tests |
technical material | Questionnaire forms, questionnaire forms. Printed material |
Auxiliary material | Printouts with games and exercises for children to practice at home. Literature on the problems age development children, the characteristics of their behavior, as well as on family and marital relationships. Literature on the problems of cognitive, personal and emotional development of preschoolers, issues of children's competence, school readiness, adaptation to social conditions, etc. Information materials about related specialists (psychoneurologist, psychiatrist, speech therapist) and specialized children's institutions (centers, consultations, hospitals, clinics) |
Third professional zoneis provided with means for the interpretive and organizational-planning activities of the psychologist.
Furniture and equipment | Desk with lockable compartment, chair. Computer complex (if possible) |
technical material | Standard size writing paper. Computer provisioning tools |
Auxiliary material | Normative documents. Special Documentation. Organizational and methodological documentation. Literature and periodicals to improve the scientific and theoretical level and professional competence |
Interpretive material | Programs for processing and analyzing data obtained as a result of corrective and diagnostic activities |
Undoubtedly, the difficulties of financial and logistical support of most state-type preschool institutions affect the conditions for the professional activities of specialists, including psychologists, but with a rational and justified organization, the possibility of providing a psychological service is quite real.
DOCUMENTS REGULATING THE WORK OF A PSYCHOLOGIST IN THE EDUCATIONAL SYSTEM
- Law of the Russian Federation No. 3266-1 dated 10.06.92 (as amended by Federal Law No. 12-FZ dated 13.01.96) "On Education" (Articles 53, 54, 55, 56).
- Instructional letter No. 16 dated April 27, 1989 of the USSR State Committee for Public Education "On the introduction of the position of a psychologist in public education institutions."
- Order of the Ministry of Education of the Russian Federation dated 22.10.99. No. 636 "On approval of the regulation on the service of practical psychology in the system of the Ministry of Education of the Russian Federation."
- Letter from the Ministry of Education of the Russian Federation dated 1.03.99. No. 3 "On the use of working time of a teacher-psychologist of an educational institution."
- Decision of the collegium of the Ministry of Education of the Russian Federation of March 29, 1995 No. 7/1 "On the state and prospects for the development of the service of practical psychology of education in the Russian Federation."
- Tariff and qualification characteristics for the positions of employees of educational institutions and organizations.
- Decree of the Ministry of Labor and Social Development of the Russian Federation dated September 27, 1996 No. 1 "On Approval of the Regulations on Vocational Guidance and Psychological Support for the Population in the Russian Federation" was put into effect letter of instruction Ministry of General and Vocational Education of the Russian Federation No. 7 of 28. 01.97.
FORMS OF ACCOUNTING AND
REPORTING OF EDUCATIONAL PSYCHOLOGISTS
Teachers - psychologists working in educational institutions of various types and types, an educational institution for children in need of psychological, pedagogical and medical - social assistance to children (center) keep records of the work carried out in the following forms:
1. Work plan of a teacher-psychologist of an educational institution.
2. Conclusion based on the results of the conducted psychodiagnostic study.
3. Journal of psychologist consultations.
4. Journal of group forms of work.
5. Card of psychological - medical - social assistance to the child.
6. The program of work of a teacher - a psychologist with a group.
7. Corrective work.
8. The program of correctional and developmental classes.
10. Analytical report on the work of a teacher - psychologist.
The structure of the system of psychological and pedagogical support
Participation of a teacher-psychologist in the educational process
Children | teachers | Parents |
Observation and analysis of adaptive capabilities Diagnostics of the neuropsychic development of children of early and younger preschool age Diagnosis of age and individual characteristics at the request of parents, educators Organization of correctional and developmental work Conducting diagnostics to determine readiness for schooling Conducting developmental classes Organization of intellectual games "Field of Miracles", "Fairytale KVN" | Creation in groups of a psychologically comfortable subject-developing environment Participation in the work of problematic microgroups “One year before school”, “Steps of development” Participation in teachers' councils, PMPK, medical and pedagogical meetings Providing psychological support in research on self-education topics Developing and Participating in Integrated Lessons Providing assistance during the period of certification, competitions of educational skills. | Organization and participation in the work of the clubs "Soon to school", "School of young parents" Participation in thematic meetings in Parents' living rooms Providing support to parents with children with developmental problems Consulting Exploring Family Parenting Style Organization of joint parent-child activities, holidays. |
Psychological and pedagogical support is organized from the moment the child enters kindergarten, he passes through the process of social adaptation. An interview is conducted with the mother of the child, features are identified early development and upbringing in the family and possible risk factors in history. The psychologist, together with educators of early age groups, analyzes the results of the diagnosis of neuropsychic development and develops recommendations for further developmental work with children.
Providing psychological support to preschool children of the following age groups consists of the following stages:
- monitoring children in play, learning and free independent activities, diagnosing the formation of age indicators of development
- conducting an individual study of the personal characteristics of children at the request of parents and educators
- inclusion of older preschoolers in group classes with a preventive psychologist
- formation of psychological readiness of children for schooling.
When organizing work with preschool children, it should be taken into account that the child is not able to independently declare his problems, they, as a rule, manifest themselves indirectly, through developmental delays, inadequate behavior. This necessitates, firstly, the activity on the part of the psychologist himself to identify the problem, and secondly, the separation in the requests of parents and educators of their own professional, personal problems and difficulties of the child.
The child cannot consciously set a goal to get rid of his problems, the child will cooperate with the psychologist when he is interested.
The results of psychological and pedagogical support can be traced:
- in relieving emotional tension, reducing the index of anxiety, aggressiveness
- prevention of behavioral disorders, communicative sphere
- in the development of individual abilities and creative potential of children
- in ensuring a smooth transition of children into school life.
The specifics of the work of a teacher-psychologist in kindergarten
(detailed explanatory note)
The work of a teacher-psychologist in a preschool institution has a number of features.
First of all, the preschool psychologist has the opportunity to observe his wards (children) for more than one year in various activities, games, communication with peers, adults, receive the necessary information about the development of the child from educators, parents, and other kindergarten specialists. These factors facilitate the collection of diagnostic information about the mental development of children and allow for more effective assistance.
Main responsibilities:psychological education, psychological prevention, psychocorrection, psychodiagnostics, psychological and pedagogical consultation.
A novice psychologist builds his work by getting to know children, parents, educators, and other kindergarten specialists; explanation of the goals and objectives of their activities.
The main goal: ensuring the mental health and emotional well-being of children, creating optimal conditions for the development of the age and individual capabilities of the child. It is also necessary to emphasize that the principles “do no harm” and “in the name of the child” are the motto of the work of every educational psychologist. This is important, because the child himself cannot formulate his need for professional psychological assistance, the absence of which can lead to the development of neurosis and other disorders of the psyche and behavior of preschoolers.
Exists "ethical code of psychology":
It should also be emphasized that the psychologist in his work is guided by rules that are not appropriate for discussion:
1) strict observance of confidentiality of information;
2) the impossibility of using this information for manipulative purposes.
When clarifying the ideas of the teaching staff about the work of a psychologist, you can ask the question: “What, in your opinion, is the work of a psychologist in your kindergarten?”
The most typical answers (administration: head, methodologist) sound like this: “Of course, these are the adaptation of children in kindergarten, aggressive children, children with developmental delays, as well as problems of conflicts in the teaching staff, between educators and some parents”; “It would be nice to work with such and such children who ... (listing their behavioral problems from the point of view of the group teacher), also talk with such and such parents ... (listing 2-3 mothers, fathers or grandmothers with whom it is difficult for the educator to achieve mutual understanding).
During the observation of the behavior of children in a group with peers, in communication with parents, with educators, a psychologist may encounter unpleasant phenomena:
1) the perception by some kindergarten teachers of a psychologist as an inspector who has the authority to criticize and evaluate their work;
2) arrogance, alertness and unwillingness to accept new knowledge that can change the usual stereotypes of work;
3) fears that the psychologist in personal communication and at seminars can provoke the expression of personal, hidden information;
4) the use by the teacher of inadequate punishments of children, the communication of negative information about the child to his parents.
All these points, if not corrected, not dispelled doubts (“Who is a psychologist?”), Can interfere with the cooperation of the psychologist with the educator, reduce the effectiveness of all psychological work in the preschool educational institution.
When conducting diagnostic corrective work with children, consultations with parents (group), the educator can be involved by the psychologist as an observer, or rather a participant. This simple technique helps the educator to understand the tasks and adequate methods of developing interaction between an adult and a child, as well as the essence and meaning of the work of a psychologist in a preschool educational institution.
The specifics of the work of a psychologist must be taken into account when assisting him in scheduling classes on a par with the classes of other kindergarten teachers (since specialists are strictly forbidden to take children from main classes).
The psychologist does not have the opportunity, due to the daily routine of the children in the kindergarten and his work schedule, to cover in detail the diagnostic and corrective work of all the children of the preschool institution. The most typical problems of preschool children are highlighted, and the wishes of educators and parents are also taken into account. As the practice of the work of psychologists in kindergartens shows, these include:
1. Adaptation of the child to the preschool educational institution.
2. Diagnosis of the correspondence of the level of mental (mental) development of the child to the age norm.
3. Violation of behavior, personal development of some children (timidity, aggressiveness, tearfulness, etc.), communication problems.
4. Disorganization of children, violations of arbitrariness, inability to evaluate their actions.
5. Readiness of the child for school.
The level of development of children junior group it is advisable to determine mainly in children with cognitive impairments at the beginning and end of the school year, and in the middle to carry out correctional and developmental work. (If work with younger children is included in the work of a psychologist by the administration of the preschool educational institution).
In the middle group work is carried out with children who have significant and partial impairments in the cognitive and personal spheres. If necessary, you can plan a series of developmental activities with children to prevent the occurrence of typical disorders at an older age: the development of graphic skills, spontaneity, creative imagination, communication skills, and the child's self-confidence.
In the senior and preparatory group for school, a psychologist tests children for readiness for school. After the diagnostics in these groups, corrective work is carried out with the involvement of parents, who are given appropriate recommendations. The result of corrective measures does not appear immediately, but after about 3 months or more, if the work is carried out regularly (1-2 times a week).
In the group preparatory to school, a parent meeting is held, where parents need to be introduced to the concept of the child’s psychological readiness for school, set up to provide constructive assistance to the child in case of difficulties and follow the recommendations of the psychologist and educator.
Diagnostics is carried out twice a year (September-October and March-April)and in the presence of parents, which allows them to better understand the essence of the child's difficulties, helps to understand the child and provide him with the necessary assistance.
Promotion of the harmonious, emotionally prosperous development of the child and the creation of adequate conditions for its implementation in the family and kindergarten is an important task of the teacher-psychologist.
Berchatova Elvira Vladimirovna
teacher-psychologist of preschool educational institution "Solnyshko"
QUESTIONS TO PREPARE FOR THE EXAM
FOR ACADEMIC DISCIPLINE
"Fundamentals of Pedagogical Excellence"
for students of the PO (T) group - 506 courses in the specialty
specialty 051001 "Vocational training" (by industry) specialization 151901 "Technology of mechanical engineering » 2015-2016 academic year.
Teacher
SECTION 1. PEDAGOGICAL CULTURE AS AN ESSENTIAL CHARACTERISTIC OF THE PROFESSIONAL ACTIVITY OF A TEACHER.
Theoretical questions:
1. Pedagogical skill as a system and its elements.
2. Components of pedagogical activity and their specificity
3. Professionally significant qualities of the teacher's personality.
4. Self-education and self-education - as a means of teacher training.
5. "I am a concept" as the basis of personal growth.
6. The structure of personal growth.
7. Self-education: necessity, methods.
8. The role of self-actualization and self-improvement of the individual in the process of developing a life path strategy.
SECTION 2. PEDAGOGICAL TECHNIQUE - AS A FORM OF ORGANIZING THE TEACHER'S BEHAVIOR.
Theoretical questions:
1. The influence of the pedagogical technique of the teacher on the effectiveness of pedagogical interaction with the student audience.
2. Show the relationship of all the skills of pedagogical technology.
3. The reaction of the teacher's body to stress. Syndrome of emotional "burnout".
4. Self-regulation and its structure and types.
5. Emotional flexibility of the teacher and its importance in professional activities.
6. Technique for performing relaxation exercises, removing muscle tension.
7. The role of non-verbal means of communication.
8. Technique of speech and its role in the activities of the teacher.
9. The concept of phonation breathing. Breath types. Exercises for the development of phonation breathing.
10. The main shortcomings of the teacher's diction and ways to eliminate them.
11. Expand the criteria for a high level of mastery of the pedagogical technique by the teacher.
12. What can be the object of the teacher's attention in the lesson? How to choose the right object of attention?
SECTION 3. TECHNOLOGY OF PEDAGOGICAL INTERACTION
Theoretical questions:
1. List the functions of communication, reveal their content using an example from your own practice.
2. Of all the existing communication styles, choose the one that seems most effective to you. Justify your choice.
3. Leadership styles.
4. Model of interpersonal communication from the standpoint of the theory of transactional analysis (E. Berne).
5. The essence of the concept of "tact", its social function, the behavior of a tactful person.
6. The relationship between the concepts of "tact" and "pedagogical tact".
7. Moral and psychological qualities of the teacher's personality as a prerequisite for pedagogical tact.
8. Features of the manifestation of the teacher's tact in the classroom and in extracurricular communication.
9. Pedagogical conflict and its main types.
10. Pedagogical conflict - a special form of the psychological and pedagogical sphere or just a kind of interpersonal conflict?
11. Features of pedagogical conflicts.
12. Give examples of the most common mistakes made by the teacher in resolving the conflict.
13. List the operations of turning a destructive conflict into a constructive one.
14. In what ways can the teacher eliminate the conflict in the "student-student" situation.
15. List possible reactions in conflict resolution. What is your preferred conflict resolution strategy?
16. Give the formula of the conflict. Is it necessary to have all of its components in a conflict?
17. Suggest the correct system of communication between a teacher and a student in resolving a pedagogical conflict.
18. Describe the ways to resolve the conflict.
19. The concept of pedagogical communication and its structure.
Practical tasks:
1. Before us are two teachers. One is alive, fast, mobile; the other is unhurried, balanced, calm. Both solve the same problem.
The first introduces elements of competition into the lesson. He scores points for timely answers, etc. The lesson is lively, with unexpected situations, the teacher barely has time to “conduct”.
The second one pre-selected emotionally rich questionnaires for grammatical analysis, carefully thought out the order of the lesson, his comments. The lesson on the topic also goes on with high activity of students, only the teacher sits calmly in his place, although it was he who caused this activity.
Which teacher is the best? What will happen if the first teacher works by the method of the second and vice versa?
2. A smart, erudite boy announces at every lesson that the topic being studied is irrelevant, uninteresting. Why not allow, as abroad, to go only to those classes that the student considers necessary? Sitting in class is boring, everyone is just silent ... Think of ways to influence the student.
3. Build a positive interaction, in a given situation, using "non-judgmental" judgments: already several times late for classes, appearing 15 minutes after the start of the lesson.
4. Build positive interaction, in a given situation, using “non-judgmental” judgments: There is a seminar session ... During the entire lesson, instead of answering the teacher’s questions, the student asks questions that do not always reflect the content of the conversation
5. Build a positive interaction, in a given situation, using "non-judgmental" judgments:
Before the exam, the teacher organizes a lesson - consultation. It is attended by a student who missed a fairly large number of classes (the reason for the absences is not known), he asks the teacher to reveal any question in more detail, does not give the opportunity to ask other students a question, constantly interrupts them.
6. Build a positive interaction, in a given situation, using "non-judgmental" judgments:
The teacher assigns an additional lesson. At the appointed time, the negligent student does not appear. 10-30 minutes pass, the teacher is about to leave ... At this moment, a student appears.
7. The student in the lesson answers out of place. In the previous lesson, when she was asked, she was silent. Today she told the teacher that she was ready for class, but she answered weakly, uncertainly. The teacher yells at her, accusing her of laziness. Predict the situation and build a positive interaction.
8. Determine which requirement technology rule is violated in typical phrases and correct them.
SECTION 4. TECHNOLOGY OF PEDAGOGICAL COMMUNICATION
1. Describe the types of requirements. Which of them are most often found in the practice of a college teacher?
2. Give examples of the practical implementation of the model of productive exactingness in the work of a college teacher.
3. "Priceless" judgments. Why is the reception of the "I-message" not always positively perceived by the student audience?
4. Pedagogical requirement. Types of requirements.
5. Technological rules for the presentation of pedagogical requirements.
6. Creation of a model of productive exactingness;
7. Forms of translation of pedagogical requirements.
9. Technological rules for evaluation.
10. The situation of success.
11. Algorithm for creating a situation of success.
Practical tasks:
1. There is a lesson ... With conviction and passion, the teacher of special technology talks about the future of machine tool building. The guys are listening carefully. Suddenly, the teacher falls silent, and a minute later he angrily scolds the boy, who is furtively reading a magazine. Everyone turns with curiosity towards the "culprit". Someone makes an inappropriate joke, but the teacher immediately reprimands the wit.
Give a psychological and pedagogical justification for this lesson. What forms of translation of pedagogical requirements can be used in this case?
2. In the group of turners there were classes in special technology. After the interview, the teacher began explaining the new material. When telling, he gave exhaustive answers to certain questions, backing them up with formulas and sketches. In one scheme, already familiar to students, they made an inaccuracy. Mikhail Vladimirovich, you have made a mistake!” one student remarked. It seemed reprehensible to the teacher to listen to remarks: "It's not for you, Petrov, to correct me!" The student began to prove that the teacher really made a mistake and that everyone can make a mistake, but was removed from the lesson. After the lessons, the master of the group, having learned about the conflict, suggested that the student apologize to the teacher, but he refused to do so. Evaluate the actions of the teacher, master, student. Is it possible to consider the comments of the student in the lesson as undermining the authority of the teacher?
3. In response to the teacher’s calls for active work, “If you don’t accustom yourself to serious work, you can also achieve nothing in life,” the student says: “Have you achieved much? Is the teacher simple? Using the algorithm, resolve the conflict situation
4. Having received a “deuce” in an English lesson, the student noisily and defiantly sits down and begins to speak rudely to the teacher.
Using the algorithm, resolve the conflict situation
5. In a literature lesson, the teacher reads a poem to the children. Some kind of creaking breaks the silence. The teacher notices that one of the students is deliberately swaying in his chair, attracting the attention of the whole class. The guys no longer listen to the teacher, and some follow his example. Using the algorithm, resolve the conflict situation.
6. Offer your own version of a tactical solution to the described conflict.
“Once in his lesson, Fedka Materin, instead of drawing a cone with a parallelepiped, sketched Savva Ilyich - a woman's hair, a ghoul nose, almost invisible eyes - he closed his forehead - and a horse's jaw. The portrait went from hand to hand on the desks, causing laughter ... Savva Ilyich, frowning, looked at the drawing for a long time. The class fell silent...
Who did this?
Silence.
Well ..- Savva Ilyich stood up - his shoulders were straightened, his head was thrown back, his square jaw was turned up, in everything from boots to hair - an unusual solemnity. The one who did this ... - he began, - talent ... And let him know: I'm not offended by him. Only fools can be offended by talent, they bow before talent! ”(Date with Nefertiti)
7. Offer your own version of a tactical solution to the described conflict
Dialogue between the teacher in English(Svetlana Ivanovna and class teacher (Nikolai Mikhailovich)
“Svetlana Ivanovna! Why didn’t you tell me that you had a conflict with Natalya Kovrigina for a month already ... Natalya said that she couldn’t stay for an extra lesson, because in the morning she agreed with her mother to meet in the city. You said: “Oh, what an importance - mom is waiting! Mommy's girl!" You ridiculed her in front of the class because at the age of fifteen she had the courage in the presence of the whole class and the teacher to show her
respect for mother And since then, for almost a month, you have invariably thrown remarks about her in class ... (Bow.)
Why does the success of solving a pedagogical conflict and its consequences always lie with the teacher?
8. The teacher enters the classroom. A student sits at the last desk, and he has a chair on his head. The class is waiting for the teacher's reaction. Decide how to resolve the situation.
9. The guys from the 6th grade decided to disrupt the history lesson of a young teacher. The students agreed to "grunt". When the teacher entered the classroom, there was a corresponding sound. Decide how to resolve the situation.
10. A lesson in biology in the 9th grade is taught by a young teacher. 5 minutes after the start of the lesson, the door opens with noise, and, brazenly asking permission to enter the classroom, three “difficult” teenagers stop on the threshold. The teacher demands that they enter the classroom, as befits the students of the school. They go out into the corridor. A minute later, the door opens again and they crawl in on all fours... Figure out how to handle the situation.
11 The boy thinks for a long time how to divide the number 792 by 16. But instead of the supposed reproach he hears:
Who will help Volodya? Multi-digit division is not an easy task. Once upon a time, only the elite knew how to multiply and divide, and in the 12th century, for example, they taught to divide only at the Bologna Academy.
Describe the position of the teacher. What functions of pedagogical communication are implemented.
12. A mathematics teacher at a Moscow school always sets tasks with a choice. This means that two or three tasks are given, sometimes four, and you can choose any of them. Of course, it is more difficult to check this way, but it is more interesting. Sometimes the same teacher assigns a mathematical essay to the house - come up with a problem of a certain type and with a certain number of actions, or any problem for 10 minutes of solution. From time to time, a competition of self-composed problems is arranged: who has the most difficult, the most clear, the most witty?
What is the purpose of the teacher developing such a series of working methods?
13. The bell rang. Teachers are included in the teacher's room.
Olga Petrovna, - the teacher of mathematics addresses the class teacher of the 6th grade, - today in your class he behaved badly. The whole lesson was talking. And I read a book.
Olga Petrovna, today most of the guys in your class did not fill out contour maps, - says the geography teacher,
And to my lesson, - adds the physical education teacher, - four of your students did not come.
Consider this communication from the point of view of transactional analysis. Is productive pedagogical interaction possible?
“Do not copy from a friend!”, “Write yourself, do not peek into someone else’s notebook!” , "I found someone to write off! He doesn't even know how to write properly!"
And in another class, in a mathematics lesson, the teacher only once, as if in a glimpse, but impressively, said: “Children, do not close notebooks from each other, this is ugly, no one cheats from you.”
What position of a teacher do you consider pedagogically more attractive? Why?
Is it possible, by the nature of the remarks, to draw a conclusion about the attitudes of each teacher, his pedagogical emphasis, the nature of communication?
15. Somehow the master noticed that Sergey (a slow boy) made a butter dish badly.
Look, Seryozha, how the details are fitted ... - the master shook his head contritely.
Badly fitted.
The student's face was blotchy. Without hesitation, he flattened the butter dish with a hammer blow. The master felt a wave come to his heart. He closed his eyes and was silent for a minute, only mentally repeating: "calmly, calmly ..." Then he saw the boy's face, an expression of deep grief. And I realized: Seryozha put his soul into this butter dish, but he couldn’t do better, the master said:
You, Seryozha, of course wanted the butter dish to be perfectly made, but you forgot. it must be good to warm up the seams. Here's a look at how to do it ... Let's get together. But Seryozha did it again, the master only from time to time threw two or three words.
You see what it means to warm up the seams - the master oiler explained what was needed! They looked at each other cheerfully like accomplices
What personal qualities did the teacher show in this situation?
What assessment rule was used by the teacher in this situation.
16. One of the students brought stamps to class. During the lunch break, he began to show them to his comrades. The children examined the collection with interest – they were surprised, admired,
envied. Only the master standing nearby did not show any interest in this.
Suddenly, someone accidentally crumpled the most beautiful stamp. A quarrel broke out, and ... joy went out. The master punished those who quarreled, and the offended owner of the stamps hid them in a briefcase.
Why did the master not show interest in the stamp collection?
What personality traits have emerged in this case?
17. During the practical training of students, the director of the school visited one of the groups. He carefully asked the guys about the work, about how they spend their free time, what they do, whether they have any complaints about the organization of practice. The students were excited to talk about their work. The master of industrial training helped them answer.
And tell me, - the director asked, - how often does your foreman visit the facility?
How do you assess the behavior of the director?
What personality traits have emerged in this case?
SECTION 5. TECHNOLOGY OF MODERN LEARNING
1. The essence of interactive learning.
2. The role of the teacher in the interactive learning system.
3. The main ideas of the modern school.
4. Classification of teaching methods.
5. Target analysis of the lesson: forms, means and methods of teaching.
6. Interactive teaching methods.
7. Interrelation of forms and methods of teaching.
8. Classification of teaching methods according to the degree of independence of the student in the acquisition of knowledge.
9. Classification of methods according to the level of research activity of students ().
10. Modern learning technologies.
11. Technological chain of design and research.
12. Technology of report preparation.
13. Purpose and structure of the problematic lecture.
14. Organization of problem-based learning at the seminar.
15. Heuristic conversation, methodological rules for its conduct.
REFERENCES AND SOURCES
main sources
For teachers
For students
"Fundamentals of pedagogical excellence", M, "Forum", 2012.
Additional sources
For teachers
For students
"Fundamentals of pedagogical excellence", M., Enlightenment 2010
"Fundamentals of Teaching Excellence. Workshop, M., Enlightenment 2010
"Group classes and trainings" Volgograd, 2008
, "Development of professional competence of teachers", Volgograd, 2008
Theoretical foundations of professional-pedagogical activity of a teacher. Study of the activity of the teacher of professional-pedagogical education. Development of a model of professional - pedagogical activity of a teacher of vocational training. Training should be based on a scientifically based analysis of the formation of a teacher as a subject of his own professional activity.
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INTRODUCTION ..........................................................................................................3
CHAPTER 1 Theoretical foundations of the professional and pedagogical activity of the teacher………………………………5
1.1. The personality of the teacher of professional and pedagogical education……….5
1.2. Professional and pedagogical activity………………………..10
CHAPTER 2 Study of the activity of the teacher of professional and pedagogical education………………..20
2.1. Development of a model of professional and pedagogical activity of a teacher of vocational training………………………………………...20
2.2. Conditions for the implementation of the model…………………………………………………..27
CONCLUSION ………………………………………………………...……30
References……………………………………………………………....32
INTRODUCTION
The relevance of the course work lies in the fact that the pedagogy of vocational education has undergone great changes in the past few years. The development of information technologies also leaves a big imprint. In fact, there is no need for lectures, since now any material on any subject can be found on the Internet. At the present stage of the development of education in Russia, the role of pedagogy in vocational education is invaluable.
In solving the problems facing the system of professional and pedagogical education at the present stage, the leading role belongs to the teacher of vocational training. The level of preparedness and upbringing of future children largely depends on his personal qualities, professional level as a teacher. Training should be based on a scientifically based analysis of the formation of a teacher as a subject of his own professional activity. In society, the requirements for the teacher, for his professional skills, have significantly increased. But at the same time, the level of professional activity does not fully satisfy the needs of consumers of educational services. The contradictions that exist in the sphere of professional activity of modern teachers determine the undoubted relevance of this issue, and require an analysis of the professional activity of a teacher.
The object is professional-pedagogical activity.
The subject is the personality of a vocational training teacher.
The purpose of the course work is to show what professional and personal qualities a future teacher of vocational training should have, how his activity should develop and what it consists of, to determine the features of the content of the teacher's professional activity model.
In accordance with the goal, the following main tasks were formulated:
1. Reveal the personality of the teacher in professional and pedagogical activities;
2. To analyze the main directions of research of the model and the structure of professional pedagogical activity;
3. Design and propose a model that determines the content of professional activity.
The first chapter is devoted to general concepts. The content of this chapter should answer the question, who is a teacher of vocational training, what professionally important qualities a teacher should have, what is pedagogical activity, what is its origin, essence, content, how does this activity differ from other types of activity, can any person professionally study.
The second chapter is devoted to the task of constructing a model of pedagogical activity that describes the structure of activity in situations characteristic of developmental pedagogy in general and, above all, for the developing practice of the developmental education system.
The coursework consists of an introduction, two chapters, a conclusion, a list of references. Scope of work - p.
Sources selected specifically for the course work are legal documentation, educational literature, Internet sources.
CHAPTER 1 THEORETICAL FOUNDATIONS OF THE PROFESSIONAL - PEDAGOGICAL ACTIVITY OF THE TEACHER
1.1. The personality of the teacher of professional and pedagogical education
Personal orientation
Scientists (E.F. Zeer, V.A. Slastenin) in the personality of a teacher distinguish a socio-moral, professional-pedagogical and cognitive orientation. The components of the socio-moral orientation are social needs, a sense of public duty, moral and value orientations, civic responsibility, ideological conviction, professional position, social activity, and reliability. Social needs (according to A. Maslow's typology of needs) include the needs for communication, affection, love, friendship, etc. Communication in professional pedagogical activity is a fundamental component. The social activity of the teacher is based on ideological conviction, which is considered the deepest fundamental characteristic of the personality of the teacher. High professional responsibility is a distinctive feature of the teaching profession.
Value orientations act as an internal regulator of the teacher's activity, which determines his attitude to the world around him and himself. The prevailing human values are existential values (love, freedom, conscience, faith, responsibility). At different stages of professional development, the components of the orientation have different content, due to the level of professional development of the individual.
The components of the professional and pedagogical orientation of the personality of teachers and masters of industrial training are: social and professional orientations, professional and pedagogical interests, motives for professional activity and self-improvement of the professional position of a teacher, pedagogical duty and responsibility, pedagogical justice, pedagogical vocation.
The teacher should build relationships with students, their parents and colleagues, relying on a sense of tact. Pedagogical tact is a measure of pedagogically expedient interaction between a teacher and a student, the ability to establish a productive communication style.
The social and pedagogical positions of the teacher are closely interconnected.
The professional position of a teacher is determined by the attitude to the teaching profession, to students, to the nature of work; attitudes, expectations and readiness for professional development and professional self-improvement, professional growth.
The qualities characterizing the professional and pedagogical orientation also include pedagogical duty and responsibility. The pedagogical duty of a teacher lies in the disinterested performance of their professional duties, in helping adults and children within their capabilities and competence. The highest manifestation of pedagogical duty is selflessness. Pedagogical justice is a kind of measure of the justice of a teacher, the level of his morality and upbringing.
The basis of cognitive orientation is spiritual interests and needs. One of the main factors of cognitive interest is love for the subject being taught. The teacher should be well versed in various branches of science, and most importantly, he should know the science he teaches well. Know its possibilities for solving socio-economic, industrial and cultural problems. He must be aware of new research, discoveries and hypotheses, see the near and far perspectives of the science taught. The most general characteristic of the cognitive orientation of the teacher's personality is the culture of scientific and pedagogical research. A necessary condition for professional development is the continuity of pedagogical self-education. The teacher must constantly have a need for knowledge. It is an integral part of pedagogical work.
Professional competence of the teacher
The highest component of personality is professional competence. Professional competence is commonly understood as an integral characteristic of the business and personal qualities of specialists, reflecting the level of knowledge, skills and experience sufficient to carry out a certain type of activity that is associated with decision-making.
The main components of professional competence are: social and legal competence - knowledge and skills in the field of interaction with public institutions and people, as well as possession of professional communication and behavior techniques; personal competence - the ability for continuous professional growth and advanced training, as well as self-realization in professional work; special competence - readiness to independently perform specific types of activities, the ability to solve typical professional tasks and evaluate the results of one's work, the ability to independently acquire new knowledge and skills in the specialty;
autocompetence - an adequate understanding of one's social and professional characteristics and possession of technologies for overcoming professional destruction; extreme competence - the ability to act in suddenly complicated conditions, in case of accidents, violations of technological processes
Professional competence is assessed by the level of formation of professional and pedagogical skills. From the standpoint of the main operational functions of a professional school teacher, there are several groups of professional and pedagogical skills.
Professionally important qualities
Professionally important qualities are an important component in the structure of a teacher's personality. V.D. Shadrikov under professionally important qualities understands the individual qualities of the subject of activity, influencing the effectiveness of the activity and the success of its assimilation. He also refers to professionally important qualities as abilities. The productivity of pedagogical activity also depends on the formation of professionally important qualities of a teacher's personality.
An important professional and pedagogical quality is logical thinking. Logical thinking reflects the formation of logical methods of thinking as a set of actions aimed at performing operations of analysis, synthesis, classification of concepts, finding logical relationships.
The dominant qualities in professional and pedagogical activity are personality activity, purposefulness, balance, desire to work with schoolchildren, the ability not to get lost in extreme situations, charm, honesty, justice, modernity, pedagogical humanism, erudition, pedagogical tact, tolerance, discipline, pedagogical optimism. In addition, this should include such qualities as exactingness, responsibility, sociability.
The teacher's professiogram also includes such a quality as pedagogical artistry, which is expressed in the ability to embody thoughts and experiences in the image, behavior, word, wealth of the teacher's personal manifestations. The ability not to get lost in extreme situations is very important for a teacher, especially for a master of industrial training. This is due to the nature of professional activity, during which unexpected situations may arise.
Pedagogically important qualities also include purposefulness - the ability to direct and use all the qualities of one's personality to achieve the set pedagogical goals and balance - the ability to control one's actions in any pedagogical situations. The teacher must have charm, i.e. to combine an alloy of spirituality, attractiveness and taste. Appearance teacher should be aesthetically expressive. And the hairstyle, and the costume, and jewelry in the clothes of the teacher should contribute to the formation of the personality of the student. There must be a sense of proportion in everything.
Humanism implies the desire and ability to provide qualified pedagogical assistance to students in their personal development. It implies an attitude towards a person as the highest value on earth and the expression of this attitude in specific deeds and actions. Sincere sensitivity in the nature of the teacher allows him to feel the condition of the students, their mood, in time to come to the aid of those who need it most. The natural state of a teacher is professional concern for the present and future of his pupils. He is aware of his personal responsibility for the fate of the younger generation.
The teacher must have pedagogical optimism, believe in the creative possibilities of each student. A sense of humor helps the teacher to neutralize the strong tension present in the pedagogical process. A cheerful teacher teaches better than a gloomy one. in his arsenal - a joke, a joke, a proverb, a successful aphorism, a friendly trick, a smile, which creates a friendly emotional background in the group.
The personality of a modern teacher is largely determined by his erudition, high level culture. Anyone who wants to freely navigate the modern world must know a lot. An erudite teacher must be a carrier of a high personal culture, because he is always a clear example for students. Professionally significant qualities of the teacher's personality, as characteristics of the intellectual and emotional-volitional aspects of life, significantly affect the result of professional and pedagogical activity and determine the individual style of the teacher.
1.2. Professional and pedagogical activity
The essence of pedagogical activity
The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society. This activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the mass media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, being engaged in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions additional education, advanced training and retraining. Professional activity requires special education, i.e. mastering the system of special knowledge, skills and abilities necessary to perform the functions associated with this profession.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The central place in the analysis of activity is occupied by the goal.
The goal of pedagogical activity is connected with the realization of the goal of education, which even today is considered by many as the universal ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas. The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of an individual. A. S. Makarenko paid much attention to the development of the problem of the goals of education, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "man-communist", etc. A. S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in line with the needs of society, they add up to a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society. .
The main functional unit, through which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of goals and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual. Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action.
The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a certain discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.
A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.
The structure of pedagogical activity
In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are the goal, motives, actions and results, in relation to pedagogical activity, the approach of identifying its components as relatively independent functional activities of the teacher prevails.
N. V. Kuzmina singled out three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are needed, manifested in skills.
constructive activitycan be carried out if the teacher has analytical, prognostic and projective skills.
Analytical Skillsconsist of such private skills as the ability to divide pedagogical phenomena into constituent elements (conditions, causes, motives, incentives, means, forms); comprehend each pedagogical phenomenon in conjunction with other elements of the pedagogical process; correctly diagnose pedagogical phenomena; highlight the main pedagogical task and determine the ways of its optimal solution. At the corepredictive skillsThe teacher's knowledge of the essence and logic of the pedagogical process, the laws of age and individual development of students lie. Pedagogical forecasting also involves the selection of those qualities of students and the characteristics of the team that can be formed over a given period of time.
Projective Skillsrequire the ability to translate the goals and content of education into specific pedagogical tasks, take into account the interests and needs of students, the possibilities of the material base, select activities that correspond to the tasks set; plan a system of joint creative affairs; plan individual work with students; select the content, choose the forms, methods and means of the pedagogical process in their optimal combination; plan a system to stimulate the activity of schoolchildren; plan ways to create a personality-developing environment.
Organizational activityThe teacher assumes the ability to include students in various activities and organize the activities of the team. Organizational activity acquires special significance in educational work. Organizational activity can be carried out if the teacher has mobilization, information, developmental and orientation skills.Mobilization Skillsinclude the ability to attract the attention of students and develop their sustainable interest in learning, work and other activities; to form their need for knowledge; to equip students with the skills of educational work; to form in students an active, independent and creative attitude to the phenomena of the surrounding reality, etc.Information Skillsassociated not only with the direct presentation educational information, but also with the methods of its production and processing. They include the skills and abilities of working with printed sources, the ability to extract information from other sources and process it in relation to the goals and objectives of the educational process, i.e. didactically transform information. In the pedagogical process, information skills are manifested in the ability to present educational material in an accessible way, taking into account the specifics of the subject, the level of preparedness of students, their experience and age; logically correctly build the process of transferring educational information using distinguish methods; formulate questions in an accessible, concise and expressive way; effectively use TCO, EWT and visual aids; change the way the material is presented, etc.Developing skillsinvolve the definition of the "zone of proximal development" (L.S. Vygotsky) of individual students and the class as a whole; creation of problem situations for the development of cognitive processes; stimulation of cognitive activity, independence and creative thinking; creating conditions for the development of individual characteristics and the implementation of an individual approach to students.Orientation Skillsaimed at shaping the moral and value attitudes of pupils, their scientific outlook, instilling a sustainable interest in educational and scientific activities, in production, in rationalization and a profession corresponding to the personal inclinations and abilities of students; organization of joint creative activity.
Communicative activityteacher can be structurally represented as interrelated groups of perceptual skills, the actual communication skills and the skills of pedagogical technology.
Perceptual Skillsare reduced to the most general ability - to understand others (students, teachers, parents). In the totality of perceptual skills V.A. Slastenin includes such private skills as to penetrate deeply into the personal essence of other people; establish the individual identity of a person; on the basis of a quick assessment of the external characteristics of a person and manners of behavior, determine what type of personality and temperament a person belongs to, etc.Skills of pedagogical communicationassociated with the ability to distribute attention and maintain its stability, to establish psychological contact with students, contributing to the effective transmission and perception of educational information; the ability to act organically and consistently in a public setting; choose in relation to the class and individual students the most appropriate way of behavior and treatment; to analyze the actions of pupils, to see behind them the motives by which they were guided in this or that situation; establish emotional feedback.Pedagogical Technique Skillsmake up a combination of the following skills: choose the right style and tone of treatment with pupils; manage their attention; sense of pace; development of teacher's speech culture; controlling your body, relieving muscle tension during the educational process; regulation of one's mental state; win over an interlocutor; figuratively convey information, etc.
However, these components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not reveal all aspects and areas of pedagogical activity with sufficient completeness.
A.I. Shcherbakov classifies the constructive, organizational and research components (functions) as general labor components, i.e. manifested in any activity. But he specifies the teacher's function at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions. Particular attention should be paid to the research function, although it relates to general labor. The implementation of the research function requires the teacher to have a scientific approach to pedagogical phenomena, to master the skills of heuristic search and methods of scientific and pedagogical research, including the analysis of his own experience and the experience of other teachers. The constructive component of pedagogical activity can be represented as internally interconnected analytical, prognostic and projective functions.
All components, or functional types, of activity are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills.
Types of professional and pedagogical activity
Traditionally, the main types of pedagogical activity are teaching and educational work; in a professional school, it would be advisable to single out methodological work as well.
teaching is a type of activity that is aimed at managing cognitive activity. Teaching is carried out mainly by a teacher of theoretical training both in the learning process and outside of school hours. Teaching is carried out within the framework of any organizational form, usually has strict time limits, a strictly defined goal and options for achieving it. The teaching logic can be hard-coded. The master of industrial training solves the problem of equipping students with knowledge, skills and abilities to rationally perform various operations and work while observing all the requirements of modern production technology and labor organization.
Educational work- this is a pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of professional development. The logic of the educational process cannot be predetermined. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. Education and teaching are inseparable from each other.
A good master of vocational training not only transfers his knowledge to students, but also guides their civic and professional development. This is the essence of the professional development of young people. Only a master who knows and loves his job can instill in students a sense of professional honor and arouse the need for perfect mastery of the specialty.
By and large, pedagogical and educational activities are identical concepts. Such an understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Methodical workis aimed at preparing, providing and analyzing the educational process. Teachers who provide vocational training must independently select scientific and technical information, methodically process it, transform it into educational material, plan it, and choose effective teaching aids. Many teachers and masters are designers educational process in your subject. Methodical work generates in teachers a constant desire to improve their professional activities.
So, of the many types of schoolchildren's activities, cognitive activity is not limited only by the framework of education, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create in the classroom an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that not teaching skills, but the skills of educational work are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers aims to form their readiness to manage a holistic pedagogical process.
CHAPTER 2 RESEARCH OF THE ACTIVITY OF THE TEACHER OF VOCATIONAL AND PEDAGOGICAL TRAINING
2.1. Development of a model of professional - pedagogical activity of a teacher of vocational training.
Epistemological analysis of any kind and type of modeling should begin with the clarification of the exact meaning of the term "model". The study of the epistemological significance of modeling will be successful only if, from the very beginning, the content of the concepts of model and modeling, which are usually used in pedagogical research, is established quite clearly and definitely. The term "model" entered science in the last century and received many meanings, in some cases related to each other, in others - completely opposite.
Analysis scientific literature, in which the term "model" is used, their experimental verification, description and explanation of the phenomena under study shows that this term is used primarily in two completely different, directly opposite meanings: in the meaning of a certain theory, in the meaning of something that the theory refers to, that is, what it describes or reflects. The solution of the tasks set is impossible without clear definitions of the concepts of "model" and "modeling". Consider the most common interpretations of the concept of a model.
In the study of B. A. Shtoff, a model is understood as such a “mentally represented or materially realized system that, displaying or reproducing the object of study, is able to replace it in such a way that its study provides new information about this object” (317, p. 19).
M. Vartofsky notes that "... a model is not just and not only a reflection or a copy of a certain state of affairs, but also an intended form of activity, a representation of future practice and mastered forms of activity"
Thus, in addition to the fact that scientific models are a means of replacing and conveniently studying objects of research, they are an obligatory link in the system of objects of knowledge, a kind of cementing connection in a building made of bricks of real objects of nature and ideal theoretical constructions.
The first step in building a model of activity (as well as any other model, by the way) is associated with the emergence of some theoretical distinction about the possible composition of the subject of modeling. In other words, it is necessary to single out in the object (thereby turning it into a subject of consideration) a basic set of elements, the connections between which can then be clarified, described, and built.
The job of a teacher is a complex one. dynamic system, which consists of numerous components, each of which corresponds to a certain group of work functions that require the teacher to display certain abilities.
The goal is the focus on the end result. The purpose of the teacher's professional and pedagogical activity is to train specialists for a specific area of professional activity. It is a backbone component and includes the formation of a system of scientific knowledge, skills and abilities, as well as the personality of a specialist.
Scheme 1. Model of professional and pedagogical activity of PPE
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METHODOLOGICAL LEVEL |
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|
METHODS |
FACILITIES |
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VERBAL (teacher's story, conversation); PRACTICAL (exercise, experiments and experimentation, modeling); GAME (didactic game, role-playing); VISUAL (observation, illustration). |
PRINTED (textbooks, manuals, anthologies, atlases); ELECTRONIC EDUCATIONAL RESOURCES (multimedia textbooks, network educational resources); EDUCATIONAL DEVICES (compass, flasks). |
|
FORMS |
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LESSON TYPE |
LESSON TYPE |
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1. A lesson in learning new material 2. A lesson in consolidating knowledge and developing skills and abilities 3. Lesson of generalization and systematization of knowledge 4. Lesson of control and correction of knowledge, skills and abilities 5. combined (mixed) lesson |
1. Lecture, excursion, research work, lesson - conference 2. Workshop, excursion, l / r, interview 3. Seminars, conference, generalized lesson 4. Test, exam, test 5. Workshop, conference, seminar, test, lecture |
When considering activities as learning objectives, it is necessary to have a more detailed classification of activities related to future practical work.
Developing the problem of pedagogical activity, I determined the structure of the teacher's activity. In this model, five types of activities were identified: educational and professional activities, research activities, educational and design, organizational and technological, training of a working profession. A detailed description of the types of activities will be presented in paragraph 2 - the conditions for the implementation of the model.
Method - a systematized set of steps, actions that must be taken to solve a specific problem or achieve a specific goal. Method - the way to the goal, the way of action or behavior.
In pedagogy, it is customary to call a teaching method a method of interconnected activity of a teacher and students aimed at mastering knowledge, skills, abilities, upbringing and development (at achieving educational goals).
Methods of vocational training are ways of joint activity of a teacher and students aimed at solving prof. didactic tasks. Teaching methods are one of the most important components of the educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the assimilation by trainees of a certain content of educational material. The teaching method is characterized by three features: it indicates the purpose of learning, the method of assimilation, the nature of the interaction of learning subjects. There are different (depending on the chosen principle) classification of teaching methods.
LET'S CONSIDER THE MAIN GROUPS OF METHODS:
Verbal teaching methods.The verbal teaching methods include a story, a lecture, a conversation, etc. In the process of explaining them, the teacher sets out and explains the educational material through the word, and the trainees actively perceive and assimilate it through listening, memorization and comprehension.
Visual teaching methods.A feature of visual teaching methods is that they are necessarily offered, in one way or another combined with verbal methods. The close relationship between the word and visualization follows from the fact that the dialectical path of cognition of objective reality involves the use of living contemplation in the unity, abstract thinking and practices. The teachings of I.P. Pavlova about the first and second signal systems shows that when cognizing the phenomena of reality, they should be used in conjunction. Perception through the first signal system should organically merge with the operation of the word, with the active functioning of the second signal system.
VISUAL METHODS ARE CONDITIONALLY DIVIDED INTO TWO GROUPS:
1) the method of illustrations - showing students illustrative aids: posters, maps, sketches on the board, paintings, portraits of scientists, etc.;
2) demonstration method - demonstration of instruments, experiments, technical installations, various kinds of preparations.
Practical teaching methods.Practical methods include exercises performed by trainees with sound recording, sound reproducing equipment, this also includes computers.
Practical methods are used in close combination with verbal and visual teaching methods, since when performing practical work, an instructive explanation by the teacher should precede. Verbal explanations and illustrations usually accompany the process of doing the work itself, as well as an analysis of the work done, which is best done through personal contact with the student.
Means - these are material objects and objects of natural nature, as well as artificially created by man, used in the educational process as carriers of educational information and a tool for the activity of a teacher and students to achieve the goals of training, education and development.
Learning tools are designed to facilitate direct and indirect knowledge of the world. They perform teaching, educational and developmental functions, and also serve to stimulate, manage and control the educational and cognitive activity of students.
There is no strict classification of teaching aids in science. Some scholars subdivide teaching aids into the means used by the teacher to effectively achieve the goals of education (visual aids, technical means), and the individual means of students (school textbooks, notebooks, stationery, etc.). The number of didactic tools includes those that are associated with both the activities of the teacher and the trainees (sports equipment, classrooms, computers, etc.).
Often, sensory modality is used as the basis for the classification of didactic means. In this case, didactic means are divided into:
Visual (visual), which include tables, maps, natural objects;
Auditory (auditory) - radio, tape recorders, musical instruments, etc.;
Audiovisual (visual-auditory) - sound film, television, etc.
The use of teaching aids provides more accurate information about the phenomenon, object, process being studied, and thereby contributes to improving the quality of education, should provide a better solution to educational, cognitive and educational tasks. With their help, learning becomes more visual, which makes the most complex educational material accessible. Learning tools affect the emotions of students, activate them. They intensify the teacher's work, allow students to increase the rate of learning of educational material, widely relying on their independent work.
The form is its stable, complete organization in the unity of all components. Organizational forms of learning - a special design of the learning process, the nature of which is determined by its content, methods, techniques, means and activities of students.
The type of lesson is determined by the purpose of organizing the lesson, i.e. the purpose of its implementation. (A lesson in theoretical teaching of new educational material, a lesson in improving knowledge, skills and abilities, a lesson in generalizing and systematizing knowledge, a lesson in controlling knowledge, skills and abilities, combined.
The type of lesson is determined by the form of joint activity of the teacher and students, which dominates the lesson: Lecture, conversation. independent work, practical work, laboratory work, conference, seminar, test, test, business game, excursion.
The final component of the model is the evaluative-effective component. It characterizes the degree of achievementset goals of the activity. It reflects the internal integrity of all relatively independent components of the pedagogical process.
2.2 Conditions for the implementation of the model
The model of professional pedagogical activity can be represented as a complex system, in the center of which are the personalities of the student and the teacher, who determine its goals and content. For the successful implementation of the model, it is necessary to consider the types of professional and pedagogical activities in which this model can be successfully implemented. When considering the activity as a learning goal, it is necessary to have a more detailed classification of activities related to future practical work.
To determine the main activities of a teacher of vocational training, we turn to the State educational standard specialty "Professional training". The standard distinguishes the following types of professional and pedagogical activities:
- professional education;
- production and technological activities;
- methodical work;
- organizational and managerial activity;
- research work;
- cultural and educational activities.
Vocational training is the process of transferring knowledge, skills and abilities of students in a certain professional area and forming the personality of a specialist that meets the requirements of modern society. Thus, vocational training includes two components - teaching and education. Teaching is the organization by the teacher of active cognitive activity of students, aimed at solving more and more new cognitive tasks. At the same time, it should be noted that learning is a joint activity of a teacher and a student, where the main figure is the student. The teacher must constantly remember the auxiliary, serving nature of his own activity, the dependence of its role and significance on his ability to organize the activities of students, to help them learn. Education is an activity “aimed at organizing the educational environment and managing various types of activities (including cognitive ones) of pupils in order to solve the problems of their harmonious development. Training and education are two sides of the same process: it is impossible to teach without having an educational influence, and education is impossible without elements of education.
Production and technological activity consists in the application of practical knowledge and skills in the performance of work, skills in the organization of production, the technological chain in their professional field. After all, a teacher of vocational training must himself be a specialist of the highest class within the framework of the subjects taught.
Methodological work is determined by Professor Erganova N.E. as "an independent type of professional activity of an engineer-teacher in designing, developing and constructing, researching teaching aids that regulate teaching and learning activities in a separate subject or in a cycle academic disciplines» Any activity based on interaction with other people, aimed at organizing their own actions, is an organizational and managerial activity. The teacher of vocational training should be able to organize any kind of student activity. In addition, he must be ready to manage vocational education institutions, know the patterns of communication and ways to manage an individual and a group.
Research work is the most important type of pedagogical activity, since it ensures the organization of all its other types and the implementation of the leading professional functions of a teacher. Its content is the development by the teacher of modern theories and technologies of education and training, the development on their basis of their own approaches, methods of organizing the educational process and their registration in scientific and methodological works. Pedagogical activity is essentially experimental and innovative, requiring constant scientific research and improvement.
The cultural and educational activity of the teacher consists in introducing students to culture: in familiarizing them with achievements in various spheres of the culture of society, in developing their cultural interests and needs. The teacher should become the main conductor of culture not only in relation to his students, but also to the people around him in the microdistrict, city, village. Through culture, the value orientations of students, the spiritual component of the personality, are formed. The health of society depends primarily on the spiritual health of each individual, and a large share of the responsibility for this lies with teachers.
So, professional pedagogical activity can be represented as a complex system, in the center of which are the personalities of the student and the teacher, who determine its goals and content. All this affects the formation of the future profession, helps to achieve the goal set in the process of professional activity.
CONCLUSION
This course work reflected the professional and personal qualities of a teacher of vocational training, the essence of professional and pedagogical activity, and also compiled a model of the activity of a teacher of vocational training
The personality of a vocational training teacher is divided into 3 components: personality orientation, professional competence, and professionally important qualities.
Professionally important qualities are an important component in the structure of a teacher's personality. By professionally important qualities he understands the individual qualities of the subject of activity that affect the effectiveness of the activity and the success of its assimilation. Ability is also a professionally important quality. The productivity of professional pedagogical activity also depends on the formation of professionally important qualities of a teacher's personality. The teacher must be highly motivated for his own activities, he must love his work, strive to constantly update his pedagogical tools, love children, be patient, be able to control his own behavior, be as objective as possible in evaluating his own activities and evaluating the educational activities of his students.
This list does not limit the requirements for the profession of a teacher of vocational training. There are special tools for measuring professional suitability and professional readiness for teaching. One of these tools is a professiogram. The set of professionally conditioned requirements for a teacher is defined as professional readiness for pedagogical activity.
Professional pedagogical activity is considered as a professional activity of a teacher, in which, with the help of various means of influencing students, the tasks of their education and upbringing are solved.
The professional activity of a vocational training teacher is a special type of activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger generations, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
I have developed a model of professional-pedagogical activity that describes the structure of activity in situations typical of developmental pedagogy in general.
The model reflects various aspects of the teacher's professional and pedagogical activity and includes five levels: purpose, content, methods and means, forms and results of activity.
− the purpose of the activity, i.e. the result for which the activity is performed, needs are satisfied and motives are realized;
− subject of activity, i.e. what changes, transforms, what the activity is aimed at;
- methods, means, ways and nature of labor, i.e. his real security;
The form is its stable, complete organization in the unity of all components.
− the result of activity, i.e. what has been achieved.
The presented description of the model for the formation of the activity of a teacher of vocational training allows us to present its logic and the main elements that require their direct implementation in practice in order to confirm the correctness of the hypothesis put forward, the validity of the main theoretical provisions and the effectiveness of the model as a whole.
LIST OF USED LITERATURE
1. Babansky Yu. K., Slastenin V. A., Sorokin N. A. / Pedagogy: Proc. Allowance for students ped. institutes, - M.2002
2. General and professional pedagogy: Textbook for students studying in the specialty "Vocational Education": in 2 books / Ed. V.D. Simonenko, M.V. Zealous. - Bryansk: Publishing House of Bryansk state university, 2003. - Book 1 - 174 p.
3. Professionally significant qualities of future teachers of vocational training / E.V. Evplova // Pedagogical education and science. - 2012. - No. 2. - P. 62–65.
4. Professional Pedagogy / Ed. S.Ya.Batysheva. - M.: Association "Professional Education", 2009. - P.152.
5. Professional education in Russia / A.M. Novikov - M.: Enlightenment, 2008. - 254 p.
6. Esaulova M. B., Kravchenko N. N. / General and professional pedagogy: textbook. allowance /. - St. Petersburg: FGBOUVPO "SPGUTD", 2011.
7. Designing a specialist personality model: monograph / S.M. Markova, E.P. Sedykh - Nizhny Novgorod: VGIPA, 2004. -58 p.
8. Lokalov V.A., Mironov A.S., Sopronenko L.P., Tozik V.T. / Introduction to the professional and pedagogical specialty - Educational and methodological guide. - St. Petersburg: St. Petersburg State University ITMO, 2009.
9.Philosophy of education: Textbook for students of higher and secondary pedagogical educational institutions/ B.S. Gershunsky - M.: Moscow Psychological and Social Institute, 2007. - 432 p.
10. Robotova A.S. / Introduction to pedagogical activity: tutorial for students, - M .: Publishing Center "Academy 2", 2006.
11. Skamnitskaya G.P. / Fundamentals of General and Professional Pedagogy: Textbook, - M .: Gardariki, 2005.
12. Slastenin V. A., Isaev I. F., Mishchenko A. N., Shiyanov E. N. / Pedagogy: Textbook for students of ped. educational establishments. - M.: School - Press, 2000.
14. Erganova N. E. / Methods of vocational training: textbook. allowance for students. higher textbook establishments. - M.: Publishing center "Academy", 2007.
15. Psychology and pedagogy of professional activity: Proc. allowance for universities / M.T. Gromkova - M.: UNITI-DANA, 2008. - 415 p.
16. Pedagogy: Kodzhaspirova G.M; Textbook - M: Gardariki, 2004
17. Professional standard "Teacher of vocational training, vocational education and additional professional education" (approved by order of the Ministry of Labor and Social Protection of the Russian Federation of August 15, 2013).
18. Methods of vocational training / Ed. E.G. Skibitsky, I.E. Tolstova, V.G. Shefel. - Novosibirsk: NSAU, 2010. - 166 p.
19. Nikitina N.N. Introduction to pedagogical activity: Theory and practice. / N.N. Nikitina, N.V. Kislinskaya.- M.: "Academy", 2004.- 224p.
20. Stolyarenko A.M. General Pedagogy: studies. allowance / A.M. Stolyarenko.- M.: UNITI-DANA, 2006.- 479p.
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"On Education in the Russian Federation"
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24. http://fgosvo.ru/
25. http://www.proprof.ru/
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