UDK 378 L. A. FEDKO
SKILL AND PROFESSIONALISM AS THE MAIN INDICATORS OF A SPECIALIST'S MATURITY
The concept of "professional skill" reflects not only a high degree of development of professional skills, but also a certain organization of the mental capabilities of the individual.
Three components: professionalism of knowledge, communication, self-improvement provide a full and effective professional activity, and therefore, mastery. The article presents some components of the professional skills of a specialist in the field of international relations.
Key words: skill, professionalism, competence, knowledge, communication, self-development, specialist, area of international relations.
Mastership and professionalism as the principal indicators of the expert's development. LUDMILA A. FED'KO (Far Eastern State Technical University, Vladivostok).
The idea of mastership reflects not only a high degree of an expert’s professional skills but also a definite organization of a person’s mental abilities. The structure of mastership as a whole has three components: professionalism of knowledge, professionalism of communication and professionalism of self-development. The article presents some components of the mastership of an expert in the sphere of international relations.
Key words: mastership, professionalism, competence, knowledge, communication, self-development, mental abilities, person, expert, sphere of international relations.
The productivity of labor activity depends not only on the personal qualities of the scientific and theoretical training of a specialist, but, most importantly, on his possession of professional skills. Excellence is a must in every activity. According to I.P. Andriadi, mastery is an art that is expressed in a high level of professionalism, the synthesis of spiritual and intellectual culture and the professional implementation of knowledge in practice, and a master is a specialist who has achieved high art in his field.
Researchers N.V. Kuzmina, A.K. Markova, G.I. Mikhalevskaya and others believe that mastery is not just the sum of necessary skills. This is the ability to solve problems in ways and methods suitable for given conditions and at a given time. The most important thing in the master's work is that he can perfectly analyze, generalize, and most importantly, draw conclusions from the experience of his own and colleagues. The master foresees difficulties and strives to prevent them. He sees professional tasks in dialectical unity with others and makes decisions with a "far sight". Enriches the skill of tact, intuition, the ability to impromptu. The mobility of knowledge, flexibility in the use of professional skills and abilities is the basis of professional creativity.
According to N.V. Kuzmina, it is possible to create by creating something new, to generate ideas, but it is possible to talk about creativity even if the new is a reflection of new connections and combinations of what is already known. Creativity expresses the value priorities of a specialist, the individual feature of his interests. The product of creativity is the solution of current professional problems, rationalization proposals, inventions that serve the development of both production and the person himself.
Mastery and professionalism are the main indicators of a specialist's maturity. Some researchers identify these concepts, consider them synonyms. Others believe that professionalism is a certain level of skill development. Still others put it on a par with the concepts of self-education and self-education.
E.A. Klimov notes that the idea of professionalism cannot be reduced only to the idea of a high level of skill, it is not just a certain level of knowledge, skills and results of activity, but also a certain systemic organization of the consciousness of the human psyche, which includes: the properties of a person as a whole (personality, subject of activity), practical and gnostic skills, informativeness, knowledge, culture of a professional, psychodynamics.
FEDKO Lyudmila Aleksandrovna, Candidate of Pedagogical Sciences, Associate Professor, Department of Foreign Languages, Far Eastern State Technical University, Vladivostok.
© FEDKO Lyudmila Alexandrovna, 2008.
The research of B.G. Ananiev, I.D. Bagaeva, A.A. Bodaleva, K.M. Gurevich, S.I. Ivanova, E.A. Klimova, V.A. Kedrova, N.V. Kuzmina, A.I. Krymskoy, A.K. Markova, V.S. Merlin, V. D. Shadrikov and others.
In the structure of professional excellence, researchers distinguish three components of it: professionalism of knowledge - the basis, the basis for the formation of professionalism in general, professionalism of communication - the willingness and ability to use the knowledge system in practice, orientation towards future activities, professionalism of self-improvement - a component that ensures dynamism, development of professionalism of a future specialist through self-assessment and prompt elimination of detected personal shortcomings and gaps in knowledge.
Profession (lat. pt^eBByu) is defined as a permanent specialty: the type of activity, occupation, serving as a source of livelihood. In modern society, this is a kind of activity that requires special knowledge and skills, special education. According to N.V. Kuzmina, the established profession is an objective reality associated with the presence in society of qualified people who can productively solve some special classes of tasks designed to meet the needs of society.
Any specialist operates in the conditions of professional norms and rules, which can be considered as a system of restrictions and regulations. In this regard, each specialist is faced with a choice: what is the main thing in his activity, and what is secondary.
Whether compliance with norms and rules, his own career, prestige in the eyes of superiors, colleagues.
Professional standards (according to I.P. Andriadi)
These are historically established standards of professional behavior and activity, but at the same time they reflect historical reality to a greater extent, and any objective reality has a subjective reflection in the mind of a particular specialist. A.N. Leontiev emphasizes that the subject of activity may well understand the objective position of the situation, but personal meanings are wedged into his attitude towards it, which in the end govern his behavior (cited in ).
In psychology, the term "personality" denotes a human individual as a subject of relationships and conscious activity or a stable system of socially significant features that characterize an individual as a person of a particular society or community. By personality is meant a certain core, integrating the beginning, linking together the various mental processes of the individual and giving his behavior the necessary consistency and stability.
The individual contributes to the development and functioning of society, primarily by fulfilling his professional role, which he chooses independently, and each profession presents
their requirements for the personality and activities of a specialist.
Readiness for work is determined by means of a value attitude towards it, the development of abilities, skill (or the basics of professional skill), purposefulness of development.
To determine the level of professionalism, researchers propose the following groups of criteria.
1. Objective - to what extent a person meets the requirements of the profession and what contribution he makes to social policy.
2. Subjective - how much the profession meets the requirements of a person, his motives, inclinations; job satisfaction.
3. Productive - whether a person achieves the results that society needs today.
4. Professional - whether a person uses socially acceptable methods, techniques, technologies.
5. Normative - whether a person has mastered the norms, rules, standards of the profession and whether he is able to skillfully reproduce them at a high level.
6. Individually variable - whether a person seeks to individualize his work, to realize personal needs in it, to show originality, to develop himself by means of a profession.
7. Current level - whether the person has reached a sufficiently high level of professionalism.
8. Prognostic - whether a person has and is looking for growth prospects, a zone of proximal professional development.
9. Professional learning - whether a person is ready to accept the experience of other people, whether he shows professional openness.
10. Creative - whether a person seeks to go beyond his profession, transform its experience, enrich the profession with a personal creative contribution.
11. Social activity and competitiveness - whether a person is able to interest society in the results of his work, draw attention to the urgent needs of the profession, while maintaining internal control with the search for reasons for low efficiency within the profession and activity itself.
12. Professional commitment - whether a person is able to respect the honor and dignity of the profession, to see its specific unique contribution to society.
13. Qualitative and quantitative - for any specialist, it is important to assess his professionalism in both indicators for comparison, comparison.
Mastery as the art of creating and embodying the results of professional and life experience, refracted through the uniqueness of a creative individuality, is reflected in professionalism, the basis of which is competence. According to the dictionary of S. I. Ozhegov, this concept is defined as “a knowledgeable, authoritative in any field”. These properties allow the individual to solve professional problems productively.
Considering the structure of professional skills, E.A. Klimov, N.V. Kuzmina, A.K. Markov,
Skill and professionalism as the main indicators.
L.A. FEDKO
G.I. Khozyainov and others attach special importance to general and professional knowledge. Moreover, the latter, in their opinion, presuppose general and specific knowledge. General professional knowledge, skills and abilities are the skills of a specialist to analyze the situation, design and organize their activities. However, according to N.V. Kuzmina, the ability to analyze, synthesize, abstract, generalize, transfer, i.e. professional thinking, are needed in any activity
Professional and non-professional.
Professional thinking consists in the ability to apply special knowledge in solving a professional problem in a new situation. This is impossible without developed communicative competence, erudition and knowledge of the requirements for a specialist by the state and society, knowledge of the purpose of one's activity, ways and means of achieving it, research methods, and the technology of their application.
The production process is carried out by people who simultaneously solve numerous technical, technological, and organizational tasks. Therefore, it is possible to improve their activity only by teaching the professionalism of thinking and anticipation.
Thinking and speech, under the influence of mastering the theory of professional activity and applying it in practice, when solving professional problems, acquire a professional orientation.
In the integral system of activity of a modern specialist, the professionalism of communication plays an essential role, which is the basis for effective interaction and achievement of a common goal. Many researchers consider communication as an information process. L.S. Vygotsky emphasizes that the understanding of speech by a person "is something more than the performance of a reaction on a sound signal and is not a primitive reaction, but an active form of personality manifestation" .
In the subject-subject scheme of interpersonal communication, the mutual activity of its participants is rightly noted. But not every subject sees in the other a partner, and not an object that can be “usefully” used to achieve their goals.
Different approaches to the definition of the structure of communication highlight the communicative, interactive and perceptual aspects of communication. Communicative is the exchange of information between communicating individuals. The content contained in the message carries not only values and emotions, but also subjectivized knowledge. Interactive consists in organizing interaction between communicating individuals, i.e. in the exchange of not only knowledge, ideas, but also actions. Perceptual means the process of perception and knowledge of each other by partners in communication and the establishment of mutual understanding on this basis.
A full-fledged and effective professional activity, and therefore professional excellence, is impossible without mutual understanding with others, which is based on location,
a kind of "approach" to people. Sincerity and goodwill are the key to successful communication, and the technique and methods of interaction allow you to be better understood.
At present, the higher school of Russia, the most important link in the system of public education, faces the urgent task of improving the training of highly qualified specialists who are able to realize their professional tasks at a high level and be responsible for the results of their solution. Among them are specialists in the field of international relations. An analysis of the specialized literature allows us to note that their activity is multifunctional and specific: it is carried out in a foreign language environment and makes high demands on personal properties. A specialist in the field of international relations is a person who has a set of ideological personality traits, intellectual, mental and psychological knowledge, which are defined by the concept of "diplomacy" and are reflected in his professional activities.
Diplomacy is a means of pursuing a state's foreign policy, which is a set of non-military practical measures, techniques and methods applied taking into account specific conditions and the nature of the tasks to be solved: the official activities of the heads of state and government, foreign ministers, foreign affairs departments, diplomatic missions abroad, delegations and international conferences to implement the goals and objectives of foreign policy, protect the rights and interests of the state, its institutions and citizens abroad. The concept of "diplomacy" is associated with the art of negotiating in order to prevent or resolve international conflicts, the search for compromises and mutually acceptable solutions, as well as the expansion of international cooperation.
The personality of a specialist in international relations has been and remains one of the important variables in the analysis of foreign policy. A diplomat must have authority, which gives strength that comes from his personal qualities. The influence of a politician's personality on decision-making is mediated by a number of circumstances and is more pronounced not in an ordinary, but in an extraordinary or crisis situation.
In the structure of such a personality, researchers distinguish the following groups of properties:
Worldview, which include attitudes towards generally recognized social values; legal consciousness, including attitude to law, law, state; ethical and moral standards, including a sense of loyalty, honor, self-esteem;
Intellectual-thinking - general professional knowledge, the ability to solve typical and non-standard mental tasks, learning ability, observation, the ability to concentrate on
the subject of knowledge, to perceive information in the process of communication, etc.;
Psychological: development of the will, the ratio of comfort and non-comfort, psychological susceptibility (empathy), communication skills, self-esteem, patience, etc.
Developing a model of a modern specialist,
A.E. Zhalinsky, V. L. Israelyan and other researchers include general and specific (specialized) requirements and indicators:
Political maturity, adherence to principles, correct understanding of one's public and state duty;
High general culture, comprehensive spiritual and intellectual development;
High, moreover, "specialized", moral level - the subordination of professional activity to a number of ethical norms, such as honesty, respect for people, attention to them, etc.;
Proper general professional culture, developed professional thinking;
Deep knowledge of international law and practice of its application;
General professional practical skills - skills (skills for researching facts, finding, interpreting and drafting normative documents, oral presentations on professional issues, etc.);
General communicative and organizational qualities, skills of working with people, knowledge of their psychology;
Research skills;
Qualities of a public figure, in particular, public speaking skills.
A specialist in this profile, as emphasized
V. L. Israelian must be an excellent psychologist who can calculate actions. An important role is played by his analytical skills. Having a flexible mind, a specialist in the field of international relations must pass through each specific situation through his “heart and soul”, intuitively predict possible results, find an approach to all people, and be able to convince them.
Ya. Nergesh, V.I. Popov et al. note that sometimes the origins of a conflict lie not in the sphere of reality, but in the perception of its participants. Suspicions based on traditional distrust and prejudice cause parties to a conflict to perceive each other's actions as a threat, even when they are not. It often happens that the parties incorrectly believe that their goals are incompatible. In such a situation, the way to resolve the problem is to clarify the purpose and intentions of the parties. The conflict resolution strategy is primarily aimed at changing the policy of the conflicting parties towards each other and the underlying perception. That is why in the integral system of professionalism of the activities of a specialist in the field of international relations, the professionalism of communication plays an essential role.
So, the concepts of "skill" and "professionalism" are interrelated. The components of mastery are the professionalism of knowledge, communication, self-improvement. Professional skill as a property of a person reflects his spiritual, moral and intellectual readiness for creative understanding of the socio-cultural values of society.
The professional skill of a specialist in the field of international relations is a combination of the worldview properties of a person, intellectual, mental and psychological knowledge, skills and abilities that ensure success and optimal results in foreign policy strategy, tactics, relevant diplomatic acts, mutual exchange of information, preparation and conclusion of treaties, peaceful resolution of disputes and conflicts arising between states.
BIBLIOGRAPHY:
1. Andriadi I.P. Fundamentals of pedagogical skill. M.: Academy, 1999. 160 p.
3. Introduction to the theory of international relations and analysis of foreign policy: textbook. allowance / N.A. Lomagin, V.E. Kuznetsov, A. V. Lisovsky and others. St. Petersburg: September, 2001. 166 p.
4. Vygotsky L.S. Selected psychological studies. Thinking and speech. The problem of psychological development of the child / ed. A.N. Leontiev, A.R. Luria. M.: APN RSFSR, 1956. 519 p.
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6. Israelyan V.L. diplomats face to face. M., 1990. 351 p.
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In modern scientific and methodological literature on the problems of the theory and methodology of vocational education and in the practice of vocational training, many terms are used that describe the essence of professionalism: professional competence, professional excellence, qualification, professionalization, professional development, professional self-determination, professional readiness, professional orientation, professional training, professional self-improvement, professional adaptation, professional suitability, professional identification, etc.
Traditionally, pedagogical skill is considered as a combination of psychological and pedagogical erudition, professional abilities and pedagogical technique. Pedagogical technique is understood as a variety of methods of the teacher's personal influence on students.
As the main approach, defining the essence of the activity of a professional master, it should be considered as professionally expedient, individually creative and optimal. In this case, professional excellence is a qualitative level of professional activity that is creative in nature, focused on a socially significant end result (goal) and the optimal process for achieving it. The professionalism of pedagogical activity lies in the fact that the teacher owns the art of using the means of his subject to form students' readiness for productive problem solving in the subsequent system.
Pedagogical excellence should be considered not only as a high degree of mastery of professional knowledge, skills and abilities, but also as a compliance with a certain set of requirements put forward to the teacher by a particular education system. The condition for improving the professional skills of a teacher is to improve his qualifications - obtaining additional knowledge and improving professional skills based on understanding his own activities in the light of the knowledge gained (T. A. Benediktova).
In pedagogy, the professional skill of a teacher is understood as "the highest level of pedagogical activity ... manifested in the fact that in the allotted time the teacher achieves optimal results", or as "a high and constantly improved art of education and training", or as "a synthesis of scientific knowledge, skills and abilities of methodical art and personal qualities of a teacher". B. T. Likhachev defines pedagogical skill as a part of pedagogical art, “the teacher’s perfect mastery of the totality of psychological and pedagogical knowledge, skills and abilities, combined with professional enthusiasm, developed pedagogical thinking and intuition, moral and aesthetic attitude to life, deep conviction and strong will.” The main components of pedagogical skill, according to a number of researchers, are four main components: professional orientation, professional knowledge of the subject, methods of teaching it, pedagogical abilities and pedagogical technique.
, In the professional orientation of the individual, a positive attitude towards the profession, a desire for improvement is expressed. Being formed, which has become a property of the individual, professional orientation affects the level of current motives, increases the efficiency of activity. There are four stages in the development of professional orientation: the identification of interest in the profession as a reflection of the need to acquire it; formation of a sustainable interest in professional activities; formation of purposefulness in mastering the basics of pedagogical skills; the formation of a complex of qualities that are professionally significant for teaching work.
91 The basis of pedagogical excellence is professional knowledge: knowledge of the taught subject, its methodology, pedagogy, psychology, as well as the ability to synthesize the studied sciences and solve pedagogical problems, analyze pedagogical situations. Pedagogical abilities are an ensemble of personality traits that meet the requirements of pedagogical activity and ensure easy mastery of this activity and the achievement of high results in it. N.V. Kuzmina, who has been studying pedagogical abilities for many years, defines them as individual, stable personality traits, consisting in a specific sensitivity to the object, means and conditions of activity and finding the most productive ways to obtain the desired results. There are various approaches to identifying the main types of pedagogical abilities (N. V. Kuzmina, A. I. Shcherbakov, N. V. Kukharev, S. B. Elkanov, A. E. Kondratenkov, etc.). Here are generalized, or basic, pedagogical abilities: gnostic - the ability to study, research (diagnose) pedagogical objects, phenomena, processes; design - the ability to determine, form the goals and objectives of pedagogical activity; constructive - abilities in planning pedagogical activity in accordance with the goals and objectives; organizational - the ability to organize their own activities and the activities of the student
students, to create a team as a tool for the formation of personality; perceptual - abilities that allow understanding the subject or object of pedagogical influence without verbal (verbal) information based on the sensory perception of another; suggestive - the ability of emotional and volitional influence on the personality, mainly by methods of suggestion; communicative - the ability to communicate effectively with different age groups of children, youth and adults; speech - the ability to express thoughts and feelings adequately to one's desires; creative - the ability to be creative; academic - abilities for professional self-development and self-improvement; didactic - the ability to adapt the educational material in order to successfully understand it by students.
Many authors pay special attention to the importance of the teacher's perceptual-reflexive abilities. According to N. V. Kuzmina, the reflective level of pedagogical abilities includes 3 types of sensitivity: a sense of the object; sense of proportion and tact; a sense of belonging.
Pedagogical technique is the fourth element of pedagogical skill, which is a special form of organization of a teacher's behavior, which includes two groups of skills: the ability to manage oneself and the ability to interact in the process of solving pedagogical problems. The first group of skills - possession of the body, emotional state, speech technique. The second - didactic, organizer-
skies, possession of the technique of contact interaction, etc.
In the sociology of pedagogical work (a relatively new scientific direction), on the basis of the system-structural method, three blocks of independent variables are distinguished that affect the teacher's activity and have a social character: objective-personal characteristics; socio-organizational factors of the school; subjective-psychological personality traits. In this theoretical approach, it is the block of objective-personal factors that affect the teacher’s work and largely determine its quality and effectiveness, including professional skills, teacher’s abilities, pedagogical experience, education level, qualifications, general cultural level, erudition, professional stability, involvement in work, value orientations, quality of life, social origin, gender, nationality. Each of these factors is a structural element of a relatively independent system that forms its own stable internal relationships and interactions, bringing to the forefront one or the other, or a group of constituent elements.
Professional skill grows out of professional experience, although many years of pedagogical work in itself is not yet mastery. Professional experience is also developed by a teacher who is not satisfied with his profession, but honestly fulfills his official duties.
Such a teacher, even with significant work experience, practically lacks one of the essential elements of mastery - "creative well-being" as a special mental and physical state of the teacher. In American sociology, such a state of the teacher was called "feeling of the flow", i.e., complete immersion in one's activity and enjoyment of the very process of activity, which, in turn, indicates a high internal motivation of the teacher. Professional experience without creativity and satisfaction often develops inertia, fatigue, irritation. In other words, professional creativity is both an indicator, a characteristic, and a condition for the development of a teacher's professional skills.
Vocational education and qualifications are fundamental elements in the system of objective-personal factors that not only influence labor activity, but also determine it. In the link "education - qualification" education is a constant value, its organizing and content component, and qualification is a variable, more mobile value. We emphasize that in pedagogical practice a fairly stable idea of the interdependence of these elements has been established: the higher the education, the higher the qualification, and vice versa. However, in sociological studies, more complex dependencies have been identified. For example, a number of sociologists pay attention to the fact that teachers have a more stable interest in the methods and technologies of education, rather than in the scientific and theoretical problems of education and a particular branch of science. As the duration of teaching activity increases, a certain percentage of teachers form a strong belief in the sufficiency of their level of theoretical and practical knowledge. The reason for this phenomenon, according to sociologists, is that less than a quarter of the teachers surveyed consider education as a vital value, and only 10% associate the quality of professional training with an increase in the prestige of pedagogical work.
Age and work experience are objective personal factors that reflect the various stages of the process of self-realization of the teacher's personality: from formation to maturity and the extinction of creative energy. Sociologists draw attention to the need to consider these factors in connection with the peculiarities of pedagogical work, which does not tolerate aging, loss of enthusiasm, optimism. The teacher's age indicator is “non-aging”, which is expressed in the state of mind that retains the features of youth, the ability to understand each new generation, multiplied by the wisdom of life experience. It is no coincidence that researchers have found a strong tendency among young teachers to be role models, authorities to choose teachers over 50 years old. The problem of age in pedagogical activity is quite widely represented in the research literature, it reflects the complex and intense process of “living” in the teaching profession for hundreds of young professionals who are experiencing their “peaks” of professional take-off, pedagogical crises, disappointments, periods of “calm down”. And it's not about experience.
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work, not in student or teaching teams, but in age characteristics that objectively affect various aspects of a person's life, changing her feelings of life, profession, herself and her spiritual values and ideals. This aspect of the problem is still awaiting further study.
In the group of objective personal factors influencing pedagogical activity, an important place is occupied by professional stability, which is interpreted as a long-term self-realization of the individual in the chosen profession with a sense of confidence and the correctness and validity of his choice. In the study of a particular individual, the following are determined: the presence and severity of the desire to change jobs or professions, the conditions under which a person would change jobs, motives and incentives for choosing a profession; motives and incentives for long-term work in one place; motives and incentives for choosing a new profession.
In addition to the sociological aspect that determines the conditions for the formation and place of professional excellence in the system of objective-personal qualities of an educator, pedagogical theory highlights the concept of "professionalism", the essence of which is closely related to the category of professional excellence. The extent to which this relationship can be traced in various theoretical approaches will be determined by the comparative table 6 below.
As a result of the above comparative approaches, the following general theoretical foundations have been identified in considering the characteristics of professionalism as an integrative property of a person:
Analysis of the interaction of theoretical categories
"skill" and "professionalism"
| | | |
| Professional ism (Kuzmina N.V.) | Availability of knowledge, skills and abilities that allow a specialist to carry out his activities at the level of modern requirements of science and technology. Activity is the solution of countless problems, and professionalism in it is manifested in the ability to see and formulate problems, apply the methodology and methods of special sciences for diagnosis and prognosis in solving problems: An indicator of the quality of specialist training is professionalism in solving special problems (in the field of intellectual activity and creativity) | Mastery is the possession of professional knowledge, skills, abilities that allow a specialist to successfully investigate the working situation, formulate professional tasks based on the situation and successfully solve them in accordance with the goals facing production. Mastery criteria are algorithms for productive solution of professional problems found in the process of preliminary research |
| Professionalism (Butkevich V.P.) | Reflection of the requirements of the profession to the personality and activities of a specialist, manifests itself in the ways of formulating and solving professional problems, analyzing the results of the solution, diagnosing the causes of the results obtained, in the ability of self-development, self-correction | Unlike mastery, which can be accumulated in experience and imitation, professionalism, as a stable property of a person and activity, is laid down in the process of general and professional education. |
| | Characteristics of professionalism and its components | Relationship with the characteristics of professional skills |
| Professionalism (Baklanova N.V.) | An integrative property of a teacher's personality, reflecting a unique relationship for each teacher and the content of the components included in the considered property - professional competence, morality, initiative and skill | Mastery is impossible without professionalism, without mastering the sum of the necessary professional knowledge, skills and abilities, but it never comes down to professionalism. |
| Professional suitability (Vorobeva T. A.) | Vocational suitability includes personal characteristics, general culture, general development, system of life values, moral and psychological readiness for work. Vocational suitability is a component of professionalism, but it is wider than the sum of knowledge, skills and abilities acquired in the course of vocational training | The formation of professional suitability is carried out in the course of acquiring professional skills (3-5 years), when the acquired skills and abilities are consolidated, the ability to independently and quickly solve professional problems and the specialist gets used to the requirements of the profession |
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a) the definition of professionalism emphasizes professional competence, morality, initiative and mastery as a stable property of the individual and activity and as the ability for self-development and self-correction;
b) in the definition of professional readiness, professional orientation, knowledge and skills are distinguished and motivational, orientational, emotional-volitional, personal operational and evaluative-reflective components are distinguished (Soglaev V.V.);
c) in the structure of professional orientation, praxic (behavioral) and emotional-cognitive components are distinguished (Platonov Yu.P.);
An analysis of various definitions of professionalism allows us to conclude that in almost every one of them there are pronounced characteristics of mastery and/or competence, a characteristic widely used to determine the professionalism of a specialist. At the same time, the concept of “mastery” does not refer to a separate (albeit perfect) skill, but to a certain set of skills, perhaps formed at different levels and making the process of activity itself qualitatively unique, individualizing it. The highest manifestation of mastery is art, creativity (Derkach A. A., Sitnikov A. P.).
Common to the above approaches is the consideration of professionalism as an integrated definition of the level of professional activity of a specialist, including professional skills as a condition for the formation of professionalism of a graduate of a pedagogical college.
Depending on the definition of the essence of professionalism, its structure, the main components, the following directions of its formation are distinguished (T. P. Vodolazskaya, N. V. Kuzmina, A. S. Markov) (Table 7).
Structure and directions of formation
professionalism of a specialist
Table 7
Mirkina Inna
Pedagogical excellence. Professional growth and professional skills of a teacher
What's happened pedagogical skill? thousands teachers give their definition. Beginners pedagogical way for the basis of formation pedagogical excellence accept scientific and theoretical knowledge, practical knowledge and skills acquired in teacher training institutions, intrinsic motivation and active creative activity. When young teacher strives for everything new, independently replenishes his stock of knowledge, persistently masters new achievements pedagogy and methods analyzes its activities. For those. who has a lot of experience, skill more concretely, it is what the teacher lacks, in his opinion. But everyone understands that skill is a certain pedagogical the peak to which he aspires.
Mastery for a teacher is a certain pedagogical pinnacle to which he aspires. « Master» (boss, teacher) a person who has achieved a high level of creativity and perfection in his work.
Craftsmanship - the highest level of professionalism, an individual creative process, a complex of personality traits that predetermine a high level professional teaching activities.
Common Components pedagogical excellence:
1. Personal qualities teacher: responsibility, diligence, high moral character, pedagogical justice, love for children, patience, optimism, sense of humor, pedagogical abilities and professional orientation.
2. Professional knowledge: knowledge of methodology pedagogy, psychology, ability to solve pedagogical tasks, in-depth knowledge in the field of the subject being taught.
3. Professional pedagogical technique - skills, skills and techniques that help manage the process of education.
Skill teacher control their behavior, self-regulation as an organized mental process of managing all forms and types of activity aimed at achieving the chosen goal.
Pedagogical technique as skills and self-regulation (management of emotions and mood) facial expressions, gestures, pantomime - as a means of communication with pupils, their parents, colleagues, speech technique (breathing, voice setting, diction, speech rate, the ability to influence the individual and the team.
4. Social - perceptual abilities - abilities that allow you to understand the subject pedagogical effects based on sensory perception (attention, observation, imagination).
5. Professional growth and professional self-improvement of a teacher(personal development, improvement of the personality of the educator, self-education - the formation of a person's personality in accordance with the goal (self-knowledge, self-observation, self-esteem, goal achievement, self-motivation, self-organization, self-control).
We draw a conclusion:
Foundation of development pedagogical skills are the knowledge of professional focus and personality teacher, and the success condition teachers are pedagogical abilities and skills in the field pedagogical technique.
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The essence and content of pedagogical skill is most fully reflected in the following definition: pedagogical skill - this is a complex of personal qualities of a teacher, his professional knowledge and skills that ensure a high level of professional activity. The personal qualities of a teacher, his professional knowledge and skills are manifested integrally in professional activities, in methodological technologies for teaching, educating and developing students. The obvious consistency of the definition made allows us to attribute the following to the main elements of the structure of pedagogical skill: the personal qualities of the teacher, professional knowledge, pedagogical skills and technologies.
Pedagogical excellence
Personal Component
Information-theoretical component
Pedagogical skills
Professional and pedagogical orientation
General and pedagogical abilities
Special, methodological, psychological and pedagogical knowledge
Pedagogical technique
Gnostic
constructive
Organizational
Communicative
Individual style of activity
The leading place in the complex synthesis of properties that determine the teacher's pedagogical skills belongs to the personal component as the unity of its motivational and value component (professional and pedagogical orientation) and individual psychological characteristics (general and professional pedagogical abilities).
There is a fairly extensive list of those personal qualities that, according to various researchers, a master teacher should have. To important professional qualities, according to A.K. Markova, include:
pedagogical erudition,
pedagogical goal setting
pedagogical (practical and diagnostic) thinking,
pedagogical intuition,
pedagogical improvisation,
pedagogical observation,
pedagogical optimism,
pedagogical resourcefulness,
pedagogical vision,
pedagogical reflection.
The integrity of a personality presupposes its structural unity, the presence of those system properties that unite all others and are the basis of its integrity. In the structure of the teacher's personality, such a role belongs to professional and pedagogical orientation , which, according to V.A. Slastenin, forms a framework that holds together and unites all the main professionally significant properties of the teacher's personality.
The basis of the professional and pedagogical orientation of the teacher's personality is the system of its value relations to pedagogical activity, fixed in professional and value orientations. The presence of socially and professionally significant value orientations in a person ensures a conscientious attitude to business, encourages search, creativity, and to some extent compensates for insufficiently developed skills and abilities; the absence of a positive orientation can cause professional collapse, the loss of existing skills. Performing a prognostic, design function, professional value orientations allow the teacher to build a model of his activity, which becomes a guideline in his self-development and self-improvement.
One of the main professionally significant qualities of a teacher's personality is his "personal orientation". According to N. V. Kuzmina, personal orientation is one of the most important subjective factors in achieving the top in professional and pedagogical activity.
The choice of the main strategies of activity determines, according to N.V. Kuzmina, three types of orientation: 1) truly pedagogical, 2) formally pedagogical, and 3) falsely pedagogical. Only the first type of orientation contributes to the achievement of high results in pedagogical activity. "A truly pedagogical orientation consists in a stable motivation for the formation of the student's personality by means of the subject being taught, for the restructuring of the subject, counting on the formation of the student's initial need for knowledge, the bearer of which is the teacher."
The success of the teacher's activity is also determined by the individual psychological prerequisites for the formation of pedagogical skills, which include, first of all, general and pedagogical abilities .
Capabilities - such individual psychological characteristics of a person, which are the most important condition for the successful implementation of a certain type of activity.
They are detected and manifested in the speed, depth and strength of mastering the techniques and methods of this activity. The set of abilities necessary for a teacher includes both general ones, which are required to perform any activity, and special ones, which ensure pedagogical activity. At the same time, special abilities themselves, being relatively independent formations, are an integral part of general giftedness and are largely determined by it. We must also remember that abilities are not something innate, they develop on the basis of inclinations in the process of a certain activity.
General abilities are determined, first of all, by the psychophysiological development of the personality: its temperament, character, intellect. According to V.A. Yakunin, intelligence is the most important factor determining the success of pedagogical activity. His research indicates that the level indicators of intelligence among master teachers significantly exceed those of non-master teachers. Intelligence plays a decisive role in the implementation of almost all types of teacher activity (prognostic, design and constructive, reflective and cognitive).
In its most general form pedagogical abilities were presented by V. A. Krutetsky, who gave them the corresponding general definitions:
1. Didactic abilities - the ability to convey educational material to students, making it accessible to children, to present material or a problem to them clearly and understandably, to arouse interest in the subject, to arouse active independent thought in students. A teacher with didactic abilities is able, if necessary, to reconstruct and adapt educational material accordingly, make difficult things easy, complex things simple, incomprehensible, obscure things understandable. Professional skill includes the ability not only to present knowledge intelligibly, to present the material in a popular and understandable way, but also the ability to organize independent work of students, independent acquisition of knowledge, intelligently and subtly "conduct" the cognitive activity of students, direct it in the right direction.
2. Academic ability - ability in the relevant field of science (mathematics, physics, biology, literature, etc.). A capable teacher knows the subject not only in the scope of the course, but much wider and deeper, constantly monitors discoveries in his science, is absolutely fluent in the material, shows great interest in it, and conducts at least very modest research work.
3. Perceptual abilities - the ability to penetrate the inner world of the student, pupil, psychological observation associated with a subtle understanding of the student's personality and his temporary mental states. A capable teacher, educator, by insignificant signs, by small external manifestations, catches the slightest changes in the internal state of the student.
4. Speech abilities - the ability to clearly and clearly express one's thoughts, feelings through speech, as well as facial expressions and pantomime. The teacher's speech is always distinguished by inner strength, conviction, interest in what he says. Expression of thought is clear, simple, understandable for students.
5. Organizational skills are, firstly, the ability to organize a student team, rally it, inspire it to solve important problems, and, secondly, the ability to properly organize one's own work. Organizing your own work involves the ability to properly plan and control it yourself. Experienced teachers develop a peculiar sense of time - the ability to properly distribute work in time, to meet the deadlines.
6. Authoritarian abilities - the ability to direct emotional and volitional influence on students and the ability to achieve authority on this basis (although, of course, authority is created not only on this basis, but, for example, on the basis of excellent knowledge of the subject, sensitivity and tact of the teacher, etc.). Authoritarian abilities depend on a whole range of personal qualities of a teacher, in particular, his volitional qualities (decisiveness, endurance, perseverance, exactingness, etc.), as well as on a sense of personal responsibility for teaching and educating schoolchildren, on the teacher’s conviction that he is right, on the ability to convey this conviction to his pupils.
7. Communication skills - the ability to communicate with children, the ability to find the right approach to students, to establish relationships with them that are pedagogically expedient, the presence of pedagogical tact.
8. Pedagogical imagination (or predictive abilities) is an ability that is expressed in anticipation of the consequences of one’s actions, in the educational design of the personality of students, associated with the idea of what the student will become in the future, in the ability to predict the development of certain qualities of the pupil.
9. The ability to distribute attention simultaneously between several activities is of particular importance for the teacher's work. A capable, experienced teacher carefully monitors the content and form of presentation of the material, the deployment of his thoughts (or the thoughts of the student), at the same time keeps all students in the field of attention, sensitively reacts to signs of fatigue, inattention, misunderstanding, notices all cases of violation of discipline and, finally, monitors his own behavior (posture, facial expressions and pantomimics, gait).
At present, the concept of pedagogical abilities, developed by N.V. Kuzmina and her school, proves that the pedagogical system includes five structural elements (goals, educational information, means of communication, students and teachers) and five functional elements: research, design, constructive, communicative, organizational. The same elements are functional elements of individual pedagogical activity (gnostic, research, design, constructive, communicative, organizational), which allows us to speak of five large groups of common abilities of the same name that underlie them.
N. V. Kuzmina distinguishes two levels of pedagogical abilities: perceptual-reflexive and projective abilities. The first level of pedagogical abilities, according to N. V. Kuzmina, - perceptual-reflexive abilities - includes "three types of sensitivity": a sense of the object associated with empathy and an assessment of the coincidence of student needs and school requirements; a sense of proportion, or tact, and a sense of belonging. These manifestations of sensitivity are the basis of pedagogical intuition.
The second level of pedagogical abilities, according to N. V. Kuzmina, is projective abilities, correlated with sensitivity, to the creation of new, productive ways of learning. This level includes gnostic, design, constructive, communicative and organizational skills. The absence of each of these abilities is a specific form of inability.
Gnostic abilities are manifested in the rapid and creative mastery of the methods of teaching students, in the ingenuity of teaching methods. Gnostic abilities, according to N.V. Kuzmina, ensure the accumulation of teacher information about his students, about himself.
The gnostic component is a system of knowledge and skills of the teacher, which form the basis of his professional activity, as well as certain properties of cognitive activity that affect its effectiveness. The latter include the ability to build and test hypotheses, be sensitive to contradictions, and critically evaluate the results obtained. The knowledge system includes ideological, general cultural levels and the level of special knowledge.
General cultural knowledge includes knowledge in the field of art and literature, awareness and ability to navigate in matters of religion, law, politics, economics and social life, environmental problems; having meaningful interests and hobbies. The low level of their development leads to a one-sided personality and limits the possibilities of educating students.
Special knowledge includes knowledge of the subject, as well as knowledge of pedagogy, psychology and teaching methods. Subject knowledge is highly valued by teachers themselves, their colleagues and, as a rule, are at a high level. As for knowledge in pedagogy, psychology and teaching methods in higher education, they represent the weakest link in the system. And although the majority of teachers note the lack of this knowledge, nevertheless, only a small minority is engaged in psychological and pedagogical education.
An important component of the gnostic component of pedagogical abilities is knowledge and skills that form the basis of cognitive activity proper, i.e. activities to acquire new knowledge.
If gnostic abilities form the basis of the teacher's activity, then design or constructive abilities are decisive in achieving a high level of pedagogical skill. It is on them that the effectiveness of the use of all other knowledge depends, which can either remain a dead weight, or be actively involved in the maintenance of all types of pedagogical work. The psychological mechanism for the realization of these abilities is the mental modeling of the educational process.
Design ability are manifested in the ability to present the end result of nurturing education in tasks-tasks located in time for the entire period of study, which prepares students for independent problem solving.
Design abilities provide a strategic orientation of pedagogical activity and are manifested in the ability to focus on the ultimate goal, solve actual problems taking into account the future specialization of students, take into account its place in the curriculum when planning a course and establish the necessary relationships with other disciplines, etc. Such abilities develop only with age and as the teaching experience increases.
Structural Ability are manifested in the creation of a creative working atmosphere of joint cooperation, activity, in sensitivity to the construction of a lesson that is most consistent with the set goal of development and self-development of the student.
Constructive abilities ensure the implementation of tactical goals: structuring the course, selecting specific content for individual sections, choosing the forms of conducting classes, etc. Every teacher-practitioner has to solve the problems of constructing the upbringing and educational process at the university every day. There are several components of pedagogical excellence (D. Allen, K. Rain). The elements of this microcircuit can serve as indicators of the level of development of pedagogical activity:
1. Variation of the student's stimulation (can be expressed, in particular, in the rejection of a monologue, monotonous manner of presenting educational material, in the free behavior of the teacher in the classroom, etc.).
2. Attracting interest with the help of an exciting beginning (a little-known fact, an original or paradoxical formulation of the problem, etc.).
3. Pedagogically competent summing up the results of the lesson or its separate part.
4. The use of pauses or non-verbal means of communication (look, facial expressions, gestures).
5. Skillful application of the system of positive and negative reinforcement.
6. Statement of leading questions and verification questions.
7. Asking questions that lead the student to generalize the educational material.
8. The use of divergent type tasks in order to stimulate creative activity.
9. Determining the concentration of attention, the degree of student's involvement in mental work according to the external signs of his behavior.
10. Use of illustrations and examples.
11. Use of reception of repetition.
Communication skills are manifested in the establishment of contact, pedagogically expedient relationships. These abilities are provided, according to N. V. Kuzmina, by four factors: the ability to identify, sensitivity to the individual characteristics of students, well-developed intuition, suggestive properties. Let's add another factor of speech culture (meaningfulness, impact).
The level of development of communicative ability and competence in communication determines the ease of establishing contacts between a teacher and students and other teachers, as well as the effectiveness of this communication in terms of solving pedagogical problems. Communication is not limited to the transfer of knowledge, but also performs the function of emotional infection, arousing interest, encouraging joint activities, etc.
Hence the key role of communication, along with joint activities (in which it also always occupies the most important place) in the education of students. University teachers should now become not so much carriers and transmitters of scientific information as organizers of students' cognitive activity, their independent work, and scientific creativity.
The role of the teacher changes radically, and the role of the student increases dramatically, who not only begins to independently plan and carry out cognitive activities, but also for the first time gets the opportunity to achieve socially significant results in this activity, i.e. to make a creative contribution to the objectively existing system of knowledge, to discover what the teacher did not know and what he could not lead the student to, planning and describing his activities in detail.
In order to manage the process of development and formation of university students, it is necessary to correctly determine the characteristics of the personality traits of each of them, carefully analyze the conditions of their life and work, prospects and opportunities for developing the best qualities. Without the use of psychological knowledge, it is impossible to develop a comprehensive preparedness and readiness of students for successful professional activities, to ensure a high level of their education and upbringing, the unity of theoretical and practical training, taking into account the profile of the university and the specialization of graduates. This becomes especially important in modern conditions, the conditions of the crisis of society, when the crisis has moved from the sphere of politics and economics to the field of culture, education and upbringing of a person.
Organizational skills manifest themselves in selective sensitivity to the methods of organizing students in a group, in mastering educational material, in self-organization of students, in self-organization of the teacher's own activities.
Organizational abilities serve not only to organize the actual process of teaching students, but also to self-organize the activities of a teacher at a university. For a long time, they were assigned a subordinate role: the conditions for training specialists in universities traditionally remained unchanged, and in organizing the educational activities of students, preference was given to time-tested and well-mastered forms and methods. By the way, it has been established that organizational abilities, in contrast to gnostic and constructive ones, decrease with age.
ON THE. Aminov believes that the basis for the differentiation of pedagogical abilities is success. There are two types of it: individual (achievements of a person in relation to himself in time) and social (achievements of one person in relation to the achievements of other people). The first type is individual (resource) success, the second is competitiveness.
Under the abilities proper (terminal abilities), Aminov understands precisely those individual psychological characteristics of a person that not only ensure his success in any activity, but also increase his competitiveness, i.e. success in a situation of rivalry (competition) with others in any field. In increasing the competitiveness of a person, according to the classification of V. A. Bogdanov, a decisive role belongs to such a mental process as imagination, it is the ability to invent and implement something new that gives an advantage to one person over others. Therefore, the development of imagination (creativity) can be considered a key component of perceptual abilities.
Aminov calls the means (psychological resources) by which a person achieves success in self-realization (personal growth) without competition with others instrumental abilities, which are divided into two groups: general (perceptual) and special. The latter, according to N. A. Aminov, include emotional, volitional, mnemonic, attentional, imaginative (representations) abilities. The terminal ability (increasing competitiveness) for pedagogical activity implies the predominance in its structure of resistance to the development of the emotional burnout syndrome (depletion of emotional resources).
An important property of pedagogical activity is resistance to the "syndrome of emotional burnout" or psychophysiological exhaustion.
With reference to E. Mahler, N. A. Aminov gives a list of the main and optional features of this syndrome: 1) exhaustion, fatigue; 2) psychosomatic complications; 3) insomnia; 4) negative attitude towards customers; 5) negative attitude to work; 6) neglect of the performance of their duties; 7) increase in the use of psychostimulants (tobacco, coffee, alcohol, drugs); 8) decreased appetite or overeating; 9) negative self-esteem; 10) increased aggressiveness (irritability, anger, tension); 11) increased passivity (cynicism, pessimism, hopelessness, apathy); 12) feeling of guilt.
ON THE. Aminov emphasizes that the last symptom is characteristic only of people who, by virtue of their profession, intensively interact with other people. At the same time, he suggests that the "syndrome of emotional burnout" is more pronounced in teachers who show professional unsuitability. The quality of resistance to the development of this truly subjective syndrome (since it develops in the process and as a result of activity) is predetermined by individual psychophysiological and psychological characteristics, which largely determine the burnout syndrome itself.
The implementation of pedagogical activity at a low or medium level in the presence of the basics of pedagogical skill is not uncommon. PM indicators should reflect the level of implementation of pedagogical activity and its results, and not what is the starting point for this level, its foundations.
The basics of PM, implemented in activities, is already a manifestation of professionalism. But one can judge its level by how pedagogical tasks are solved and, ultimately, what results will be achieved.
How can you determine the level of professional skill?
Determining the level of pedagogical skill continues to be an underdeveloped problem, although quite interesting approaches to its development have appeared.
Depending on the results, four levels of skill can be distinguished:
1) reproductive (the teacher is able to tell others what he knows himself, and in the way he knows himself);
2) adaptive (the teacher is able not only to convey information, but also to transform it in relation to the features of the object with which he is dealing);
3) locally modeling (the teacher is able not only to transfer and transform information, but also to model the knowledge system on individual issues);
4) systematically modeling knowledge (the teacher is able to model a system of activities that forms a system of knowledge in his subject).
Determining the level of pedagogical skill is impossible without establishing its indicators and formulating criteria.
According to the indicators of pedagogical skill, one can judge its level. The lack of development of many questions leads to the fact that teachers include in the indicators of pedagogical excellence everything that is somehow connected with it and has an impact on improving the effectiveness of training, on its effectiveness and a positive impact on students. And this includes the actual indicators of pedagogical skill, and its foundations and criteria, and the conditions for the success of training, etc.
Criteria of pedagogical excellence are such distinctive features that can be used as a measure of pedagogical excellence.
What should be the criteria for the teaching activity of a teacher? Apparently, with the most important components of the educational process, that is, with the components of the didactic basis.
The task is to highlight the most significant, which is reflected in the teaching activities of the teacher in connection with each component of the didactic basis. This is essential and will be the distinguishing feature that can be used as one of the yardsticks for evaluating the skill of a teacher. It is very important that together these criteria make it possible to carry out a comprehensive assessment of the teaching activity of a teacher.
Thus, the listed criteria are necessary and at the same time sufficient to determine the level of teaching activity of the teacher.
In the proposed system, five criteria for the teaching activity of a teacher are distinguished. An assessment on a 10-point scale for each of them gives five indicators that can be combined into a generalized functional indicator of pedagogical skill.
A comprehensive indicator of the teacher's skill in teaching covers a generalized functional indicator and a generalized effective-personal indicator.
The generalized functional indicator is the sum of points according to five criteria: mastery of the content and its didactic organization; organization and implementation of the activities of the teacher; organization of students' activities; stimulation and motivation of the student's personality; structural and compositional construction of the lesson.
Evaluation for each criterion is made on a 10-point scale. Let's reveal the named criteria through primary signs.
I.Ownership of the content and its didactic organization:
1. Possession of the content of education (knowledge of the content and its application in practice).
2. Scientific nature of the content, its novelty and the use of the results of their research.
3. Availability of content.
4. Developing and educating content.
5. Selection of the content that is optimal in terms of volume and highlighting the main, essential in it.
6. Reliance on the known (actualization of previous knowledge), the connection of new material with previously studied.
7. Establishment of intra-subject and inter-subject communications.
8. Combination of abstract and concrete content.
9. Variety of means of conveying content.
10. Orientation of the content to the formation of a system of knowledge, skills.
11. Organization and implementation of the teaching activities of the teacher:
1. Possession of all types of learning activities and their combination.
2. Orientation of the teaching activity of the teacher to the organization of the cognitive activity of the students.
3. The manifestation of constructive, gnostic, organizational and communication skills.
4. Pedagogical technique (speech, gestures, establishing contact with the audience, the form and structure of presenting information, the technique of using teaching aids, the ability to disperse attention to the entire audience, attention to the respondent, the ability to listen, etc.).
5. Scientific organization of pedagogical work.
6. The choice of optimal forms, methods, teaching aids and the nature of the management of the educational work of students at each stage of the lesson.
7. Pedagogical tact. The ability to control oneself, one's mood.
8. The ability to carry out the restructuring of their activities. Improvisation.
9. Creative attitude to activity. Creative use of the experience of teachers. Own pedagogical findings.
10. Use in pedagogical activity of personal qualities and opportunities. Individual style of pedagogical activity.
III. Organization of educational activities of trainees:
1. A clear formulation of the goal, setting tasks and bringing them to the trainees.
2. Building learning as a system for organizing the learning activities of students at different stages of the lesson. The choice of the most rational types of activities for students to master the educational material.
3. The choice of teaching methods in accordance with the tasks, content and capabilities of the trainees.
4. The system of organizing independent classroom and extracurricular educational activities, the formation of cognitive independence.
5. Accounting for the individual characteristics and capabilities of trainees. Individualization and differentiation in the organization of educational activities.
6. The combination of individual, group and collective forms of student activity.
7. Teaching methods of cognitive activity. Education of work culture of students.
8. A variety of means of organizing educational activities.
9. Taking into account the difficulties encountered in the assimilation of the content, and didactic readiness to overcome them.
10. Operational adjustment of educational activities.
IV. Pedagogical stimulation and motivation of students' learning activities:
1. Using the possibilities of pedagogical influence on the personality of the student of the components of the educational process (the personality of the teacher, the content of education, forms, methods, teaching aids).
2. Formation of motives for teaching.
3. Application of methods for stimulating educational activities (pedagogical requirement, encouragement, punishment, competition, public opinion).
4. Formation of cognitive interest.
5. The combination of control and self-control in the learning process as a stimulating effect.
6. A combination of exactingness and respect for the personality of the student. Reliance on the positive qualities and characteristics of the student.
7. Microclimate. The relationship of the teacher with the students, the style of communication and leadership in the learning process.
8. Formation of duty and responsibility in teaching.
9. Education of a creative attitude to educational work.
10. Professional orientation and the formation of a professional orientation of the individual in learning.
v.Structural and compositional construction of the lesson: 1. Performance of the main functions of a teacher in the learning process (a comprehensive solution to the problems of education, upbringing and development).
8. The choice of the most appropriate structure of the training session in accordance with the tasks to be solved and the characteristics of the educational material.
3. Purposeful relationship and interaction of the main components of the educational process (teacher - students - content).
4. The choice of means for the implementation of pedagogical communication (forms, methods, teaching aids, methods of pedagogical stimulation and motivation). The expediency of their use in accordance with the goal and content of the lesson.
5. Clarity, consistency of transition from stage to stage, connection of the links of the educational process with each other.
6. Rational distribution of time between the stages of the training session. Choosing the right pace of learning, eliminating waste of time.
7. Operational adjustment of the training session.
8. Increasing the informativity of learning (increasing the amount of knowledge acquired in one and the same time).
9. Creation of optimal conditions for learning.
10. Summing up the results of the training session and focusing on the implementation of independent work.
The criteria of teaching activity allow us to evaluate the functional aspect of the teacher's activity in teaching.
The generalized performance-personal indicator is associated with the results of professional activity related to both students and the teacher. It covers learning success; a comprehensive solution to the problems of education, upbringing and development of students; the degree of transfer of the student from the level of "object of training and education" to the level of "subject of training and education"; improvement of their professional activities; professional-pedagogical and social significance of the teacher's personality.
The detailed disclosure of these criteria through primary indicators and their assessment are given below:
1. Learning success:
develops students' interest in their subject; achieves solid and deep knowledge; forms strong skills and abilities; teaches to apply knowledge, skills, abilities; forms a system of knowledge, skills and abilities.
2. A comprehensive solution to the problems of education, upbringing and development of students:
teaches to overcome difficulties, to show perseverance and strong-willed efforts in solving the problems of education, upbringing, development;
forms a scientific worldview;
forms a team and personal qualities of trainees;
develops abilities and fosters a creative attitude to educational work;
forms responsibility for the results of educational activities and behavior.
3. The degree of transfer of the student from the level of "object of training and education" to the level of "subject of training and education":
teaches methods of educational activity;
forms cognitive independence;
forms the motives for learning;
instills skills and abilities of self-education and self-education;
forms an active life position and the need for self-education and self-education.
4. Improvement of professional activity: constantly improves knowledge, skills, abilities; constantly searches for new things in work, shows creativity; studies the experience of other teachers;
analyzes and summarizes personal work experience; responsible for the activities and their results.
5. Professional-pedagogical and social significance of the personality of the teacher:
the formation of professionally significant personal qualities and value orientations and relationships;
actively participates in social work;
The experience of this teacher is used by others.
When evaluating the results of a teacher's professional activity, the following points can be used: 2 - pronounced, 1 - present, 0 - absent.
Performance-personal indicators are also associated with the main components of the educational process. The trainees, their learning activities and the system-structural integration of the components are associated with: the success of training, the integrated solution of the problems of education, upbringing, development of trainees, the degree of transfer of the trainee from the level of "object of training and education" to the level of "subject of training and education".
Thus, these performance-personal indicators cover all components of the didactic basis, and through them the relationship with all components of the didactic superstructure can be traced. They are a reflection of the influence of all components of the educational process on the final result of the teacher's professional activity.
